Kelly consults councils over school reforms

8 Sep 05
A new dawn of co-operation between central and local government broke this week as Education Secretary Ruth Kelly indicated her willingness to work closely with councils on her planned education reforms.

09 September 2005

A new dawn of co-operation between central and local government broke this week as Education Secretary Ruth Kelly indicated her willingness to work closely with councils on her planned education reforms.

A white paper to be published later this year will facilitate the roll-out of city academies, increase parental power and extend opportunities for charities and faith groups to participate in the school system.

In a keynote speech to the Local Government Association on September 6, Kelly said local authorities should abandon their traditional role as the providers of education and focus instead on representing citizens' interests and commissioning services.

'The new role is more complex, more demanding; but ultimately more rewarding,' she said.

'I want to hear from local government about the levers you need to play this new role. What are the constraints we should tackle – not rolling back the autonomy of schools but how do we help young people in your area achieve higher standards and greater equity?'

This challenge met with enthusiasm from the LGA. James Kempton, vice-chair of the Children & Young People's Board, said: 'A strong local authority acting as the champion for learners and for parents is essential. We will gladly take up the minister's offer to hear about what tools we need to play this role even more effectively.'

For its part, the LGA admitted it was time to 'take stock' and released a document – Champions of local learning – which reassessed councils' role in education and chimed closely with Kelly's thoughts.

The organisation has complained consistently and vigorously about the erosion of councils' education role as ministers devolve more power to head teachers.

Kempton said: 'We must be clear – this isn't about councils telling schools what to do. It is about providing democratic leadership and common purpose that lets schools work in their own way but in a system that works for the child.'

John Freeman, director of children's services at Dudley Metropolitan Borough Council, warned Kelly that increased parental power could frustrate councils' long-term, strategic planning activities.

'Occasionally schools have to close,' he said. 'These are unpopular decisions to make, but someone has to make them.'

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