The Changing Context for Schools 5 May 2016 The Reality 30% of - - PDF document

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The Changing Context for Schools

5 May 2016

The Reality

• 30% of our schools are ‘small’ (<100)
• National Society Report (Oct 2014)

The Future of Rural CE Schools

The changing context for schools

Financial

• Sig changes to funding
• Decrease of LA capacity and support

More to do, less to do it with IFS ‘School Budgets will decrease between 11% and 17% in the next five years’

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The changing context for schools

Leadership / teacher capacity

• 2014 –over 50,000 left the profession, est

40% were HTs

• ATL figures 40% of teachers leave within

the first 12months

• 62 HT appointments (21%) in the last 2

years

The changing context for schools

Political and Structural changes

• ‘Autonomy’ for schools
• Academy Agenda
• New providers
• School effectiveness challenges

The changing context for schools

• Financial
• Leadership retention
• Structural changes
• The Academy Agenda

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The changing context for schools

The Academy agenda

• Lack of LA funding and support for schools
• School ‘improvement’?
• Need for ‘school to school’ support
• Pressure on ‘non-viable’ units
• ‘Educational Excellence Everywhere’

New schools

• Sig increase in population
• Global business providers of Education
• ‘Church’ led bids less successful

The changing context

• Groupings of schools have become essential

especially for smaller schools

• Models of MAT
• ODST MAT
• New and free school bids

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So far … in brief … ODBE

• Falling school rolls in rural areas
• Funding issues
• Leadership recruitment issues
• Academy agenda
• Potential closures

What are we doing?

• Facing the future
• Daring to be different
• Structural Collaboration

The changing context

Facing the future

• Hold up the mirror
• Reality check
• Talking to Governing Bodies
• Talking to Local Authorities
• Talking to local Churches /PCCs
• NS report appendix –Self Review

Questionnaire -essential

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The changing context

Dare to be different

• The past is gone, encouragement to think

differently

• Consider shared /exec leadership
• Sharing of resources
• Procurement options
• Identifying and training EHTs of Church

schools

The changing context for small(er) schools

Structural Collaboration

• No longer optional
• Academy Conversion Policy
• Brokering the right partnerships
• Collaborations /Federations

/Amalgamations

• Multi Academy Trusts

The changing context

• Think NOW (GB, staff etc)
• What do we want /who do we want it with?

(like-mindedness)

• Speak to us
• Self evaluation questionnaire

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Models for Governance

There are three main governance models suggested by the DfE for chains of academies:

• Informal Collaboration
• Umbrella Trust
• Multi-Academy Trust

What will becoming an academy mean?

• More money?
• New buildings?
• New teachers?
• Changed admissions?
• Different catchment?
• Improved standards?
• Extra costs?

Oxford Diocesan School Trust

• ODST is a multi academy trust (MAT)
• It currently has 17 schools either established
• r in the process of converting
• All the academies in ODST are governed by a

single board of directors.

• Local governing bodies in each of its

academies, have delegated powers and functions.

• The Directors of ODST are accountable to the

Secretary of State for the performance of the academies within the trust

• It provides bespoke services to its schools

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Multi-Academy Trust (MAT)

Members Board of Directors / Trustees

GB School 1 GB School 2 GB School 3 GB School 4 GB School 5 …

Scheme of Delegation

Due Diligence;

Looking at ourselves: What can we offer? What do we need?

Where next?

Establish a GB working group Hold conversations – with whom? Key Questions; Ethos, Finance, Governance … and … Do not rush unnecessarily…

Any final questions?