Following the creation of regional school commissioners and Ofsted regional directors, along with the Labour Party’s Review of Education, which proposes local directors of school standards, there has been much debate about the ’middle tier’.

The 'middle tier'

ASCL supports the principle of as much autonomy as possible for individual schools and colleges with regional or central planning and oversight that is sufficient to ensure good-quality education for all. Here ASCL members share their views on this highly important issue.

A need for a 'middle road'

While a move away from the traditional role and size of local authorities was timely and appropriate, the headlong dash into a system micro-managed by the Secretary of State has seen us jump from the frying pan into the fire. As is often the case, a 'middle road' is needed for the 'middle tier'.

Local accountability and a strong and effective authority to oversee the quality of education, the brokering of school-to-school support and the identification and dissemination of best practice remain crucial if we are to avoid the fragmentation and privatisation of the system.

Done well, this would enhance rather than encroach upon the genuine autonomy that school leaders need in order to deliver quality provision, and that is currently a smoke screen of rhetoric to mask increasing centralised control.

Executive Headteacher, East Midlands

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Consult the professionals

Academies were supposed to have greater autonomy with less control from the LA. The new regional school commissioners and Headteacher Boards will cost millions and lead to further confusion and bureaucracy with roles, responsibilities and accountability.

It seems as if the DfE feels that there needs to be more accountability and that they are recreating the role that was adequately delivered by local authorities when schools were maintained. If only the DfE would properly consult the professionals (such as ASCL) and think things through, we would have less half-baked ideas and half as many u-turns.

No wonder so many colleagues want to get off the carousel!

Principal, South West England

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Mustn't leave it to chance

Local collaborative practice between schools is such an excellent way of raising standards that it shouldn't be left to chance; locality co-operation is inconsistent across this LA, so a properly funded strategic framework for organising and developing local community education (and other children's services) would be hugely beneficial.

The need for service planning across wider geographical areas becomes even more imperative when considering special education needs (SEN) and special schools. SEN support to schools and the community, and provision mapping to meet ever-changing demographic demands, can only happen if there is a strategic overview.

LA or 'education board' leadership is a moot point (although I do favour removing education from direct political control at all levels), but without something in place, we risk our education system fragmenting into competitive state-funded independent schools, and 'outsourced' education support services, with vulnerable children in particular falling through the many gaps in-between.

Grahame Robson Headteacher, Manor Green College Special School, West Sussex

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A delicate balance is required

The development of some form of 'middle tier' requires some delicate balance. Regional or central planning should be minimal and consistent with the ability for school and college leaders to be free to respond to a changing landscape over which they can exercise local control and influence.

However, important areas that feel legitimate for influence through regional or central planning may include school places, capital funding and Initial Teacher Education. Economies of scale and an equitable and coordinated response to these issues may secure the right impact on the quality of college and school building stock, schools that are ready for increased numbers in response to demographic pressure and the ability for schools to recruit high-quality professionals at a time of acute need.

While accountability for the quality of provision should be consistently applied this requires little more than a clear and appropriate inspection framework and high-quality, well-trained inspectors. The purpose of regional Headteacher Boards in relation to accountability for the quality of provision seems at best vague and at worst unnecessary. There is also a risk that each region may interpret their brief somewhat differently and then introduce inconsistency or even pursue local agenda with disproportionate energy. 

Allan Foulds Headteacher, Cheltenham Bournside School & Sixth Form Centre, Gloucestershire

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