Academies and Multi-Academy Trusts - an overview for Richmond School

There have been numerous changes in education over the centuries and as a result, we now have many types of school that are organised in different ways. Richmond School has a rich history that goes back several centuries and it has changed many times over the years. Local Authority Maintained Schools (e.g. Richmond School) The County Council is responsible for the way the school is governed and financed and is the employer of staff. This ‘Comprehensive’ arrangement began in 1972 and continues presently. Secondary Modern Schools Between 1950 and 1971, boys and girls who did not go to either of the Grammar Schools went to Richmond Secondary Modern School.

Selective Single Sex Grammar Schools Boys had to sit an entrance exam to enter Richmond Grammar School. Before 1971, the girls went to the Richmond Girls’ High School (now our Sixth Form Centre). Independent Schools Parents had to pay for their child to attend the school. (Richmond School in 1833) Independent Grammar Schools Some boys had to pass an entrance exam to attend. Others gained a scholarship, assisted by local wealthy people. (Richmond School in 1796)

Other types of schools include: Church Schools – e.g. St. Francis Xavier The Roman Catholic Church or the Church of England determines how the school is managed. Special Schools – either Council-run or private These schools support students with special educational needs. Free Schools These school are set up by independent groups and funded directly by the Government. City Technology Schools and Studio Schools These independent non-fee-paying schools focus on technology and practical subjects. 4

Academies There are 2 types of academy: Sponsored Academies Converter Academies. A Sponsored Academy is a school that is being taken over or ‘sponsored’ by a stronger school or organisation because the school is significantly underperforming and the government have said it must be taken over in order to improve. A Converter Academy is a school that has chosen to become an academy as it believes there are significant advantages to being managed in this way. (Stokesley School, Harrogate Grammar School and Harrogate High School are all Converter Academies.)

Academies are schools that are: managed by an independent group of people - the ‘academy trust’ (instead of the County Council/LEA) funded directly by the government possibly in receipt of extra funding through the academy trust from businesses, industries, universities and other charitable foundations who have promised to sponsor the academy.

Management of Academies Academies are managed by an independent group of people who are responsible for improving the school. This group is called the ‘Academy Trust’ and the members are called ‘sponsors’. These sponsors can come from a wide range of sources and backgrounds: Local or national businesses and industries Universities Charities and voluntary groups Faith groups This is similar to the Governing Body that helps run the school presently. The Head teacher, Senior Leadership Teachers, Subject Leads and all other teachers will stay to run the school on a day-to-day basis.

How will Richmond School change if it becomes an academy? What will stay the same? Students, Parents, Carers and the Richmond Community will see very little difference in the day-to-day running of the school. Richmond School will still be called ‘Richmond School’. The school will be run by the Head teacher and the SLT every day. The uniform will be the same. The school ethos and rules will stay the same. Subjects and qualifications will still be in line with national curriculum guidelines and school provision. Ofsted will still do inspections. The trustees or ‘academy trust’ will have similar responsibilities to the present governing body.

What will change? Richmond School will become a charity managed by a group of experienced trustees (the ‘academy trust’). There will be a more business-like structure with the academy trust managing many of the financial responsibilities currently done by the Head teacher and SLT. This will help free up the Head teacher and SLT to concentrate on teaching, learning and individual student development. We may benefit from extra funding through sponsorship via the academy trust.

Multi-Academy Trusts The Government now require any school converting to academy status to join with other schools to form a Multi-academy trust. Schools can form groups (MATs) together in a number of ways: primary and secondary schools just secondary schools just primary schools secondary and special schools any other combination. BUT… Schools that have a religious connection are not allowed to join a school that does not have a religious connection.

What are the advantages of MATs? Multi-academy trusts have lots of benefits: schools can learn from each other teachers can share ideas and training students will get the best ideas from each different school schools can make savings by sharing resources.

