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Models of leadership
- 1. Ankhara Lloyd -Hunte, Diversity and Equality Associate Models of Leadership
- 2. Overview • Leadership distinct from Management • Authentic Leadership • Leadership Structures
- 3. Leadership or Management? • What’s the difference between leadership and management?
- 4. Leadership Distinct from Management “Leadership is the ability to move the school forward whilst management is concerned with the procedures necessary to keep the school running” Dunford, Fawcett and Bennett (2000)
- 5. Leadership Distinct from Management “ Leadership is strategic and is about enabling particular personal attributes and behaviours to build followership within an organisation whilst management is more about technical activity and system maintenance, monitoring and evaluation.” Helen Gunther (2002)
- 6. John West-Burnham (1997) Leadership Management Developing the Vision Implementing the vision Strategic Issues Operational issues Transformations Transactions Ends Means People Systems Doing the Right Things Doing things Right
- 7. The Continuum of Leadership and Management Leadership is essentially about strategic activity Management is essentially about operational activity Effective leaders need to be good managers Effective managers need to be good leaders Leadership ManagementStrategic Activity Operational Activity AdministrationOperational Support Activity
- 8. Leadership and Management Framework Head Teacher Deputy Head teacher Assistant Head teacher Subject or Year Leader Subject/class teacher Strategic Activity - Leadership Level Operational Activity - Management
- 9. Leading, Managing and Administration Leading ( Strategy) Managing (Operations/organising) Administration (operational support) Leading the Development of a strategy and action plan for reducing bullying -Supporting the development of PHSE schemes of work -observing and assessing tutor time -implementation of action plan -monitoring and evaluating -Writing to Heads of Year about work during tutor time on anti-bullying -photocopying copies of the policy and distributing to staff -data analysis
- 10. The 8 Key Educational Leadership Tasks to establish an organisational culture built on love, trust and respect to establish and maintain shared values and principles to co-create a vision for excellence to build and develop a staff team fit for purpose to ensure the provision of adequate resources to establish and nurture a range of partnerships to sustain high levels of development, progress and achievement for all members of the school community to contribute to the local community
- 11. Authentic Genuine, wort hy of t rust , reliance or belief , of undisput ed origin
- 12. Authentic Leaders ..those who are deeply aware of how they think and behave and are perceived by others as being aware of their own and others’values/moral perspectives, knowledge, and strengths; aware of the context in which they operate; and who are confident, hopeful, optimistic, resilient, and of high moral character Avolio, Luthans and Walumbuwa 2004
- 14. Authentic Leadership: Background • Roots in dissatisfaction with corporate leadership late 1990s • Bill George • Bruce Avolio • William Gardner
- 15. Authentic Leadership Bill George Model
- 16. 4 Keys to Authentic Leadership 1. Know Self 2. Accept Self 3. Love Self 4. Empower Others
- 17. The Case for Authentic Leadership :Pupil Demographics Almost a quarter of state school pupils are from an ethnic minority (24.3%) Official statistics reveal that England's primary and secondary schools are becoming more diverse Jessica Shepherd education correspondent Wednesday 22 June 2011 15.26 BST guardian.com
- 19. Case Study You are preparing for an important meeting , day after next. You’ve kept your diary clear to ensure you can focus. In the evening you are meeting your family for dinner. The phone rings. It’s your deputy who, in tears, informs you from the local hospital ,that his son has just been diagnosed with stage four cancer. How might an authentic leader respond?
