Trust Schools Summer Term 2007

Introduction to Trust Schools The Trust Schools programme Characteristics of Trust Schools The route to Trust School status

The Trust Schools programme

Characteristics of Trust Schools

The route to Trust School status

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

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

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

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

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

“ .. 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

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

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

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

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

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

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

Characteristics of Trust Schools

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

Governing bodies:-

Own the school assets- buildings and land

Employ their own staff within national agreements

Become their own admissions authority

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The Route to Trust School status

Process Foundation Status plus Acquisition of a Trust

Foundation Status plus

Acquisition of a Trust

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

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

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

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

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

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

Deborah Perry Trust Schools Programme Adviser - Partners

Benefits - Partnerships NEW AND BETTER WAYS OF WORKING ACHIEVE RESULTS FASTER SPREAD RISKS GREATER IMPACT SUSTAINABILITY REDUCE OR SHARE COSTS ACHIEVING MORE TOGETHER

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

Unilever

Laing O’Rourke

Microsoft

Dyslexia Action

University of the West of England

Primary Care Trusts

Tribal Group

Cooperative Group

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

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

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

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

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’

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’

Worle School & Westhaven School Human Givens Institute UWE ViTaL CYPS PCT Why do you need the Trust for this ?

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

Support from SSAT Mary Neate

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

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

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.

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.

Resources www.ssatrust.org.uk/trustschools Headteacher Steering Group Networking opportunities

www.ssatrust.org.uk/trustschools

Headteacher Steering Group

Networking opportunities

Personal Adviser Working with Headteachers and School Leaders Governors Local Authorities Support with Trust Status implementation

Working with

Headteachers and School Leaders

Governors

Local Authorities

Support with Trust Status

implementation

Next Steps? Further opportunity to become an Early Adopter Please get in touch – [email_address]

Further opportunity to become an Early Adopter

Please get in touch –

[email_address]