1. District Partnership Briefing for Governors and Headteachers AUTUMN 2015 Education Partnership Service together with Norfolk Governance and Leadership Service

2. We ask you to consider Succession planning opportunities and sustainability for your school Who are potential partners? Existing and new options for your school in light of the vision for your school, recent results and policy changes We ask you to consider Succession planning opportunities and sustainability for your school Who are potential partners? Existing and new options for your school in light of the vision for your school, recent results and policy changes We will provide An update on proposed legislation and the approach taken by Norfolk County Council An overview of the range of collaboration opportunities (Federation, Multi-Academy Trust, Partnership, Amalgamation, Trusts) A view from existing collaboration presented by governors Opportunity for discussion, question and answers

3. A CHANGING LANDSCAPE The school landscape in England is changing rapidly. Regional Schools Commissioner – Tim Coulson –The Education and Adoption Bill, published on the 3 rd June 2015 defines the Government intentions to address ‘coasting schools’. The RSC will be given greater powers to change the governance of schools that are defined as ‘Requires Improvement’ or ‘Coasting’ and place them with a sponsor academy Regional Headteacher Board

4. Nationally - As at September 2015, about 15 per cent of primary schools and more than 60 per cent of secondaries are academies, independent of their local authority. 1 in 3 children attend an academy nationally…. In Norfolk…..over 100 academies Food for Thought The numbers of academies are likely to increase given the proposals outlined in the bill. The Prime Minister has declared his intent that all schools should be academies by 2020.

5. What does this mean for schools? Schools that are deemed to be coasting by the Secretary of State are likely to become eligible for intervention and could be required to become an academy A coasting school is likely to be one where sufficient progress for three years or more has not been sustained.coasting school In Norfolk a number of schools could be identified as coasting.

6. Local Context – ‘A Good Education for Every Norfolk Learner’ There is an ambition shared between Norfolk’s Headteachers, Governors, Academy groups, the Dioceses and Norfolk County Council for sustained high quality leadership It is becoming professionally accepted good practice for schools to join together in formal arrangements. In Norfolk we have seen a significant shift towards schools either working in federation or becoming part of an academy trust.

7. Schools and other providers are increasingly providing this support and challenge for each other through formal and informal partnership and collaboration. It is Nothing New… More than half of academies are now part of formal partnerships (MATs), and maintained schools are continuing to come together to form federations. Increased autonomy for schools.

8. Does it work? Impact In Norfolk 73% of all historical structural solutions (academies, federations and partnerships) demonstrate impact on pupil outcomes. Research commissioned by the NCT&L 87% of headteachers and 83% of Chairs of Governors described partnership with other schools as “critical to improving outcomes for students”

9. What about the LA? Ensuring supply of places Tackling under- performance and ensuring high standards Supporting vulnerable children

10. What are the options ? Partnerships / Collaborations Federations Multi Academy Trust Academy (Standalone) Academy (Standalone) Trusts. School Companies, Community Interest Companies

11. Typical MAT Structure Members MAT Board (Trustees / Directors) School A LGB School C or Advisory Board School B LGB Limited Company Charity Public Body Master Funding Agreement

12. Scheme of Delegation Admissions; Staffing; Finance; Premises; Curriculum; Wellbeing; Safeguarding; Reporting; Results; Finance; DFE and EFA The MAT has responsibility for ALL schools and ultimate Accountability MATs range from highly centralised to almost fully delegated local (earned) autonomy

13. Where to start? Existing Collaborations –Cluster –High School Understanding (potential Sponsors) –Vision/approach –Internal resources WORKING GROUP Talk to your friendly Partnership Adviser

14. What contributes to success? A sense of shared identity between schools, which could be through physical proximity or a sense of belonging to an inclusive community A sense of common purpose and a joint vision for improving the attainment, achievement and progression of ALL the young people served by the partnership Strong cohesive leadership which looks to develop and sustaining leadership at all levels in all the partnership schools

15. Success Factors 2 A strong management structure – MATs are directly accountable to the Secretary of State through the RSC. They are set up as charitable companies Trust – schools need to share a sense of openness and a willingness to operate in a joined-up way A system of review to monitor the effectiveness of the arrangement Commitment to the arrangement, which may at times be in conflict with loyalty to individual school

16. Partnership Service Brokerage Governing Body discussions, Q&A Meetings with DfE Academy Broker Leadership and Governance Service In schools training sessions, e.g. ‘Setting up a Multi Academy Trust’ Governance Self Evaluation or Reviews Developing the vision for your school WE ARE HERE TO HELP

17. Contact Details Helen Wardale Leadership and Governance Service 144 Woodside Road Norwich NR7 9QL 01603 303355 governorservices@norfolk.gov.uk Roy Sholay/Michelle Smith Education Partnership Service County Hall Martineau Lane Norwich, NR1 2DL 01603 222994 roy.sholay@norfolk.gov.uk michelle.smith@norfolk.gov.uk

