New Heads' Poll Supports Blunkett's Approach To Education Reform

A MORI poll of 1,000 headteachers published today shows broad support for the government's balanced approach to education. Heads back a continuing role for reformed local education authorities and welcome their role in developing the literacy and numeracy strategies.

The findings include:

• 94 per cent of Heads believe that LEAs should stay, with most arguing that they should improve. Only 5 per cent favour abolition.
• 78 per cent of the headteachers believe that LEAs are best placed to support and challenge schools causing concern.
• 86 per cent of Headteachers think LEAs are best placed to make arrangements for the education of excluded pupils and others not able to attend schools
• 89 per cent believe that the organization and funding of home to school transport should remain with the LEA
• 68 per cent say co-ordination and funding of special educational needs statements should be a matter for the LEA
• 93 per cent of primary headteachers found their LEAs very or fairly helpful in implementing the literacy and numeracy strategies

The findings also show strong backing for Learning Mentors and new funding arrangements:

• 90 per cent of all headteachers with mentors believed Learning Mentors were very or fairly helpful in helping pupils overcome barriers to learning.
• 73 per cent of secondary schools without mentors said they would like them, as well as 57 per cent of primary schools
• 86 per cent of schools welcomed increases in direct funding
• 61 per cent of secondary schools and 37 per cent of primaries wanted to see further delegation of funding and responsibilities from the LEA.

Speaking to the Adam Smith Institute, David Blunkett said the results gave strong evidence of backing for the Government's approach to reform - balancing local autonomy with action and intervention from central Government.

Mr. Blunkett said:

"If Government reform is to be a success, central intervention must be balanced by autonomy for local communities, schools and workplaces. This is particularly true of education and this research shows our balanced approach is in tune with headteachers."

"The balance is not easily struck - some say they want government to dictate the teaching of subjects dear to their heart, yet in the same breath say teachers should be left get on with the job without any outside interference."

"The right balance is not impossible - as our work with teachers has shown. The literacy and numeracy strategies brought some prescription, but people often forget we also eased other requirements in the primary curriculum."

"Central reform has turned round decades of failure in teacher training. We have supported teachers who wanted to learn how best to teach maths. We have overcome scepticism to bring back phonics and robust teaching of grammar and spelling. It is no exaggeration to say that primary schools have been transformed as a result."

"We faced the challenge in turning round failing schools. In 1997 many failing schools had been left to continue in special measures with little chance of recovery. We have been tough on failure and insisted that education authorities played their part: the result is that 653 failing schools have been successfully turned around, another 123 closed and a small number given a fresh start."

"I welcome the evidence that 78 per cent of Heads recognise the effective role of local education authorities in supporting weak and failing schools. Headteachers recognise that special needs co-ordination, turning around failing schools and school transport cannot be delivered by schools in isolation."

"The budget delegated to schools rose from 79 per cent to over 84 per cent between 1997-2000. The introduction of direct revenue and capital grants also gives schools greater financial freedom. The headteacher survey backs the further delegation which is already happening. This is balanced by distinct approaches for primary and secondary schools and certain core functions remaining with reformed LEAs."

Commenting on increased autonomy for schools, Mr Blunkett said:

"Our Green Paper signals enhanced autonomy for successful schools with light touch inspections, new flexibility in setting local pay and conditions and shaping the curriculum to the talents and aspirations of local pupils."

"A more diverse system involves partnership between education and business, the arts and creative industries. Our proposals to extend the number of faith based schools underlines these principles. The success of specialist schools, beacon schools, Excellence in Cities and Education Action Zones demonstrates that successful reform involves communities, business and government working together."

"We will continue to challenge schools to improve. We have seen the transformation of standards in Primary schools and we will shortly be announcing details of our strategy to quicken the pace of progress for 11 - 14 year olds."

"Our balanced approach may challenge old ideological preconceptions about the role of government - but, it is working and we are determined to continue to change the culture of our education system so that it can be truly world class."

This Press Notice applies to England.

 Annex 1 - HeadTeachers' Views of LEAs - Toplines