Regional Schools Commissioner East Midlands and Humber Jennifer Bexon-Smith MAT Forum update.
The Future Five hundred new free Schools, every school an academy, and yes local authorities running schools a thing of the past. "I want the power to be in the hands of the headteacher and the teachers rather than the bureaucrats David Cameron August 2015 2
Coasting Schools Makes a new group of maintained schools eligible for intervention coasting schools. The Bill also ensures the same coasting definition applies to academies. A school is coasting when it is not consistently ensuring that children reach their potential. Key messages: The definition is based on performance data over 3 years, not a single Ofsted judgement. No school will be identified as coasting until the end of 2016. RSCs will have the discretion to make judgements about whether and how to act in coasting schools - some coasting schools will have the capacity to improve, some may need support and becoming a sponsored academy will be the best solution for others. 3
Coasting Definitions Primary schools In 2016 fewer than 85% of children achieve the new higher expected standard at the end of primary and pupils fail to make sufficient progress and an interim measure for 2014 and 2015 of fewer than 85% of pupils achieve level 4 in reading, writing and mathematics and below the median percentage of pupils make expected progress in reading, writing and mathematics Secondary schools in 2016 below a level set against the new progress 8 measure and an interim measures for 2014 and 2015 of fewer than 60% of pupils achieve 5 A*-C including English and mathematics and the school has a below median score for the percentage of pupils making expected progress. 4
The Education and Adoption Bill: what does it mean for inadequate schools/academies? The Bill places a duty on the SoS to make an academy order for all inadequate schools. Where an academy order is made, the Bill removes the requirement for consultation on whether a school should become an academy. However it also introduces a requirement to consult on the sponsor choice for certain schools (i.e. church schools) and places a duty on sponsors to communicate with parents about their plans for school improvement during the conversion process. It puts the governing body and local authority under a duty to progress conversion where an academy order is made using the powers in the Bill. It also gives the SoS the power to give directions to do with conversion in these circumstances. It gives the SoS the power to revoke an Academy Order where necessary Provides RSCs with the same power as local authorities already have to give warning notices to maintained schools. Introduces flexibility around warning notices so there is no time limit for compliance and removes the appeal mechanism to Ofsted. It also gives RSCs the same power as local authorities already have to require the governing body of a maintained school to enter into arrangements with a view to improving the school. The Bill gives RSCs the power to give directions about the make-up, remit and duration of any LA-appointed IEB, including the power to take over responsibility for IEB members. Finally, the Bill provides RSCs with consistent powers to take action in inadequate academies, including moving them to a new sponsor where necessary. 5
Full academisation by 2020? What will this look like? 6
The Jigsaw Teaching Schools Single Academies Church Schools Maintained Schools Multi-Academy Trust 7
Fully Academised System MAT MAT MAT MAT MAT 8
Size and growth Average size of MATs 10-12 Longer term expectation average size 30 9
Moving forward Current position of school/academy A leader A contributor Requiring support 10
NFF Consultation. A hard, school-level national funding formula from 2019-20 in which a single national formula will be used to determine each school s budget. In the interim (2017-18 and 2018-19), schools funding will be allocated to local authorities on the basis of the national funding formula, but schools will continue to be funded according to a local formula. Use of 4 building blocks for the formula: per pupil costs; additional needs costs; school costs; and geographic costs. Retaining the minimum funding guarantee to ensure stability. Providing practical help for schools through tools and support on school efficiency and financial health, as well as through an invest to save fund. A new central schools block to fund the ongoing duties local authorities hold for both maintained schools and academies. 11
High needs NFF Introduction of a national funding formula for the high needs block to local authorities from 2017-18. Use of population, health, disability, low attainment and deprivation as factors to distribute high needs funding between local authorities. Retaining a significant element of funding based on what local authorities are currently spending and capping gains and losses on high needs to ensure stability. Providing financial and practical help to authorities to assist them in reshaping their provision; including capital funding for new specialist places and new special free schools. 12
Based in Sheffield Deputy Director for Regional Schools Commissioner Experienced and credible educational leaders to support the Regional Schools Commissioners (RSCs) as Deputy Directors to deliver DfE ambitions for the sector. The job will include monitoring performance of academies and free schools, securing improvements to schools that are failing or coasting, encouraging academies that are performing well to become sponsors or grow their capacity as multi-academy trusts, and encouraging free school applications. It means being able to draw upon personal understanding of the region, engaging with school leaders to command respect and challenge the wider sector to improve itself. An outstanding leader and team-player with a record of achieving the kind of success that the entire academy system needs to match, with an expectation to lead multidisciplinary teams to make important operational decisions on behalf of the Secretary of State for all academies, free schools and sponsors in your region. The role will offer a unique opportunity to work at the forefront of education reforms during a period of significant growth and change.
The RSCs are supported by a The HTB role: board of headteachers Role of HTBs is to challenge and advise the RSC, bringing local sector knowledge/expertise. Between half a day and one day a week role (paid/reimbursed role). The constitution of HTBs: A minimum of six members on each board: Four places will be elected to HTBs by other academy heads. Two members appointed by SoS/RSC