I FIRMLY disagree with Stephen Brown’s letter (September 20), and praise Jacky Griffin’s letter (September 6) on the subject of academies being good examples of localism.

Localism, which is a key feature of the Conservatives’ Big Society idea, aims to take power away from the Palace of Westminster, and place it in the hands of local citizens in local communities – making a more democratic, cohesive nation. However, as with any system, it is not just the theory that determines how successful it is, it is also the way that it is implemented.

In April 2012, Kidderminster’s King Charles I School came to a pivotal time in its history, when it was given two options – either remain as a comprehensive school under the control of the Local Education Authority or to become an academy, and form direct links with the government.

The Governors, staff, parents and teachers chose the latter option.

Since April 2012, King Charles has seen a fundamental change in its system, and the way that it educates its students. As a pupil at the school, I have experienced some of these changes first hand.

Over the last year, the school has seen a major refurbishment not just in its educational programme, but also in its physical appearance, which has made it a more welcoming, friendly and vibrant place to be in.

The cafeteria has been regenerated with a wider range of food, and has became a better place to eat in. The school’s phones policy has been adopted which allows students to take their mobile phones into school, on the understanding that they don’t use them in lessons, and the teachers have been given more independence over the way they educate students.

They have been able to focus more on making education an inspirational, successful, and exciting experience, rather than focusing on discipline, rules and regulations. They also have more access to more resources, which instead of ‘disciplining’ students to learn, ‘inspires’ them to learn – what better example of localism can one have?

Through this democratic power, the teachers, students and pupils have been able to use their democratic voice in the creation of a true place of education, which throughout all has stuck to its mission – to raise high standards of achievement through engagement.

CRAIG BATEMAN, Student, King Charles I School Kidderminster