Co-operatives in Education

Alison Seabeck Excerpts

Wednesday 23rd October 2013 Westminster Hall

[Kevin Brennan (Cardiff West) (Lab)]

I have been called to speak earlier than I anticipated, and it is great to have this opportunity. I congratulate the hon. Member for Wycombe (Steve Baker) on securing the debate and on his speech, which came across as genuine and sincere. He captured the values of the co-operative movement very well, and I welcomed his remarks, on which hon. Members can build in debate. He was very polite and thanked the Minister for turning up. I said that it was his duty, and I know that he would agree, but the hon. Gentleman should never apologise for making Ministers come to the House of Commons. When I was a Minister, that was a priority, and I know that the Minister who is present today thinks so too. The debate is important, and the hon. Member for Wycombe kicked it off extremely well.

I congratulate, too, someone whom I was going to call my old friend—but she might take that the wrong way, so I will call her my long-standing friend: that is my hon. Friend the Member for Sheffield, Heeley (Meg Munn). We cut our teeth together, when we first came into Parliament, on the Adoption and Children Act 2002 and she has a long—not that long, but longish—history of involvement in the co-operative movement. She spoke with passion, sincerity and knowledge on that subject.

I also want to congratulate my hon. Friend the Member for Luton South (Gavin Shuker), who made the important point about the co-operative movement and co-operative schools that although structures are important it is the values underpinning the movement that make it a suitable model for the education system.

[Alison Seabeck (Plymouth, Moor View) (Lab)]

I apologise for missing part of the proceedings. Lipson community college in Plymouth is a co-operative academy. It was set up in 2009 and is outstanding. It encourages pupils to follow up and become co-operators. In fact, they are very involved in the young co-operative movement, and the Ruptors street dance co-op is an example of that. Does my hon. Friend agree that there are many offshoots from the education of young people in co-operative schools? I do not think that anyone puts a value on that, and we need a better understanding of what co-op schools can offer. I think many colleagues in this place do not really understand that.

[Kevin Brennan]

I strongly agree. I should like to talk more later about knowledge and understanding of co-operative schools. I should say at the outset that the Labour Front Bench is strongly supportive of the movement and of the rapid development and spread of co-operative schools that has happened in recent years, since legislation was amended to make it a little easier to form them. There is still work to be done, as my hon. Friend the Member for Sheffield, Heeley pointed out. There is a good quotation on the Schools Co-operative Society website:

“Essentially they are just what schools should be and what people thought they really were about already!”

That is a good way to put it. There is nothing about co-operative schools that would not be familiar to people, as far as values or ideas of what a good school should be are concerned. Yet, as we know, there is sometimes misunderstanding about co-operatives and co-operative schools.

Values in education are one reason why Labour supports the movement. It is time that we had more of a debate about those. There is much debate about structures and the idea that opening a free school or an academy will solve everyone’s problems. However, we all know that what really counts is good teaching, great leadership and the values underpinning a school and education system. It is interesting that the process that has been going on, which is a quiet revolution in the system—and people talked about a revolution in the debate—has received hardly any media coverage. Yes, the Government have a flagship policy for free schools, but there are far more co-operative schools than free schools. No one would think that from reading the papers and following the news. Certainly, a lot more Department for Education staff are devoted to free schools than to co-operatives. There are more than 100, are there not? I did not realise there were that many left in the Department. It is an awful lot of staff, but very little in the way of resources is devoted to helping co-operative schools to develop.

I welcome the remarks of the Secretary of State about the co-operative movement and co-operative schools in general, which the hon. Member for Wycombe quoted. No one would ever accuse him of not talking a good game, but in relation to actual delivery and policy, it would be good to see more resources within the Department being devoted to co-operative schools, since the Secretary of State has made it so clear that he is powerfully in favour of their development. That is important because it provides a bulwark against what some people fear—that the current upheaval in the structure of the schools system could lead to the idea that the Secretary of State has entertained from time to time: a system of taxpayer-funded, profit-making schools. That idea was tried in Sweden under its free school system, but it has not worked out too well.

