We must redouble our efforts to improve primary schools

SIX-and-a-half years after the education of young people in Wakefield was placed under the control of the director of family services, we now find that while 52 in every 100 primary school pupils can experience education in good or outstanding performing schools, 48 in 100 may be disadvantaged by a primary education that falls short of those standards.

Wakefield comes a sad fourth (147 out of 150) from bottom, according to Ofsted’s report for 2011-12. On this factor we are the lowest performing district in West Yorkshire and fall behind many areas that have even higher levels of deprivation or economic challenge.

Looking at other authorities around the country, they have taken decisive action to intervene at earlier stages to bring about school improvement and to raise standards. Local authorities still have considerable influence over their primary schools, they still have important powers to drive improvement, such as earlier deployment of warning notices and use of specialists to improve school leadership and standards.

Locally, the work of the independent Pontefract Education Trust is part of an encouraging approach where schools can help with resources and expertise to support other schools that are falling short.

Nationally and regionally, there are many examples where local authorities, educationalists and academies have helped raise standards in struggling schools – Education Secretary Michael Gove is an advocate for academies allowing schools to teach and raise local standards.

Peter Box has been the leader of this council since 1998 and executive leader since 2010. For how many years has this underachievement blighted young people in our district? What is he going to do to help get our young people’s lives back on track? What priorities will he set? The people of the district would like to know. For our part, we stand shoulder to shoulder with our schools, headteachers, teachers and governors as they pull out the stops to deliver the best possible teaching and learning environment for their pupils. We need to ensure that we redouble our efforts as an authority and use all the statutory powers available to us to help lift the attainment levels and by working in partnership, to see this important work through in the interests of all our children, present and future.