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Education Secretary Bridget Phillipson is actively engaging with critics of her recently proposed education bill, which has faced allegations of potentially reverse significant progress made in English schools, especially for disadvantaged children. The bill has been met with warnings that it could lead to “catastrophic” consequences for these vulnerable groups.
In a bid to address concerns, the government has initiated discussions with trust leaders to gather their feedback. Recently, the government introduced an amendment to clarify that its intent is to enforce a minimum pay standard for academy teachers rather than impose a pay cap, alleviating some fears within the education sector.
As the Conservative Party mounts a strong opposition against the bill, questions arise about whether the criticism stems from genuine concerns or is simply a form of ideological political maneuvering.
The Bill
Introduced in December, the children’s wellbeing and schools bill primarily drew attention for its elements related to safeguarding and children’s social care. The bill emerged in the context of the disturbing Sara Sharif murder case, which highlighted significant issues related to the monitoring of children taken out of traditional schooling for home education.
In response to this, the legislation seeks to establish local authority registers aimed at tracking children who are not in school. Additionally, parents wishing to home educate their children will encounter increased scrutiny, signaling a shift in oversight.
However, as discussions progressed, sizable criticism has focused on the second component of the bill, which proposes reforms to the existing school system.
The Proposals Causing Controversy
The most contentious elements of the bill target the freedoms enjoyed by academies under previous administrations. Critics, particularly from the academy sector, argue that these freedoms are crucial for fostering innovation and enhancing the quality of education in struggling schools.
Key proposals under scrutiny include requirements for new teachers to obtain qualified teacher status and a mandate for academies to adhere to the national curriculum, currently under review. Furthermore, there are concerns that local councils will gain excessive control over school admissions, which, until now, had been managed by the academies themselves.
Also contentious is the proposed restructuring of the school improvement regime, notably the recommendation that local authority-run failing schools should not automatically transition to academy status.
Criticism in Parliament
Opposition to the bill has been fervent, with Conservatives labeling the academies component as an area ripe for political attack. At a recent Prime Minister’s Questions session, Conservative leader Kemi Badenoch characterized the government’s plan as “an act of vandalism.”
This sentiment continued to echo during parliamentary discussions, as shadow education secretary Laura Trott highlighted what she termed the “disastrous academy proposals.” Other Conservative figures, including Nick Timothy, also expressed strong opposition to the initiatives proposed in the bill.
Dame Siobhain McDonagh, a long-serving Labour MP, voiced concerns regarding the bill’s potential stifling of academy freedoms and its implications for educational standards. Conversely, while there are dissenters within the Labour Party, they remain a minority voice.
Concerns in the Schools Sector
Leading critics from the education sector include Dame Rachel de Souza, the children’s commissioner for England. She has warned that the legislation may legislate against proven strategies that enhance educational success and could prolong the time children spend in subpar schools due to an impediment in the pace of necessary improvements.
Katharine Birbalsingh, founder of the Michaela community school, emphasized that the proposed changes threaten to undo substantial progress achieved in advancing the education of disadvantaged children.
Despite this, other education leaders express more measured views. Some have indicated disappointment with the lack of bold vision from the Labour government but acknowledge that the proposals are “kind, inclusive, and fair,” addressing longstanding concerns among educators.
Steve Chalke, founder of the Oasis Charitable Trust, remarked that the academies sector seems overly pessimistic, asserting a more optimistic perspective towards the bill’s approach. Meanwhile, another CEO of a multi-academy trust acknowledged general support for the bill’s aims but criticized its haphazard compilation of measures, calling for clearer vision and consultation from the government.
Concerns remain prevalent among leaders regarding specific provisions related to pay, conditions, and the interplay between local authorities and school admissions, which could complicate the educational landscape.
What Next for the Government?
The government recognizes the existing lack of clarity surrounding certain aspects of the bill and aims to reassure academy leaders of their importance in maintaining high educational standards. Nonetheless, they emphasize that improvements are urgently needed, as current statistics indicate troubling trends: a significant number of primary school children are leaving without essential literacy and numeracy skills, widening gaps in achievement between disadvantaged children and their more affluent peers.
Moreover, the government highlights the challenges faced by numerous academies deemed “inadequate,” along with schools trapped in prolonged waiting lists for academy conversion and others receiving multiple negative assessments from Ofsted.
Source
www.theguardian.com