The Archdiocese of

Birmingham

Multi-Academy Companies

(MACs)

Content

• The context

• The Model

• What we are learning

• What Ofsted are saying

• Some challenges for the future

Number of Academies in England (including free Schools, Studio Schools and

University Technical Colleges - UTCs)

• May 2013 – 51% of Secondary, 7% of Primary

• May 2014 – 55% of Secondary, 12% of Primary

• May 2015 – 63% of Secondary, 16% of Primary

• May 2016 – 66% of Secondary, 19% of Primary

The Context – Multi-Academy

Companies (MACs)

From 37 Academies in 6 MACs – October 2013

From 57 Academies in 11 MACs - October 2014

To 85 Academies in 16 MACs – September 2015

To 93 Academies in 17 MACs – May 2016

The Context • 238 Schools (202 Primary Schools and 36 Secondary Schools)

• 80,000 children

• 13 Local Authorities

• MACs

• 50% of Secondary Schools and 38% of Primary Schools

DATE ACADEMIES MACs

October 2014 57 11

April 2015 77 15

May 2016 93 17

The Model – Key Characteristics

• A Family of Catholic Academies.

• A MAC consists of individual Academies run by a Board

of Directors (with Local Academy Committees).

• The Catholic character and ethos of each School is

protected by a binding legal framework of conversion

documents.

Leases

Articles of

Association

Birmingham Archdiocese Academy Model

Supplemental

Funding Agreements

Master Funding

Agreement

Single Member BANAT

Secretary of State

Trustees (Landowner)

MAC

Academy Committee

Academy Committee

Academy Committee

Academy Committee

Schemes of Delegation

Strategic

Board of Directors

Academy A

Academy

Committee

Academy B

Academy

Committee

Academy C

Academy

Committee

Academy D

Academy

Committee

Academy E

Academy

Committee

Academy F

Academy

Committee

Academy G

Academy

Committee

Academy H

Academy

Committee

Board of Directors

•Foundation Directors (in the majority by 2) - 8 minimum - appointed by Bishop

•Principals - 2 maximum or 1 Executive Principal

•Staff Directors - 2 maximum - elected

•Parent Directors - 2 elected or appointed

•Basic Total = 14

Strategic Core Committees of Directors

Dealing with: mission, strategy, standards, provision, resources

and services

Board of Directors delegates some local responsibilities to Academy Committees

+ MAC Business Manager

managing the Services Team

Local

Board of Directors

Academy A

Academy

Committee

Academy B

Academy

Committee

Academy C

Academy

Committee

Academy D

Academy

Committee

Academy E

Academy

Committee

Academy F

Academy

Committee

Academy G

Academy

Committee

Academy H

Academy

Committee

Academy Committee

Local mattersCatholic life

Day to day e.g. H & SStaffing appointments below P and VP

Unique identityLocal community

Traditions

•Academy Foundation Representatives (in the majority by 2) - 7 minimum –

appointed by Bishop

•Academy Parent Representative - 2 maximum - elected or appointed

•Academy Staff Representative - 2 - elected

•Principal of the Academy - 1

•Basic Total = 12

Delegated some local responsibilities

Benefits

• Local Catholic Schools working formally together for the common good.

• Boards of Directors forming a strategic vision for the future development of Catholic Education locally.

• High quality leadership formation developments, including mentoring, coaching, acting leadership roles, internships and secondments.

• ‘Faith Benefits’ (Liturgical celebrations, INSET days)

Benefits

• Provides a “structural solution” for any potential under-performing school to be supported within a MAC. Alternative to “sponsorship”. The MAC can be strengthened by Good and Outstanding schools.

• Real opportunities for Primary and Secondary staff to work better together. Including teachers working within and appreciating the setting and context of other Schools – impacting on curriculum offer and teaching and learning.

• Securing best value in the use of finance and resources.

Extracts from MAC Mission and Aims

Dominic Barberi MAC-’’By putting Christ and the teaching of the Catholic Church at the centre of the educational enterprise the Company & Academies' roots:

pupils' spiritual, moral, social and cultural development; the quality of teaching and learning; and the formation of culture and of our

society, in Him.’’

St John Bosco MAC-’’Promote effective collaboration to further enhance the quality of middle level leadership and management, and subject leadership across the MAC.’’

All Saints Catholic Collegiate ‘’To provide a

seamless Catholic education for all children and young people aged 0-19 years.’’

The Newman Catholic Collegiate ‘’Our shared vision of life respects the uniqueness of all students, supporting their families, engaging them in their communities, and offering them unconditional love, so that they may achieve their potential and live life in its fullness.’’

Extracts from MAC Mission and Aims

Christ the King Catholic Collegiate: ‘’We aim to provide strong sustainable Catholic provision from 3 to 18 years of age for this part of Staffordshire.’’

Christ the King Catholic Collegiate: ‘’The directors, academies and headteacherswant to protect and preserve Catholic 3 to 18 education in this area for future generations.’’

Our Lady of Lourdes Catholic MAC: ‘’Our schools retain their individual identities but share resources, staffing,

facilities and services for the mutual benefit of all our students’’

What we are learning

• Supported conversion works best.

• Need for support early on - the main challenges are in the first 12 months.

• Importance of the ‘right’ appointment at Board level.

• All about ‘relationships’!!

• Building a supportive network of MACs (‘Mentoring a MAC’).

• One size does not fit all!!

• The Model is not a fixed Model!!!!

