University of Bath PHD An enquiry into the abolition of the Inner London Education Authority (1964-1988): with particular reference to politics and policy making Radford, Alan Award date: 2009 Awarding institution: University of Bath Link to publication Alternative formats If you require this document in an alternative format, please contact: [email protected] General rights Copyright and moral rights for the publications made accessible in the public portal are retained by the authors and/or other copyright owners and it is a condition of accessing publications that users recognise and abide by the legal requirements associated with these rights. • Users may download and print one copy of any publication from the public portal for the purpose of private study or research. • You may not further distribute the material or use it for any profit-making activity or commercial gain • You may freely distribute the URL identifying the publication in the public portal ? Take down policy If you believe that this document breaches copyright please contact us providing details, and we will remove access to the work immediately and investigate your claim. Download date: 04. Oct. 2021 An Enquiry into the Abolition of the Inner London Education Authority (1964 to 1988), with Particular Reference To Politics and Policy Making Alan Radford A thesis submitted for the degree of PhD University of Bath Department of Education June 2009 COPYRIGHT Attention is drawn to the fact that copyright of this thesis rests with its author. A copy of this thesis has been supplied on condition that anyone who consults it is understood to recognise that its copyright rests with the author and they must not copy it or use material from it except as permitted by law or with the consent of the author. This thesis may be made available for consultation within the University Library and may be photocopied or lent to other libraries for the purposes of consultation. An Enquiry into the Abolition of the Inner London Education Authority (1964 – 1988), with Particular Reference to Politics and Policy Making Acknowledgements 2 Abstract of Thesis 3 Glossary 4 Part 1: The Politics of the Abolition of the ILEA Introduction: with notes on Politics 9 Methodology and Notes on sources and thesis writer’s involvement with the ILEA and his career résumé 19 Chapter 1 An outline of inner city education in London since the Establishment of the London School Board in 1870 32 Chapter 2 The ILEA Machine: Its structure and organisation 41 Chapter 3 The ILEA Machine at work 54 Chapter 4 The New Right, the New Left and the ILEA: with notes on Policy 62 Chapter 5 Policy Changes in the ILEA Section 1 Changes in the Politics of Policy Making 77 Section 2 The Inspectorate 89 Section 3 Teacher Politics 102 Section 4 School Governors 116 Conclusion to Part 1 Part 2: An Evaluation of the ILEA’s Performance Chapter 6 The ILEA’s Special Educational Needs and Selected Support Services 128 Chapter 7 Adult, Further and Higher Education 152 Chapter 8 The William Tyndale Schools Crisis: A catalyst for Policy makers? 178 Conclusion to Part 2 Part 3: Did the ILEA Give Value for Money and Did it Tolerate Low Educational Standards Chapter 9 Standards: Problems and Policies 199 Chapter 10 Did the ILEA give value for money? 226 Chapter 11 Conclusion 239 Postscript 256 Bibliography 264 1 Acknowledgements I am most grateful to my supervisor, Professor Hugh Lauder who gave me a new dimension in this study of the former ILEA. His advice and criticisms were invariably constructive, but above all he has always been warmly supportive. The bulk of the written records of the ILEA, including committee and sub- committee records, are housed in the London Metropolitan Archives, and the library of the London Institute of Education has a good collection of ILEA publications and reports. The staffs of both these institutions have given me great help. I also owe a debt of gratitude to Mrs Gill Brooke-Taylor of the Graduate Research Department, who has gone out of her way to provide both help and advice, and in fact, encouraged me to become a student of Bath University, and put me in touch with my supervisor. I owe much to Ms Denise Witcombe who both read and advised on the thesis and did this through the eyes of a long serving ILEA teacher, with experience of both special needs and primary school education. Finally, I would wish to thank Mrs Hazel Allison who worked both tirelessly and accurately on both the presentation and production of the thesis. 