LGiU: "Working it Out" - the Education Act 2011

transcript

Education Act 2011- working it out

Welcome: Jonathan Carr-West, Director LGiU

Chair: Laurie Thraves, Policy Manager, LGIU

Education Act 2011

John FowlerPolicy Manager, LGIU24 November 2011

http://www.dwp.gov.uk/housingbenefit/claims-processing/information-flow/docs/laceo-letter-sep08.pdf

Education Act 2011• This Bill provides an historic opportunity

for this country. It will help to guarantee every child a high quality education, which will equip them for the technological, economic, social and cultural challenges of the next century.

• The Bill sets out a horrifying vision for the future of education in this country. The core values and ethos of state education, social justice, democratic accountability and equality … are all left in tatters by the provisions in this Bill.

Education Act 2011

• The Education Act 2011 will help teachers raise standards in education

• The Bill is not a nudge along for the structure of our educational institutions but a more substantial change

• The Education Act is a crime against humanity, a smash and grab raid which that will tear apart our schools and our communities

Economist 19 November 2011

Education Act 2011

• Complex• Amends 18 previous education and children acts

• 47 separate issues

Not covering• Secondary legislation and other changes• Funding: increases, decreases and impact• Academy conversions

Academy applications – rise and fall

Monthly number of ap-plica-tionsMoving average (Monthly number of appli-cations)

Coalition programme

• Using resources fairly

• Freedom

• Accountability and responsibility

• Plus

• Behaviour

The DfE narrative• good teachers delivering good teaching is the single most

important factor in giving every child a high quality education

• poor behaviour is one of the biggest barriers to attracting and retaining good teachers

• once schools have secured good behaviour, they will be able to deliver a challenging curriculum for all pupils

• the best school systems devolve power to schools, and we will give schools the freedom to lead improvement

• robust accountability for raising standards and narrowing gaps will sit alongside our plans for increased autonomy

• head teachers and teachers are the people who make the difference, so we will give them real freedoms to decide how best to improve their school

• the school funding system will be transparent and fair, and will effectively target disadvantaged pupils

Good Behaviour and discipline• Allow same-day detentions (5)

• Powers to search pupils and students and seize items strengthened (2 and 3)

• Pre-charge anonymity for teachers faced with allegations of criminal offence by a pupil (13) Exclusion appeal process changed (4)

• Behaviour and attendance partnerships (6)

• Exclusions: PRUs (50 and 51) and Alternative provision Academies (53)

Freeing up professionalsDuties on schools

• Repeal of school duty to co-operate and CYPPs

• Repeal of school profile (32) and SIPs (33)

• School meals (35)

Freeing up professionalsSchool admissions and place

planning• Pupils admissions (34)

– Admission forum– Adjudicator role– Local authority reports– Objections (36)– Academies (64)

• School place planning (37)

Using resources fairly

• Free entitlement of early years provision for two-year olds (1)

• Additional permitted charges (48)• HE funding (71 and 72)

Other issues• Composition of school governing

bodies (38)• Federations

– Schools leaving (39)– Applying for Academy status (57)

• Parental complaints (44)• Staffing of maintained schools (19)• Payments in respect of dismissal (47)• Local authorities’ financial schemes

(46)• Direct payments for SEN (75)

Sharper accountability OfSTED inspection

• Focus OfSTED school inspection on four key areas (41)

• End routine inspection of outstanding schools and colleges (40 and 42)

• SoS powers to close a school directly (44)

• Inspection of boarding accommodation (43)

Sharper accountabilityCurriculum and qualifications• QCDA abolished (25 to 27)• Ofqual chief regulator (21)• International comparisons (20 and 22)• Power to fine exam boards (23 and

Sharper Accountability Quango abolition

• GTCE abolition (7 to 12)– Prohibition– Induction– No registration

• TDA abolition (14 to 17)– Funding– Standards and conduct

• SSSNB (18)

Academies and free schools• Sections 52 to 65 rewrite of AA 2010• Specialisms abolished (52)• 16-19 and Alternative provision

Academies (53 and 54)• Religious bodies consent before

application for Academy Order (55)• Consultation by prospective sponsor

where SoS orders conversion (56)

Academies and free schools• Application by individual school within a

federation (57)• LA can still fund PFI deals (58)• Transfer agreements to include staff

contracts (59)• Consultation on increasing age-range

(60)• LA remits boarding (61)• Land of closed Academies (63)• Academies come within scope of

Adjudicator for admissions(64)

• Connexions (28)• Careers (29)• Repeal the diploma “entitlement” (30

and 31)• Reduce/change requirements on Sixth

Form and FE colleges on borrowing, promoting of economic wellbeing, governance (49)

• YPLA abolished (66 to 68)• Apprenticeship offer redefined (69)• Skills Funding Agency (SFA) to make

reasonable efforts to involve employers (70)

• Sector Skills Councils to issue certificates (71)

• SoS to direct SFA on consultation (72)• Reduction in “skills entitlement” (73)• Change to commencement of RPA (74)

The outlook – the other factors

What does it mean?Government’s principles

“increasing school autonomy, improving the quality of teaching and strengthening local accountability”“free local authorities, led by directors of children’s services, to focus on championing the interests of parents and children who most need support”

• Discuss• john.fowler@lgiu.org.uk