Improving School Leadership

Stephen Metcalfe Excerpts

Wednesday 10th September 2014 Westminster Hall

[Stephen Metcalfe (South Basildon and East Thurrock) (Con)]

It is a pleasure to serve under your chairmanship, Mrs Main. I am pleased to have secured this important debate on how we can improve leadership in our schools. The purpose of this debate is not to criticise any of the heads in my constituency, or anywhere else for that matter, but to explore how we can build and improve on what we already have.

Every single teacher at whatever level, from newly qualified teacher to senior, experienced head, needs our thanks, support and praise for all they do to educate our children and teach our country’s next generation of wealth creators. My remarks, therefore, are designed to be constructive rather than critical, and I hope they will be heard in the spirit of constructive joint working.

Education is a vocation, and I know of no teacher anywhere who entered the profession for any reason other than to impart knowledge and support and nurture our young people. Teachers, and I hope all those listening to this debate, recognise that education is the greatest gift we can give. We have all heard that before, and I know it sounds corny, but the problem is that it is true because, once the gift of education has been given, it cannot be taken away—it does not break and it will not fade.

Education is the foundation stone on which one’s future success is built. It is the base from which almost anything is possible and from which people can realise their full potential. All that is delivered by some truly dedicated and inspirational people who are found at every level of education in some truly excellent schools. Good education comes from good schools, which from my experience are led by good leaders.

In my constituency we are fortunate. We have some truly exceptional school leaders. Yes, it is true that education in Basildon and Thurrock has not always been as good as it could have been, but the leaders that we now have in place, and the support structures that surround them, will deliver, and are delivering, improving education for my constituents. There are too many good leaders to name them all, but I will pay tribute to a couple.

First, I highlight the extraordinary dedication of Dr Sophina Asong, head teacher of Gable Hall school in Corringham. The area is like many others in the country, but unlike many areas—where the average proportion of five A* to C grades, including maths and English, is just under 60%—Gable Hall was pleased this year to achieve 74% with five A* to C grades, including maths and English. I say “pleased” but the school was not satisfied; it knows it can do better, and Dr Asong and her incredible staff assure me that things will get better. I am sure we want to see such dedication and determination in all our schools.

Dr Asong—I hope she will not mind my saying this—is a force of nature that I would like to see bottled and delivered to all parts of our school system, but I also pay tribute to the new principal of Woodlands school in Basildon, Karen Kerridge. She took over the leadership at possibly the most difficult time that the school has ever faced. Less than a year after a disastrous Ofsted report, Karen has come in and worked tirelessly to turn the school around.

[Karen Lumley (Redditch) (Con)]

I thank my hon. Friend for securing this debate. It is important that we have outstanding leaders. Will he join me in congratulating Guy Shears, who turned around RSA academy Arrow Vale in Redditch? Could such outstanding head teachers be used as mentors for other head teachers?

[Stephen Metcalfe]

I thank my hon. Friend for her intervention and add my congratulations to Guy on all his work. Yes, head teachers with such skills should be used more widely in our education system so that we maximise the potential benefit to the wider teaching community. Karen Kerridge did that, too. She came in from another school to try to help Woodlands, and it is remarkable that in less than a year she has turned the school around so that, rather than being inadequate, it now only requires improvement. That may not sound fantastic, but it is one of the fastest turnarounds of a school, and I am confident that under her leadership it may not be long before we once again have a good school, which would be entirely down to the fortitude and dedication of Karen and all her staff.

[Iain Stewart (Milton Keynes South) (Con)]

My hon. Friend has referred to getting good advice from other schools on improving performance. Is he aware that some schools have teaching school status? I draw his attention to Shenley Brook End school in my constituency, which has been a teaching school since 2012. The school’s leadership and training centre has helped guide and coach more than 2,000 teachers from 25 schools. Such centres are a good way of imparting leadership skills.

[Stephen Metcalfe]

Teaching school status is an important part of improving the quality of teaching and the experience that teachers get before they go off into their own schools. That reform has been important, and it is an excellent innovation.

[Mr Andrew Smith (Oxford East) (Lab)]

I congratulate the hon. Gentleman on securing this important debate. I agree with everything he has said so far, which is good. Able leaders, as he rightly says, are important—I congratulate those in my constituency—and they need the best possible teams. Does he agree that there is a strong case for the most challenged schools serving some of our most disadvantaged areas to be able to pay teachers more than schools in other areas so that they attract the best to do the toughest job?

[Stephen Metcalfe]

I completely agree with the right hon. Gentleman that it is about the team. Successful schools tend to have a good head teacher with a good team around them, which is often down to the head teacher’s inspirational leadership. I agree that, where a school faces particular challenges, it is not a bad idea for it to be able to be flexible in the pay and conditions that it offers staff.

Speed is paramount, which is why the achievements at Woodlands school are so important. Students mostly get only one chance of an education, and for every day, week or month that they are not receiving a good education, we are doing them an incredible disservice, potentially damaging their future prospects and hampering their chances of reaching their full potential. We should celebrate the fact that Karen Kerridge has set the school back on the right path in less than a year, and we should thank her.

