Education debate 'shambles'

So now we have a shambles. Teachers in uproar; dissenting minority reports from ESC’s own committee; educationalists probably in despair; multiple amendments being placed by deputies; the general public, woefully short of practical details upon which to base any effective scrutiny.

Does anyone seriously believe that the States would have, narrowly, agreed to the 'pause and review' debate on education, which carefully listed the criteria to be considered, if it had known that the critically important 'review' part, was never going to be properly undertaken and released for public scrutiny?

ESC has also just announced that their position paper giving necessary details on its current thinking, promised for release this spring, is now delayed till the autumn, well after the States debate on the future of our children’s education.

I would never claim to be an educationalist. I was, however, a member of the ESC for six years, a governor of the College of Further Education for six years and a governor of the Ladies’ College for ten years. I do believe that these appointments have given me the opportunity to gain an understanding of some of the complexities of managing the island’s educational system and the pressures experienced by our excellent teachers.

So, what do we know about ESC’s preferred four-school model compared to other options?

1. Does not follow England’s comprehensive schooling best practice.

2. Requires larger class sizes.

3. Doesn’t take regard of island changing demographics.

4. Provides reduced curriculum.

5. Virtually no A-level teachers teaching at GCSE level. Huge waste of resource.

6. More difficult teacher recruitment and retention.

7. Reduced pastoral care.

8. Reduced overall facilities.

9. Significantly higher running costs.

10. Higher community capital costs (an overall or holistic view of island finances).

You will have realised that the ten bullets points, above, are all a comparison between the 4SM and the two-school model which the States has twice approved.

Subsequently the States resolved to follow the 'pause and review' process which, scandalously, has never properly been delivered, either through incompetence or design.

Surely our key concern in this whole debate is to deliver the very best education system we possibly can. There will of course be other factors to be borne in mind such as capital costs, running costs and logistics etc.

ESC has failed to offer one relevant educational reason why their 4SM delivers a superior educational result than the 2SM and worse has already acknowledged, to the dismay of the teaching profession, that it is inferior in some areas such as class sizes.

Let us consider in more detail the ten bullet points above.

1. 98% of the best performing comprehensive schools in England cater for the 11-18 age group. Why is this?

a. The A-level teachers are the most experienced and teach at GCSE level as well; they are the department and subject heads; become mentors to less experienced teachers; are part of the key senior team supporting the school head and deputy head.

b. Bright young teachers prefer to enter a school which offers them career advancement to the highest level plus mentoring from the most experienced teachers.

c. Crucially the 17/18-year-old six formers are the role models for younger students. They are the prefects, school representatives in sports and a vast array of cultural activities. They are the school heroes to which younger students can dream of becoming, if they put in the effort. It is this aspiration which keeps students in school after 16 and into the sixth form. Younger students need to be rubbing shoulders with their heroes on a day-to-day basis, which means the same school.

d. The three previous 11 to 16 secondary schools could not offer this aspiration. Part of the 11-plus debate was always about the apparent underperformance of Guernsey’s States secondary education results in comparison to the UK, given our island demographics. The educationalists felt that a move to 11/18 schooling would go a long way to rectifying this underperformance.

e. Sixth-formers are a vital resource to schools. They are becoming young adults and are used by school heads, not just as prefects, but acting as assistants to teachers and coaches in many sporting, cultural and extracurricular activities.

2. It may be counter-intuitive but larger schools do have smaller class sizes, as ESC has just discovered. I believe the larger class sizes inherent in the new ESC model will have a negative result on teachers capability to provide effective personalised teaching and will consequently result in poorer student academic achievement and overall educational performance.

3. ESC confirms that island demographics continue to show that forecast student numbers in States secondary education will continue to fall. It is expected, before the end of this decade, that student numbers will fall to between 2,400 and 2,300. This would mean that the 2SM would have only 1,175 students on average in each school, only slightly below the old Grammar School level which was heading at one stage towards 1,100 students. The excellent results being obtained from modern English comprehensive schools are largely due to the refinement of each student’s education program with streaming, mastering and setting assessments. These are most easily developed in schools of over 1,000 pupils because of the complexity of timetabling.

4. The whole structure of comprehensive 11-18 secondary schooling is designed to allow and prepare students to advance, as far as their individual abilities allow, towards higher education i.e., university or other types of post school specialist education. The route is preparation and assessment of the student; choice and delivery of the two-year GCSE examination course; leading to the two year A-level examination course.

5. The management of these different stages, on a day-to-day basis, will be largely planned and delivered by department and subject heads, who will be mainly A-level teachers, who will also be teaching many GCSE lessons. The removal from secondary education of our excellent A-level teachers, into a sixth-form college is not 'best practice' and will deliberately sell our island children short of the education system they need and deserve, which is delivered by the 2SM.

