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 Crucial definitions Coasting schools � � Extending EFI: Estimates indicate 1180 approx � � 2006 Education and from 2014-2016 data Inspections Act scope A school will need to fall into the � widened definition of coasting for three years in a row to be categorised as � Secretary of State duty coasting to intervene, replaces 60% of pupils getting 5 A*-C including � option to intervene English and maths at secondary � Representation rights of 85% getting Level 4 in English and GB largely removed � 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 � on with implementing it and no further action is taken (assuming results then improve ).
Academy Policy Rhetoric Reality Not within the legislation, so � All schools to become academies � “easier said than done” by 2020 DfE data indicates 62% of � Academies improve results of failing � coasting secondaries are… schools Major challenge of restructuring I want all schools to be “free from � � local authorities” all local authority functions Headteachers welcome freedoms � Capacity of DfE and RSCs will � need to expand considerably New efficiencies of independent � budgets 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 other 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 Academy Trust � 2006 Act � 2010 Act � Central accountability to � Local accountability model DfE; contract legislation � Maintained sector � State independent sector � Education partnership � Partnership model = MAT model � Land & Assets lease � Land & Assets held in trust
Elected Membership Forum Democratic broad based membership group Students parents and carers / staff /community users / local residents / organisations Elected Forum Banister Representatives Primary WEA ( Workers’ Educational Association) Foundry Lane Southampton Primary Co-operative Learning Trust St Johns Nursery St Marks Cof E and Primary (Trustees) Primary Regents Park Freemantle Community Community Solent EBP College Academy
Elected Membership Forum Democratic broad based membership group Students parents and carers / staff /community users / local residents / organisations * Enters into funding agreement with Secretary of State ** Trustee members meet DfE Elected Forum regulations and can dispose of a governing body if they are not Banister Representatives effective Primary WEA ( Workers’ Foundry Lane Educational Association) Southampton Primary Multi Academy Trust/Trustees* St Johns Nursery Solent EBP and Primary (Trustees**) Regents Park St Marks Cof E Freemantle Community Primary Community College Academy Academy
Changes for the different models… CO-OP FOUNDATION TRUST CO-OP MULTI ACADEMY TRUST � School funded through LA � School enters into funding agreement with S of S. � Staff are employed by MAT with or without � Staff are employed by the Governors of the Teachers Pay and Conditions/ pension rights etc school under Teachers Pay and Conditions/ pension rights etc � The school can set it’s own admissions criteria within the limits of the code � 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 � Trust Board in place to ensure the legality of with representation from forum the the Trust as a company/charity with representation from forum � Governing Bodies have limited powers delegated from trustees - can be disbanded by � Governing Bodies are reconstituted to trustees if underperforming include one or two Trust Governors(with additional ‘experts’ 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 S elf Help and Self Responsibility E quity E quality D emocracy S olidarity
The key issues facing schools � School performance � National context � External accountability � Academy policy � Local accountability � Education & Adoption Act 2015 � Curriculum design � Financial Constraints And… � Capacity to improve both now and in the future.
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… Ofsted Grades 2016 � 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
The key decisions � How good is your school? � In the next 5 years… � What can be improved � Have you got sustainable leadership? � What is hard to change? � Have you got sufficient � Are you vulnerable to resources management change? � Have you got access to � Can you accept this? professional support? � Can you support � Have you got capacity change management? 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
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