By Vivienne Russell
17 November 2010
Head teachers have welcomed the government’s proposals to make all schools eligible for academy status.
The government today announced that schools rated ‘good with outstanding features’ will be able to become academies. All others will also be able to apply for academy status providing they team up with a high-performing school.
Prime Minister David Cameron said: ‘Improving education is central to our reform agenda and we are committed to giving governors, head teachers and teachers more control over how they run their schools. We know they are best placed to decide how to give their pupils the best possible education and that is why we are encouraging more schools to become academies.’
Brian Lightman, general secretary of the Association of School and College Leaders, said the announcement was a ‘step in the right direction’ and would ensure schools were treated equally.
‘It will help to create a more level playing field,’ he said.
‘More than half of ASCL members say they are undecided about whether to move to academy status. Most have concerns that becoming an academy would disadvantage other schools in their area or undermine education in the wider community. The opportunity for groups of schools to work in partnership as academies may allay some of these fears.’
But teaching unions say the announcement proved the academies project was in ‘total disarray’ and ‘degenerating into farce’.
Christine Blower, general secretary of the National Union of Teachers, said: ‘The various announcements and mixed messages coming from [Education Secretary] Michael Gove about who can and cannot apply for academy status is both bewildering and of great concern.
‘There are already many good examples of schools working together within their local authority to support one another, share best practice, innovate and maximise best use of resources. This is common practice amongst schools and does not require academy conversion to facilitate it.’
Martin Johnson, deputy general secretary of the Association of Teachers and Lecturers said: 'The government seems to be determined to totally fragment state schools in England through its policy of turning all English state schools into independently run academies.
'Its faith in competition between schools to solve all the problems in state schooling is naïve at best and disingenuous at worst. This policy fails to answer why any competitive school would want to educate children with special needs, or disadvantaged, troublesome, or less able pupils who would not show the school in a good light. Who is going to be looking after their needs'
