SEAS is keen to play its full part in proposing a motion at the Scottish Labour Party’s Annual Conference in Dundee in March.
At our recent meeting we shared and discussed four motions for the Conference. Affiliates like the Socialist Educational Association Scotland are encouraged to submit one motion to conference. The motion has to be one that could not otherwise have been raised through this years policy process.
The SEAS took a close interest in the policy process this year and was part of the Scottish Policy Forum. Given this interest in education though unsuccessful in election we were co-opted onto the Education Commission as a volunteer.
Some of the points below have not featured in the recent policy discussions.
Our four potential motions were as follows:
Age of Criminal Responsibility in Scotland
- Conference commits the Scottish Labour Party to raising the age of criminal responsibility for children in Scotland to the age of 16 at the earliest opportunity.
Concerns about cuts to support staff and mainstreaming
- Conference notes continued concerns arising from the limited nature of the presumption of mainstreaming and the level of SNP education cuts impacting on support for learning provision. Conference commits the Scottish Labour Party to follow the guidance of the United Nations and implement a human rights approach for inclusive education. Scottish Labour when in power will develop a funding model that allocates resources and incentives for inclusive educational environments to provide the necessary high quality and specialist support to children and young people with additional support needs. We will have schools and authorities develop their comprehensive Inclusive Education Plan in consultation with young people and other organsiations representing those with disabilities and additional support needs. We will ensure investment in inclusive education.
Embedding equality education
- Conference commits to embedding equality education in all schools across Curriculum for Excellence thus eliminating discrimination, advancing equality and fostering good relations among all learners in Scotland and in respect of all of the protected characteristics.
Ending taxpayers’ support for private schools
- Conference notes recent requests from a number of private schools for financial support from the SNP Government. Conference welcomes the removal of tax relief to private independent schools. Scottish Labour commits to removing all state subsidies, direct and indirect support to private schools.
As you can imagine we had terrific enjoyment in debating the merits of each of the motions!
In the end we agreed to propose the motion on ending all supports to private school given the recent requests for taxpayers’ money for a number of private schools. We look forward to speaking to our Contemporary Motion should it be accepted for conference.
Bill Butler SEAS Chair successfully moves our motion at conference
After a successful Fringe meeting on Saturday morning at 9:15 (!) where Iain Gray outlined the historical successes led by Labour in Scottish education. Bill Butler moved our motion on early learning and child care. Overall the SEAS had a successful conference with an exhibition stall where our blog articles went like hot cakes, a well attended fringe meeting – perhaps we should hold al our meetings at 9:15 on a Saturday morning and our successful motion. It was good to see so many SEAS members around the Caird Hall. Richard Leonard made an excellent speech to Conference.
Bill’s speech to Conference
Bill Butler, Chairperson of Socialist Educational Association Scotland moving our motion on early learning and care and calling the SNP to account on their underfunded, boatsful ambitions for Scotland’s early learning and care. When the inspector called from Audit Scotland, the report flagged up “significant risks” in the way the SNP were trying to operate their policy of increasing hours in the early years.
Their report included warnings like “no measure of success” a “lack of agreed evidence” for the benefit to children and parents and no attempt to look at other ways to reach their targets. The empty boasts of the SNP were highlighted by inspectors who surveyed the parents. They said the changes had a limited impact on their ability to get to work. Auditors do like their data and numbers, their report included a measure of value the SNP place on increasing hours in early learning. Our councils valued the cost needed to fund the SNP boasts at £1Billion while the SNP were only prepared to give £840 million. It seems we have the SNP exchange rate for the value of our youngest learners – for every £1 needed, we will only give you 84p. It looks like SNP cant even be accused of running a Poundland service at the early years as they underfund and cut, cut, cut. At the last General Election our manifesto was fully costed and funded. It’s a pity the SNP can’t and won’t follow suit.
Scottish Labour will invest in the quality of early learning and care. The Socialist Educational Association Scotland would like to see our Early Learning and care be among the world’s best. We want to see an inclusive comprehensive wraparound model of education, care and health for our children, their parents and carers. It’s not just a quantity, a number of hours, high-quality services are vital.
We are committed to having an emphasis on purposeful play. The latest research on the developing brains of our children makes the connections between challenging and enjoyable learning leading to high-quality outcomes. We want to offer child-centred pathways through early learning that can involve deferred entry sand children starting formal schooling at a later age.
While the quality of learning is vital, the quality of teaching is crucial. Our aspiration for high quality learning and care at the early ages with be achieved by continued improvement in the quality of staff, by enhanced training opportunities and by investment in the pay of our educators and teachers. Our sense of society can be measured by the value we place on public sector workers whether in our National Health Service or our national education service in Scotland. Our education workforce, the support assistants, nursery nurses, auxiliary staff and our teachers have seen their wages decline in value. Ten years of the SNP have seen our teachers now become the 3rd worst off across 20 OECD countries. The SNP undervalue and underfund early years services and undervalue and underpay our teachers and educators. Scottish Labour will review teachers’ pay, workload and career structure to re-establish the teaching profession as attractive and worthwhile career.
The impact of fully funded early learning and care will be greatest in those areas facing the challenge of poverty and deprivation. The SEAS supports greater focused investment with targeting additional staffing towards those communities facing greatest pressures. We do not accept poverty as an excuse for failure and we want to use learning and care to support children and families out of poverty.
That’s a real ambition backed by real investment. Our policy of wraparound services, with high quality, fostered by real investment. Such policies from Scottish Labour offer transformational change – not for the few not just a discounted 84%, but for all of Scotland’s children.
The Socialist Educational Association Scotland (SEAS) aims to energise debate and discussion about Scottish education. We see the need to extend the influence of the ideas underpinning a socialised comprehensive education system. The case for socialised inclusive comprehensive education tackling inequalities is being made not just by the SEAS but now across policy communities. In our view there is now a clear “policy gap” between such ideas and the educational policies of the SNP, more and more often drawn from a Tory playbook supported by Tories in Holyrood.
Recently we met with councillors from Midlothian (Margot Russell, Jim Muirhead and John Hackett) to discuss with them their approach to a forward-looking agenda for education. Our “all things socialist education” follows a similar meeting with Springburn and Maryhill CLP.
SEAS opened the meeting with sharing key points from our policy paper and highlighted our five key priorities: –
- idea of community-based collaboration exemplified by early years wrap round provision;
- inclusive comprehensive schools based on children’s rights;
- at senior phase collaboration leading to positive outcomes and destinations including development of quality vocational learning;
- ensure more varied approaches to accountability and review end inspections of primary schools and promote self evaluation; and
- eliminate overly supportive Government aid and hidden public subsidy to private schools
Within the meeting we
- identified key challenges facing Labour Councillors in relation to education including the impact of cuts
- talked about drawing on good practice in local education authorities with a view to shaping SEAS policy
- shared views on Scottish Government proposals for education as outlined in Empowering Schools: A Consultation on the Provisions of the Education (Scotland) Bill.
In a wide-ranging engagement the following themes were touched upon:
- aspects of good practice in Midlothian Education Services – continuous improvement in educational attainment; strong LA management team; engagement of parents and community e.g. Money Advice; targeted intervention with support and resources to areas of greatest need; very good early years provision;
- concerns regarding SNP’s Regional Improvement Collaboratives (RIC) and Scottish Government’s agenda in disempowering local authorities and centralising control. With RICs there are particular issues for smaller authorities due to time officers are spending on RIC which could be spent on front line support; failure of Government to recognise that collaboration has always taken place across authorities to share good practice; pressure on headteachers and the associated administrative burden etc.
- concerns re need for greater collaboration across Labour Councillors in Scotland (SEAS outlined proposal for a conference to share good practice). Reflections on the leading role COSLA took in the past in terms of strategic thinking and promoting the sharing of good practice through Portfolio holders and senior officers.
- Scottish Labour should share information based on a skills audit of elected members and Party members. The Party’s Socialist Societies have a key role in sharing socialist perspectives on services that goes beyond the producers’ perspective yet can engage workers, consumers and users.
- challenges of financing of local government: raising council tax; engaging parents and communities and explaining the challenges to them through community consultation; engagement of Party members in the budget process.
