School Organisation, Partnership and Collaboration

1. School Organisation, Partnership and Collaboration Governor Conference: Working together for the benefit of Coventry Children By Claire Emery

2. Profile of Claire Emery National Leader of Governance - Accredited by the National College for School Leadership Experienced practitioner - Member and Chair of Directors for a multi-academy trust and academy sponsor Director of Learning and Organisation Development Experienced coach and mentor qualified to masters level Former FE college lecturer Professional memberships held: CIPD, IfE, EMCC

3. Session Aim and Objectives Aim: To clarify the different models of school organisation Objectives: • Set the scene • Explain the informal and formal new school model options • Answer any questions

4. Objective 1 Set the Scene

5. National Context “..our direction of travel is towards schools as autonomousinstitutions collaborating with each other on terms set by teachers, not bureaucrats.” “analysis of the international evidence also demonstrates that, alongside school autonomy, accountabilityfor student performance is critical to driving educational improvement.” “we will make clear that schools– governors, headteachers and teachers – have responsibility for improvement.” Source: ‘The Importance of Teaching’ 2010 White Paper

6. National Changes Academies Programme • Converter academies • Growth of chains through sponsorship • Primary Associate Academy • Free Schools (e.g. new PRUs) • Studio Schools (14-19 project based practical learning + mainstream academic study) • University Technical Colleges (14-19 + sponsorship from business/universities is a key criterion) • National funding reforms: implications for small schools, P16, role of SBM, procurement & VfM, pupil premium, building repair/re-build • System leadership: NLEs, LLEs, SLEs, NLGs • Merger of National College and Teaching Agency w.e.f. 1 April 13

7. Academies Commission Report (1) Overview and Main Recommendations - 3 Imperatives for future development of the academies programme: to ensure that there is a forensic focus on teaching and its impact on pupils’ learning so that the gap between the vision for academies and practice in classrooms is reduced and the words ‘academisation’ and ‘improvement’ become inextricably and demonstrably linked to ensure that an increasingly academised system is fair and equally accessible to children and young people from all backgrounds

8. Academies Commission Report (2) to ensure that academies demonstrate their moral purpose and professionalism by providing greater accountability to pupils, parents and other stakeholders. The role of governors is more important than ever in an academised system, and their scrutiny and challenge should ensure effective accountability. Source: ‘Unleashing Greatness’ (2013 Academies Commission Report P5.)

9. New Ofsted Inspection Framework Overall effectiveness - outstanding ONLY achievable if quality of teaching is assessed as outstanding; assessment includes: spiritual, moral, social & cultural development (SMSC) & extent to which special educational needs & disabilities are met (SEND) 4 key judgements: leadership and management (incorporating governance); achievement of pupils; quality of teaching; behaviour and safety of pupils 9 evaluation criteria for governance Plus where appropriate, 4 key questions within Statutory Inspection for Anglican Schools (SIAS) Announcement to visit selected authority areas

10. External Reviews of Governance DfE are funding via National College of School Leadership a new initiative during the trial period only: Sept ‘12 – Feb ‘13 Where Ofsted inspectors put schools into a category, and assessment of governance is an ineffective part of leadership and management, they can opt to recommend an external review of governance Statutory risk-based regulation in other sectors

11. Local Authority Context • New focus of Local Authorities: • Champion of children and families • Supporting the needs of vulnerable children • Ensuring sufficient provision (and fair access) • Champions for educational excellence • General duties under 1996 and 2006 Acts • Intervention in schools causing concern • Potential for change in local landscape

12. Implications for Leadership “The most successful leaders spend time scanning the horizon, anticipating change, and preparing for unknown eventualities ……” Source: Funding the Future: how schools are responding to funding changes (2012 NCSL publication by M Groves, M Goodfellow, B O’Brien and S Forster P6.) Governors need to be pro-active to retain their decision making powers and autonomy!

13. Objective 2 Explain the Informal and Formal New School Model Options

14. 1. Collaboration Collaborative arrangements between 2+ schools and/or academies for specified purpose(s). Formerly known as ‘soft’ federation.

