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Trust Schools Presentation 26 June 07
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Transcript

  • 1. Trust Schools Summer Term 2007
  • 2. Introduction to Trust Schools
    • The Trust Schools programme
    • Characteristics of Trust Schools
    • The route to Trust School status
  • 3. Trust schools are NOT
    • Academies
    • GM schools
    • Independent schools
    • Involved in an admissions free for all
    • Funded differently from community schools
    • Run by businesses
    • Separated from the LA
    • Able to avoid LA reorganisation plans
  • 4. What is a Trust school?
    • A maintained foundation school supported by a charitable Trust
    • The aim is to use the experience, energy and expertise from other schools and professions as a lever to raise standards in schools
  • 5. Quotes from headteachers
    • “ .. the value of trusts (is) in consolidating partnerships and putting them on a sustainable footing …so that the creativity and energy provided by partnership work is fundamentally part of the school” Stephen Munday, Comberton Village College
    • “ ..why go down the trust route if you collaborate anyway?.. It is about a long term sustainable partnership. ..like most policy, it is what happens in practice that will be the real test….it has got to improve the outcomes for our students” Michael Wilkins, Outwood Grange College
  • 6. Possible Trust Schools Models
    • A single school working with external partners
    • A group of schools working with external partners
      • A local group
      • A regional group
      • A national group
      • Vertical groups
      • Horizontal groups
      • Inclusive group with special schools
  • 7. Possible issues addressed by the Trust format
    • 14-19 strategy and the vocational offer
    • The ECM agenda
    • Extended school services
    • Post 16 provision
    • Raising standards of schools in challenging circumstances
    • Staffing issues
    • Community regeneration
    • Sharing specialism strengths
  • 8. Trust School Pathfinders
    • A small scale DfES programme for around
    • 30 projects
    • Supporting schools to implement a range of models
    • Helping to highlight and resolve practical issues
    • Some financial support for set-up costs -£15k max
    • They will identify partners and establish structure, vision and aims
    • Working with all stakeholders eg LA, parents
    • Testing and refining a practical “toolkit” for schools
  • 9. Characteristics of Trust Schools
  • 10. Characteristics of Foundation Schools
    • Governing bodies:-
    • Own the school assets- buildings and land
    • Employ their own staff within national agreements
    • Become their own admissions authority
  • 11. Characteristics of a Trust school :-
    • A new type of foundation school similar to the VA model
    • An LA maintained school –funded on that basis
    • The land and buildings are held in Trust
    • Has a budget delegated to the governing body
    • Follows the national curriculum
    • Adheres to national agreements on pay and conditions
  • 12. The Trust
    • Present legal position- incorporated charity
    • Near future (Charities Act 2006) –a Charitable Incorporated Organisation (CIO) regulated by the Charity Commission
    • Has exclusively charitable objects, including the advancement of education
  • 13. Members of the Trust
    • Likely to come from:-
    • HE and FE
    • Educational charities
    • Business and Business Foundations
    • Community Groups
    • Other stakeholders … in any combination
    • Local Authorities may be involved
    • Certain categories of people may not be Trustees
  • 14. The Role of Trustees
    • To appoint governors
    • To hold the land and buildings in Trust
    • To direct the affairs of the Trust so that it is:
        • solvent
        • well-run
        • delivers the charitable outcomes for which it has been set up
  • 15. Role of Trustees – common law duties
    • Duty to act reasonably and prudently in the best interests of the charity and its beneficiaries
    • Duty of care and skill
    • Duty to be familiar with and act in accordance the charity’s governing document
    • Duty to take proper professional advice if necessary
    • Duty to run the charity to comply with legislation
    • Duty to avoid conflicts of interest
  • 16. The Governing Body of a Trust School
    • There will be community, parent, local authority, staff and foundation governors
    • Parents will make up at least 1/3 of the governing body
    • Trusts may appoint a majority of governors
    • If so, the Trust must set up a Parent Council and have regard to its views and advice.
