WHEN the Education Secretary John Swinney revealed his shake-up of the way schools are run earlier this year, there was a concern that the principle of ensuring that as many decisions as possible were taken at school level was not properly backed up. If the empowerment of headteachers and the school community was not properly funded or supported then there was always the risk it would place impossible burdens and responsibilities on heads.

A particular concern focused on a proposed statutory responsibility on headteachers to improve standards and close the attainment gap. Heads were concerned they did not have all the necessary powers to close the gap because it has its roots in complex issues such as poverty and early childcare, but a statutory duty to tackle the impact of these factors would mean they alone could be blamed for not doing so.

At the time, the Government repeated the slogan that teachers, parents and communities would be given more say in how schools are run. However, now that a formal consultation has been launched, the commitment to make heads directly accountable for closing the attainment gap has been watered down. Instead, there is a duty for heads to work in collaboration with other schools and partners on curriculum design and improving learning and teaching.

This dilution of the idea is clearly a direct response to concerns from the professional bodies that represent headteachers, and the latest incarnation of the policy should allay some of the worries – indeed, the consultation says heads will not be held individually accountable for the impact of other services. The plans also retain some of their strongest elements, such as the power to shape the curriculum. It is also welcome that there will be a pay review which must look at the competitive nature of salaries as well as bandings between deputy and head.

However, there is still a troubling grey area over the funding and support headteachers will or will not receive. Heads are worried they are going to be handed the new powers without extra help to deal with the burden of bureaucracy and financial administration that is waiting in the wings. The introduction of business managers in every school would seem to be a prerequisite for a system of devolved power.

Sadly, the consultation has ducked this issue saying only that “if appropriate” headteachers should be able to access suitable business managers to help them fulfil their empowered role. This still leaves open the concerning possibility that schools may be left under-resourced when they start operating under the new system.

In introducing a radical shake-up, the Government should be prepared to establish what it will cost and what kind of support headteachers will need to implement it. Instead, it looks like schools could be left to draw on their own limited resources to make the Government’s reforms a success.