1. Co-operative academy schools: a catalyst for change? Joanna Dennis Manchester Metropolitan University joanna.dennis@stu.mmu.ac.uk

2. PhD Research Project PhD partnership project between MMU and the Co- operative College Focusing on the growth of co-operative academy schools since 2010 Exploring the motivations of school leaders and the appetite of stakeholders to pursue this model in the present moment Interested in the role of ethos and ‘public character’ in a quasi-privatised system.

3. Research objectives: to provide an account of the factors that have created the conditions for the emergence of the model; to explore the motivations and expectations of schools and their communities as they adopt the model; to trace the development of co-operative practice as it is interpreted and embedded; to produce an affirming and useful account of how co- operation is working in the highly contested context of the academy school.

4. The Policy Context Radical reform project, international competition, neoliberal agenda (Fielding & Moss, 2011) Programme of privatisation and marketisation, with an increased role of philanthropy and business (Ball, 2013) The academy programme - ‘Independent state schools’ “It is our ambition that Academy Status should be the norm for all state schools, with all schools enjoying direct funding and full independence from central and local bureaucracy” The Importance of Teaching. Schools White Paper, 2010 DfE

5. Academy Schools Independent state schools – contractual funding agreement with central government Key concepts of ‘innovation’ and ‘autonomy’ as drivers of school improvement Increased autonomy – pay and conditions, curriculum, admissions, school day, financial freedoms. Accountable through direct and indirect processes of regulation e.g. Ofsted inspection framework; national league tables; student performance in nationally regulated exams; contract renewal on a seven year cycle

6. The state of things? Huge growth in academy numbers since 2010 (Dec 2014 there are 4344 – over half of all secondary schools) “forced academisation” Weakened public sector Mixed economy of schools and providers Concern over “democratic deficit” (Glatter, 2013) Priority of shareholder over stakeholder?

7. Co-operative Academy Schools There are currently 41 co- operative (convertor) academy schools in England A legal model which incorporates a co-operative values clause A governance structure which ensures the direct engagement of stakeholders through membership and forum

8. Tensions and contradictions… Defensive: “the least worst option” Critical: “It’s just privatisation by the nice guys” Anti-Academies Alliance Private/public Individual/community Market/state

9. What kind of academy is a co-operative academy? How do these schools create the conditions for values- based organization of work? – stakeholder participation and experience, admission, inclusion, employment, community collaboration and partnerships? How does a co-operative academy differ from a corporate academy? Local co-operation not faceless corporation? Innovative, positive alternative? A repositioning of ethos and ‘public character’?

10. Research agenda Contextual study of education reform – devolution of Local Authority involvement and evolution of the academy model – CTCs, Specialist Schools, City Academies Interviews with academy heads – all voices and perspectives are relevant as I try to develop and present a national picture The development of five anonymous case-study examples – short study visit, focus groups with stakeholders, interviews, observations etc.

11. Why research? The academy school is here to stay Huge structural changes – important to document Vital that new models and practices are explored Increased understanding of opportunities and challenges will lead to strength in the model and the network joanna.dennis@stu.mmu.ac.uk