My hon. Friend is absolutely right to highlight such issues, particularly the important role played by the city council. Manchester is at the vanguard of the right hon. Lady’s Government’s programme for devolution. Indeed, some might argue that the leaders of Greater Manchester are closer in outlook to the Chancellor than she is. Why is she not part of that agenda? Instead she is taking education in the opposite direction.
Secondly, had the Secretary of State looked further into the history of the Manchester Enterprise academy, she would have found out what any local representative, such as my hon. Friend, or education professional in the city could have told her—that it took many years after academisation for the school to be turned around. There were leadership changes, financial problems and low attainment for many years after it became an academy. It was not academisation in and of itself that improved the school, but a range of interventions, many of which have been more recent than its academisation.
Thirdly, as the Secretary of State cited this example on Second Reading, I wonder whether she is aware of the school’s results this year. Through no fault of its own—indeed, the school continues to go from strength to strength—its GCSE results this year dropped by 9%. As she may be aware, as in many deprived and challenging parts of the country, the new system of comparative results means that no matter how hard the school works and how excellent the teaching is, results can fall as grade boundaries change, making the gap impossible to close. That comparative results system, with its constantly changing grade boundaries, may result in excellent schools, such as the Manchester Enterprise
academy, being labelled as coasting. Has she considered the consequences of that? She will also be aware that schools face a crisis in teacher recruitment and retention, particularly in maths and science. That, too, could affect a school’s results through no fault of its own.
The Secretary of State’s example highlights my bigger point. Despite having a whole Department working on her speech and sourcing examples, no one brought the real situation of the academy to her attention. Local representatives could have told her about it. That only highlights the difficult job that she has in being solely responsible for thousands of schools. This Bill and the Secretary of State miss the most fundamental point: we need to devolve oversight for all schools to a level where support, collaboration and accountability can happen effectively. The Bill rejects that and her regional schools commissioners fall well short.