2020 Vision? Main points The education climate and rationale for - - PowerPoint PPT Presentation

2020 Vision?

Main points

• The education climate and rationale for change
• Different models of Cooperative Trust
• Cooperation and values
• Impact & Benefits of Cooperative Trust
• Cooperative Schools Network
• Questions

National Climate – Climate change?

Profession under attack – the rhetoric of Failure Ashamed to be named? – teacher supply and quality Money, money, money

• national funding formula and budget cuts

Losing the will to live - 35% of leaders plan exit within 5 years

Education and Adoption Act 2015

Key developments

Extending EFI: 2006 Education and Inspections Act scope widened Secretary of State duty to intervene, replaces

• ption to intervene

Representation rights of GB largely removed

Crucial definitions

• Coasting schools
• Estimates indicate 1180 approx

from 2014-2016 data

• A school will need to fall into the

definition of coasting for three years in a row to be categorised as coasting

• 60% of pupils getting 5 A*-C including

English and maths at secondary

• 85% getting Level 4 in English and

maths at primary.

Action on those found to be coasting

• There are still viable alternatives to Academies… the draft legislation is clear that there

are alternatives to schools to help build their capacity.

• “The plan is not automatically to seek academy solutions for all schools which fall within

the definition of coasting. We want to challenge and support these schools to improve sufficiently and it is only where the capacity or plan for sufficient improvement is not evident that intervention will follow”

• The draft statutory regulations provide for a school led approach: The crucial issues are

1. Evidencing capacity to improve 2. Demonstrating a viable school performance improvement plan

• The school that has capacity and has a plan will be given external support to progress.
• If the RSC deems the plan good enough and the school capacity strong the school gets
• n with implementing it and no further action is taken (assuming results then improve).

Academy Policy

Rhetoric

• All schools to become academies

by 2020

• Academies improve results of failing

schools

• I want all schools to be “free from

local authorities”

• Headteachers welcome freedoms
• New efficiencies of independent

budgets

Reality

• Not within the legislation, so

“easier said than done”

• DfE data indicates 62% of

coasting secondaries are…

• Major challenge of restructuring

all local authority functions

• Capacity of DfE and RSCs will

need to expand considerably

• Financial burden at a time of

public finance constraint

Academies Act 2010

(1)The Secretary of State may enter into Academy arrangements with any person (“the

• ther party”).

(2) “Academy arrangements” are arrangements that take the form of— (a) an Academy agreement, or (b) arrangements for Academy financial assistance. (3) An Academy agreement is an agreement between the Secretary of State and the other party under which— (a) The other party gives the undertakings in subsection (5), and (b) the Secretary of State agrees to make payments to the other party in consideration of those undertakings. (4) Academy financial assistance is financial assistance given by the Secretary of State under section 14 of EA 2002 on terms that require the other party to give the undertakings in subsection (5). (5) The undertakings are—

(a) to establish and maintain an independent school in England which—

(i) has characteristics that include those in subsection (6), or (ii) is specially organised to make special educational provision for pupils with special educational needs;

(b) to carry on, or provide for the carrying on of, the school.

Multi Academy Trust

Needs careful consideration as a contract-driven service RSC has powers to intervene where a school or schools within the MAT are EFI

Capacity to improve Clear and credible strategic plan

RSC will seek to identify a new sponsor This will usually involve management change –

Some schools have experienced three managements in three years….

Two main co-operative models*

Co-operative Foundation Trust Co-operative Multi Academy Trust

* always looking for others to suit

Co-operative models

Foundation Trust

2006 Act Local accountability model Maintained sector Education partnership model Land & Assets held in trust

Academy Trust

2010 Act Central accountability to DfE; contract legislation State independent sector Partnership model = MAT Land & Assets lease

Southampton Co-operative Learning Trust (Trustees)

WEA ( Workers’ Educational Association) Foundry Lane Primary St Johns Nursery and Primary

Banister Primary

Regents Park Community College Elected Forum Representatives Elected Membership Forum

Democratic broad based membership group Students parents and carers / staff /community users / local residents / organisations

St Marks Cof E Primary Solent EBP Freemantle Community Academy

Southampton Multi Academy Trust/Trustees* (Trustees**)

WEA ( Workers’ Educational Association) Foundry Lane Primary St Johns Nursery and Primary

Banister Primary

Regents Park Community College Elected Forum Representatives Elected Membership Forum

Democratic broad based membership group Students parents and carers / staff /community users / local residents / organisations

Solent EBP

* Enters into funding agreement with Secretary of State

**Trustee members meet DfE

regulations and can dispose of a governing body if they are not effective

Freemantle Community Academy St Marks Cof E Primary Academy

Changes for the different models…

CO-OP FOUNDATION TRUST School funded through LA Staff are employed by the Governors of the school under Teachers Pay and Conditions/ pension rights etc The school can set it’s own admissions criteria within the limits of the code Trust Board in place to ensure the legality of the the Trust as a company/charity with representation from forum Governing Bodies are reconstituted to include one or two Trust Governors(with additional ‘experts’ if underperforming) CO-OP MULTI ACADEMY TRUST School enters into funding agreement with S of S. Staff are employed by MAT with or without Teachers Pay and Conditions/ pension rights etc The school can set it’s own admissions criteria within the limits of the code Members.Directors in place as a board with responsibility to maintain funding agreement with representation from forum Governing Bodies have limited powers delegated from trustees - can be disbanded by trustees if underperforming

What do schools need to develop a successful Cooperative Trust?

1. Trust 2. Co-operation 3. Core purpose High Value Education Driven By Strong Values

What does everyone have in common?

• Coop values
• Recognition of changing local,

regional, national and international, context for education providers Self Help and Self Responsibility Equity Equality Democracy Solidarity

The key issues facing schools

School performance External accountability Local accountability Curriculum design And… Capacity to improve both now and in the future. National context Academy policy Education & Adoption Act 2015 Financial Constraints

What the Cooperative Schools Network offers

• Local Learning Leadership - support between schools at the local level

working with school and external partners with a long term commitment.

• Strong regional networks - working with CSNet and partners to bring

about school improvement, to share good practice and to embed good practice.

• Share in the national voice of the schools cooperative society

representing the interests of 800+ schools on the national education platform.

• To encourage global citizenship through links with cooperative schools

and organisations throughout the world.

Co-op Op-portunities

1000+ co-op schools by Summer 2016

National presence & voice Engaged with NAHT; ASCL; all TUC education unions Regional Network Structure

• Sharing best practice
• Cross boundary links
• Employment and HE partnerships
• Research and analysis
• Procurement best value

Key agenda: to underpin school performance by supporting educational leadership

Good with Schools…

National network 800+ Cooperative schools network (East & London/SE) Database of 60 schools performance and intervention/support 80% Good or better 11 outstanding 37 good 12 RI, most with GF

Ofsted Grades 2016

The key decisions

How good is your school? What can be improved What is hard to change? Are you vulnerable to management change? Can you accept this? Can you support change management? In the next 5 years… Have you got sustainable leadership? Have you got sufficient resources Have you got access to professional support? Have you got capacity to improve?

Contacts

Mark Merrywest CSNET | East Regional Director Jon O’Connor CSNET | LASER Regional Director Andy Withers CSNET | LASER SW Regional Adviser jon@csnetwork.coop andy@csnetwork.coop