6. Virtually all our teaching staff are either originally Guernsey residents trained in the UK teacher training colleges or universities or teachers who were currently employed as teachers in the UK and similarly trained, before coming to Guernsey.

Island schools will find it more difficult to recruit and retain teachers who are not employed in schools using UK 'best practice'.

7. ESC has acknowledged that pastoral care will not be as good as that delivered in the 2SM.

8. ESC has also acknowledged that some general facilities will not be as good as those under the 2SM.

9. ESC has agreed that the 4SM will be in excess of £2 million more expensive per year to operate than the 2SM on a like-for-like basis.

10. There is a major query concerning States accounting policy with regard to the different assessment of capital expenditure between the 2SM and the 4SM.

The capital budgeted expenditure for the 2SM was estimated at approx. £63-69 million but I believe was adjusted significantly downwards when the tenders were received. I’ll assume a figure of £55 million.

There appears, however, to be no account taken of the value of the old Grammar School site, returned by the ESC to States Property, which was not required in the 2SM.

Given current building and site costs in the island, a value of approximately £40 million could easily be assumed for the old Grammar School site and buildings.

Deputy Helyar wrote a very powerful letter, recently published in the Guernsey Press, concerning the necessity of centralised government. This was supported shortly after by a column in the Guernsey Press by Deputy Soulsby discussing the evils of a 'silo mentality' in States affairs. Surely this is a classic example of both concerns. For example, I understand that there is a serious debate taking place concerning the rehousing of the central police station and the potential consolidation of fire and ambulance emergency services on one site. After the 2SM proposal were made public the old Grammar School site was an obvious option.

Centralising administration, IT and vehicle maintenance etc. for the three emergency services could have some obvious benefits. The three legacy sites could then be sold off or used for sheltered flats and apartments or any number of other options.

Joined up government would immediately show that the community costs (i.e., taking a holistic view of island finances) of the 2SM are then, only a fraction of the costs of the 4SM, if ESC is correctly credited with the old Grammar School site, at a suggested value, of approx. £40 million.

Not only does the 2SM deliver a demonstrably superior education system than the 4SM but is far and away the least expensive option just when the States needs to save every penny it can, coming in at only £15 million in a community cost.

So, let us turn to the question of logistics. While there has been little or no reasoned debate on purely educational grounds, against the 2SM, there has been considerable popular discussion on logistics such as traffic and refectories.

1. Based on figures recently released by ESC we now know that within a year or so of completion the 2SM will have an average student population of approx. 1,175 rather than the much quoted 1,400 plus. The Grammar School was heading, at one stage towards 1,100 students without any apparent complaint.

2. We also know, from the ESC, that contrary to popular expectations the 2SM means smaller classes and the 4SM means larger classes.

3. It is obvious that there will be increased traffic flow around the 2SM sites. The question is 'whether or not it is manageable' in order to provide our children the best and most cost-effective education.

4. Arup, the international logistics and traffic flow experts, maintain it is. The new demographic numbers should make their opinion all the more likely. Arup maintains that with the use of more buses, a phased traffic light system and site traffic wardens the traffic is indeed manageable.

5. All teachers and staff must have parking places. There is no need for more fields to be purchased. If necessary, two tier parking can be constructed.

6. Refectories. The specialist UK architects in school construction maintain that all specification for the 2SM build meet or exceed best practice specifications for school construction laid down by the UK education authorities. However, if local teachers, supported by their union, can make a credible case for a larger refectory and other operational improvements, then they should be encouraged to do so, as long as they are reasonably within budget.

7. A complex project of this nature must always maintain the flexibility to adjust to specific operational requirements probably for some years to come.

The three colleges: Elizabeth College: Ladies’ College: Blanchelande College

The three colleges are 11-18, fee-paying, selective secondary schools. They all have sixth forms as the pinnacle of school academic attainment because they know, if they do not offer the best available education system, they will not be able to attract the island’s wealthy to send their children to them.

The ESC has provided no facts or rationale as to why they think the very successful colleges are using the wrong education system. Surely it is completely unacceptable that this proven education system in Guernsey should only be available to the wealthy in the island.

Finance industry

The finance industry makes up 40% plus of our island economy... GDP. Everything possible must be done that facilitates the continuance and growth of this industry. A decline in the finance industry would have catastrophic implications for the very fabric and independence of our island community. The finance industry employs thousands of people and our education system must be tailored to supplying suitably trained and qualified staff for its healthy continuation.