    • See “Trust Schools and Governance” DfES
  • 17. Regulation of a Trust School
    • The Trust
      • appoints governors
      • holds land and assets on trust for the school
    • The governing body is responsible for standards and delegates operational duties to the head
    • The school will be inspected by Ofsted – with reference to the aims of the Trust and the impact of Trust governors
    • The LA provides a SIP and has powers of intervention
    • The Charity Commission may intervene re mismanagement of the Trust
  • 18. The Route to Trust School status
  • 19. Process
      • Foundation Status plus
      • Acquisition of a Trust
  • 20. Acquisition of a Trust
    • The governing body must consult before publishing proposals
    • They must receive representations on the proposals
    • Parents must be consulted at both stages
    • Proposals set out:-
      • Members of the Trust
      • How the Trust will contribute to raising standards and promoting community cohesion
  • 21. Acquisition of a Trust cont…
    • The governing body makes the decision unless the LA refers the Proposal to the Schools Adjudicator
    • Grounds for referral:
      • Inadequate consultation
      • Failure to have regard to consultation responses
      • Concern about the impact on school standards
  • 22. Process Summary
    • The governing body leads the process through 5 stages:
      • Decisions on who to work with and how
      • Consultation with stakeholders on plans
      • Publication of the statutory proposal
      • A formal decision as to whether to proceed
      • Implementation
    • A charitable Trust must be set up during stages 2-4
    • in preparation for stage 5
  • 23. Deborah Perry Trust Schools Programme Adviser - Partners
  • 24. Benefits - Partnerships NEW AND BETTER WAYS OF WORKING ACHIEVE RESULTS FASTER SPREAD RISKS GREATER IMPACT SUSTAINABILITY REDUCE OR SHARE COSTS ACHIEVING MORE TOGETHER
  • 25. Who’s Who of Trust Schools
    • Unilever
    • Laing O’Rourke
    • Microsoft
    • Dyslexia Action
    • University of the West of England
    • Primary Care Trusts
    • Tribal Group
    • Cooperative Group
  • 26. Benefits to schools
    • Working with relevant partners on:-
    • 14-19 strategy and the vocational offer
    • The Every Child Matters agenda
    • Extended school services
    • Post 16 provision
    • Raising standards of schools in challenging circumstances
    • Community regeneration
    • Curriculum enrichment
  • 27. Benefits to partners
    • Increased HE/FE participation
    • Relevant to Corporate Social Responsibility
    • Support for shortage subject/skills areas
    • Staff development
    • Involvement with raising school standards
    • Public relations opportunities
    • Co-ordinated relationship with school(s)
    • Expertise/time required rather than finance
    • Support/enhance the aims of the partner organisation
  • 28. Mutual benefits
    • Monkseaton High School
    • Microsoft
    • ‘ In Microsoft’s case, working with Trust Schools is an
    • opportunity to demonstrate how technology can support the process of teaching and learning’
  • 29. Worle School & Westhaven School Human Givens Institute UWE ViTaL CYPS PCT Why do you need the Trust for this ?
  • 30. North Somerset Primary Care Trust Shared Vision University of the West of England ViTaL Partnerships Human Givens Institute North Somerset Children’s & Young People’s Services
  • 31. Support from SSAT Mary Neate
  • 32. Why Trust Status?
    • Reasons – 10 key messages :
    • Available to all types of schools
    • No eligibility criteria
    • Choice of Trust School model – single school or collaborative
    • Schools benefit from more autonomy and self-governance
    • School decides on the focus for the Trust
  • 33. Why Trust Status?
    • The focus is specific to school / local needs
    • School selects partners – who, why and how
    • Partner & collaborative relationship is non-threatening
    • School decides on the membership & operation of the Trust – with the opportunity to work in an entrepreneurial way
    • A flexible model – governors lead the process and make the decisions.
  • 34. Resources
    • www.ssatrust.org.uk/trustschools
    • Headteacher Steering Group
    • Networking opportunities
  • 35. Personal Adviser
    • Working with
      • Headteachers and School Leaders
    • Governors
    • Local Authorities
    • Support with Trust Status
    • implementation
  • 36. Next Steps?
    • Further opportunity to become an Early Adopter
    • Please get in touch –
    • [email_address]