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Ullswater Community College Academy Status March 2014.

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Presentation on theme: "Ullswater Community College Academy Status March 2014."— Presentation transcript:

1 Ullswater Community College Academy Status March 2014


3 The last four years UCC has improved its results from 42% 5+A*-C E/m to 66% From 54% 5+ A*-C to 96% From the bottom 10% of schools to the top 10% Vocational provision ensures that all students feel there is an appropriate course to suit their interests The quality of teaching and learning across the college is now excellent, with 86% of lessons judged good or outstanding The school curriculum at all key stages is outstanding Ofsted criteria from ‘Notice to Improve’ to ‘Good’ with outstanding features

4 …so, what about the next four years? Improvements in the quality of education need to be just as dramatic in the next four years as they have been over the last four…

5 Where are we now? UCC is a Foundation school UCC acquired Foundation Status in September 2002 The Governing Body owns all of the school land and buildings The Governing Body is already the employer and has been able to determine terms, conditions and pay scales for all employees

6 What is an Academy? In very basic terms, Academies are independent state-funded schools Academies employ their staff, own their own land, procure goods and services direct with suppliers and generally have complete control of the daily workings of the school

7 What is an Academy? - continued In addition, Academy status allows the school’s senior leadership team and the Governors to control the ethos and culture of the school, including what is taught and how it is taught Whilst Academies remain within the overall legislative framework governing state schools, such as complying with the Admissions Code, day-to-day decisions about the culture of the school are entirely controlled by the school itself

8 Why become an Academy? For many schools the simple answer is freedom For others, it is a financial consideration Still others see Academy status as inevitable and wish to be in at the beginning whilst there are still grants available to assist with the cost of conversion Whatever the reason, the number of Academies is growing rapidly Currently over 900 sponsored Academies and over 2500 convertor Academies

9 Is conversion right for UCC? The Local Authority (LA) is now too small to assist in school development As more schools convert, the LA will become increasing less able support those remaining We can either choose to act now or wait until we are forced into a position where we have to convert (>60% of secondary schools are now Academies) All political parties seem to support Academy status

10 How does conversion work? At present, Schools rated by Ofsted as ‘outstanding’ or ‘good’ with ‘outstanding’ features are able to apply in their own right All other schools can apply if they formally partner with schools able to apply in their own right or if they are sponsored. We already have sponsor status The process begins with a decision by the Governing Body (5 February 2014)

11 How does conversion work? - continued The next step is to make an application to the Department for Education If the School passes the assessments undertaken by the Department then an Academy Order will be made, confirming that the School can convert to an Academy The granting of the Academy Order is the point at which converting schools have to deal with the legal red tape of conversion

12 Becoming an Academy: conversion process Registration 1.Schools register interest using the on-line form 2.A named contact in the Department for Education (DfE) contacts the school and supports through the conversion process 3.School Governing Body starts the consultation required by legislation with interested parties (can start later but must be completed before Funding Agreement) 1.School Governing Body and Foundation (where relevant) pass a resolution in favour of Academy conversion 2.School submits Application to Convert form to DfE 3.Schools develop plans to support another school to raise standards and discuss with named DfE contact 4.Local Authority/Governing Body start the Transfer of Undertakings (Protection of Employment) -TUPE - process 5.Secretary of State approves school proposal and issues Academy Order Application to convert/ pre-approval checks Achieve funding agreement 1.School submits grant claim to DfE and receives £25,000 grant to cover costs associated with the conversion process 2.School finalises governance documents based on DfE model documents provided 3.School registers the Academy Trust with Companies House 4.School agrees leasing arrangements for the school land and buildings 5.Local Authority/Governing Body complete the TUPE process 6.School completes required consultation with interested parties 7. School submits the Funding Agreement to the Secretary of State for approval Pre-opening - opening 1.Education Funding Agency (EFA) provides school with indicative funding letter 2.DfE signs and seals Academy funding agreement 3.School undertakes Disclosure and Barring (DBS) checks as necessary 4.School puts new financial systems and contracts in place 5.School completes academy registrations, e.g. with exam bodies 6.School opens officially as an Academy Overall process typically takes between 3 and 4 months