This means emphasising the delivery of core subjects such as maths, English, physics, chemistry, languages, computer sciences and business studies. Of course, arts subjects must be a core delivery, as well, to provide a rounded education. All available at GCSE and A-level courses. 11 to 18 comprehensive schools are designed to deliver this education by encouraging all students to stay on into the sixth form if their abilities allow. Students leaving school at 16 can continue their chosen career further education at our excellent College of Further Education in more practical courses including subjects such as computer sciences and business studies. Students completing their two year A-level course have the opportunity of going on to university and other higher education centres where their career options are almost limitless.

Teachers, staff and change

Change is very often difficult and complex because it always provides 'winners and losers'. If ESC is to gain the trust and support of its workforce it must be very clear, up front, on a number of employment issues.

1. No teacher or member of staff should suffer financially because of the reorganisation even if this means a short-term cost penalty, although no job guarantees are given in the 4SM which were given in the 2SM.

2. Teachers’ salaries and pensions must be protected. It would be completely unacceptable for teachers, individually, to bear the cost of a community reconstruction of the island’s education system because of changes in their job role.

3. ESC will have to manage teacher morale with tact and sympathy. The roles and responsibilities of senior teachers will inevitably come under scrutiny. This process must be managed as early as possible and resolved between management, teachers and their unions.

4. These matters, however, must never be used as an excuse to argue against change. The students, our children and grandchildren must always be the first consideration.

What do we know

1. This letter summarises, what we already knew, that the 2SM offering 11-18 education system provides the best, all round, Educational for our children. It will provide the best system for our Island schools all of which will be then teaching the same 11 to 18 system.

2. Because of new demographic information becoming available we now know that the 2SM schools will be significantly smaller than originally forecast and the class sizes will also be smaller than the 4SM.

3. This has important logistical implications. Arup already advised, after extensive review, that increased traffic was manageable. The smaller school sizes will doubly reinforce Arup’s professional opinion.

4. Running costs. The 2SM is much less expensive to run, to the tune of more than £2 million pounds per annum, than the 4SM on a like for like basis.

5. Always remember that the six most experienced secondary educationalists in Guernsey, the heads and deputy heads of our three comprehensive secondary schools, unanimously endorsed the Two School 11 to 18 model as best for Guernsey.

Capital costs of 2SM and 4SM

2SM

The capital expenses for the 2SM are admirably clear. The original estimated figure was between £63-£69 million but were adjusted significantly downwards when the tenders were received. I have, therefore, assumed a figure of £55 million, which included a range of additional facilities which ESC agrees are not included in their 4SM. Less the value of the old Grammar School site, credited back, of £40 million leaves a balance of only £15 million.

4SM

The information released by the ESC is so woefully inadequate that effective cost comparisons between the 2SM and the 4SM are difficult. ESC agrees that the 2SM specification includes a range of welcome additional features that are not included in their 4SM. These are not costed but are significant.

ESC has released a figure of around £44 million for the capital costs of the 4SM. However, inexplicably, ESC has not included any costs for bringing the decades-old Grammar School buildings up to modern day standards, such as our two newer schools enjoy, but has dismissed it as maintenance, therefore not in its capital budget. This is estimated to be of the order of £20 million.

Also, ESC has confirmed that they expect, with the 4SM, that student numbers at Les Beaucamps School will increase by 200-250 and at St Sampson's School by about 50 students. In their costings, however, there is apparently no allowance for accommodating these extra students. Since this would equate to nearly 12 extra classes a capital sum of £2.5 million would not be unreasonable assumption. Combining these figures gives the most realistic capital sum for the 4SM project of £65.5 million.

2SM v 4SM capital costs.

2SM Community Capital Costs = £ 15.0 million

4SM Community Capital Costs = £ 65.5 million

Difference: £ 50.5 million

So, what now?

Everyone needs to take a deep breath and re-evaluate their position. I know many deputies said in their manifestos that they did not favour the two-school model. This was understandable as there was a popular wave of support for the new 3/4 school model. Some deputies were more cautious, saying it was better to wait and consider the evidence. Well now we know the evidence and it has changed. Demographics have changed, schools are much smaller, classes aren’t increasing in size in the 2SM, logistics are more manageable and the capital investment in schools has changed dramatically. When the facts and evidence change, statesmen and stateswomen change their mind as well.

Please don’t drift into making a terrible long-term decision because of boredom and fatigue. Our children and community deserve better. I have twelve grandchildren, ten living in Guernsey and being educated in a mixture of States and private schools. I could never forgive myself if I did not do all that I could to make certain that they and future generations all have the best start in life, by having the most effective education available.

Peter Bachmann

peterjbachmann@gmail.com.