A look at recently appointed Education Secretary’s words to her DfE staff team
What’s been said?
A new broom sweeps clean. The Labour Government has lost no time in making its mark on the political scene, with proclamations, articles and media interviews on different aspects of their intended direction of travel.
As usual, Schools Week has provided helpful coverage of developments on the education front over recent weeks, and this Byte focuses on an article published there on 5 July. It features the full text of Bridget Phillipson’s speech to civil servants at the DfE, made on the day she took up the role of Secretary of State for Education.
Taking a conciliatory approach after the divisive atmosphere of an election campaign, she commended the work done by DfE staff during the last government and spoke of building on it. She sought to inspire her new team with the following words:
“We must be a Department for every child, for every young person, for every learner in our country.”
Why does it matter?
What exactly do such sentiments mean for those families educating their children outside the system? Put together with what we already know of Phillipson’s pre-election standpoint, what can we glean from her words to the DfE?
On a personal level, there was some level of awareness of the existing and very real problems which those in the world of education are facing. She appeared to have heard and taken on board to some extent at least what people working across the sector have been telling her. In a subsequent live Q&A session for school staff on 16 July, for example, she repeatedly reassured questioners about her integrity, that she wanted to be real, to level with those in the sector about the difficulties they are experiencing rather than glossing over them.
But besides noting her apparent desire to engage in a more real and relational way, it’s also important to consider her words in the light of broader Labour ideology and goals.
Having acknowledged the realities of the situation and stressed that she does not underestimate the scale of the challenge, there was also plenty of familiar Labour rhetoric to be found in Phillipson’s speech. She spoke of driving growth and change, delivering mission-led government, breaking down barriers, raising standards and “making opportunity available to all.”
Perhaps the greatest area of concern for parents and home educators is around how such ambitions were set almost exclusively within the context of state provision and educational institutions.
We commented earlier in the year on Phillipson’s tendency to take notional ownership of the nation’s children, noting how frequently the phrase “our children” featured in her address at the CSJ. It is not hard to see how that concept is still front and centre of her vision now she is at the helm. As we remarked in February, it was opportune to “give careful thought to the implications for the primacy of parents in this vision for state-supervised education” – and it still is, especially in the light of the Children’s Wellbeing Bill announced in the King’s Speech.
A “relentless focus” on “improving the life chances of all of our children” is all very well, and something which most home educating parents would probably not take issue with in principle, though they should question where that responsibility lies – with themselves or with the State. At times what is not said is as important as what is said, and parents – their importance, their role, their responsibilities – seem conspicuous by their absence in Phillipson’s view.
She spoke to her DfE team about “driving change together,” then went on to reveal the parameters of her vision: “Together across government.”
The Schools Week article cited separate comments circulated to the press on the evening of Phillipson’s speech, amongst which was this:
“Government can’t do this alone. From day one we will reset the relationship between government, families and our education workforce; our dedicated teachers and school staff, early years staff, university and college professionals and social workers.”
A three-way relationship is spoken of there, between government, families and ‘our education workforce.’ But where do parents actually fit into this vision? Are they to be seen as merely passive recipients of what is served to them, in the interests of generic improvement of opportunity for the nation’s children?
No! Parents are individuals, with natural instincts and a heart to parent and educate the unique children entrusted to their care in the way most appropriate for each one. It is not easy for those with a statist approach to the delivery of education to understand this. Their lens gives them a very different view. It’s all too easy for them to consider non-conformists such as home educators as a threat.
So there is important work to be done, holding ground, respectfully explaining viewpoints, defending freedoms. The political landscape has shifted quickly once again, as the Labour government seeks to make its mark in the initial weeks of its tenure.
Broadbrush legislative intentions have now been outlined in the Kings Speech and further information may emerge in the subsequent debates scheduled before the summer recess. In time the fine detail will materialise and we shall know more of the background against which the next phase will be played out.
What should now be abundantly clear to HE families is that whichever political party is in government, the fundamental issues remain the same – the state, irrespective of the convictions of its present political overlords, has a tendency to over-extend its reach into the sphere of family life! After decades of accepting this as normal, it is becoming apparent that now is the time for parents to wake up and be more proactive in reclaiming their responsibilities.
What can I do?
For now, there is plenty home educating parents can be doing.
Revisit the What does Labour have in Mind? article from February. Then read Phillipson’s words to her team at the DfE, those tasked with turning ideology into on the ground policy.
She spoke of “the values that drive me every day.” Think about the values that drive you as a home educating parent day after day. Sometimes life with young children can keep parents so close to the coal face that they rarely get the chance to think about those values, to stand back and take in the bigger picture.
But it’s important to do this, because it lifts you above the level of the daily demands (and frustrations) of HE and family responsibilities, and reminds you of what you really value, and why you’re doing what you’re doing. Even some who found themselves home educating not as a first choice have come to appreciate in time that the place they ended up has some unexpected benefits.
Once you know what you value, it becomes easier to be articulate about it and gives more courage to defend it. Engaging in conversations with other HE parents locally or online can help with identifying why HE has become important to you. It could also provide partners to collaborate with should you wish to engage with local councillors or MPs.
With so many MPs new to parliament this time, it’s even more important than usual to build a connection with them and ensure that they hear a perspective from home educating families before absorbing the standard narrative we are so used to hearing from politicians and the media.
Finally, keep abreast as much as you can with what is being said by key players in the DfE. The new ministerial team has now been announced. Read more detail about individual members here, here and here. If any of those individuals happen to be your MP, redouble your efforts to establish dialogue with them, reaching out for support from others if you feel the need for it.