We need new tools to assess what gives places their character and we need to know what is happening to these places. We must involve wider audiences in contributing to decisions about their future. The planning system allows public participation but does not promote inclusion. All who promote the historic environment should seek to broaden their audiences, make places more physically accessible, improve access to information and take account of the many people who currently feel excluded from a full appreciation of England's cultural richness and diversity. They believe children should be encouraged to learn about and value the historic environment as they do the natural world.
People believe it adds meaning as well as quality to their lives.
The lessons need to start in schools. History should be a central part of the National Curriculum not just to age 14 but to 16. Teachers need to be trained and given the resources to use the historic environment in connection with citizenship, geography, environmental science, art and design, as well as history. The heritage sector needs to provide guidance for owners of historic properties on education programmes and should work with museums and community groups to support life-long learning. Above all, the future of the historic environment depends on strong leadership from the Government to put it at the heart of policy making, effective partnerships and the involvement of local communities in decisions which affect them.