Academy Status for Crossley Heath: A Transformative Transition

1. Academy Status for Crossley Heath

2. What academy status involves • Independent of LA • Directly funded by central government via YPLA • Funding is based on academic not financial year • Ready reckoner suggests additional budget of £470.000– early indications are this is accurate. Would mean more money at least in the short term and added financial security in longer term. • Trust made up of members (Minimum of 3)- nominated by GB- ‘own’ the school – equivalent to shareholders in a company • Governors – equivalent to directors – method of appointment/number/ type etc decided by members of GB • Increased freedom – independent decisions made at school level • Trust owns land and buildings and employs staff (Foundation) • Link with a challenged school for school to school support

3. Transfer Process • Consultation with stakeholders - Parents, students, staff, local community, partner schools, Unions LA, MPs • DfE appoint a support person to work with us • Complete application – following consultation • If application approved….. • Legal transfer agreements drawn up • £25,000 provided for legal support for transfer. Example of one school which spent £11,500 • TUPE for all employees • 3 month period to do year end accounts

4. Why academy status? • Early opportunity • Funding –at best, an investment in CHS- at least, preventing/ limiting impact of cuts • Weak position of LA • As a foundation school most negative implications are negated • School to school support - already established part of the way we work • Opportunities presented by independence – within working principles

5. Crossley Heath School 2010/11 • A good/outstanding grammar school • Excellent standards at KS4 and 5 • Positive ethos • Clear and explicit values –teamwork, equity, cohesion • 2 specialisms • An inclusive ethos and inclusive practices • Personalised provision

6. How have we done this? • High quality, hard working and respected workforce • Excellent teachers • Disciplined innovation • Distributed leadership • Excellent governance • Quality environment • Success breeding success • System leadership • Funding and bids- targeted spending • Strength and quality of leadership

7. Crossley Heath School (Academy) 2011/12 • An outstanding grammar school • Even higher standards at KS4 and 5 • A positive ethos • Clear and explicit values –teamwork, equity, cohesion • 2 specialisms • An inclusive ethos and inclusive practices • Personalised provision

8. The options Status quo is not an option………..

9. Pros Strength in numbers Support of LA for key functions Staff are protected by national agreements Being part of the community Cons All but 4 secondaries are foundation/ trust or academy- all likely to become academies as option opens up to them. Currently 10% of secondaries are academies Support in many areas is inadequate. Option to buy in quality support from LA or elsewhere National agreements offer no protection from cuts and redundancy Most working conditions can be changed with negotiation currently No change to admission policy/ continued commitment to collaboration through campus/ CASH/ other systems LA Maintained

10. Commitment to state education Academies are independent of LA but state funded – different era of state education. GM + Subject to continued wastage at LA level – funding not targeted to students (Heath chandeliers and reception) Capital funding to LA targeted (rightly) to Calder Valley LA interference and bureaucracy continues LA agenda can interfere with school agenda Pros and cons of LA maintenance continued

11. Pros Increased funding in the short term Increased autonomy over budget – what to spend where Reduced impact of imminent cuts on staffing levels eg second specialism We have the expertise to manage the transition Any cuts will be our cuts not imposed against LA criteria As a Foundation school and former GM school many criteria already in place Trust in our experienced and dedicated governing body – role enhanced Cons Unsure of longer term and capital funding Need to buy in more services –some unknown costs Loss of sense of security of teaching staff Academy Status

12. Opportunity to do it as one of the first Good/Outstanding school School to school support already happens Become an academy in a Crossley Heath way –links to national pay and agreements, union recognition, negotiating systems established, comprehensive and community principles written in Priority lies with our students and their families and current staff and their families –In 2011 this is the best option for them. Changes to financial systems will have an impact in the short term Concerns about change of GB and leadership What happens if/ when govt changes? (But remember academies were a new labour idea) Academy status pros and cons continued

13. Principles to discuss • Crossley Heath School to continue in present form- admissions, intake, ethos, values, (terms/ days?), name? • Trust members to be taken from existing GB/Foundation • GB to have same composition and selection method as currently i.e. 20 Governors – 3 staff +HT, 7 parents, 2 LA etc – ½ elected/ ½ appointed – to provide balance for the future • National pay and conditions of service to be adopted for teaching staff. No social/ economic detriment to staff • Future pay and conditions to be linked to national agreements • Arrangements for selection of Headteacher to follow national guidance • Commitment to collaboration with other LA schools • Written constitution/ set of guiding principles to be considered

14. A word about freedoms • Pay and conditions – no intention to substantially alter- no economic detriment Would be useful to take advantage of TLR freedoms eg create an additional TLR or have more flexibility in posts • Curriculum – currently have flexibility over curriculum. Freedom around diploma delivery and collaborative timetables. More autonomy over Post 16 courses.

15. Next steps • Stakeholder Consultation – staff, students, parents, other schools, LA, Unions, community – 4 weeks during term time – give opportunity to comment • TUPE consultation – can only start after formal vote to convert – informal consultation can start immediately • Establish governor working group to propose Members and Governance arrangements • Funding and legal implications continue to be explored by LG, Governors and Core Team

16. Next Steps continued • Staff meetings – Tues, Wed, Thurs 18, 19, 20 January • Face to Face, Telephone and written contact with Unions – school reps and area reps (Do Governors wish reps to address them?) • Letters to stakeholders • Assemblies for students • Website information • Parent information evening 2 February • Results of consultation and further investigation brought to Governors for final decision - March