1. TRUST AND FOUNDATION SCHOOLS

2. Aims To provide an overview of Trust and Foundation Schools and the opportunities they offer To explore key features of a Trust – the vision, focus and partners, and how the Trust can support the school in raising standards

3. Trust Schools Are: Maintained Foundation Schools supported with a charitable foundation (Trust) Therefore Are treated in the same way as all local authority schools- National Curriculum, funding, asset management, Ofsted, school organisation, LA intervention etc. Not to be confused with: Independent Schools GM Schools Academies

4. The Aim of Trust Schools To use the experience, skills and expertise from other schools and professions as a lever to raise standards in schools A different way of using partnerships which are:  non-threatening and for mutual gain  at organisational level  formalised  sustained

5. Trust school models Single schools Clusters of schools – vertical and horizontal And now… Open trust schools expanding to include additional schools Federations moving into trusts ‘Town-wide’ trusts Promoters of new schools Sponsors of academies National Challenge trusts

6. Implications of foundation status A foundation school is a ‘maintained school’ with access to local authority retained funding and services

7. Governance More flexible local membership Ability to set their own agenda and determine business Strategic and accountability role remains unchanged

8. Governance How is it different? The governors are the employer The governors are the admitting authority The governors / the trust holds the land & assets on trust

9. The governors are the employer How is it different? Teachers are protected by all national agreements The terms and conditions of service for non- teaching staff are secure All pensions are secure

10. The governors are the Admitting Authority The role of the governors in respect of admissions Admissions authority Independent appeals Must secure compliance with the new Code of Practice

11. Ownership of the land & assets The school estate, buildings & land The LA transfers the ownership of the buildings and land to the trust/foundation schools who must use it for ‘educational purposes’ Legislation in respect of the disposal of school playing fields still applies As a maintained school they are still included in the LA Asset Management Plan

12. Governor responsibilities The governors are responsible for health & safety at the site The governors are responsible for setting the school budget Secondary schools must hold the FMSi standard and may choose to be audited each year. All schools are still audited by the LA

13. The Trust A separate entity from the Governing Body – strategic and accountability role remains unchanged. An Incorporated Charity The trust has 2 objects:  the advancement of education (the trust focus)  community cohesion The trust has 2 responsibilities:  appoints some governors (minority or majority)  hold the land and assets on trust for the benefit of the school(s)

14. Trust partners Organisations which act as members of a trust or appoint individual members Trust members – determine the objects of the trust and appoint governors Trustees - administer the trust on a day-to-day basis and appoint some governors to the school (s) Community governors – appointed by the governing body Parent governors – elected by parents Foundation (trust- appointed) governors Local authority – appointed by the local authority Staff governors – headteacher and others elected by the staff Structure of the trust The trust - a company limited by guarantee with charitable status which holds the land for the purposes of the school(s)

15. Community Foundation Trust School The process of becoming a Trust School has 2 elements: Acquiring Foundation Status Setting up a Charitable Trust Schools can combine the processes to achieve both at the same time and so become a Trust School Trust Status can however be completed in 2 stages Acquire Foundation Status, and then later Go through the process to become a Trust School

16. Trust status process – foundation status plus… The governing body leads the process through 5 stages: 1. Decisions on who to work with and how 2. Consultation with stakeholders 3. Publication of statutory proposals 4. A formal decision to implement 5. Implementation The trust must be set up during stages 1-4 in preparation for stage 5. Foundation and trust status can be acquired at the same time.

17. Benefits of trust status A model of collaboration which offers the most opportunities. Addressing local and specific needs. Using the knowledge and expertise of partners which can contribute to the school improvement agenda. Greater opportunities for the school / community. Strengthening leadership and governance – new perspectives. Perpetuating good practice / supporting others. Opportunities for greater efficiency – economies of scale. Opportunities for bringing more investment into the school(s) Part of the national agenda – choice & diversity; White Paper.

18. Benefits to partners Contribution to Corporate Social Responsibility Agendas (CSR) Staff morale, retention & development Access to wider networks Sustainable relationship Research and training development opportunities Good media and PR opportunities No financial contribution is required

19. Trustees / Partners The Governing Body selects the partners it wants to work with, and the number of partners Size, constitution and operation of the Trust is determined by the Governing Body (consider ‘fit for purpose’ and ‘manageability’) Legally there must be a minimum of 2 trustees Partners can come from all walks of life – egg HEI, FEI, business, charitable group, community group, non-commercial organisations etc LA members and officials can be trustees (limited to maximum 20% representation of any LA organisations)

