Councils warn on plan to give headteachers more powers
Cosla highlights fears over lack of ‘democratic control’ in schools
A FLAGSHIP plan to give more power to headteachers risks turning schools into “silos” lacking democratic control, councils have warned.
Local authority umbrella body Cosla said shifting control away from councils would leave “unelected” school leaders taking decisions rather than elected councillors.
The body also warned removing the influence of councils would create an imbalance with articulate parents from middle-class backgrounds having more of a say than disengaged and vulnerable families.
The intervention comes in a submission to the Scottish Government consultation, led by Education Secretary John Swinney, on changes to the way schools are run.
Under the plans the SNP intends to give more power over decisions to headteachers coupled with direct funding to help support pupils from backgrounds.
New educational regions will be set up with a role similar to current councils and the SNP also wants more involvement from parents.
However, Cosla said local democracy was only “democratic” if decisions were taken by individuals who had been elected.
Its submission to the governance consultation states: “There is a real risk that by devolving accountability… we allow unelected officials to take significant decisions on behalf of communities who already struggle to be heard.
“This would also certainly be true if further responsibilities – including legal responsibilities for raising standards – were devolved. disadvantaged The risk is of schools becoming insular in autonomy, with less scrutiny and less accountability.” Cosla went on to warn that increasing bureaucracy at school level would detract from a focus on teaching.
Officials said while the principle of greater parental involvement in decision-making was positive, there was a “real risk” the views of those from “vulnerable and chaotic” households would be lost.
The submission adds: “There is a real risk that schools in the most affluent areas with articulate and involved parents will be afforded more choice through engagement widening the divide between the most and least well off in our society.
“Ultimately, it will be the most vulnerable children and young people who suffer the consequences of this.” The Cosla response concludes: “While we fully support the aims of improving raising attainment … we have serious concerns about the premise of this review and flawed assumptions … that schools are not currently empowered to make decisions and that regional collaboration does not currently occur.
“It remains unclear what educational benefit this governance review seeks to achieve. It has not been designed to address any specifically identified issue and, from our consultation exercises we cannot find support for such drastic measures. The governance review paper is based on an assumption that the education system is broken. It is not.”