- 20. Why New Models • Shortage of headteachers and principals • Persistent shortages in faith schools, rural and costal areas • Wide variation in school performance in the same region • To address rising and falling school rolls • To achieve economies of scale • To improve school performance
- 21. • Single headship • Co-headship • Seconded headship • Executive Headteacher • Executive Deputy • Head of school • National Leader of Education (NLE) • Local Leader of Education (LLE) • Teaching School Head • Executive Principal Most common Leadership Models System Leaders
- 22. • Community Schools : Primary, Infants, Juniors, Nursery, Secondary, special School, all throughs • Grammar School • Pupil Referral Unit, Hospital School • Voluntary Aided School • Federated School • Stand Alone Academy (Convertor) • Multi Academy Trust/ Academy Chain • Free School • Studio School e.g. Kajan Studio School • University Technology College Most common School Structures
- 23. A Hard Federated School Model Some shared Staff
- 24. • Stand alone • Conversion • Sponsored • Multi-Academy Trusts • Umbrella Trusts Academies
- 25. • Academies Enterprise Trust • E-ACT ( now in difficulties) • Oasis • United Learning Trust • Ormiston Trust • School Partnership Trust • Kemnal Academies Trust • ARK School • Harris Federation Academies: The Big Players
- 26. “ARK Schools is a network of high-achieving, non- selective schools and one of the country’s top- performing academy groups. We run 27 academies in London, Birmingham, Portsmouth and Hastings, educating around 14,500 pupils. Thirteen out of the thirteen ARK academies so far inspected by Ofsted are rated good or outstanding. Our aim is to create outstanding schools that give every pupil, regardless of their background, the opportunity to go to university or pursue the career of their choice.” ARK
- 27. ARK Academy Year opened Final result previous school 2012 GCSE result % 5+A-C Inc Eng & Ma 2013 GCSE result % 5+A-C Inc Eng & Ma Change 2012 – 13 (percentage points) Burlington Danes 2006 31 66 77 +11 Walworth 2007 27 60 60 0 Evelyn Grace 2008 - - 58 - Globe 2008 26 45 52 +7 Charter 2009 21 48 68 +20 St Albans 2009 31 51 56 +5 Kings 2012 41 41 24 -17 Putney 2012 62 62 58 -4 ARK Network average 58 National Average all schools in England 2013 59
- 30. Newer Models • Frees Schools • University Technical Colleges • Studio Schools
- 31. Ankhara Lloyd-Hunte Email: ankhara.lloyd-hunte@education.gsi.gov.uk Mobile: 07972 207 527 Tel: 0208 657 2264 Great educational leadership, where ever and however it takes place, transforms the lives of children , families and communities ,for generations to come.
Notes de l'éditeur
- Whatever the type of leadership or whatever the context for leadership it is critical that leadership is being exercised by members of the SLT and most importantly the headteacher or Principal. Too often this important distinction is not acknowledged and deputies and AHTs not given sufficient non-contact time or the scope to truly lead.
- Great leaders are most certainly strategically focussed. However they rarely delegate 100% of monitoring and evaluation. It can make a huge difference to performance when staff know the head will personally check and review!
- Heads and principals are ideally 90% strategic – only in very small schools ( e.g. schools with less than 50 pupils) with very few senior leaders and teachers should it be higher. In many schools Deputy heads and assistant heads are very close in their level of strategic operation. Non teaching deputies will be closer to the head teacher’s level of strategic ooperation. As a class or subject teacher, the level of strategic operation can be increased by volunteering to take on a strategic role such as some whole school data analysis and an acommpanying action plan or leading a strand of the work of a whole school working party. This will increase the strength of any subsequent applications for promotion.
- Staff shortages often result in AHTs and Deputies doing too much adminstration. A certain level is of course necessary but ideally it will be minimal for senior leaders. Class teachers without TA support can also do too much adminstration. More schools now are employing data managers who are not teachers and see the teacher’s job as not to analyse the data but create and implement intervention strategies in response too the data analysis.