20. Trust School Partners

21. Background Over 350 organisations supporting 225 open trust schools. 1000 further partnerships in discussion with schools. Wide range of backgrounds – business, universities, further education, public & voluntary sector Number of partners, trust members & trustees vary The school’s governing body decides which organisations to invite to become trust partners

22. Identifying partners Professional networks Education Business Links Consortia Corporate social responsibility (CSR) Work related learning contacts New contacts

23. Securing partners Visioning days Memorandum of understanding Trustee job description

24. Partner support Trust & Foundation Schools www.trustandfoundationschools.org.ukwww.trustandfoundationschools.org.uk National Education Business Partnership Network www.nebpn.org.ukwww.nebpn.org.uk Business in the Community www.bitc.org.ukwww.bitc.org.uk British Chamber of Commerce www.chamberonline.co.ukwww.chamberonline.co.uk StemNet www.stemnet.org.ukwww.stemnet.org.uk Federations of Small Businesses www.fsb.org.ukwww.fsb.org.uk Education Business Links Consortia www.feblc.org.ukwww.feblc.org.uk Business Links www.businesslink.gov.ukwww.businesslink.gov.uk National Council for Voluntary Organisations www.ncvo-vol.org.ukwww.ncvo-vol.org.uk Do-It (volunteer bank) www.do-it.org Charities commission www.charity-commission.gov.ukwww.charity-commission.gov.uk

25. Our support Brokerage Partner website Trustee Handbook Partner events Partner e-network Contact: Rebecca Ledger: rebecca.ledger@ssatrust.org.uk 020 7802 0705rebecca.ledger@ssatrust.org.uk

26. Life after the Expression of Interest EoI submitted July 2009 EoI’s from all schools have first assessment by the Consortium DCSF receives EoI’s and Consortium report DCSF carries out research into local conditions, future plans, eligibility etc. and compiles approved list Letters sent out to all EoI schools at the end of term or beginning of the next to confirm acceptance, conditions, funding, agreements etc Schools currently have £10,000 to assist in achieving Trust Status Also have access to the support programme – consultant, conferences, on-line etc No additional funding comes with Trust Status

27. Lessons Learnt and 10 Top tips 1. Investigate the benefits / responsibilities of foundation status. 2. Provide sufficient time to establish a clear vision and focus for the trust 3.Have a clear understanding of the role and contribution of partners, select carefully - clarify expectations and keep them involved. 4. Decide who will be the ‘project manager’ (internal or external) – but ensure the headteacher and governors remain involved. 5. Be aware of any barriers to progress (eg unions, staff pensions, land transfer) and address theses early.

28. Lessons Learnt and 10 Top tips 1. Investigate the benefits / responsibilities of foundation status. 2. Provide sufficient time to establish a clear vision and focus for the trust 3.Have a clear understanding of the role and contribution of partners, select carefully - clarify expectations and keep them involved. 4. Decide who will be the ‘project manager’ (internal or external) – but ensure the headteacher and governors remain involved. 5. Be aware of any barriers to progress (eg unions, staff pensions, land transfer) and address theses early.

29. The national picture 225 open trust schools from 1 st September 2007 A further 400 + schools working towards trust status Schools submit an Expression of Interest to join the Supported Schools Programme – the trust focus must address raising standards Regular opportunities to submit an Expression of Interest Schools access start-up funding, consultancy support and many other resources

30. The expression of interest Schools must have strong trust proposals Clear and succinct information – emphasis on raising standards Strong partners with relevant skills and expertise Collaborative trust requires only one expression of interest Hard copy signed by headteacher and chair of governors Keep LA informed of plans Key sections include:  the vision and focus  partners (with appropriate skills and expertise) – who, why and how?  outcomes for the school and community Next closing dates are November 9 th, December 14 th and March 8th.

31. Further Information Ron Faulkner, South West Regional Team Leader ronfaulkner@blueyonder.co.uk Tel – 01752 369522 Mobile - 07595 202025 Mary Neate, National School Support Manager Mary.Neate@ssatrust.org.uk Tel – 07738 195 762Mary.Neate@ssatrust.org.uk Further information: Website: www.trustandfoundationschools.org.uk Enquiries : Consortium office Tel : 020 7802 0967 contact@trustandfoundationschools.org.uk

32. Examples of trust impact - 1 ContinU Trust – support from Barnardos’s to deliver the Early Family Intervention Service for 32 primary schools ; working with Connexions to target NEET learners. New Brompton College Trust – individual maths tutoring by Kent University students ; sports therapist funded by Kent University to work at the well-being centre. Wolds and East Education Trust – support from LSC, FE and LA with the 14+ Skills Centre; common timetable arrangements between schools.

