Academy Status for  Crossley Heath
What academy status involves <ul><li>Independent of LA </li></ul><ul><li>Directly funded by central government via YPLA </...
Transfer Process <ul><li>Consultation with stakeholders - Parents, students, staff, local community, partner schools, Unio...
Why academy status? <ul><li>Early opportunity </li></ul><ul><li>Funding –at best, an investment in CHS- at least, preventi...
Crossley Heath School 2010/11 <ul><li>A good/outstanding grammar school </li></ul><ul><li>Excellent standards at KS4 and 5...
How have we done this? <ul><li>High quality, hard working and respected workforce </li></ul><ul><li>Excellent teachers </l...
Crossley Heath School  (Academy)  2011/12 <ul><li>An outstanding grammar school </li></ul><ul><li>Even higher standards at...
The options <ul><li>Status quo is not an option………..  </li></ul>
LA Maintained  <ul><li>Pros </li></ul><ul><li>Strength in numbers </li></ul><ul><li>Support of LA for key functions </li><...
Pros and cons of LA maintenance  continued <ul><li>Commitment to state education </li></ul><ul><li>Academies are independe...
Academy Status <ul><li>Pros </li></ul><ul><li>Increased funding in the short term </li></ul><ul><li>Increased autonomy ove...
Academy status pros and cons  continued <ul><li>Opportunity to do it as one of the first Good/Outstanding school </li></ul...
Principles to discuss <ul><li>Crossley Heath School to continue in present form- admissions, intake, ethos, values, (terms...
A word about freedoms <ul><li>Pay and conditions – no intention to substantially alter- no economic detriment </li></ul><u...
Next steps <ul><li>Stakeholder Consultation – staff, students, parents, other schools, LA, Unions, community – 4 weeks dur...
Next Steps continued <ul><li>Staff meetings – Tues, Wed, Thurs 18, 19, 20 January </li></ul><ul><li>Face to Face, Telephon...
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Presentation re academies