Strategic Analysis – Some Key Strengths (1)

The Business Structure of the MAC including the development of its

own Accountancy, Human Resources and Information

Technology departments(Bishop Cleary)

Vision and Direction: clearly defined Vision with 6 key focus areas (Lumen Christi)

Professional development is a strategic focus of the MAC: reflected in Appraisals, CPD Portfolios and 360 approach to professional development

(Painsley)

Strong focus on individual School Standards and Catholic Life: Deployment of School Improvement Partners provides external perspective (St. Nicholas Owen)

Strategic Analysis – Some Key Strengths (2)

Collaboration is improving the quality of Catholic Life/quality of teaching and learning across the MAC(St. John Paul II)

Effective Board who have developed over time and are now gaining experience across a broad range of issues and challenges(Pope John XX111)

Strategic Analysis – Some Key Strengths (3)

Academy Committees share a clear understanding of roles and responsibilities and delegated authority relating to School Finances(All Saints)

Excellent development of Assessment Systems across the MAC(St. John Bosco)

Good culture of openness: Good evidence of open and challenging discussions and good communication channels

between Directors and all main boards(Our Lady of Lourdes)

Key areas for further development (1)

• Induction session for new Directors and Academy Representatives (Managing Change!).

• Academies need a ‘route map/checklist’ in the period prior to conversion.

• Finance: Support and advice with financial challenge and decreasing budgets. There is a need for CPD in areas of Finance and Business for Directors and Academy Committees.

• Promote and establish a clear direction on Raising Standards across the MAC: Collective responsibility and accountability.

Key areas for further development (2)

• Middle Leaders: Promote effective collaboration to enhance the quality of Middle Leadership at all Schools.

• Roles and responsibilities of Directors and Academy Committees: need to clarity on the various accountabilities.

• Increased clarity on such areas as Performance Management of Principals and Disciplinary and Complaints procedures.

• Develop website to include more information on School to School support within the MAC.

Conversion process to a MAC

in Archdiocese

Registration

1. School governing body pass a resolution in favour of

academy conversion and submits copy of governing

body minutes and Approval Appendix A to diocese

2. Following diocesan letter of approval the school

completes online DfE registration form and also submits

application to convert form to DfE

3. A named contact in Department for Education (DfE)

contacts the school and supports them through the

conversion process

4. School governing body starts the consultation

required by legislation with interested parties - staff,

parents, pupils

5. CoG distributes Board/Committee application forms

1. Identify solicitors

2. Notify local authority of intention to convert to multi academy

3. Secretary of State approves school proposal and issues

Academy Order

Application to convert/

pre-approval checks

Achieve Funding

Agreement

1. School submits grant claim to DfE and receives £25,000 grant to

cover costs associated with the conversion process

2. School finalises academy conversion documents based on Diocesan

model documents.

3. The MAC is registered with Companies House.

4. School agrees leasing arrangements for the school land and

buildings with diocese.

5. Governing body complete the TUPE process.

6. School completes required consultation with interested parties.

7. School submits the Funding Agreement. .

Opening

1. EFA provide school with indicative funding letter.

2. DfE sign and seal Academy funding agreement.

3. School puts new financial systems and contracts in place.

4. School completes academy registrations e.g. with exam bodies.

5.. School opens officially as an AcademyOve

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What Ofsted are saying

• 27 Academies Inspected since conversion.

Grade 1 Grade 2 Grade 3 Grade 4

Previous

Grade

1 (4%) 13 (48%) 13 (48%) 0

Academy

Grade

2 (7%) 20 (74%) 5 (19%) 0

10 Academies have improved their grade.

15 Academies have stayed the same.

1 Academy has moved from Grade 1 to Grade 2

1 Academy has moved from Grade 2 to Grade 3

What Ofsted are saying

• 27 Academies Inspected since conversion.

• Grade profile Good or Outstanding moves from 52% (14 Schools) to 81% (22 Schools)

What Ofsted are saying

St. Joseph’s, Staffordshire – “The Academy has benefited

immensely from the support provided by The Newman

Catholic Collegiate. The Academy has improved well

under the strong leadership of senior staff and Academy Board

members and it continues to improve “

Our Lady’s, Stoke on Trent – ‘’Well-focused sharing of resources

within the multi-academy company (MAC) enabled

the school to tackle leadership and teaching

issues successfully.’’

Our Lady’s, Stoke on Trent – ‘’There is a well-managed programme of professional training, including internal support for newly appointed teachers from within the MAC. This has strengthened overall performance. Assessment

skills are greatly improved and expectations are high.’’

What Ofsted are saying

Bishop Milner, Dudley - Strong links have been established with the Principals of the other academies within the Multi-Academy Company.

These have enabled leaders to improve the arrangements to support students when they join the academy at the end of Key Stage 2, to develop

provision for modern foreign languages in the curriculum and to share professional development opportunities for teachers and leaders’

What Ofsted are saying

Bishop Walsh, Sutton Coldfield, Academy Directors and Representatives that govern the School challenge and support leaders well. They are fully involved in making purposeful strategic plans. Academy Representatives

bring a wide range of professional experience which informs and enhances the School’s development.

Some Future Challenges

• Support for new and emerging MACs (Mentoring a MAC).

• Likely future demand and the support that this will need.

• Standards and Accountability.

• Managing the relationship with the DFE/Regional Schools Commissioner.

• Responding to the changing educational landscape