Statement on Prime Minister's education speech

31 October 2007

The Professional Association of Teachers (PAT)  has commented on the speech made by the Prime Minister today (31 October 2007).

PAT General Secretary Philip Parkin said: "The speech makes all the right noises and ticks all the right boxes. It is full of rhetoric that few could disagree with. Measures such as more funding for apprenticeships, raising standards and involving parents in their children's learning are obviously welcome.  However, the speech is high in aspiration but low in details. Turning rhetoric into reality is going to be a different matter.

"While the country and education professionals will share the Prime Minister's aspirations, Mr Brown needs to listen to the concerns of those in education. We need to step back from the target-driven and over-tested regime that is the reality in our schools.  

"We would not want to see schools closed down or taken over simply for not meeting a target on GCSE passes. The reasons for a school's performance issues  - such as poverty and social deprivation in the surrounding area, or the special or behavioural needs of pupils - need to be examined and addressed.  

"We are disappointed that the Prime Minister is not signalling a move away from the target-driven testing culture in our schools.

"Schools alone cannot meet the Prime Minister's aspirations for the children of this country.  Families must participate fully so all children can fulfil their potential.  It is important that schools and parents are in regular contact about their children's education.  We look forward to hearing the PM's proposals for encouraging families to become more involved in their children's education without increasing the already high workload of teachers and other school staff.

"I was surprised to read the Prime Minister's comment that there has so far been little effort to involve parents in the education of their children.  This has been a high priority for most schools for decades! 

 "We were pleased to see the priority given to 'greater opportunities for teachers to undertake professional training and development'. However, we are concerned about linking this to 'performance assessment'.  Does this mean that the 'best' teachers will get more training and development or those whose 'performance' is not judged as highly? Both need training and development but for different reasons.

"We welcome the Prime Minister's acknowledgment that we have the best teachers ever in our schools today and his recognition that they should be applauded and valued for their work.

"However, while welcoming the value placed on teachers by the Prime Minister, we are disappointed that he does not appear to have mentioned the other professionals who work in schools - teaching assistants and other support staff.

" In terms of raising the school leaving age, the Government is considering lowering the voting age to 16 yet proposes extending compulsory education or training to 18.

"There is not a strong case for introducing compulsory participation in education or training to 18.  The priority should be providing high quality provision for all when they are ready to learn. In the spirit of lifelong learning, the exciting opportunities in education and training should be the carrot and not the stick to encourage participation.

"We see far too many young people switched off from learning at an early age as a result of rigidly prescribed programmes of study and an overbearing testing regime. Schools and colleges will be forced to accept a host of unwilling students who will poison the atmosphere for those willing to learn. Forcing an education on teenagers will create even more youngsters with a grudge against society.

"We should increase the number of young people in education or training, but without conscription.  We should provide appropriate opportunities but allow young adults some choice between work and/or education and training.

”If we can get it right from the beginning of a child’s life, through good parenting, universal adequate funding in the early years, appropriate high quality learning and care opportunities, and joined-up services, we could avoid so many children failing or being at risk of failing later. Then, with the right curriculum or training programme on offer, taught in the right way, in the right surroundings, voluntary uptake beyond 16 is likely to increase."