Tom Richmond: GCSEs pose an academic question for the PM

It is prompted by the Prime Minister’s decision to mark the 100-day anniversary of the first majority Conservative government since 1997 by reiterating his desire for “100 per cent academisation” so every school can provide an education tailor-made to the needs of pupils.

Mr Cameron clearly hopes that such a pronouncement will neutralise speculation about his own future – he made the tactical mistake before the election of expressing a desire to stand down before 2020 – and demonstrate that the Tories are the only party with the big ideas as Labour implodes over its leadership.

“I profoundly believe this is the right direction for our country because I want teachers not bureaucrats deciding how best to educate our children,” he declared.

Yet the Conservative leader allows his rhetorical flourish to overlook three points.

First, academies are not a new phenomenon. The idea was first pioneered by Margaret Thatcher’s government towards the end of 1980s when she introduced City Technology Colleges The policy then withered before being revived during Tony Blair’s premiership.

Second, those schools that have converted to academy status have not witnessed a marked improvement in GCSE or A-level grades overall compared with schools which have not converted. The gains, so, far, have been marginal at best.

Third, the Prime Minister’s rhetoric is at odds with the Conservative party’s “localism” agenda and whether such decisions should be taken by Ministers in Whitehall – or headteachers who do know the priorities of their pupils.

I, for one, do not believe that it is town hall bureaucrats who are standing in the way of Yorkshire students fulfilling their potential. I do believe, however, that schools are being held back by this never-ending debate about structures rather than the actual quality of teaching in the classroom – and whether pupils are actually gaining the skills that will enable them to flourish in a digital-first global economy.

It does not matter whether it is an academy, free school or “bog standard comprehensive” to coin the disparaging phrase once used by Tony Blair’s speech-writer Peter Hyman, schools will only succeed if there is a sufficient supply of inspirational and well-motivated teachers like those staff at Thornhill Community Academy who featured in Channel Four’s award-winning series Educating Yorkshire – I certainly held the teaching profession in an even higher light after seeing the challenges posed by disruptive behaviour on a daily basis.

Yet, because of the serial meddling of successive governments, there is a dearth of teachers – a fact that Mr Cameron chose not to acknowledge – and newly-qualified staff are having to be promoted into senior roles, even as headteachers in some instances, with next to no experience of the classroom. This might be how modern politics works because of a shortage of MPs with business acumen, but Britain’s pupils deserve better.

There’s also a distinct lack of clarity and continuity when it comes to the curriculum. First, coursework was encouraged before being frowned upon. Then a more vocational approach was advocated to help the less academically-inclined. And now the Tories have gone back in time with traditional subjects, like foreign languages and sciences, being given similar status to English and maths.

Is this right? What is more important – business studies and computer sciences or a pass-mark in chemistry and physics?

I would have far more confidence if the curriculum was being shaped by entrepreneurs who know what it takes to succeed – the critical link between education and employment is too important to be left to the whims of politicians. Rather than encouraging schools to convert to academies I’d like to see Mr Cameron place a far greater onus on primary and secondary schools building links with local business leaders who can then help to “mentor” pupils.

I’d also like to see a more collaborative relationship between primary and secondary schools so there is a far greater continuity; this would be preferable to heads being rewarded for success by being handed responsibilities at random schools. One reason why so many pupils do not make the grade at GCSE level is because they do not grasp key literacy and numeracy skills during their formative years in education.

As for the Government, its duty is to ensure that schools and headteachers have the resources, and support, that they require to help today’s generation of pupils appreciate the importance of learning, skills and work.

If that happens, the debate about academies – and structures – becomes so academic that headteachers can revert to their primary vocation: teaching.

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