HEADTEACHER Spring 1 UPDATE The only magazine for all UK primary school headteachers
Schools still confused over duty to co-operate
The Education Act was finally given Royal Assent on November 15 last year. There have been only a few amendments during its passage, the chops and changes around the duty to co-operate being one – but was the government right to maintain the duty in the end?
I
t has taken almost a year since its first reading last January to the final debate in the
House of Commons. Schools could easily be forgiven if they thought that the new powers to search and no-notice detentions had become law months ago. Of perhaps more interest than the done deal on teachers’ powers, was the confusion around the duty to co-operate.
The original Bill In the original Education Bill, governing bodies and local authorities (LAs) were no longer to be required to: n Co-operate with the local authority in making arrange- ments to improve children’s wellbeing.
n Be represented on the local Children’s Trust Board.
The notes that accompanied
the Education Bill stated: “These bodies will be able to decide for themselves how to engage in arrangements to improve wellbeing.” Clause 31 then went on to
remove the requirement for schools to “have regard to the children and young people’s plan prepared by their local Children’s Trust Board”. However, in the final Act both of these clauses have been removed
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Final Act: There is confusion about exactly what the duty to co-operate will look like for schools
altogether leaving the duty to co-operate intact. Why?
In the beginning Michael Gove made it clear on becoming education secretary that he felt there was no need for legislation to enforce multi-agency working and Every Child Matters. He viewed such legislation as an “unnecessary prescription”. Not everyone was in agreement.
Services might see the logic in co- operating but with accountability
pressures driving them in differ- ent directions, they can sometimes need a little nudging to expend the extra effort involved in working together. Jackie Hughes, director of educa-
tion at the Diocese of Birmingham, commented: “My understanding is that the LA co-ordination and stra- tegic planning is vital for ensuring an integrated approach for child wellbeing at the local level. The
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30 January 2012
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HEADLINES Features
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programme is already being rolled out across the country. Suzanne O’Connell looks at what it is and what benefits it could bring to SEN pupils.
Now the first free schools are one term
in, Dorothy Lepkowska talks to headteachers about their experiences and how they have handled the initial challenges.
We hear from Graham Brown-Martin, founder
of Learning Without Frontiers, about where he thinks the government is going wrong and his vision for education in the digital age.
Dr Raphael Wilkins looks at the benefits
for schools of being ‘research-engaged’ and how headteachers can put this into practice.
Peter Malcolm talks to Alison Thomas about
his school’s European links and how they help his staff to produce responsible global citizens.
The London Leadership Strategy is working
to spread best practice across the capital and beyond. We look at how the organisation hopes to expand that work.
Regulars: 2–4 News 6–8 Products/resources 38 Books 40 Diary of a head
Photo: Lucie Carlier
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