The Swedish system was a model. The Secretary of State was infatuated with Swedish models, but he does not talk about them much any more. Sweden had profit-making free schools, but what happened was perhaps predictable. There are two ways to make a profit: increase revenue or cut costs. Of course, there are limited opportunities for taxpayer-funded schools to increase revenue. In Sweden, once hedge funds and the like invested in the schools, it led to the cutting of costs.

Since there is no requirement for qualified teachers, an obvious way to cut costs is to employ people who do not have to be paid qualified teacher rates. As a result, some of the schools went bust, with consequences for the education of the children, and also with the consequence ultimately that the legislation was overturned and a requirement was reintroduced for qualified teachers in the schools. There were no real educational or co-operative values underpinning the schools, which left them as the prey of hedge fund managers and the like. [Interruption.] If there are co-operative schools—would the hon. Member for Ipswich (Ben Gummer) like to intervene?

--- Later in debate ---

[Kevin Brennan]

I welcome the hon. Gentleman’s remarks and the opportunity to make it clear that I am not against profit, either. We live in a mixed economy and the market is a wonderful thing. In the case of education, occasionally it can be a good servant, but it is a very, very poor master. Opposition Members will never support profit-making schools. Yes, there is a role for a profit-making business in education—publishers, for instance—but Opposition Members will not support profit making in taxpayer-funded schools.

[Alison Seabeck]

The Plymouth Learning Trust is made up of 16 schools that have come together in a not-for-profit company. They are doing a lot of joint working, which is very effective, so pure profit does not always have to be the driver.

[Kevin Brennan]

Indeed. My hon. Friend makes that point very well and she is absolutely right to do so.

Some people in teachers’ associations and trade unions have been suspicious of co-operative schools, but the partnership that is developing between teachers’ associations and trade unions and some co-operative schools around the country is to be welcomed. The agreement between the NASUWT and the co-operative schools movement is a welcome development. I hope other teachers’ associations and unions will also engage in a positive manner with the co-operative schools movement. As was pointed out earlier in the debate, teachers should very much welcome such a development and the opportunity to be a part of running their schools and playing their role within co-operative schools and co-operative trusts.

On the ten-minute rule Bill introduced by my hon. Friend the Member for Sheffield, Heeley earlier this year, I hope the Minister will encourage the Department—it might have been another Department—to answer the letter that she sent earlier in the year. If it has been lost, perhaps she can provide a further copy. The Minister’s hon. Friends welcomed her remarks on the Bill, and I would welcome an opportunity for us to co-operate in a parliamentary way on the provisions of her Bill, albeit after they have been appropriately stress-tested by the civil service and Parliament and properly scrutinised before we do so. May I make that offer to him?

If the Government feel that that is something they would like to do to make it possible for my hon. Friend’s Bill, or the spirit of her Bill, to become law, the Minister would have our co-operation. I completely understand that he cannot commit to that today in a debate of this kind, but perhaps he will take away that offer and consider my hon. Friend’s remarks. Will he ensure that it is possible for co-operative structures to be incorporated into the legislation, as in clause 1 of her Bill, and also make it possible for nurseries to become co-operatives? Will it be possible for them to form part of a co-operative trust that, as she rightly pointed out, might form an all-through education service for an area, which is an ambition of many co-operative trusts around the country? I hope he will be able to say something positive and take that away and consider it, even if he cannot make a commitment now.

I welcome this debate and the way it was kicked off by the hon. Member for Wycombe. I welcome the Government’s professed support for co-operative schools, and I hope the Minister will talk about that. What counts is what works, and we can see that co-operative schools do work. They work because they can generate the kind of leadership and teaching that we want, where everybody understands the values under which they are working—the values of sharing and of working together in the interests of children and young people. Finally, I once again thank and congratulate the hon. Gentleman on this debate.