Creating sustainable schools

The Vision

A family of unique schools providing outstanding education in the heart of our

communities

Our vision is to retain as many church schools as possible serving local communities. They will promote the distinctiveness of church schools, create a sense of belonging, a common purpose and mutual support. Partnership with local churches and mission communities will be crucial.

The role of the Diocese

Respond to the many challenges faced by schools

Support and set a clear, consistent vision and strategy for schools – and small schools in particular, by encouraging schools to work together.

Recognise that schools are likely to continue to engage in partnership with other schools on a number of different levels.

Encourage moves towards exercising governance through different models of partnership and collaboration.

Support from the local church / mission communities

Challenges and Opportunities for Local Schools

What are the main issues?

•Raising standards•Sustainability – budget, finance, buildings•Recruitment and succession

Key local data findings

Pupil forecasts

•Changing school population

•School rolls projected to fall by 6.5% over the next 4 years. This represents an expected fall in pupil numbers in over two thirds of our schools.

•Admissions for 2015-16 show half of our schools admitted fewer than 10 pupils and almost a quarter fewer than 6 pupils.

School type

School Type [Nat Soc sub division] Number of Schools Headcount of Pupils210+ 8 schools 2223 (22%) Small (111 – 209) 23 schools 3430 (33%)Very Small (Less than 110) 72 schools 4388 (42%)

Diocese is unique in that a significant majority (92%) of ourprimary schools fall into the category of Small or Very Small, with 75% of our pupils being taught in these schools.

Nationally, 65% of C of E Schools are small, but 60% of pupils are taught in schools that are larger.

School standards

• Impact of new legislation

Ofsted dataOfsted Outcome Church Schools Cumbrian Schools Schools

Nationally

Outstanding 17% 15% 20%

Good 77% 71% 62%

Requires Improvement 5% 10% 16%

Inadequate 1% 4% 2%

Outstan

dingGood

Require

s Impro

vemen

t

Inadeq

uate0%

20%

40%

60%

80%

Ofsted Outcomes All Schools July 2015

Our SchoolsCumbrian SchoolsSchools Nationally

Headteacher recruitment and governance

• The recruitment and retention of headteachers is an ongoing concern with 35 headteacher vacancies in the last 3 years.

• Many local schools now face real difficulties in recruiting experienced and outstanding leaders.

• The average number of applications for headship was only 5.

• 1 in 4 schools needed to re-advertise to recruit a headteacher.

• Planning for succession. How many governing bodies will need to seek a new head in the next 5 years? How many heads nearing retirement?

• Governor vacancies and capability / capacity

School budgets

•Backdrop is one of limited financial resources and constraints.

•Secondary school issues•Historically, LAs with a significant proportion of rural schools have been amongst the most poorly funded.•Rural 210+ and Rural Small schools have a lower Spend per Pupil than their urban counterparts, but Rural Very Small schools have a higher spend per pupil than Urban Very Small Schools. Very Small schools tend to be more expensive, spending roughly £1,000 (actually less in Cumbria) more per pupil than 210+ and Small schools. (Working Together Report)•Flat budget and staff cost increases will mean 15% reduction over 5 years.•Increase building liability less money

  Total Surplus Balances (£)

Total Deficit Balances (£)

Net Balances (£)

2013-14 £11.120m -£2.707m £8.413m

2014-15 £9.661m -£4.940m £4.721m

Difference -£1.459m -£2.233m -£3.692m

Where next?

•Small and Very Small schools bring a range of benefits but they also face significant challenges.

•Some governing bodies may feel that on their own they lack the capacity, flexibility and resources to continue delivering a high quality of education.

•Urgent need for governing bodies to address issues of sustainability and to take broad strategic decisions

‘The pattern of education in England is shifting. Schools that once were islands are becoming connected. Indeed, it is increasingly rare to find outstanding schools that do not have a web of links with other schools.’

NCSL Prepared to Lead 2011

Partnership and collaborative working has the potential to address

some of these challenges

Shaping a model of collaboration that responds to local needs and

circumstances

• Understand the context and demographics of your school

• Annual self-review (Working Together) • Build upon existing partnerships and networks

CASL• Provide regular opportunities for staff, governors,

parents and children to be involved in multi-school partnership activities

• Plan strategically• Learn from others• Develop an action plan to prioritise and clarify

Alternative models

•Partnership

•Collaboration

•Federation

•Multi-Academy Trust (Cluster Model)

What can we learn from others?