- Too little focus on setting the tone and insisting on respect and trust – where there is no genuine love and care, massive levels of progress, development and achievement, especially for the most vulnerable pupils in the sytem can’t happen – pupils who don’t immediately appear to fit into the group likely to score highly on SATs and GCSEs become an inconvenience – “troublesome year 11 pupils” find themselves regularly on study leave to by pass official exclusion channels ; schools find reasons not to take on pupils with EAL in year 10, counselling and mentoring support is thin on the ground or poor quality, SLT members compete rather than support and collaborate and look for the easiest options etc Too few person specs and selection proceedures are focussed on assessing the values of applicants Too many school leaders who still talk of “my vision” as opposed to “our vision” - governors , pupils, parents and community need to be involved in creating the vision if it is to be owned and championed Excellence is beyond outstanding – not just about the pupils and their progress, development and achievement but the whole school community Parents are the most important partners – also local businesses, universities etc
- Many policitians like Thatcher are driven by an ideology e.g. capitalism – hers born out of being a political shop-keeper’s daughter – but not necessarily moral purpose which applies to their personal AND professional lives. Those of the likes of Steve Biko, Angela Davis and Harriet Tubman were outlawed at different times and risked their lives for the greater good. This type of profoundly self-less leadership is sorely missing in the modern era. Behenzir Bhutto India’s only female leader – daughter of Nehru Jawaharlal Nehru 14 November 1889 – 27 May 1964) was the first Prime Minister of India Steve Biko 1946-1977 Whilst at medical school Biko became involved with the National Union of South African Students (NUSAS). But the union was dominated by white liberals and failed to represent the needs of black students, so Biko resigned in 1969 and founded the South African Students' Organisation(SASO). SASO was involved in providing legal aid and medical clinics, as well as helping to develop cottage industries for disadvantaged black communities.In 1972 Biko was one of the founders of the Black Peoples Convention (BPC) working on social upliftment projects around Durban. The BPC effectively brought together roughly 70 differentblack consciousness groups and associations, such as the South African Student's Movement (SASM), which played a significant role in the 1976 uprisings, the National Association of Youth Organisations, and the Black Workers Project which supported black workers whose unions were not recognized under the Apartheid regime. Biko was elected as the first president of the BPC and was promptly expelled from medical school. He started working full time for the Black Community Programme (BCP) in Durban which he also helped found. He was constantly harrassed by the Apartheid governement and was murdered in police custody dying from head injuries Indhira Ghandi Mahatma Ghandi Born on October 2, 1869, in Porbandar, India, Mahatma Gandhi studied law and came to advocate for the rights of Indians, both at home and in South Africa. Ghandi however did not lobby for the rights of Africans in their own country. Gandhi became a leader of India's independence movement, organizing boycotts against British institutions in peaceful forms of civil disobedience. He was killed by a fanatic in 1948. Margaret Thatcher 1925-2013 - as the Prime Minister of the United Kingdom from 1979 to 1990 ( 3 terms) and the Leader of the Conservative Party from 1975 to 1990. Kwame Nkhruma 1909-1972 Ghana’s first leader and Prime Minister was Kwame Nkrumah of the Convention People's Party (CPP). He held that post from the date of Ghanaian independence – 6 March 1957 to 1 July 1960, when a new constitution came into effect that abolished the position. Nkrumah became President of the Republic, but was later overthrown in a 1966 military coup.When Ghana returned to civilian rule in 1969, the parliamentary system was restored. The Progress Party (PP), led by Kofi Abrefa Busia, won parliamentary elections and he became Prime Minister on 1 October 1969. Busia's government was deposed in a military coup on 13 January 1972. Angela Davis Aung San Suu Kyi b. 1945 Aung San Suu Kyi returned to Burma in 1988, after years living and studying abroad, only to find widespread slaughter of protesters rallying against the brutal rule of dictator U Ne Win. She spoke out against him and initiated a nonviolent movement toward achieving democracy and human rights. In 1989, the government placed Suu Kyi under house arrest, and she spent 15 of the next 21 years in custody. In 1991, her ongoing efforts won her the Nobel Prize for Peace, and she was finally released from house arrest in November 2010.returned to Burma in 1988, after years living and studying abroad, only to find widespread slaughter of protesters rallying against the brutal rule of dictator U Ne Win. She spoke out against him and initiated a nonviolent movement toward achieving democracy and human rights. In 