- opportunities presented by shared campuses as community campuses: several examples of good practice shared. Agreed that Case Studies would be helpful. SEAS to reconsider challenges inherent with private schools, segregated special schools and faith schools and open debate and dialogue in these areas.
SEAS remains keen to engage further with CLP, council groups, party members on pushing forward with a socialist education agenda based on community collaboration.
Empowering Schools is the misnomer headlining the SNP’s consultation ahead of their next tinkering with successful structures and approaches in Scottish education. A more accurate title would be Disempowering Local Government. The document sets out proposals that will reduce the influence and scope of education authorities, pass powers and duties to headteachers without due accountability and impose centralised distant bureaucracies onto the system.
The SEAS is concerned that the SNP are drawing from failed Tory policies in England and are seeking to dismantle the range of roles whereby local authorities lead and manage in across the 32 councils. By pushing towards education “siloed out” of local authority leadership these proposals do nothing to tackle the criticism from the Christie Commission which spoke of a system:-
“As a whole, the system can be ‘top down’ and unresponsive to the needs of individuals and communities. It lacks accountability and is often characterised by a short-termism that makes it difficult to prioritise preventative approaches.
Addressing these systemic defects will require a fundamental overhaul of the relationships within and between those institutions and agencies – public, third sector and private – responsible for designing and delivering public services.”
Tackling poverty and attainment gaps cannot be successfully carried out by schools themselves or primarily by empowering headteachers. The proposals for a Headteachers Charter seek to dismantle the strengths of our education authorities and reduce democratic accountability. Headteachers are best placed to be given additional powers within a local council.
The SEAS supports more local decision-making at school level to ensure a dynamic flexible approach to the curriculum and teaching and learning. SEAS would want Headteachers to be accountable to deliver on the “principles of democracy and social justice through fair, transparent, inclusive and sustainable policies and practices in relation to: age, disability, gender and gender identity, race, ethnicity, religion and belief and sexual orientation. “ (GTCS 2012)
Schools should be collaborating more at community and classroom level. These plans do nothing to support further development of Curriculum for Excellence as a 3-18 project.
Schools, authorities need to collaborate to fulfil this approach that includes aims of –
- developing a comprehensive wraparound model of education, care and health from early childhood and ensure that all children and family services support parents and carers where appropriate in identifying children’s needs and providing them with timeous and appropriate support
- developing a single, broad and inclusive framework for the curriculum from early childhood to adult learning. This should include personalisation and choice, depth, breadth, relevance, challenge and enjoyment and progression and value what learners know and can do so that all learners can be proud of their achievements.
The Regional Improvement Collaboratives are an answer to a question no one has asked and conflict with aims of services across the public, private and third sector working together in line with Christie recommendations.
We note the recent evidence from schools in the Northern Alliance collaborative area who told the Education and Skills Committee that they had not heard of the Northern Alliance. They shared their “scepticism about the effectiveness of a Collaborative on the scale of the Northern Alliance. It was felt that people ‘on the ground’ were best placed to know the community. Teachers wanted support from someone who knew the area they were in”
We agree with the teachers in their evidence to the Education Committee, the six RICs are too distant from the local communities and classrooms. The SEAS is strongly opposed to the bureaucratic structural change of the Regional Improvement Collaboratives.
In terms of pupil participation the document is light on encouraging the widest possible forms of pupil participation too often pupil participation is selected from a narrow group of pupils. Our schools should be encouraging the participation of all.
On the proposals for setting up a Workforce Council and attacking the GTCS SEAS feels they lack a clear rationale and seems confused about who are educational professionals, para-professional and other education staff. Many reports on Scottish education ascribe substantial strengths to the locus and role of GTCS. The proposals fail to set out why this needs to change.
The SEAS was concerned with the consultation, questions were on occasion unclear and unhelpful. We welcome the opportunity to contribute but have no confidence that the SNP will be listening to communities, teachers and parents across Scotland. The SNP cannot continue to cut budgets to local authorities and not take responsibility for problems and challenges that our authorities and schools encounter. We need real investment in education not distant bureaucracies or more unaccountable officials.