To understand the Conservative government’s education policy, we must begin with the singular beliefs of Michael Gove, their first education secretary, 2010-14. A journalist who had never taught, or studied education, he dismissed advice from professionals, labelling them ‘the blob’.
Gove was a devotee of US academic E D Hirsch, who proposed that modern ‘progressive’ education lacked ‘cultural literacy’. But Gove hugely over-simplified these concepts. Hirsch reflected in 1987 that his theory was an attempt to “start a conversation. It’s not supposed to end it”, and later in 2015 “from the very first day, I was misinterpreted by both the proponents and the adversaries”.
Gove nevertheless used his version of Hirsch’s theory to rationalise policies that matched his long-held political ideology.
Looking under the MAT
Over 2010–2014, Gove rapidly expanded the existing city academies project proclaiming all state schools in England must eventually become part of a Multi Academy Trust (MAT). The ‘MAT’ is an education business funded with public money, run by chief executive officers (CEOs) and managers.
Gove’s rationale was that standards would improve beyond those of schools managed by Local Education Authorities (LEAs). However, by 2022, the government had to admit that “on average the poorest performing MATs do worse than the poorest performing LEAs”.
MATs spawned multiple problems: instigating so-called ‘zero tolerance’ discipline policies which alienate and ‘ghost’ children via isolations and exclusions; vulnerability to business failure; and the attraction of unscrupulous adults whose primary motivation was to extract high salaries and perks while children received bargain-basement services. CEO pay is of particular concern, as are sharp financial practices and fraud.
The chaos spreads
Services for younger children also suffered, from the decimation of Sure Start, to parsimonious attempts to reduce qualification for early years practitioners and reduce adult–child ratios. The 30 hours free childcare ‘offer’ is terminally underfunded, causing many daycare settings to close. And the wholly privatised provision of services for children in care has experienced catastrophic failure.
Accusations of bullying and harassment also arose against the government’s Ofsted inspectorate. A recent judicial review of a headteacher suicide apportioned blame to the bullying behaviour of Ofsted inspectors.
Teacher exodus
The government struggles to recruit school teachers, only attracting half the number required in 2023/24, while 40,000 teachers resigned. The teachers union NASUWT attributes this to unmanageable workloads. Government emphasis on managerialism and performativity and an over-crowded assessment schedule have been pinpointed. Dr Stephen Burley reflects: “The impact of the Govian education reforms has been unremittingly negative.”
The one issue that Gove ignored was the building programme for schools, which he cancelled when he arrived in the Education Ministry. By September 2023, it became obvious many schools around the country were becoming structurally unsafe. The chaos this caused is ongoing.
So, what do children need?
A new government must recognise that human beings are evolved, culture-bearing primates with surprisingly similar needs to their great ape cousins.
In infancy (birth-3), children should be cared for by adults whose main focus is dealing with their needs – a small family-based circle, or high-quality professional care. One adult should be responsible for no more than three children, and the care circle must remain stable, minimising the risk of infants developing lifelong elevated anxiety.
In their fourth year, children need to move into peer group play-based learning in both indoor and outdoor spaces, supervised by professional adults. From the beginning of their eighth year, more formal schooling is required, alongside an equal need for independent socialisation with peers to practise the core human modes of interaction: cooperation, collaboration and competition, with adults available to ‘referee’ when necessary.
Independence in peer activities grows throughout the teenage years. Increasing social understanding makes this the best time for young people to begin engaging in wider socialisation, including the online environment. From the 15th year, there’s a need to experiment with different occupational roles, mentored by specialists, alongside general education continuing to the age of 18.
Humans, like other primates, thrive as members of supportive communities, drawing upon emotional security developed in infanthood and an ability to communicate, collaborate and debate with others developed in later childhood.
While politics is ephemeral, biology is not. The role of government is to provide for people as they are, not who the latest ideology would prefer them to be.
Supporting our children
A new government can better support children through delivering:
- Investment in early years childcare and education to provide tax-breaks for extended families to care for their infants, with high-quality professional care as an alternative.
- A play-based education for 3–5-year-olds, and a gradual route into formal education for 5–7-year-olds.
- Formal general education for 7–14-year-olds, alongside provision of time and space for independent collaborative play.
- An exploratory route into career pathways for 14–18-year-olds, alongside general education.
- A counsellor in every school to advise on wellbeing and behaviour management.
What could a cash-strapped government do immediately to make a positive impact on education?
Reform Ofsted, removing one-word judgements and insisting on positive conversations between inspectors and headteachers. Refocus inspections so they support schools to improve practice including the quality of school/pupil/home relationships, not just academic results.
Reform MAT management to mimic the Local Management of Schools format: Executive headteachers as CEOs while headteachers, parents, teachers and community representatives comprise the board. MATs limited to a five-mile radius.
Thoroughly revise the national curriculum and its associated assessments to remove the overwhelming focus on fact memorisation, engaging children more deeply in their learning.
Respect teachers as autonomous professionals trusted to design and plan their own teaching; enhance their salaries then instigate a national publicity campaign to boost recruitment.
Employ counsellors with NHS referral powers in every school.
Boost Special Needs funding, ensuring adequate support from classroom assistants.
Introduce before and after school and school holiday clubs, not necessarily free of charge; families could be charged a small percentage of household budget.
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