Growth of academies in the North Number of academies by year As of 1st January 2017, there were 5970 academies in England. 4216 Converter Academies 1754 Sponsored Academies

The changing picture in 1 June 2014: 12 open academies (2 primary, 8 secondary, 1 special and 1 alternative provision) 8 stand-alone (single) academy trusts 1 Multi-academy trust (MAT) 4 academy sponsors 1 January 2017: 41 academies (25 primary, 14 secondary, 1 special school and 1 alternative provision) 3 stand-alone (single) academy trusts 16 Multi-academy trusts (MATs) 12 academy sponsors In the last few weeks, 40 North Yorkshire secondary and primary schools have applied for academy status.

The Government is committed to all schools becoming academies. The Government Education Minister, Justine Greening MP, said: “We remain committed to a school-led system, schools supporting schools, where all schools over time become academies.” “We will also continue to support good schools to convert and to take the lead in supporting other schools as part of multi-academy trusts.” “What determines a child’s education outcomes is great teaching, and behind that, strong leadership. That’s what academies have enabled to happen more effectively.”

The Government’s vision for the future... The Government believes that the best way for a school to improve is to learn from other good schools through schools co- operating with and helping one another. The Government wants to ensure that every child is able to attend a high-performing academy. The Government wants to ensure that the most effective teachers and leaders in education have more impact on the life chances of more children in our region.

Why form a MAT? Schools that have formed or joined an existing multi-academy trust have said: A MAT enables governors and school leaders to come together and take responsibility to provide better education in their community, rather than just in their individual schools, supported by a common ethos. A MAT enables the sharing of best practice across a group of schools, so that all children can access the best from every school across the MAT.

How does a MAT benefit individual schools? A MAT ensures no school is left behind or failing because there is a legal commitment to secure improved performance of all the schools within the MAT. A MAT provides a career pathway for teachers and support staff who work in the MAT.

A MAT can make it easier for teachers to support each other across the group of schools by sharing, drawing on and learning from good practice, taking on increased responsibility for specialist subjects and acting as a coach and critical friend. A MAT can generate economies of scale enabling cost efficient commissioning and purchasing of goods and services, and/or facilitating the development of in-house shared services for schools across the MAT (e.g. centralised HR, legal advice).

A popular misconception… The Local Authority has not been responsible for many areas of school management since 1988. In fact, the school’s governing body and head teacher has been responsible for: recruitment, employment and dismissal of staff, payroll, personnel the budget (Richmond School = £8 million) and the purchasing of all resources including gas, electric and water and the building Health and Safety legal support school cleaning, catering, grounds maintenance school insurance, fixed asset accounting the quality of student academic performance and their future destinations implementing national standards for teacher and school teachers’ pay and conditions delivering a national curriculum (including sex education) Safeguarding of children the inclusion of all students and their behaviour, including exclusions of students the welfare of staff and the induction of newly-qualified teachers the training of staff implementing laws on equality of opportunity, disability and discrimination the school as a community resource for the wider community and probably much more!

Academy status within a MAT will not change this. Therefore, Richmond School already has a very high degree of self-management and responsibility. Academy status within a MAT will not change this. BUT… it will enhance Richmond School’s student experience by providing: Co-operation with similar schools where training links between teachers can be successfully utilised in our classrooms for a broader learning experience. Closer links with businesses and industry through the wider experience of the independent members of the Academy Trust sponsors who can help with guidance, work experience, training and job placements. Even closer links with universities and further education establishments so that our students can benefit from classes, courses and workshops, and get first-hand help with UCAS submissions and funding.

And finally… ATTAINMENT Schools that choose to be Converter Academies are already either Ofsted ‘Good’ or ‘Outstanding’ schools. They are successful schools with high-achieving, well-rounded students and professional staff and management that care about the progress, attainment and personal development of every individual student. There is no evidence that the attainment standards of a school drop when academisation takes place. Instead, there is a great deal of positive suggestion that standards can only rise due to the many benefits of being an academy within a well-functioning, closely co-operating MAT with schools who have a similar ethos and shared values. Richmond School – NOT ‘Richmond Academy’ – will seek to maintain and build upon the excellence it has already achieved over many generations and will continue to encourage individual progress and personal attainment in every student.