Characteristics of successful partnerships and collaborations

•Trust

•Sense of shared identity – an inclusive community •Common purpose

•Excellent communication •Sustainability

•Cohesive Leadership

•Strong management infrastructure

•Freedom to innovate

What are the benefits?

• Professional development and leadership succession• Sharing of expertise and resources• Broader learning and social opportunities for children• Focus upon performance and joint school improvement• Greater flexibility and capacity within staffing• Opportunities to share innovation and best practice• Strengthens links between schools• Business management and procurement• Networking• Greater opportunities for strategic governance

The value of each is determined by the type of collaboration.

Dare to be different...

Be creative – ‘look up and don’t just use your own school. See others within your community as well.’ (The Wolds Federation)

•West Tyne Federation: Four small rural primary schools work together and plan exciting, innovative curriculum projects. Children meet each week for a shared day and benefit from widening their social experiences, and working with specialist teaching staff.

•Denton & Harlaxton CofE Primary Schools, Lincolnshire: Ofsted highlight benefits to teaching from the many opportunities teachers have to share expertise, assessment and training within this small federation.

•The Trinity Federation of CofE Schools, Norfolk: Three church schools providing exciting new opportunities for leadership & management, teaching & learning, whilst retaining individuality and distinctive Christian character.

Other ...

• A group of schools in an area of rural deprivation sharing pastoral care, policies on inclusion, SEN expertise and provision.

• Virtual Schools. Harnessing technology to ensure children have access to the very best teaching. Scottish Highlands and Islands.

• A school acting as collaborative learning community with a unique and distinctive vision. A community in action. Sharing expertise, resources and facilities. Strong emphasis upon role of service in the wider community. Barrow 1618 CofE Free School

‘There is a pressing need for schools to form effective structural partnerships and collaborations if they are to survive into the future. Offering a broad educational experience, whilst facing the challenge of sustaining experienced leadership under increasing financial pressure, is such that the days of the individual autonomous small schools are numbered. It is only as our schools work together that they will find the strength and resilience they need to continue to offer an outstanding education at the heart of our local rural communities.’

Working Together The Future of Rural CofE Schools 2014

Structural partnerships and collaborations enable rural schools to build capacity and

resilience.

DBE New priorities1          Meet the challenge of ensuring school effectiveness Support headteacher succession planning and leadership in church

schools, Monitor school effectiveness and offer support to schools Promote effective governance through better recruitment and

induction and building governor capability and capacity Have an active role in and support the development of local system

leadership 2          Safeguard and develop the distinctiveness of church schools Promote Church school distinctiveness to staff and school leaders

within a changing landscape Continue to strengthen RE in schools, Improve SIAMS (church inspection) outcomes  3  Support fruitful, imaginative, and meaningful relationships between schools, churches and families Ensure on-going support for schools within mission communities Engage with the development of the diocesan ’God for All’ strategy

and its implications for schools, academies and colleges Support ex-officio, pastoral and collective worship roles in schools Promote the development of after school clubs, fresh expressions

in schools and other outreach activities in all schools

 

4          Create pathways to secure the future of church school provision Develop clear vision and principles to promote the sustainability of

church schools Engage with and support schools dealing with present and future

funding, recruitment and pupil roll issues Consider opportunities for new church schools Secure the development and growth of diocesan academy trust(s) 5          Develop clear and effective systems of communication with partners, in particular communicating the work and role of the Diocesan Board of Education Explain to schools the work of the DBE Play a full and integrated role in diocesan leadership and structures Communicate effectively with existing and new diocesan structures

Proposed Board of Education Structure

Director of EducationImplement strategy and vision, policy

Develop links within dioceseLinks with system leaders CASL

MAT growthSchool Structures and planningNational Society /DBE Services

Deputy Director of EducationMonitoring of school effectiveness and

standardsCo-ordination of school support

Oversight of SIAMSChristian distinctiveness

admissionsSuccession planning and training

HR advice to schools

Admin Assistant to Education Team

Buildings and Finance OfficerCapital projects Church and School Adviser to

Mission CommunitiesGovernor recruitment and training

School governanceChurch and school links incl clubs PSIS

MC support for schools / visionFacilitate training clergy and lay

Consultancy team

Training

REACH

Points for discussion

1. Role of the diocese2. Are there any key structural

assumptions3. Minimum size?4. ‘Value for money’5. Community value and church links6. Relationships with non-church

schools7. Governor self-review process8. Let’s get talking