15. The Concorde Partnership (South) Shared Post 16 Provision South Gloucestershire & Stroud College (16-19) The Olympus Academy Trust (2x secondary) Patchway Community College (11-18) Board of Directors Governors Local Governors Board of Directors All organisations remain independent but agree to work together to maximising choice for students and share specialist expertise and resources via shared P16 admissions, curriculum, timetable and quality assurance.

16. 2. Federation A formal and legal agreement by which 2 or more maintained schools remain separate legal entities but share a governing body. Formerly known as ‘hard’ federation.

17. Features of a Single Academy Trust Model Articles available on DfE website (i.e. standard , Co-operative, National Society approved for CofE) Registered company with Articles of Association and subject to company law Exempt charity but subject to Charity Commission Rules Funded directly by DfE via master funding agreement Academy accounting year is 1 Sept – 31 Aug. Income paid via monthly payments including LACSEG (top slice) ‘Owner’ of land/buildings on 125 year lease from LA Employer of staff Admissions authority

18. The ABC Academy Trust The ABC Academy Trust (The Company) Members Board of Directors The ABC Academy Trust: a company limited by guarantee. Registered in England: Company Number: 01234567. Registered Office: Any School Lane, Coventry, CV12 9BS. An exempt charity subject to charity commission rules. Regulated by the Department for Education.

19. 3. Single Converter Academy

20. 4. Multi-Academy Trust (MAT) A federation of Academies (multiple schools converting to academy status) operating as part of the same Academy Trust (company).

21. Features of a Multi-Academy Trust 2+ schools become a single legal entity under one Trust (parent organisation) who has ultimate accountability for all schools within its federation 1 master funding agreement + 1x supplementary agreement per academy Shared governance and senior leadership structure Board can opt to set up Local Governing Bodies for each academy with delegated powers OR advisory bodies but retain overall responsibility Academies within a MAT are liable to be inspected at the same time by Ofsted

22. Multi-Academy Trust Model 2 Tiers of governance

23. Definition of an Academy Chain For a converter academy chain: a partnership between academies that have made a commitment to support each other and raise educational standards across the partnership For a sponsored academy chain: where a lead sponsor is sponsoring or responsible for 3 or more academies Sources: The Growth of Academy Chains: implications for leaders and leadership (2012 NCSL publication by R Hill, J Dunford, N Parish, S Rea and L Sandals P6) and DfE Website

24. Original Sponsored Academy Chain Model Cabot Learning Federation = MAT Each Council has 13 Members including 7 board appointments Federation currently comprised of: 3x Bristol Secondary, 1x South Glos. Primary and 1x Nth Somerset Secondary and Consulting with 1x BANES secondary school

25. 5. Umbrella Trust (UT) Formal collaboration between Academy Trusts who collectively agree the purpose / remit. Typically to establish new academies with shared governance arrangements.

26. Umbrella Trust Model Shared Governance Arrangements Each Academy is a separate legal entity with its own Articles and funding agreement. Academy 1 Academy 2 MAT 1 Board of Directors Board of Directors Board of Directors Local Governors DfE envisages use of Charities Commission model articles. This sets out the object governing the scope of the UT's work and also the membership of the UT, with representation agreed by the schools involved.

27. Joint Venture Companies New company incorporated in law by 2+ academy trusts or potentially a mixed combination BUT maintained schools have restricted powers under Education Act 2002 statute, LA financial regulations and supervisory authority Typically for purposes of: preserving ethos, sharing procurement / staffing / contracts for services  minimise risk for controlling members Can supply services to 3rd parties for a fee Need legal advice re funding and profit arrangements, VAT implications etc.

28. Summary • Government commitment to greater autonomy and accountability  pace of change • School organisation is diverse and can be: • both collaborative and competitive: values / market driven • driven by local needs and aspirations OR forced • Governors hold the decision making powers: be pro-active in order to retain them • First step is to decide what you want to achieve, then the most appropriate model

29. Session Aim and Objectives Aim: To support governors in undertaking an informed strategic review of direction Objectives: • Set the scene • Explain the informal and formal new school model options • Answer any questions