鈥淏egin by answering this question in a single, memorable sentence: Why do you get up in the morning?鈥� writes Dan Buettner in his defining book, The Blue Zones: 9 Lessons for Living Longer from the People Who’ve Lived the Longest. The concept of these 鈥済eographical鈥� blue zones 鈥� localities of unrivalled human longevity 鈥� has intrigued health experts and policymakers alike. It has certainly captured the imagination in popular culture, not least through an Emmy award-winning Netflix series. This got me thinking: What if, in the absence of a captivating national vision and strategy for education, we could 鈥� collectively 鈥� define and pursue the concept of 鈥渆ducation blue zones鈥� across our localities? The recent white paper attempted to provide a vision. However, despite some aspirational language, what followed was largely a list of well-intentioned policies. Some policies are potentially 鈥済ame changing鈥� (community-centred trusts, a renewed onus on home and school agreements, and a proposed belonging measure, for example). But some double down on the status quo (a lack of bold, 鈥淪ure Start-level鈥� investment in the early years and a largely reactive and managerial SEND system, for instance). Education desperately needs not only a compelling ideal, but a well-defined and collective impetus behind it. Something that gives all with a stake 鈥� leaders, teachers, families, pupils and employers 鈥� a bold direction for the times we live in and the future we are collectively hoping to shape. Power for change As Margreat Meed writes: 鈥淭here is no power for change greater than a community discovering what it cares about.鈥� With that in mind, first consider what defines 鈥済eographical blue zones鈥�. A clear sense of purpose, strong social connections, physical activity as a core feature of daily life, a balance between purposeful work and joyful play, healthy eating habits and an awareness of the human need to move in synergy with and respect mother nature. Now, consider the following together with the potential of an equivalent concept for education: Those who believe the nation is divided by 鈥渃ulture wars鈥� has risen from 46 per cent in 2020 to 67 per cent today. The Children鈥檚 Society鈥檚 latest index found children鈥檚 average happiness scores across five aspects of their life 鈥� their family, friends, appearance, school, and schoolwork 鈥� were all significantly lower than a decade earlier. Around 3.8 million children in the UK have high BMI, making us one of the worst-performing countries in Europe. More than half of children are not spending the recommended amount of time outdoors in physical activity. School readiness is declining, not least in terms of speech and language development, but also in terms of social skills. The number of graduate job vacancies is falling significantly, as employer expectations shift, sometimes radically. We cannot address any of this without a community-wide commitment to doing so. National accountability metrics None of the above features in any memorable national vision or, crucially, in formal national accountability metrics. Yet, what gets measured tends to get done. The incentives to own and pursue change will always reflect accountability metrics. This is why the Forum Strategy continues to explore the emerging concept of pure accountability as a balance (not an alternative) to national standardised accountability. We will be discussing this at our fifth annual , 鈥淧ure accountability: people and communities at the heart of improvement and innovation鈥�,聽 on 3 June. In the absence of a tangible vision and more rounded accountability nationally, community-centred trusts 鈥� like many other institutions across the economy 鈥� are generating a sense of shared endeavour and collective commitment with families and wider communities. This means, in my view, clearly defining their notion of 鈥渆ducation blue zones鈥� and reawakening the social contract in doing so. Pure accountability can readily bring this to life through clear expectations both ways. Expectations which reflect what we all treasure. The necessary impetus behind our own so-called 鈥渂lue zones鈥�? Expectations of schools that they will provide a culture and learning experience that values both academic excellence and personal development and enrichment. An experience that cherishes mental and physical wellbeing as much as 鈥渟cores on the doors鈥�. One that equips pupils to be healthy and creative users of technology. One that forges meaningful partnerships 鈥� with employers and cultural institutions, for instance 鈥� building aspiration and opportunity through economic change. Critically, these should exist alongside expectations that parents and pupils will be active participants in a culture that values learning and healthy habits, be constructive contributors to improvement and innovation, demonstrate values such as kindness and togetherness and respect shared environments. Shared and cherished expectations This isn鈥檛 high stakes. It is formative, enabling accountability. Pure accountability provides the shared and cherished expectations that sit behind a community collectively pursuing what it cares about. Mary Shelley wrote that 鈥渢he beginning is always today鈥�. We cannot keep talking about the role and potential of accountability simply in terms of Ofsted and league tables, as fundamentally important as national accountability remains. And we cannot shape the future by simply telling others to do so. The onus is on leaders, and particularly trust boards, to commit to and unleash pure accountability. Only by setting expectations around and measuring what we treasure, can we make our 鈥渆ducation blue zones鈥� a reality, galvanising everyone with their part to play. In the Empty Raincoat, author Charles Handy writes: 鈥淲e cannot wait for great visions from 鈥榞reat鈥� people, for they are in short supply at the end of history. It is up to us to light our small fires in the darkness.鈥� In a world that feels increasingly polarised and directionless, the essence of community and the underpinning social contract matter more than ever. 鈥淓ducation blue zones鈥� have the potential not only to capture the collective imagination, but to generate a renewed, and much-needed, sense of collective endeavour and responsibility too.