2 Abstract of Thesis The Inner London Education Authority (ILEA) (1964 – 1990) was abolished by the Education Reform Act, 1988. This ended an unitary system of education that had existed in inner London for over a hundred years. This thesis examines the question of the political reasons and motivations for the ILEA’s abolition, considering both the move to the right by the Conservative party which abolished it, and the move to the left by the Labour party. In effect the polarisation of politics left little room for the form of pragmatic politics and policies which had enabled the ILEA to develop under previous Conservative and Labour administrations. Under these conditions the radical step to abolish the ILEA became possible. Given this political climate the question is asked as to whether there were good grounds for the abolition of the ILEA, over and above ideological considerations. Two strategies are adopted to answer this question. The first examines the history and processes of policy making with reference to the support for Special Educational Needs and Adult, Further and Higher Education. These may be considered ‘success stories’ while a third case, that of William Tyndale, considers whether there were also weaknesses in the ILEA’s policy processes. The second examines the claims that the ILEA tolerated low standards in education and failed to give value for money. It is concluded that the evidence does not sustain the claims made against the ILEA and that therefore, its demise can better be explained by the polarisation of politics at the time. 3 ILEA Glossary ILEA Inner London Education Authority. Established, London Government Act 1963, abolished, Education Reform Act 1988. It differed from most LEAs (Local Education Authorities) in that apart from its funding through the GLC (Greater London Council), it was virtually autonomous. When the GLC was abolished, the ILEA in 1986, became directly elected, consisting of 2 or 3 members from each borough. GLC Greater London Council – the ILEA’s parent body, abolished in 1986. Members Mainly Elected Representatives. Before 1986, the ILEA consisted of 35 Members of the GLC, plus one representative of the 12 inner London boroughs, plus one from the Common Council of the City of London. There were 5 Additional Members including teacher representatives. Education Committee Main Committee, served by five or six Standing Sub-Committees covering Finance, Policy Co-ordinating, Schools, Further and Higher Education, Staff and General, Equal Opportunities etc. These were re-organised in the 80s, and became Policy, Quality of Education, Equal Opportunities, Cultural Review Section, Further Higher Education, Schools and Development Sub-Committees. Leader and Deputy Leader Both were chosen by the majority party, and likewise, the minority party elected similar ‘shadow’ appointments. EO (Education Officer) The ILEA’s principal professional advisor, appointed by the Education Committee. Up to the late 1970s, the Education Officer had a Deputy (DEO) and a Chief Inspector – both of equal rank. After this change the Education Officer was assisted by a Deputy Controller and two Directors of Education – Schools and Further 4 Education and Community Education. The Education Officer had in effect, three deputies. AEO (Assistant Education Officer) Subordinate to the above Officers but responsible for major departments, such as Teaching Staff, Community Education and Careers, Primary and Secondary Schools, Development and Equipment etc. DLR Director of Learning Resources DRS Director of Research and Statistics Establishment Officer Concerned with the ILEA bureaucracy. Matters relating to teachers were dealt with by TS Branch (Teaching staff). DOs Divisional Officers – responsible for the ten ILEA Divisions – each based at Divisional Office. DEOs (Divisional Education Officers) In the late ‘70s, this was the new title for DOs and the appointees were then recruited from both inside and outside the ILEA. Education Welfare Service Principal Officer and supported by DEWOs in each Division (Divisional Education Welfare Officers). Managers or Governors Appointed by the Authority, and the Minor Authority (the boroughs). These included representatives of the school – heads and teachers, parents and one governor on the nomination of the Institute of Education, London. The significance of governors or managers is illustrated in the chapter on William Tyndale School. 5 CI Chief Inspector. The Education Officer’s principal professional advisor. In the late ‘70s, the Chief Inspector was supported by two deputies; a Chief Inspector, Further and Higher Education, and Community Education, and a Chief Inspector, Schools. Further and Higher Education had specialist inspectors in its team. SIs Staff Inspectors. Senior Inspectors who covered primary and secondary school branches, general duties, and all main subjects taught in schools were covered by specialist Staff Inspectors. DIs District Inspectors with general responsibilities for a number of primary and secondary schools. They may also have had some responsibilities for the subject in which they had specialist skills. Div Is Divisional Inspectors – an appointment of the late 1970s, which indicated the Senior Inspector of each Division. Special Educational Needs – had their own inspectorate consisting of about 12 members led by a Staff Inspector. Staff Inspector (Primary) – headed a team of about 15 inspectors, based mainly in the Divisional teams.