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Similar to Becoming an Academy Presentation to Westminster Briefing in June
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Becoming an Academy Presentation to Westminster Briefing in June
- 1. Chris Twigg Westminster Briefing 23 rd June 2011 - London
- 3. Different types of Academies Sponsored Academies Convertor Schools Free Schools Relevant legislation School phase and type School performance Revenue funding Capital funding Existing/ New Schools? Numbers Education Act 2003 Academies Act 2010 Secondary State funded independent schools that receive an equivalent level of funding to neighbouring community schools Underperforming schools Outstanding + Good with O/S features Not applicable – New and Independent Only Secondary, Primary and Special + Free School AP Significant capital investment based on building condition Basic Need and Maintenance via LA + additional £80m fund in 11/12 Funded directly from central government Existing Schools New and Independent Schools 274 open 1244 applications 430 conversions 22 approved to pre-opening 8 funding agreements signed Academies Act 2010 Education Bill 2011 © Becoming an Academy Limited June 2011
- 4. Outstanding schools Academy Convertor Schools – Implementation progress 1000 500 Non - Outstanding schools Sep Conversions Expressions of interest Applications Jun Jul Aug Oct Nov Dec Jan Feb Mar Apr Projected numbers 400 300 200 100 900 800 700 600 1100 Jun Jul May 1400 1300 1200 1500 1700 1600 1800
- 5. DfE guidance documents June 2010 June 2011
- 6. BaA website visitors June 2010 June 2011 17 12800
- 7. The Government’s approach to the academy programme
- 8. Sponsored Academies by 2015 (35% of schools) The Government’s approach to the academy programme Secondary Schools Sponsored Academies Sponsored by 2012/13 (21% of schools) Convertor Schools Academy conversion through collaborative partnership It appears therefore that the only schools that may be unable to become academies are those that are inadequate............... with over 50% A* to C GCSE’s Ofsted / Performance (5A*-C GCSE) Inadequate Satisfactory Good Outstanding (Good with o/s) 0-35% 36%-40% 41%-50% 51%+
- 10. How do you feel about becoming an academy?
- 13. Key overall issues Pensions issues – LGPS. Understanding impact, actuarial assessment LA Services - and third party contracts. Assess and request position early. Negotiate! Insurance – secure best value? Employment risks and capital costs Financial reporting and obligations – development of staff Premises responsibility: Gap Analysis
- 14. Considerations and overcoming barriers Funding Expertise – Extend scope of financial reporting Engage early with the LA re: financial closedown Avoid cash flow difficulties. Plan beyond conversion
- 15. Considerations and overcoming barriers Commercial Transfer Agreement Land Transfer – Lease, building works/ caretakers house/rights of way and access · TUPE Transfer of Staff. LA statutory requirement to consult. Be aware of the LAs position · Assets/ SLAs/Third Party Contracts
Editor's Notes
- Good morning My name is Chris Twigg from the social enterprise Becoming an Academy. I’d like to thank the House Magazine for inviting us back to be part of this conference. From our previous experience here we know that you’ll be digesting a substantial amount of guidance and lessons learnt information so we’ve chosen look at the overview of the academies programme for schools and local authorities whilst also providing some observations about how the process has evolved. [CLICK}
- We are involved numerous discussions about the different types of academies so the first thing we’ll cover is; what are they and what are their key characteristics? We’ve been a keen follower of the development of the academies policy and the implementation structure and guidance since the election last year so we’ll share will you some of observations that came about when we looked back over this period We’ll then look at how the government is approaching the academies programme Followed by looking at the policy implications for local authorities. NEXT SLIDE
- We often witness discussions about the different types of academy and free schools and what are they and why are they different. [CLICK] FOR EACH STYLE OF ACADEMY There are three types of academy Sponsored Converter Free schools They can be distinguished by assessing each against a range criteria [CLICK] TO START CRITERIA [CLICK] AGAINST EACH RESPONSE Sponsored academies have been around for a while and were initially led by the Department with Sponsor involvement and laterally led by the LA with an invitation to a sponsor. Convertor schools and free schools come into existence last summer Sponsored academies and convertor schools need an existing school; free schools are new or independent schools. Sponsored academies were predominantly secondary with some all through; converters and free schools cover all schools phases and types Sponsored academies are takeovers of underperforming schools whilst convertor schools are rated as o/s or good with o/s features. Revenue funding is meant to be predominantly the same for all types of academy Sponsored academies came with significant capital investment. The James review suggests the capital for convertor schools will come via central government following local priority setting led by the LA & capital funding for free schools will come directly from central government. The amounts for both remain undeclared There are 274 old style academies and 430 new style academies. The first free schools, of which there are approximately 30, are expected to open this September and 281 applications have been received for the second round due to open in September 2012.
