1. September 2012

2. A new educational landscape  The Schools White Paper 2010  The Education Act 2010  Seeing things from another point of view!

3. ‘Tweaking things at the margins is not an option. Reforms on this scale are absolutely essential if our children are to get the education they deserve’

4.  an “independent” school  a school’s religious designation or church status should “travel” with it  control over the whole school budget  right of the academy to set its own pay and conditions  additional freedoms around the curriculum  exercise autonomy...the freedom to choose

5.  Publicly funded independent state schools  Not for profit Academy Trust  Freedom from LA / directly accountable to Secretary of State  Staff employed by Academy Trust  Range of freedoms (curriculum / Ts&Cs / school day)  Funded centrally  Owns/leases and manages land  Trust Board + Local GBs allowed / often smaller than current GBs  Becomes the admissions authority  Need to buy services that are no longer automatically provided from LA  Subject to std legislation on H&S / equality / employment  Law on SEN / Admissions / Exclusions still apply  Route via Conversion or Sponorship  Gov’t expect all schools to become Academies in the long term

6.  the Salisbury Diocesan family of schools and academies to become outstanding, distinctive, Christian learning communities

7.  “The Church does not wish to see a fragmentation or loss of a sense of ‘family’. Diocesan structures and ways of working have, over many years, developed collegially and collaboratively and this has brought great strength to the reputation and achievements of Church schools. It is important that this is maintained and developed, not negated by the creation of new academies”.  National Society Interim Guidance on Academies Nov 2010

9.  A working group?  A consultation paper to aid conversation with governors, staff and parents/carers  Conversation with DBE  Allocation of a DBE consultant to support you through the process  Legal advice and cost (DBE and solicitors)  The time frame and overview of actions  Pitfalls and problems

10. LegalsAccountabilitiesSet-up / Consultation Flexibility / Sustainability Suitability Strong schools with strong leadership & governance, needing no LA support Not appropriate for schools with performance, leadership or governance issues Unlikely to be suitable for those facing staffing / finance / scale challenges Set up Trust company / funding agreement with 7yrs notice / Land and assets transfer or lease / retain category Trust Members + Trust Board as the GB / Accountable to Secretary of State / Ofsted applies / ‘free from LA control’ Standard process / must consult but GB determines who & how / Existing trusts (ie DBE) must give approval / £25k grant Academy freedoms / Academies are ‘schools of the future’ FinanceStaffingLeadershipWorking with others Funded by EFA / central application process for capital / Respond to outcomes of funding reform TUPE process for all staff / ability to flex Ts&Cs Retain own HT & restructure GB under new model Need to state how you will support others as part of application / can support others / cannot federate with maintained schools

11. LegalsAccountabilitiesSet-up / Consultation Flexibility / Sustainability Suitability Strong schools with strong leadership & governance / Good schools looking to share for added Benefit Not appropriate for schools with governance or significant performance issues Unlikely to be suitable for those facing leadership / staffing / finance / challenges Convert to single Academy thru legal process / agree collaboration with other academies Retained by Academy Trust / delegations flexible through Trust documents / Ofsted as single academy / looser arrangement Standard process / must consult but GB determines who/how / Existing trusts (ie DBE) must give approval £25k grant Academy freedoms / Academies are ‘schools of the future’ / scale supports sustainability FinanceStaffingLeadershipWorking with others Funded by EFA / central application process for capital / Respond to outcomes of funding reform TUPE process for all staff / ability to flex Ts&Cs / can share staff via agreements Retain own HT & restructure GB under new model / can share HTs across academies Need to state how you will support others as part of application / cannot federate with maintained schools

12. LegalsAccountabilitiesSet-up / Consultation Flexibility / Sustainability Suitability All schools – Strong schools wanting to partner and take a lead / Those with scale, leadership, governance, & finance challenges + Those needing support + Those wanting to strengthen CPD Also those needing rapid intervention (sponsorship) Legal conversion either into existing or with partner academy or create new MAT / funding agreement with 7yrs notice / Land and assets transfer or lease / retain category Single Trust - Members + Trust Board accountable to Secretary of State / Local GB per academy – delegations set by Trust Board / Ofsted applies / ‘free from LA control’ / Strong schools can sponsor others Standard process / must consult but GB determines who/how Existing trusts (ie DBE) must give approval £25k grant Academy freedoms / Academies are ‘schools of the future’ / trading services /locality & national growth / DfE view as most sustainable mode FinanceStaffingLeadershipWorking with others Funded by EFA / central application process for capital / Respond to outcomes of funding reform TUPE process for all staff / ability to flex Ts&Cs / staff employed at trust level / optimum staffing flexibilities across trust Retain own HT & restructure GB under new model / opportunity to share HTs / creative governance Automatic across MAT / possible business ptrs / VA schools restricted options with VC/C + DBE is key partner

13. LegalsAccountabilitiesSet-up / Consultation Flexibility / Sustainability Suitability Most schools / Those looking for leadership, governance, scale, finance benefits / those needing limited support Unlikely to be suitable for those with weak governance Not suitable for those below floor & needing significant support Legal conversion / funding agreement with 7Yr notice / Land and assets transfer or lease / join existing UT or setup new with partner academy / retain category Single Academy with Members / Trust Board Accountable to Secretary of State / Local GB per academy – delegations determined by Trust Board / Ofsted applies / ‘free from LA control’ Standard process / must consult but GB determines who/how Existing trusts (ie DBE) must give approval £25k grant Academy freedoms within company remit / Academies are ‘schools of the future’ / trading services FinanceStaffingLeadershipWorking with others Funded by EFA / central application process for capital / Respond to outcomes of funding reform TUPE process for all staff / ability to flex Ts&Cs / flexibility to employ staff at UT level Retain own HT & restructure GB under new model / opportunity to share HTs /potential for creative models of governance UT acts as collab’ vehicle or trading body for services / can engage business ptrs / preferred DBE model / all categories

14. A Local Collaborative Trust The Trust reflects the needs and aspirations of the schools; powers are drafted widely so that the LCT may undertake what ever is useful to meet need.

15. The Board of the LCT...  Is local; directors from each school – an effective policy forum for the whole group

16. An LCT is...  Primarily there to procure and deliver services for and to its members – and sell services to third parties to a limited extent

17. LCT Articles enable...  Directors to set up committees to take work forward  DBE to become members if invited!  Any mixture of schools and academies to partner, including independent schools  Agreed budget  Agreed work plan