The roles Academy Context and Developments January 2016 Dominic Herrington Regional Schools Commissioner for South East and South London

The objectives of today’s presentation… To explain some of the current policy context To share reflections on the regional academies picture To share thoughts on MATs – what we see To answer questions and hear your comments 2

The Academies programme started in 2002 and has developed significantly since its inception  Good / Outstanding Schools  Primary and special; 5,000 by 2015  Response to underperforming schools  Secondary only; 200 by 2010 Sponsored Academies Converter Academies  High quality MAT / sponsor development  More self-managing, self-improving system Now…

A renewed commitment to academy programmes as a driver of school improvement Prime Minister’s speech at Conservative Party Conference, 7 October 2015: “Head teachers are growing in confidence as they throw off the shackles of local council control, raising the aspirations of children, parents, communities. This movement is sweeping across our country. So my next ambition is this…every school an academy and yes - local authorities running schools a thing of the past.” Chancellor of the Exchequer, Spending Review and Autumn Statement, 25 November 2015: “Five years ago 200 schools were Academies. Today 5,000 schools are. Our goal is to complete this schools revolution - and help every secondary school become an Academy… We will make local authorities running schools a thing of the past. This will help save around £600m on the Education Services Grant.”

We face some big challenges in our education system…but lets not forget the strengths! Enabling education excellence everywhere Ensuring enough great leaders and teachers Ensuring that we keep pace with other countries that are improving their performance Ensuring every pound spent delivers impact A million more children in schools rated by Ofsted ‘good’ or ‘outstanding’ 120,000 more 6-year-olds on track to become confident readers as a result of focus on phonics Better primary performance across the piece New generation of excellent teachers

Covers 22 LA areas 10 Dioceses 439 Primary academies 308 Secondary academies 22 Special/AP academies 48 Free schools 116 sponsors The South East and the South London (SESL) region

Main responsibilities: Take action when an academy is underperforming Decide on the development of new academies Address underperformance in maintained schools through sponsored academies Make recommendations to Ministers about free school applications Encourage organisations to become academy sponsors Approve changes to open academies What do Regional Schools Commissioners do? 7

Headteacher Board (HTB) Rhona Barnfield Executive Head, Howard of Effingham School Ian Bauckham Headteacher, Bennett Memorial Diocesan School Denise Shepherd Executive Principal, The Rochester Grammar School Angela Barry Executive Head, Woodland Academy Trust Sir Andrew Carter Headteacher, South Farnham Primary Trust Nikki King OBE Chair, Greenacre Academy Trust Mark Ducker Executive Principal, STEP Academy Trust

Towards a self-managing, self-improving regional system…system capacity RSC HTB MATs Other academies and free schools Teaching School Alliances (TSAs) 9

What is happening to academy numbers in SESL? 74% (340) of primary academies are in a MAT. 49% (162) of secondary academies are in a MAT. Primary

What do MATs tell us are the benefits of setting up a MAT? Opportunity to improve more children’s life chances To share professional practice to improve education eg curriculum, data To retain / develop leadership and staff eg succession planning To drive out economies of scale eg procurement, appointments To refresh and professionalise governance To standardise process and manage risk consistently 11

MATs allow strength in numbers while retaining identity 12 Enable entitlement to better education eg –Systems and operating procedures –Data collection points –Common exam syllabi –Assessment and reporting –Key policies –HR practice as one employer But not mandatory in every respect –Culture of the school –Uniform? –Enrichment –Relationship with local community –Educational networks unique to the school

What are the Nine Characteristics of Successful MATs – some thoughts from our experience 1.Well communicated strategic vision & plan 2.Clear accountability framework for Trust performance 3.Clear quality assurance systems 4.Clear delegated governance framework 5.Trust-wide school improvement strategy 6.Systematic programme of school to school support 7.Skilled management of Trust Risk indicators 8.Clear succession plan for the key posts within the MAT 9.Trust-wide commitment to making a contribution beyond the MAT 13

If I am interested, what are the sources of help? 14 Process –Named DfE project conversion lead –25K one off conversion grant –Primary Chain Grant of 100K for 3 schools –Sponsor Capacity Grant 50K –DfE checklists Content –MAT toolkit –Academy Ambassadors –Mentor Trust –Annual Conference –Newsletter –Your ideas…

Some common tips…. 15 Do –Think about what you are going to do with the opportunity –Have a communications plan to explain clearly –Use funding / advice / DfE support –Refresh your governance Do –Grow sensibly alongside capacity –Use the moment –Pick others’ brains –Think about sponsor designation –Your system needs you!

Thank you: Any questions or comments? st Floor, Trafalgar House, 1 Bedford Park, Croydon 16