There is something symbolic about Tim Brighouse’s appointment as London Commissioner of Schools. Is this a tangible sign that Labour’s attempt to fuse conservative and progressive forces in education policy-making is ending?

Just over five years ago, amidst the euphoria of Labour’s return to power, the direction of Labour policy was jerked sharply to the right. Tim Brighouse, already showing evidence of “turning around” Birmingham schools, had been expected to play a leading role in organisations like the new Standards Unit and the Teacher Training Agency. It was not to be. A combination of Downing Street, mandarin and politically opportunistic manoeuvring saw Chris Woodhead, the chief inspector, brought in as the conservative counterweight.

It was a hopeless move that immediately polarised educational policy-making. Any suggestion from Brighouse was immediately ridiculed by the chief inspector and the powers of the Office for Standards in Education were used to pursue what many saw as personal and institutional vendettas. Birmingham was a prime target.

It was a difficult time for Tim Brighouse. He was close to David Blunkett, wanted to make a national contribution but found himself ruthlessly caricatured.

He moved quietly from the national stage and focused on reshaping Birmingham, using many of the methods and messages that the New Labour policy machine treated with disdain. And it worked. Ofsted now sees Birmingham as a model local education authority, and the House of Commons select committee on education virtually drooled over the experience of a week in Birmingham schools.

How had all this been achieved? And what does it say about the daunting task of restoring public confidence in the London school system?

First, the painting of Brighouse into the progressive corner made good copy but was poor analysis. Birmingham had targets in primary schools long before the national literacy and numeracy strategies had been written.

Using experience gained in Oxfordshire, and then at Keele University, Tim Brighouse wanted schools to be ambitious. The formidable Birmingham statistical division was providing comparative data and highlighting poorly achieving schools, long before Pandas were conceived.

Second, Tim Brighouse knew that school improvement could only be achieved if teachers were on side. Prior to the 1997 election, Labour policy had talked of a “new deal” for teachers. There was little of that in the public rhetoric and national government became deeply unpopular in staffrooms. The macho policy line was of the “hard medicine” variety, with no questions asked. The Birmingham experience was different. Heads and teachers began to develop a respect for the LEA. Results began to improve, imperceptibly at first and then in leaps and bounds.

Third, although providing important leadership, the Brighouse style is to build teams. While national policy was thinking that problems could be solved by tsars or superheads, in Birmingham old-fashioned team and confidence building was underway. Teachers and parents liked the Brighouse speeches but they also began to feel the support that underpinned the rhetoric.

As Birmingham prospered, so London’s education service declined. Despite pockets of excellence, the relentlessly negative media coverage, particularly of secondary schools, dented public confidence. And this has impacted on teachers.

A few decades ago, teaching in London was seen as a good stepping stone for a career. Today’s teacher supply crisis tells a different story. It became inevitable that Labour would turn to Tim Brighouse - just as five years ago it turned away from him.

Education Secretary Charles Clarke’s early decision to confirm his appointment showed a sure touch. It represents an acceptance that “what works” is more effective than a flutter of ideas with little chance of grafting on to the system. It also demonstrates that teacher confidence is crucial and that raising the morale of inner-city teachers is a priority.

The task is considerable. London schools need to be talked up and few are better at that than Tim Brighouse. Around the city there are important and visible signs of commercial and social regeneration. London is hip again. It is not just the London Commissioner but everyone involved with London schools who need to work to create the same energy and hope around the capital’s education system.

Professor Bob Moon, who began his teaching career in London, is professor of education at The Open University