18. Sources of Further Info & Reference Guidance paper ‘Forming or joining a Group of Schools: staying in control of your school’s destiny’ ASCLForming or joining a Group of Schools: staying in control of your school’s destiny Academies show (free to attend)Academies show GovernorHub National Governors Association DfE website Company Accounts MAT websites e.g. TEN group, RfS, DNEAT etcTEN groupDNEAT FASNA (Freedom Autonomy for Schools National Association) RESEARCH Papers Latest DfE Research on school collaborationLatest DfE Research on school collaboration Leadership of more than one school (Ofsted)Leadership of more than one school (Ofsted) Impact of Federation on Student Outcomes (IoE)Impact of Federation on Student Outcomes (IoE) Leadership of great pedagogy (report)Leadership of great pedagogy School Partnership and Cooperation (Education Committee)School Partnership and Cooperation (Education Committee)

19. Options / reference slides Use the following slides if required and for reference.

20. Plan for session 1.Introductions, who’s in the room?– 10mins (EPS) 2.Context & input slides 1-10 – 10 mins (EPS) 3.Considering the input – 4 Questions for you! Then Q&A – 20mins (Gov&L Serv) 4.Do you know what you want – what would a partner get from you? Test with other schools 20mins (Gov&L Serv) 5.Slides 11-16 followed by Questions - 10mins (EPS) 6.What will you do next? – Offer of support 10mins(EPS)

21. Types of MAT Lead School National Sponsor Schools Led Schools Led Sponsor

22. MAT School Leadership Executive Head School A Head of school School C Head of school School B Head of school

23. MAT School Leadership CEO School A Headteacher School C Headteacher School B Headteacher School D Headteacher School E Headteacher School G Headteacher School F Headteacher

24. Source: Hill et al, (2012), The growth of academy chains: implications for leaders and leadership, National College for School Leadership MAT Benefits Extends the chains impact in terms of raising standards of education Creates a broader base for developing leaders Increases the scope for sharing learning, subject specialisms, school improvement expertise and CPD - Collaboration Provides more opportunities for staff development and promotion Increases economies of scale in the running of central services and provides greater purchasing power Opens up new opportunities to build new primary/secondary curriculum and transition model Enables central costs to be shared across a large number of schools Provides a bigger platform for supporting innovation Provides a stronger brand to attract parents and admissions

25. MAT School Leadership Different approaches to school leadership will exist depending on the MAT An Executive Head or CEO will be accountable for the outcomes of the MAT –They will operate as a System Leader They will be designated as the ‘accounting officer’ –This is a personal responsibility to parliament

26. In essence - LA as champion of children and families Responsible for providing education for ALL children in their area and for the standard of maintained schools Schools assume responsibility for their own improvement LA supports the work of schools and academies – a provider – S4S and NB2B – increasing support to all settings

27. School Leadership - Governance Ensure clarity of vision, ethos and strategic direction Holding the headteacher to account for the educational performance of the school and its pupils Overseeing the financial performance of the school and making sure money is well spent Nolan principles.

28. Towards a self-improving school system The LA encourages collaborative arrangements that are compatible with and promote high standards We want schools to contribute to a system that is not simply an amalgam of isolated schools but a collection of groups of schools that sometimes need to collaborate in order to get better.

29. Increasing significance of “system leadership”  Conviction that leaders should strive for success of all schools not just their own  Commitment to work with other schools to help them become successful  Understanding of role of leader being for greater benefit of the education service

30. Partnerships / Collaborations Governance partnership model Separate Governing Bodies (joint committee) Appointments require Service Level Agreement Collaboration Arrangements Regulations only apply to maintained schools Example: Management Partnership with one head teacher for two or more schools

31. Federations Two or more schools with a single governing body –Can be more than one head teacher (affordability) –Separate schools retained (admission, Ofsted, budget) can be partnership between any maintained school (incl. VA/VC), but not academy

32. Academy Converter Converter with a sponsor Sponsored converter All academies must be approved by the RSC on behalf of the minister. Only strong schools can convert on their own. Multi Academy Trust arrangements are growing with strong schools working together. All academies must be approved by the RSC on behalf of the minister. Only strong schools can convert on their own. Multi Academy Trust arrangements are growing with strong schools working together.

33. Academies......The freedoms The ability to set pay and conditions for all staff Freedom from following the National Curriculum Ability to change the lengths of terms and school days Greater control over the school budget Freedom to spend money the Local Authority currently spends on behalf of schools Responsibility for all capital assets and their management Under the Academies Act 2010, Academies enjoy a number of freedoms and flexibilities including: