The Academies Programme

Bill Watkin

Academies Bill

m: 07834 36 77 46

e: bill.watkin@ssatrust.org.uk

SSAT: key features and characteristics

• Independent • Not for profit • A membership organisation

by schools for schools • Bespoke• The academies team at the SSAT• ONE strategy for school improvement

• Conversion support• Position of neutrality

2 anecdotes

2 ends of a spectrum

what exactly is an academy?

What is an academy now?

• Sponsored• Converter

• Secondary, primary, special

• UTCs• Studio Schools• Free schools

Current numbers (July 2011)

Total number of academies 801

Sponsored academies 274

All through academies 23

Converter academies 527

Secondary converters 400

Primary converters 127

Anticipated numbers (September 2011)

Total number of academies 1300+

Sponsored academies 360

Converter academies 527 + ?

Special academies 7

Free Schools 35

UTCs 12

Studio Schools 6

What is a Sponsored Academy?

The intervention strategy of choice

usually in areas of high deprivation usually replacing failing schools independent, state-funded schools

o Sponsorso new leadershipo new governanceo new legal statuso new nameo new uniformo new building

Raising standards Partnerships Community impact

Is the Academies Programme working?

Evidence points to a positive impact:

• Raising aspirations• Social mobility• Widening participation• Use non-traditional methodologies• Address the lack of basic skills• Improved behaviour• Improved attendance• Engage parents and other community partners• Address underachievement, confidence and attitudes• Examination performance . . .

Academies with results in both 2009 and 2010

 

Academies Average

Improvement National Average*

National Improvement

2005 15.49 42.5

2006 21.53 6.05 44.0 1.5

2007 24.96 3.43 45.8 1.8

2008 29.89 4.93 48.2 2.4

2009 34.93 5.04 50.7 2.5

2010 42.75 7.82 55.2 4.5

Ofsted

Across the schools sector the number of inspections this year resulting in an inadequate rating has doubled (Ofsted, 2010)

But, NOT academies•Academies: 26% ratedoutstanding (all schools: 13 %)

•% of academies judgedoutstanding has increased

•% of academies judgedinadequate has decreased (despite the more demanding inspectionframework)

It’s not all about . . .

• Sponsor influence• Intake profile• Buildings• Terms of employment• Financial advantage• Local accountability

What is the future of the Converter Academy?

Every school can become an Academy and strong performers work in partnership with others to raise standards. •Primary and secondary schools rated ‘Outstanding’ by Ofsted

•‘Good with Outstanding Features’

•Primary and secondary schools could apply with other schools as part of a formal partnership, providing at least one is rated ‘Outstanding’ or ‘Good with Outstanding Features’ or they join a successful existing Academy Trust

•special schools rated ‘Outstanding’ from September 2011

•all schools, depending on:

1. Exam performance over last three years

2. Comparison with local and national performance

3. Latest Ofsted findings re ‘capacity to improve’, ‘outcomes’ and ‘leadership’

4. Any other matters that the school may rely on to demonstrate that it is performing well

• Primary• Secondary• Special

Sponsored or converter?

Sponsored• No choice• Low results• Closure of predecessor school• Sponsor(s)• Project Management Company• Feasibility & Implementation Phases• Pre-opening Ofsted• Section 8 Inspection: Term 5• Egg sign-off / Readiness to open• Start up funding• Principal recruitment• Education adviser (DfE) / ALO (YPLA)• New build . . . ?

Converter• HT and GB choice• Successful• Fast track, pre-approval• No closure; change of status• No Sponsor(s) required• No capital plans• YPLA monitoring• No financial (dis)advantage • No Principal recruitment• Named adviser (DfE) / ALO (YPLA)• Work with another school

Headline freedoms

• freedom from local authority control • ability to set pay and conditions for staff • freedom from following the National Curriculum • ability to change the lengths of terms and school days• Freedom to deploy the LACSEG

A sobering thought

With great freedoms come

great responsibilities

An agreement in principle . . . • Skills and capacity• Nuanced matching• Resource• Accountability

The impact of current policy on . . .

• Converter academies• Sponsored academies• Local Authorities• Schools that do not convert

Should we become an academy?

3 key questions:

1. Will it benefit the children in our school now and into the future?

2. Will it enhance the educational provision in our community?

3. Will it help us to become / stay Outstanding?

• Academies receive the same funding as maintained schools with the additional funding for services that their local authority would have provided.

• Academies have to comply with the Admissions, exclusions and SEN laws and relevant codes, like all maintained schools.

• Academies must teach a broad and balanced curriculum including English, Maths and Science

• Academy staff are employed by the Academy Trust. National terms and conditions do not have to be applied but TUPE does apply to predecessor school staff transferring.

Academies – Key Features

• Academies are run by the Academy Trust which are subject to company and charitable law

• Academy Trust does not ‘own’ the school nor can it profit from the Academy. Academy Trustees have a legal duty to act in the interests of the Academy

• The freedoms, rights and responsibilities of the Trust are set out in a Funding Agreement with the Secretary of State

• Ofsted inspections are carried out on the same basis as all other state funded schools

• The Young People’s Learning Agency (YPLA) is responsible for funding and working with open Academies

Academies – accountability

Options for CollaborationOption 1

• each school converts and has its own academy trust

• each academy shares resources and expertise

Option 2

• each school converts and has its own academy trust

• all academies collaborate

• umbrella trust - ‘joint committee’ and services provider

Option 3

• federated academy trust

Governance – Governors (1)

• Manage the school on behalf of the Academy Trust• Key governor responsibilities:

Ensure the quality of educational provisionChallenge and monitor the performance of the AcademyManage the academy finances, property and staffComply with charity and company lawComply with Funding Agreement

Governance – Governors (2)

• DFE policy is minimum of: Principal Two parent governors One governor appointed by the members

• Other categories of governors are optional, but subject to restrictions:-

i. LA – maximum of one

ii. Staff – maximum of one third of total governing body, including the principal

iii. Co-opted –maximum of three

3 final thoughts

Motive

Freedoms and responsibilities

Character