1. Growing a school chain Mike Crowhurst Nathaniel Bellio

2. 1. Introduction / context 2. Lessons learnt from existing chains 3. Key questions for potential chains to consider 4. Questions / further resources 2 Agenda

3. 1. Introduction / context Since 2010 NSN has supported around 70% of the more than 400 open and approved free schools Most of these new free schools are now being established by existing Multi-Academy Trusts/school chains The DfE define a school chain as having >3 schools Evidence suggests that school chains can benefit from a number of advantages in terms of increased leadership capacity, opportunities to share good practice and financial efficiencies. However, only just over half of academies exist in school chains. 3 Source: Education in Chains, Reform, 2015

4. 2. Lessons learnt: How fast should school chains grow? 4 Central infrastructure becomes necessary but may outpace financial resources. Economies of scale lessen financial pressures Very large sponsors need to undergo further reorganisation 1 23456 7 89101112 13 1415161718 19 2021222324 Size Challenge Cottage industry Growing infrastructure Sustainable sponsor Large sponsor Initial growth particularly difficult for non-school starters Source: DfE research

5. 2. Lessons learnt: How fast should school chains grow? 5 # of schools # of years after initial launch Source: NSN research Different school chains have pursued different rates of growth. Growth is unlikely to follow an even rate; most chains have seen steady expansion followed by a ‘big bang’ at certain points Some chains that have expanded very quickly have had problems maintaining the quality of their provision. However, the DfE have not found evidence that chains of a certain scale or growth trajectory are more likely to underperform.

6. 2. Lessons learnt: Which schools should they contain? DfE research suggests that high performing sponsors are more likely to contain a mix of sponsored and converter academies. New free schools and academies are also an option. Perception that it is easier to start a new school successfully than to turnaround existing schools. Primary only sponsors face greater financial challenges, as a result of smaller revenue base. 6 Source: DfE research ‘High performing’ chain ‘Lower performing’ chain

7. 2. Lessons learnt: Which schools should they contain? 7 High performing sponsors stress the importance of proximity between schools, to allow for effective collaboration and shared resources. It is possible to achieve this through: Multiple clusters in different areas Single cluster within one area

8. 2. Lessons learnt: People and leadership Responsibilities/demands of CEOs change significantly as their chain grows Role moves from internal, operational management of the chain towards the ‘big picture’ of its development and external relations CEOs increasingly need to facilitate collaboration that takes place without them being involved 8 % of CEOs working week spent on: Source: Hill, NCSL, 2012

9. 2. Lessons learnt: People and leadership The shape of leadership structures within high performing chains is broadly similar, though varies by size: Investing in strong financial planning skills, possibly from the business world, is critical Hub directors/Exec Principals may be necessary as chain grows Heads of school nurtured as future leaders Heads of school and other SLT deployed flexibly across the chain HR issues become increasingly important as chain grows in size

10. 2. Lessons learnt: Governance Governance should be driven by your vision for the relationships that schools in the chain will have with each other and the central team: 10 Source: Hill, NCSL, 2012

11. 2. Lessons learnt: Governance Most chains adopt broadly similar governance structures. However, the locus of decision making within them varies: Takes key decisions affecting schools across the chain Accountable to central board of directors. Some key individuals may also sit on Board of Directors Central committees consider issues across particular schools – e.g. performance Scheme of delegation determines degree of autonomy Directors may be represent ed here Schools

12. 3. Key questions for potential chains What is your proposed approach? What are the associated challenges? How do you plan to mitigate against these? Scale and rate of growth Schools within the chain Relationship between schools and the chain

13. 4. Questions / further resources Hill et al, The growth of academy chains: implications for leaders and leadership, NCSL, 2012 http://dera.ioe.ac.uk/14536/1/the-growth-of-academy-chains%5B1%5D.pdf Grotberg & Robb, Education in Chains, Reform, 2015 http://www.reform.uk/wp-content/uploads/2015/03/Education-in- chains.pdf http://www.reform.uk/wp-content/uploads/2015/03/Education-in- chains.pdf Hutchings et al, Chain Effects: The impact of academy chains on low income students, Sutton Trust, 2014 http://www.suttontrust.com/wp-content/uploads/2014/08/chain-effects- july-14-final-1.pdf What does a high performing sponsor look like? DfE, 2014 http://www.tagmydoc.com/dl/lQRYN/gn6o http://www.tagmydoc.com/dl/lQRYN/gn6o New Schools Network: Academy Ambassadors Forum http://www.newschoolsnetwork.org/node/3286/academies-ambassadors- forum http://www.newschoolsnetwork.org/node/3286/academies-ambassadors- forum