It is 12 years on from New Labour's entry into Downing Street and Blair's proclamation that his government would be about 'Education, education, education'. Time now perhaps to assess what has been achieved or at least what has changed. The focus has rightly been on schools and early years where BritainŐs acute problems and inadequacies in education have been most evident.
We have seen much testing, numeracy and literacy hours and class sizes limited to 30 - although I still come across some larger classes. Academies, trust schools, specialist schools and much else were driven largely from Downing Street by Blair's chief ideologist, Comrade Adonis. It all looked like permanent revolution, as government tried to raise educational standards. In this aim the government has to be applauded, but has success really been achieved and what problems remain?
I have visited schools in my constituency many times in these 12 years. I have seen allegedly failing schools transformed by exceptional headteachers and schools shooting up local league tables, so success has been evident, at least in relative terms. I have also watched teachers in action and seen some real quality teaching with striking, innovative methods and attentive pupils clearly enjoying the experience.
One "failing" high school had two "failing" feeder schools so was taking in seriously under performing children at 11. I have seen that school improve significantly as the feeder schools were turned round, but it has to be appreciated that young people taking their GCSEs this year were in infant schools a decade ago and before any Labour government changes could have had any impact.
One conclusion I have drawn - confirming a prejudice I have carried with me for years - is that success in education is due almost entirely to what happens in the classroom, which is often driven in turn by dynamic, intelligent and inspirational headteachers. Schools do not need the intervention of private business, or religious fundamentalism, nor do they even need new buildings - although they are often appreciated - to succeed and raise the achievement of the pupils in their care. Smaller classes are helpful - although not essential - and classroom assistants are a real bonus. But, I am convinced it is intelligent teaching in calm, well ordered and orderly classes which is the key.
Sadly this still does not happen in every school. There are marked differences in pupil achievement in schools with similar pupil intakes. Forced "inclusion" of children with behavioural special needs has not helped, and there is still a vestigial hangover of misguided teaching practices from earlier decades in some schools. (I should say that I taught a little myself in the 1970s and have been for years surrounded by teachers amongst my family and friends).
I still believe that the government has failed to grasp the nettle in comparing measuring the success of different classroom techniques and seeking to promote what works best. We should also be doing much more to find examples from overseas ofteaching success and seeking to borrow ideas and imitate them to make sure we succeed in all British schools.
Some teachers may be affronted and resistant to such a prescriptive approach and it perhaps causes less pain and ruffle fewer feathers if changes are introduced first in universities with trainee teachers rather than practising teachers. I have to confess that I am nervous of being too direct in writing about teaching methods and classroom arrangements, despite my definite predispositions. If there are problems in our education system, I am sure that is where they lie. I do say however that at least the government has focussed attention on the fact that a significant proportion of our young people have not been achieving as they should in their school lives.
In my own constituency there have undoubtedly been dramatic improvements in schools. This has been helped by additional resources, but what success has been achieved has been driven largely by teams of great teachers led by excellent heads. Beyond 16 we have two absolutely first class colleges, one general FE college and one sixth form college, both of which have been judged "outstanding" and granted Beacon status.
All this success is being achieved without the intervention of private capital or schools being taken over by religious fundamentalists, and indeed, without selection. I refer again to the most successful education system in Europe, that of Finland, which is entirely state funded and comprehensive, with free higher education too as the icing on their cake.
So, whilst I am strongly critical of much of what New Labour has done, state education has significantly improved in my own town and many young people are undoubtedly being given a better start in education than they were 12 years ago.
Kelvin Hopkins MP