I would like to celebrate all the schools that are doing well in my constituency, but I am conscious of time and I want to hear what the Minister has to say. I am fortunate to have some great leaders who are helping to ensure that education in my constituency is improving, but unfortunately that is not the case everywhere. Unfortunately, there are too many schools that may not have the right leader with all the right skills and talents to deliver the kind of education that our children need, and often that is not the leader’s fault.

More than ever before, we have to deliver a world-class education, and we need able leaders to do that. It is a tough, difficult job that is not suitable for everyone. The job is different from any other in our education system. As the system is currently designed, however, if someone wants career progression, the obvious path is to head towards taking up a management role and, ultimately, their own headship.

But, as I said, being an inspirational, dynamic and consistent head teacher is like no other role in our education system. Head teachers have to manage complex and large budgets, perhaps a large staff body, premises and a range of other challenges. They are running medium-sized businesses, and they have to be able to deal with that fairly, consistently and in an orderly and professional manner, and many, many do. Despite all the training available and all the mentoring that can be given, we occasionally find that the wrong person has found themselves in an unsuitable job.

I suspect it is a bit like being an MP. Whatever a person imagines the job to be, it is not until they are actually in the hot seat that they fully understand everything it involves and know whether they are personally suited to it. However, an MP can step down at an election and pursue a different path without it being the end of their working life, but head teachers who feel they are in the wrong role have nowhere to go, which can cause problems both for them and for the school.

There are three options when that happens, none of which is a satisfactory solution. First, if the governors recognise that the wrong person is in the job they can initiate capability proceedings, which is a painful, devastating and destabilising experience for all involved, including the staff and students. It may force out of the profession an otherwise excellent teacher, which is a loss both for them and for the wider education system. Nobody gets to be a head teacher without being a good teacher and an asset to the system, and it would be a shame to lose all their talents simply because they lack some of the talents required to do a specific job.

Secondly, there is the “do nothing” option: the school coasts along, slowly declining, because the issue is put on the “too difficult to tackle” pile. Supporters of the school increasingly have to defend the declining performance and prop up the senior management team until finally a devastating Ofsted report is published that presents incontrovertible evidence that the school is not performing as it should. Suddenly, the head teacher is vilified and forced to leave the school and probably the profession, possibly to retire. Again, the damage done can be incalculable for the school, which may have failed students for years; for the head teacher, who has left a profession they probably love; and for the community they served, which feels let down.

Finally, there is the “hope and pray” approach: the governors hope the individual will move on or retire while they try to support those around the head until things get better. Unfortunately, that rarely happens, so one of the other options is usually adopted.

The problem with all those approaches is that even if the ultimate outcome is good, it can take years to deliver. However, there is no time to waste when delivering education. We need a system that supports great teachers, and encourages and nurtures fantastic leaders, but is fleet of foot enough to act rapidly if somebody finds themselves in a role they are not suited for and does not result in their having to leave the profession.

I turn to the role of the governors and the governing body. Having been a governor, I know how dedicated, selfless and hard-working they are. The role is becoming ever more demanding and requires a high degree of professionalism to be carried out well. Governors are the unsung heroes of our education system, and I want to thank them personally for what they do and apologise if they feel my earlier remarks were critical of them. The problem is that, as schools’ independence increases, the role of the governing body grows in importance, and it falls to the governors to hold the head and the school to account more than ever before.

[Stuart Andrew (Pudsey) (Con)]

I congratulate my hon. Friend on securing this debate. He is making an important and excellent point about the impact of not taking action. I want to strengthen his point by saying that if governing bodies do not make that decision early, it becomes a much bigger problem for them, the school and the wider community.

[Stephen Metcalfe]

I thank my hon. Friend for his excellent point. I was just coming to that issue. He is entirely right that speed is important, but that means that governors have to make some difficult decisions.

[Mr Andrew Smith]

Does the hon. Gentleman agree that schools serving the most disadvantaged communities often find it hard to get the governors they need for the accountability process? One of the best things businesses can do to help our education system is to encourage more members of staff to become governors in such schools.

[Stephen Metcalfe]

The right hon. Gentleman makes an excellent point. He admirably covered a point that I included in my speech. MPs have a role to play in that process. We should write to the larger organisations in our constituencies to remind them that they and the wider community benefit when they allow their staff to lead schools and play a part in the local community. That excellent point cannot be repeated too often.

For governors who lead schools that have greater independence, it is becoming harder to be all friends together. They may duck away from making tough or unpleasant decisions if they are too close to the senior management team and the head. I am not criticising governors, but I want to ensure they are equipped with the tools they need to play their important role of ensuring the leadership of our schools is the best it can be.

The Government have done much to improve our education system, for which I am grateful. I therefore hope the Minister considers my remarks to be a useful addition to the debate that will help us ensure our schools have the best possible leaders. People who find themselves in the wrong role should have constructive options open to them that do not result in their leaving the profession. We must equip our governors with the right tools to help that change happen. I look forward to the Minister’s response.