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+ West Essex Primary Heads Association Conference 20 th May 2011 Brave New World Co-operatives, Mutuals, Chains & Events Jon O’Connor Associate Adviser.

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Presentation on theme: "+ West Essex Primary Heads Association Conference 20 th May 2011 Brave New World Co-operatives, Mutuals, Chains & Events Jon O’Connor Associate Adviser."— Presentation transcript:

1 + West Essex Primary Heads Association Conference 20 th May 2011 Brave New World Co-operatives, Mutuals, Chains & Events Jon O’Connor Associate Adviser Co-op College UK

2 + Commercial break! Education Charity Regional hands on interactive learning gallery for STEM Wide range of schools workshop & outreach programmes Located in brand-new Harlow Leisurezone £10 discount to WEPHA! Science Alive

3 + A rapidly changing landscape schools (3500 sec, primary, 7000 VA) 630 Academies (15% faith) 250 Co-operative Trusts

4 + Because life is complicated enough  Local authority schools ◦ Funding route DFE>LA>school ◦ Governance/legal  DFE>LA>GB ◦ Support structure  local authority services  Trust schools ◦ Funding routeDfE>LA>GB  TPA/Local government pension arrangements can continue ◦ Governance/legal  Sponsor Trust Board = company limited by guarantee  Charitable objects= to manage School(s)  GB  Ownership of the land held in Trust  Independent schools  City technology colleges  Academies  Funding route DFE>Sponsor>School(s  Direct pension scheme role  Governance/legal  Sponsor Trust Board = company limited by guarantee  Charitable objects = to manage School(s)  Typically 125 year Lease on the land Maintained schoolsNon-maintained schools

5 + A question of Trust What Are Trust Schools? Maintained Primary, Secondary or Special schools Foundation school with a Trust as the legal entity in place of LA Formally engaged in partnerships with other schools, FE/HE, businesses, community organisations & charities What does the Trust actually do Supports the school’s strategic direction Appoints some governors – usually a minority Holds land and building ‘on trust’ Helps shape the long term strategic vision & ethos

6 + The trust process  Identify clearly the benefits and activities of the Trust  Identify trust partners, agree the model, agree to consult  Consult and consider responses  Publish a statutory notice  Consider responses and agree (or not) to become a Foundation School and acquire a trust

7 Co-operative trust model Engages key stakeholder groups through membership Forum/Council provides a vehicle for accountability and high level consultation Trust Partner 1Partner 2 Partner 4 Partner 3 Forum or Council Membership including Parents Staff Learners Community Organisations Individuals Governing Body School 1 Governing Body School 2

8 + ‘Academisation’  New model academies:  The DfE will consider academy orders for maintained schools where: ◦ The school’s Ofsted rating is satisfactory or good with outstanding features. ◦ The school formally agrees to work in partnership with a high-performing school (or schools) that will help drive improvement. ◦ The school is a maintained special school rated outstanding by Ofsted.  Old model academies  The previous Government’s policy of the academies programme as an intervention tool for school underperformance will continue  The criteria for intervention will be strengthened.  The intention is to work with local authorities (LA) to bring about the conversion (closure and replacement) of existing schools.  The definition of ‘under-performing’ is widened to include schools where there are concerns about capacity to improve or to sustain attainment.

9 Academy Sponsor Provide Oversight of Forms Trust with legal powers to manage Appoint School(s) leadership Governors (or Directors) Trustee Appointments DFE Funding Agreement Land & asset lease Basic Academy model

10 Co-op Academy Trust model Schools Co-operative Society Recommends appointment of Governors to Report to Is a member of Appoints to Appoint Parents & CarersStaff Learners Community Alumni Schools Co-operative Society Members elect to Trustees Partner Organisations Members Members Forum Governors (Directors)

11 + Co-operative Core Values A globally shared set of values and commitment to education enshrined in our principles A rich history of working with schools – and running schools as co-operatives A shared commitment to raising expectations and achievement Experience of democratic member engagement in governance Self help Self responsibility Democracy Equality Equity Solidarity Honesty Openness Social responsibility Caring for others

12 + Education 1844>1944> The birth of co-operation and self-help organisations 1944 – a fragmented school system in economic crisis A radical Education Act To build the economic future through investment in people To rationalise provision through strategic planning To ensure consistency of quality To embrace principles of an inclusive society 2014 – a fragmented school system in economic crisis A radical Education Act? To build the economic future through investment in people To rationalise provision through strategic planning To ensure consistency of quality To embrace principles of an inclusive society

13 + 2014: Brave New World 1000 academies by 2012 Local authority leadership role and commissioning strained Primary schools need to be looking for solutions by 2013 New brands and networks Resource constraints Buyers’ market Fragmented system Private sector competition Quality Assurance issues Schools system changeSupport system change

14 + A new policy to reinvigorate the public sector “ We will support the creation and expansion of mutuals, co-operatives, charities and social enterprises, and enable these groups to have a much greater involvement in the running of public services” May 2010 The Coalition Programme for Government

15 Co-operative Trusts & Academies Mutual service providers A co-operative governance structure A co-operative ethos A co-operative responsibility for success A co-operative pedagogy

16 Services to support 120<250 (by end of 2011) co-operative schools & academies Working with a wider model of mutual service provision Joint procurement across co-operative group A significant voice in policy debate

17 + "We will create a new presumption – backed up by new rights for public service users and a new system of independent adjudication – that public services should be open to a range of providers competing to offer a better service ” A new policy to reinvigorate the public sector February 2011 Open Public Services White Paper due May 2011

18 + Increasing “investor” interest Service provider companies Academy chains Social Enterprises Interest from UK & overseas Guaranteed profit possible while working on contracts within public education sector Culture shift: Customer satisfaction is critical Performance against simple criteria is non-negotiable

19 + LA capacity Up to 30% in revenue cuts, leading to Reduction in resource and capacity Erosion of experience & expertise Changes in early intervention programmes A diminishing of responsive provision, e.g. SEN LA response To accept inevitability of change To remodel service provision – education partnership approach To develop a closer relationship with schools

20 + Education provider response Identify key issues for learning provision Sustaining service quality & core staffing standards Managing new responsibilities, reducing capacity Access to prof. advice and learning entitlement Sharing expertise & best practice Accountability at an appropriate level Optimise funding & resourcing Consider Academy route short and longer term issues Achieve economies of scale (procurement) Maximise efficiency within existing approach

21 + The big issues: Ethical, Educational, Economic Core values Best practice Sharing of expertise Sustainability Accountability Academy: likely to be short term gains £25k set-up provision Tapering central share Purchasing independence Central services (chains) Trusts and partnerships £5k set-up costs Purchasing power Shared efficiency Ethics & EducationEconomic

22 + A way forward What do you want to preserve? Identify this in terms of Your educational values The learning community Core services Professional relationships Identify a vehicle for this Assess realistically in terms of Longer term funding Potential for collaboration Equity of partnership Acceptable accountability QuestionsAnswers To find out more: Jon O’Connor The Co-operative Collegewww.co-op.ac.uk


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