33. Examples of trust impact - 2 Fosse Way Special School Trust - Bristol University supporting pupil classroom observation to improve behaviour management; National Autistic Society providing CPD and fundraising training for trust coordinator. Widewell School Education Trust – Dyslexia Action has supported the ‘one to one’ reading programme; trust –appointed governors have brought expertise in education and legal matters. The Education Ossett Community Trust – improved resources, access and opportunities for all students; governing bodies of schools work creatively and collaboratively.

34. Example – The North Bedfordshire Schools Trust A pyramid of 19 schools, which include Church schools, working in partnership to develop raise standards and improve 3-19 transition and progression. Partners: Unilever Research – opportunities in science & technology; mentoring Capita SIMS – common student assessment platform; IT infrastructure Bedford College – personalised learning through tailored vocational & academic courses Cranfield University – professional development for staff A Councillor

35. Example - Harrold Lower School A member of the North Bedfordshire Schools Trust (19 schools: 1 upper, middle, 15 lower schools) The vision for the trust - to provide progression and continuity for 0-19 and beyond. Partners : Unilever Capita Bedford College Cranfield University

36. Example – Barrs Court Special School The vision for the trust is to become a strong, autonomous special school, where resources are used to raise standards. The trust will focus on helping facilitate tangible, beneficial outcomes of Every Child Matters. Partners: Helping Hands Company/Symmetri Kit ; Herefordshire MENCAP; Herefordshire Growing Point ; The Elms School ; Riverside Training & Development ; Blackmarston School ; Royal National College for the Blind ; Midwest Rural Enterprise Community Interest Company

37. Example – Fosse Way Special School A 3-19 special school. The vision for the trust is to ensure engagement until the age of 25 Partners: The National Autistic Society Bristol University Department of Experimental Psychology

38. Example – South Dartmoor Leading Practice Trust Raising standards by building on existing partnerships, the school’s strengths and sports specialism. Partners: Exeter University – strengthen teaching & learning; joint staff appointments and research projects Capita Children’s Services – management of information systems; student performance data; trials of new software TLO Ltd – practical strategies to support independent learning (‘Building Learning Power’ / work of Guy Claxton) E&JW Glendinning Ltd – support the sports specialism and governance

39. Example – The School Partnership Trust (Garforth Community College) 1 secondary and 4 primary schools – the trust will foster and strengthen collaboration, contribute to community cohesion, and raise standards through creating a wider range of opportunities. Partners: 4 Primary Schools – expertise in early & primary years; early intervention strategies; facilities & expertise for extended services Leeds Primary Care Trust – children’s health and welfare; expertise to deliver ECM; strategic partnerships to support families and young people; Trinity & all Saints HEI – deliver Foundation Degrees; alternative pathways 16-19; expertise in family, community and adult education

40. Example - Worle and Westhaven School The trust will raise standards, participation, motivation and achievement through personalising learning to meet the outcomes of Every Child Matters Partners: University of The West of England – staff training & accreditation; students as researchers; mentoring & guidance for school leaders ViTaL Partnerships – student learning ; empowering students; emotional & mental health issues; potential international research Human Givens Institute – access to psychological and neurological research N. Somerset Council – links with CYPS; access to quality services PCT – healthy behaviours; pupil achievement; social inclusion

41. Trust Schools - Issues Why should Business take over the School? The Trust membership is set by the pre-existing Governing Body Only those Partners selected by the school are Trustees The structure of the new governing body is agreed in the Articles. (Minority/Majority appointments The Governing Body are responsible for the management of the school as at present

42. Trust Schools - Issues Why should the Trust be able to dispose of any land? The school can seek to dispose of land but in most cases the permission of the Secretary of State is required. The LA may be granted a share of the funds raised. The Trust holds the land on behalf of the community in the same way as the Local Authority did and must act just as responsibly What is to stop the school becoming selective by the back door? The school can set the admission arrangements, but it has to act in accordance with the “School Admissions Code” and will not be allowed to introduce selection by ability.

43. Trust Schools - Issues What about the protection of Staff, pay, conditions etc? All staff are protected they will transfer under the provisions of the School Organisation (Prescribed Alterations to Maintained Schools)(England) Regulations 2007 ( Paragraphs 29 to 32 of Schedule 1) Teachers are employed under the School Teachers’ Pay and Conditions Support Staff terms and conditions are set by the Governors. Enables schools to address recruitment and retention. Pay has to be at least the National Agreement rates. Support staff at Trust schools are allowed to continue to be in the Local Government Pension Scheme (LGPS) if the local authority, with the consent of the school governing body, has by a statutory resolution specified them to be eligible to belong to the scheme.