- You’ll all probably remember last summer our colleagues in the department were declaring a significant boost when they announced that over 1000 outstanding schools and almost 900 non-outstanding schools had expressed an interest in becoming an academy. Can anyone remember how many schools actually converted in September? [CLICK] 32 However [CLICK] The number of applications have been accelerating steadily [CLICK] and more recently this is being backed up by rapidly increasing numbers of conversions. If these trends are projected forward [CLICK] By end of July, the numbers of applicants could reach 1800 and with over 500 conversions.
- The growth in numbers has been matched by the growth in guidance documents….. [CLICK] In the early days the guidance was very focused [CLICK] Most recently it is very comprehensive…
- From our point of view; interest in academies has grown at an astonishing rate……..
- Moving onto the governments approach to the academies programme. There have been some significant recent announcements that are having implications on the pace and scope of the academies programme: [CLICK} From a school perspective: We’ve had an announcement that the minimum attainment level for Secondary Schools will be raised from 35% to 50% by 2015 An announcement that the two hundred ‘worse’ primaries schools will become academies next year. From a local authority perpective: The department has been challenged by a number of authorities about the reduction in funding on the presumption of academisation And More publicity about the shortage of primary school places and capital funding to meet that shortfall. Something being experienced by a large number of authorities
- Considering from a secondary school perspective it means that the opportunity to become academies afforded by the conversion process is being backed up by the potential for mandatory conversion by the rising attainment floor. Taking axis of attainment and performance and mapping the evolving policy position: [CLICK} Currently schools with less than 35% A*-C can face mandatory conversion as a sponsored academy [CLICK] By 2012/13 the floor to 40% and based on current attainment data would capture 21% of secondary schools [CLICK] By 2015 the floor to 50% and based on current attainment data would capture 34% of secondary schools [CLICK] Outstanding schools and Good schools with O\\S features can become academies on their own now. [CLICK] It would appear that Satisfactory and Good Schools can become academies as part of a group of schools through the Collaborative Partnership model. [CLICK] It appears therefore that the only schools that may be unable to become academies are those that are inadequate............... with over 50% A* to C GCSE’s
- Schools are not only faced with the push from central government; local authorities are facing four principal levers that mean that they are encouraged to move the academies agenda forward. Firstly, meeting basic need BSF had in many cases been tackling local basic need; it has been cut but the demand remains Basic need capital funding is static and in many cases insufficient to fund the creation of additional capacity LA’s are experiencing falling revenue funding which makes it far more challenging to borrow additional capital to bridge the gap Then, maintenance Again BSF had been seen by a number of authorities as having the potential to reduce the maintenance liability and some LA’s slowed or stopped maintenance investment Basic need trumps maintenance due to the statutory obligation. The default is a growing maintenance liability Thirdly, existing provision Even if a LA’s has enough provision, quite often it is in the wrong place. This is most often seen in the SEN and PRU estate where the planning areas are much larger. In a constrained revenue funding environment; LA’s cannot afford the significant transport costs that these imbalances bring. Our experience suggests that when all of these priorities are taken into account LA’s face a capital funding shortfall of 50%. So; what is the answer? Which are would you prioritise [WAIT] [CLICK] The final lever is organisational They have a falling revenue funding position and with a national policy framework promoting autonomy away from LA’s Many LA’s are following a commissioner/ provider target operating model which encourages a far smaller LA employed structure. LA Commissioner and Academies Provider….. Schools becoming academies reduces the demands placed upon many LA education services and therefore allows for a reduction in staffing numbers.
- So, the closing legislative, policy and financial framework is making it more and more likely that that you’ll soon be on your way to becoming an academy. Depending on your view you may be feeling one of two ways about this…………….. [CLICK} Are you feeling secure? [CLICK} Or is it something else? [CLICK}
- Thank you again to House magazine for inviting us to speak and we look forward to answering any questions that you may have Thanks for listening.
- Thank you again to House magazine for inviting us to speak and we look forward to the rest of the day. Thanks for listening.
- Thank you again to House magazine for inviting us to speak and we look forward to the rest of the day. Thanks for listening.
- Thank you again to House magazine for inviting us to speak and we look forward to the rest of the day. Thanks for listening.