The Commons Public Accounts Committee (PAC) has concluded that “the system for funding new [free] schools and new places in existing schools is increasingly incoherent and too often poor value for money”. It reckons secondary free school places cost 51 per cent more than places provided by local authorities (LAs), primaries 33 per cent.

In some ways, those figures are misleading. New schools are expensive: until they’re full, the cost of building or converting premises and even of management is disproportionate to the small number of pupils.

The government has set itself a target of creating 500 free schools by 2020, based on an estimate that 420,000 new school places are needed. New schools are required, and the government is wedded to its free schools programme as the means of delivery.

Meeting the shortfalls

Historically, LAs provide their communities with education services within a democratic framework: nowadays they’re permitted to do very little. The Blair government started slashing back LAs: the Tories continued it.

Thus LAs, though busy (panic-stricken, even) trying to address the shortage of school places, aren’t actually allowed to build new schools. They have to persuade established schools and/or Multi-Academy Trusts to open free schools.

A small number of free schools and university technology colleges (UTCs) have made headlines (understandably) after failing to attract enough pupils to be viable: a few others have spectacularly failed, OFSTED damning and even closing them. At such times, free schools’ opponents crow and deplore wasted money.

But there’s a disconnect between the PAC’s national overview and successful individual examples.

I’m privileged to be involved with a single-form-entry primary free school in Benwell, one of the poorest wards in Newcastle-upon-Tyne (where I run an independent school). I witnessed the fragile early stages of a fledgling school, housed for four years in temporary buildings while government, national and local, squabbled over the site for a new building.

The visionary founder-chair of West Newcastle Academy (WNA), Shelagh Keogh, a senior lecturer in computing at Northumbria University, emphasises the freedom the free school’s status gives it to pursue a distinctive vision (having convinced the DfE of that vision):

“We now have 102 pupils across four year groups and are probably full for September. Much of that is because parents, staff and governors are all encouraged to fully support, engage and contribute to our school. Word-of-mouth publicity and the visual evidence of our success, observed by visitors, have embedded us in the community. 

Free schools are permitted to break the circle of practice: we don’t just reflect on good practice from around the world (we draw on Reggio Emilia principles), but capture it and put our beliefs and values into actions that produce results for children. 

Free schools can make a significant difference to communities trapped in social stagnation and low aspirational life goals. Good free schools that are making a difference should be encouraged and given the resources to booster the passion that’s too easily squeezed out by processes and politics. The challenge for the future of free schools will be to demonstrate differences and impact on children’s achievements.”

Now firmly established and about to move into its own new building, WNA is ready to play its part in addressing the shortage of school places, form a MAT and open further primary schools. Its expertise lies in the kind of deprived areas where there is a transient population of needy families and refugees and children come with few home advantages.

It’s not a unique formula for success: but it’s proven to work. As a school in its own right, WNA is a joy to work with, its busy, engaged, articulate children desperate to come to school in the mornings and reluctant to leave at the end of the day.

Politicians of all complexions too often identify something that works in one place and insist on replicating it everywhere: but there is no universal solution to policymakers’ frustration. Blanket approval or condemnation from government committees is similarly unhelpful.

This administration claims to support diversity in educational provision. But it’s almost impossible to legislate for diversity: legislation naturally tends to enforce uniformity.

Those seeking solutions to the shortage of school places are caught in the midst of this contradiction: that’s helpful to no-one.

Dr Bernard Trafford is headteacher of the Royal Grammar School, Newcastle upon Tyne, and a former chair of the Headmasters’ and Headmistresses’ Conference. The views expressed here are personal. He tweets at @bernardtrafford

To read more columns, view his back catalogue

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