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Presentation re academies

  1. 1. Academy Status for Crossley Heath
  2. 2. What academy status involves <ul><li>Independent of LA </li></ul><ul><li>Directly funded by central government via YPLA </li></ul><ul><li>Funding is based on academic not financial year </li></ul><ul><li>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. </li></ul><ul><li>Trust made up of members (Minimum of 3)- nominated by GB- ‘own’ the school – equivalent to shareholders in a company </li></ul><ul><li>Governors – equivalent to directors – method of appointment/number/ type etc decided by members of GB </li></ul><ul><li>Increased freedom – independent decisions made at school level </li></ul><ul><li>Trust owns land and buildings and employs staff (Foundation) </li></ul><ul><li>Link with a challenged school for school to school support </li></ul>
  3. 3. Transfer Process <ul><li>Consultation with stakeholders - Parents, students, staff, local community, partner schools, Unions LA, MPs </li></ul><ul><li>DfE appoint a support person to work with us </li></ul><ul><li>Complete application – following consultation </li></ul><ul><li>If application approved….. </li></ul><ul><li>Legal transfer agreements drawn up </li></ul><ul><li>£25,000 provided for legal support for transfer. Example of one school which spent £11,500 </li></ul><ul><li>TUPE for all employees </li></ul><ul><li>3 month period to do year end accounts </li></ul>
  4. 4. Why academy status? <ul><li>Early opportunity </li></ul><ul><li>Funding –at best, an investment in CHS- at least, preventing/ limiting impact of cuts </li></ul><ul><li>Weak position of LA </li></ul><ul><li>As a foundation school most negative implications are negated </li></ul><ul><li>School to school support - already established part of the way we work </li></ul><ul><li>Opportunities presented by independence – within working principles </li></ul>
  5. 5. Crossley Heath School 2010/11 <ul><li>A good/outstanding grammar school </li></ul><ul><li>Excellent standards at KS4 and 5 </li></ul><ul><li>Positive ethos </li></ul><ul><li>Clear and explicit values –teamwork, equity, cohesion </li></ul><ul><li>2 specialisms </li></ul><ul><li>An inclusive ethos and inclusive practices </li></ul><ul><li>Personalised provision </li></ul>
  6. 6. How have we done this? <ul><li>High quality, hard working and respected workforce </li></ul><ul><li>Excellent teachers </li></ul><ul><li>Disciplined innovation </li></ul><ul><li>Distributed leadership </li></ul><ul><li>Excellent governance </li></ul><ul><li>Quality environment </li></ul><ul><li>Success breeding success </li></ul><ul><li>System leadership </li></ul><ul><li>Funding and bids- targeted spending </li></ul><ul><li>Strength and quality of leadership </li></ul>
  7. 7. Crossley Heath School (Academy) 2011/12 <ul><li>An outstanding grammar school </li></ul><ul><li>Even higher standards at KS4 and 5 </li></ul><ul><li>A positive ethos </li></ul><ul><li>Clear and explicit values –teamwork, equity, cohesion </li></ul><ul><li>2 specialisms </li></ul><ul><li>An inclusive ethos and inclusive practices </li></ul><ul><li>Personalised provision </li></ul>
  8. 8. The options <ul><li>Status quo is not an option……….. </li></ul>
  9. 9. LA Maintained <ul><li>Pros </li></ul><ul><li>Strength in numbers </li></ul><ul><li>Support of LA for key functions </li></ul><ul><li>Staff are protected by national agreements </li></ul><ul><li>Being part of the community </li></ul><ul><li>Cons </li></ul><ul><li>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 </li></ul><ul><li>Support in many areas is inadequate. Option to buy in quality support from LA or elsewhere </li></ul><ul><li>National agreements offer no protection from cuts and redundancy Most working conditions can be changed with negotiation currently </li></ul><ul><li>No change to admission policy/ continued commitment to collaboration through campus/ CASH/ other systems </li></ul>
  10. 10. Pros and cons of LA maintenance continued <ul><li>Commitment to state education </li></ul><ul><li>Academies are independent of LA but state funded – different era of state education. GM + </li></ul><ul><li>Subject to continued wastage at LA level – funding not targeted to students (Heath chandeliers and reception) </li></ul><ul><li>Capital funding to LA targeted (rightly) to Calder Valley </li></ul><ul><li>LA interference and bureaucracy continues </li></ul><ul><li>LA agenda can interfere with school agenda </li></ul>
  11. 11. Academy Status <ul><li>Pros </li></ul><ul><li>Increased funding in the short term </li></ul><ul><li>Increased autonomy over budget – what to spend where </li></ul><ul><li>Reduced impact of imminent cuts on staffing levels eg second specialism </li></ul><ul><li>We have the expertise to manage the transition </li></ul><ul><li>Any cuts will be our cuts not imposed against LA criteria </li></ul><ul><li>As a Foundation school and former GM school many criteria already in place </li></ul><ul><li>Trust in our experienced and dedicated governing body – role enhanced </li></ul><ul><li>Cons </li></ul><ul><li>Unsure of longer term and capital funding </li></ul><ul><li>Need to buy in more services –some unknown costs </li></ul><ul><li>Loss of sense of security of teaching staff </li></ul>
  12. 12. Academy status pros and cons continued <ul><li>Opportunity to do it as one of the first Good/Outstanding school </li></ul><ul><li>School to school support already happens </li></ul><ul><li>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 </li></ul><ul><li>Priority lies with our students and their families and current staff and their families –In 2011 this is the best option for them. </li></ul><ul><li>Changes to financial systems will have an impact in the short term </li></ul><ul><li>Concerns about change of GB and leadership </li></ul><ul><li>What happens if/ when govt changes? (But remember academies were a new labour idea) </li></ul>
  13. 13. Principles to discuss <ul><li>Crossley Heath School to continue in present form- admissions, intake, ethos, values, (terms/ days?), name? </li></ul><ul><li>Trust members to be taken from existing GB/Foundation </li></ul><ul><li>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 </li></ul><ul><li>National pay and conditions of service to be adopted for teaching staff. No social/ economic detriment to staff </li></ul><ul><li>Future pay and conditions to be linked to national agreements </li></ul><ul><li>Arrangements for selection of Headteacher to follow national guidance </li></ul><ul><li>Commitment to collaboration with other LA schools </li></ul><ul><li>Written constitution/ set of guiding principles to be considered </li></ul>
  14. 14. A word about freedoms <ul><li>Pay and conditions – no intention to substantially alter- no economic detriment </li></ul><ul><li>Would be useful to take advantage of TLR freedoms eg create an additional TLR or have more flexibility in posts </li></ul><ul><li>Curriculum – currently have flexibility over curriculum. Freedom around diploma delivery and collaborative timetables. More autonomy over Post 16 courses. </li></ul>
  15. 15. Next steps <ul><li>Stakeholder Consultation – staff, students, parents, other schools, LA, Unions, community – 4 weeks during term time – give opportunity to comment </li></ul><ul><li>TUPE consultation – can only start after formal vote to convert – informal consultation can start immediately </li></ul><ul><li>Establish governor working group to propose Members and Governance arrangements </li></ul><ul><li>Funding and legal implications continue to be explored by LG, Governors and Core Team </li></ul>
  16. 16. Next Steps continued <ul><li>Staff meetings – Tues, Wed, Thurs 18, 19, 20 January </li></ul><ul><li>Face to Face, Telephone and written contact with Unions – school reps and area reps (Do Governors wish reps to address them?) </li></ul><ul><li>Letters to stakeholders </li></ul><ul><li>Assemblies for students </li></ul><ul><li>Website information </li></ul><ul><li>Parent information evening 2 February </li></ul><ul><li>Results of consultation and further investigation brought to Governors for final decision - March </li></ul>

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