13 What happens when UCC becomes an Academy? Ownership of the land and buildings transfers from the Governing Body to the Academy Trust All employees transfer to the Academy Trust under the Transfer of Undertaking (Protection of Employment) Regulations 2006 (TUPE 2006) – better known as the TUPE Regulations None of this will affect the current operations of the school

14 So why become an Academy? UCC will be able to operate independently from the Local Education Authority (LEA) UCC will benefit financially in terms of the budget allocations received. Currently the LEA top-slices our budget and keeps 8% of the overall budget to cover “central services” This amounts to £488,000

15 What happens next? Consultation with professional associations in respect of TUPE will take place, even though there are no measures proposed to change terms and conditions, as this is good practice Solicitors will be appointed to manage the TUPE process Consultation with parents takes place


17 How has all this come about? UCC has made more progress than most secondary schools nationally and its ethos and practices are not under threat Our results and performance have attracted interest from key national figures including Nick Gibb MP, Sir Chris Woodhead, senior figures at the Department for Education and Michael Gove (Secretary of State for Education)

18 How has all this come about? All at UCC want to see as much progress over the next four years as we have seen in the last four years There is a need for radical improvement in support for failing schools The relationship with Sir Chris Woodhead developed over the last 20 years through Nelson Thomlinson School and The University of Buckingham

19 Academy governance models Single Academy Trust There is only one school in a Single Academy Trust, which is governed by one set of Articles and a funding agreement between the Academy and the Secretary of State Single Academy Trust Members Directors

20 Academy governance models Multi-academy Trust There is only one legal entity accountable for all schools in the chain – the Multi-academy Trust (MAT) The MAT has one set of Articles that governs all the academies in that chain. The MAT has a master funding agreement with the Secretary of State. Each academy also has a supplementary funding agreement

21 Academy governance models Multi-academy Trust Multi-academy Trust (MAT) Members Directors Academy 1 Local Governing Body/Advisory Body Academy 2 Local Governing Body/Advisory Body Academy 3 Local Governing Body/Advisory Body

22 Who is involved? The Multi Academy Trust proposal draws on the progress made by UCC to support other schools who agree to become part of this Trust. Those individuals who have agreed to be part of this proposal are as follows:

23 Sir Christopher Woodhead: HMCI 1994-2000Dominic Shorthouse: Private investor, Founder of Englefield Capital LLPChris Cooper-Hohn: Hedge fund manager, The Children’s Investment Fund Peter Ireland: Dean of Education, Buckingham University, former Headteacher of Nelson Thomlinson School, Wigton Nigel Pattinson: Headteacher, Ullswater Community CollegeUllswater Community College governors Mike Raleigh: Education consultant working with DfE on academies, Ex senior HMI. Ex Deputy Chief Education Officer, Shropshire Elisabeth Linley, SIS Inspector, Ex-HMIChristine Jones, SIS Inspector, Ex-HMIPeter Limm, SIS Inspector, Ex-HMISimon Bennett, SIS Inspector, Ex-HMIMartin Bradley, SIS Inspector, Ex-HMITed Cohn, SIS Inspector, Ex-HMI

24 How would this work? UCC would be the flagship school in Cumbria The current Headteacher would be the lead on school improvement across the Trust Capacity to support would involve restructuring the senior management team; finance for this will be through the Trust The DfE has already agreed £103,000 to support the formation of the Trust Business support, admin support, IT support, graphic design support would be paid for through the Trust

25 What are the drawbacks? Increased commitment to other schools Change in responsibilities for key staff

26 What benefits would there be for UCC? Profile of the school Investment in staff capacity Experience of school improvement for a wide variety of staff Expertise from support officers and leading experts in teaching and learning Engagement with other schools and ideas Potential investment in resources/capital build Nationally important role for UCC

27 Questions?

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