Academies Enews

 

The future's bright... the future's MAT

Following the budget on 16 March 2016 the education world was pushed to the forefront of people's minds with the publication of the Government's whitepaper, Educational Excellence Everywhere, which sets out their plans for the next 5 years. Whilst the whitepaper contained thoughts on many areas including the National Funding Formula and the curriculum the focus has been almost entirely on the intention to Academise the entire state school sector...

The headlines being bandied about focus on the fact that a deadline has been set of 2020 for all schools to be either a standalone Academy, part of a Multi Academy Trust (MAT) or be in the process of converting whether standalone or as part of a MAT. This leads to the fact that in 2022 the local authorities will have relinquished their current roles in respect of maintaining schools.
 
The white paper goes into detail of the changes that have been implemented since the Academy programme commenced and in particular since 2010, citing amongst other markers the number of children being taught in Good or Outstanding schools. This is then used as the shining light as too why all state schools should then be compelled to become Academies.

As the whitepaper explains there are many benefits from moving away from the current 2/3 different school systems to a cohesive one based around 'supported autonomy'. So whether you subscribe to an argument for or against total Academisation of the sector it has become government policy and aside from a few tweaks along the way it will be implemented.
 
So accepting this policy is going to happen what does this mean? Well, currently, as acknowledged by the whitepaper, there will need to be some additional legislation to enable the government to legally direct all schools to become academies. There are already some changes introduced by the Education and Adoption Act, primarily ensuring that deemed to be coasting or failing schools can be directed by the Regional Schools Commissioner (RSC) to become an academy but this doesn't go far enough. The whitepaper suggests that there will be 3 additional areas: 

• Where there are maintained schools in a local authority that is deemed to be underperforming
• Where there are schools in a local authority that is deemed to no longer have the capacity  to maintain its schools
• Where there are schools that have not started the process of becoming an Academy by 2020

It can be seen that a great deal of clarity is required to ensure the process is clear and transparent.
 
Whilst removing maintained schools from the Local Authority the whitepaper does not see the end of the Local Authority's involvement with schools. The new role then focuses around delivering educational excellence through continual work with pupils, parents and the local community, potentially as the lead on all school admissions. It has been commented that the Governments favoured approach for Academisation through Multi Academy Trusts (MATs) is actually the creation of new mini Local Authorities.
 
"MATs are the only structures which formally bring together leadership, autonomy, funding and accountability across a group of academies in an enduring way, and are the best long term formal arrangement for stronger schools to support the improvement of weaker schools."

The whitepaper, whilst acknowledging there is a place as a standalone Academy for those who are 'sustainable and successful', clearly expresses the government's desire to have the majority of schools as part of a Multi Academy Trust.  It also refers to the requirement of some 'design principles' for Multi Academy Trusts which are to follow, with the likelihood of being effectively guidance or rules. Whitepaper thoughts suggest that a MAT needs to achieve a size of around 10 - 15 schools to make centralisation of services sustainable and effective.
 
MAT 'Design Principles'
 
It is likely that the 'design principles' will need to dispel some myths that are building around MATs and also provide some guidance as to what kind of structures there are and how they operate.  Currently there are a number of 'umbrella trusts' which is basically a structure that allows Academies or Academies and non-Academies to work together for things like joint procurement of goods and services but whilst retaining control of their own school and budgets. Below is a summary of some of the types of MAT that are currently operating 

• Traditional Sponsored MAT; generally with a single sponsor, the majority of these originated from the introduction of the Academies programme. The sponsors were expected to provide some financial input as well as other skills to help improve failing schools. These MATs have grown in size , examples being the likes of AET and E-ACT, but this growth has not been without its challenges
• Newer Sponsored MAT; again typically with a single sponsor but is more focussed around convertor Academies who have an Outstanding Ofsted rating being encouraged to take on a struggling school. The sponsor in this situation is the provider of support and expertise originating from its Ofsted rating.
• Primary Chain MAT; pushed in the last parliament particularly with the offering a Primary Academy Chain Development Grant. This was a focussed drive to get 3 or more Primary Schools to convert to a Multi Academy Trust. However, there are size issues in that they may not be able to take on some of the benefits of the other styles of MAT due to their budgets not being suitable for the provision of central services.
• Feeder MAT; primarily locally focussed where a senior school(s) then form a MAT with their feeder school(s). This is maybe not as prevalent as may have been expected but are generally set up with the intention of establishing an all through culture and efficiencies of approach.
• Hybrid MAT; this can be a combination of the above for example Diocese often sponsor a Primary Chain. Again helping with centralising services due to numbers but sharing the same ethos and culture.

"Strike the right balance of freedoms for and controls over Academies"
 
So what does this mean for existing Academies and schools yet to convert? 

• Existing standalone Academies need to consider whether they want to remain a standalone Academy, and
• if so are they likely to fulfil the criteria as successful and sustainable to justify their status to the RSC?
• If not, they need to plan whether to create their own MAT or find one they would like to join?

• Existing MATs will need to consider their development,
• Do they have targets schools to join?
• Do they have an ideal size for both operational and governance considerations?
• What is the timeframe for development?

• Maintained schools need to start thinking as to their future or they may be 'placed' by their RSC
• Do they want to convert as a standalone Academy?
• Do they want to convert as a MAT and so who do they want to join them?
• Do they want to join an existing MAT?

Whilst there is plenty still to be clarified it is clear that the process has been started and that all parties need to be actively involved in the process. The timescales are fluid up to the hard deadline of 2022 giving those involved scope to plan their future. All involved in schools, from Governors, to the SLT/SMT and parents, have now have been put on notice that they need to plan and decide where they are intending to head for the best interest of their pupils.
  
A final note of warning for those who do not take advantage of the opportunity

The end result will be placement into a MAT as chosen by the RSC.