1989, the government placed Suu Kyi under house arrest, and she spent 15 of the next 21 years in custody. In 1991, her ongoing efforts won her the Nobel Prize for Peace, and she was finally released from house arrest in November 2010. Bill Clinton Harriet Tubman Harriet ( maiden name Ross) was born into slavery in 1819 or 1820, in Dorchester County, Maryland. At the age of 12 she was seriously injured by a blow to the head, inflicted by a white overseer for refusing to assist in tying up a man who had attempted escape. At the age of 25, she married John Tubman, a free African American. Five years later, fearing she would be sold South, she made her escape. Tubman was given a piece of paper by a white neighbour with two names, and told how to find the first house on her path to freedom. At the first house she was put into a wagon, covered with a sack, and driven to her next destination. Following the route to Pennsylvania, she initially settled in Philadelphia, where she met William Still, the Philadelphia Stationmaster on the Underground Railroad. With the assistance of Still, and other members of the Philadelphia Anti-Slavery Society, she learned about the workings of the UGRR.In 1851 she began relocating members of her family to St. Catharines, (Ontario) Canada Weste she worked at various activities to save to finance her activities as a Conductor on the UGRR, and attended the Salem Chapel BME Church on Geneva Street.After freeing herself from slavery, Harriet Tubman returned to Maryland to rescue other members of her family. In all she is believed to have conducted approximately 300 persons to freedom in the North. The tales of her exploits reveal her highly spiritual nature, as well as a grim determination to protect her charges and those who aided them. She always expressed confidence that God would aid her efforts, and threatened to shoot any of her charges who thought to turn back. At one time she had a bounty of $40,000 dollars on her head!
- Purpose What is your life’s work? Why do you want to lead? How will being a school leader align you with your purpose? Values – what is of great importance to you personally and professionally – does your work allow you to align with your values? Relationship – focus is on people and building deep and meaningful relationships – really caring about staff, children and families Self-discipline – this enables follow through and consistency – your word is your bond – you keep your promises and can be trusted to do so Heart – love and care is at the heart of all action – you let staff know they are valued not just a worker – you are passionate about your ideals and compassionate in your dealing with others
- Know self intimately deeply – know strengths and areas for developments, preferences, fears, dreams – what makes you truly happy Accept Self – embraces shadows and the light – give up shame – accept we are all on a journey – all is perfect Love Self- celebrate and cherish all that you are – take care of self – protect self from hurt – refuse to accept ANY form of abuse – treasure yourself deeply Empower others – enable others to be their best self with care, attention, opportunities s for training and development
- Almost a quarter of state school pupils are from an ethnic minority Official statistics from 2011 reveal that England's primary and secondary schools are becoming more diverse Some 24.3% of pupils in state primaries and secondaries are from an ethnic minority. Five years ago, the proportion was 19.8%. In many inner London boroughs the average is 66%. It is no longer unusual for a school in a urban area to have 80% of its pupils from a BME background. Those from BME communities are disproportionately represented in the most economically deprived areas of England and over-represented in mental instutions and prisons. Those school leaders from BME communities who have lived the struggles of the communities served are uniquely placed to address the challenges. Schools with high proportions of children from BME backgrounds, need courageous, confident and committed school leaders from BME backgrounds who are comfortable in their own skin and driven by a powerful sense of moral purpose. Such leaders have the capacity to overturn out-moded and ineffective systems and replace them with systems and processes fit for purpose. In their schools there are no sacred grails or holy cows – everything is up for re-negotiation to ensure that the highest levels of pupil development, progress and achievement are possible e.g. in one outstanding school in Tower Hamlets, with high proportions of pupils with EAL, SEN and disabilities year 7 pupils have reading lessons in science and maths - not just English! All pupils make outstanding progress.
- A values centred model of authentic leadership At centre love for self and others born of a powerful identity – can be hard for people of Afrikan ascent to love selves and each other – legacy of 1000 years of raids, destruction, enslavement, divide and rule, colonisation – lighter skinned favoured over darker skinned – skin bleaching products still sell well in Black and Asian communities- must love ourselves before we can genuinely enable children from African A-Caribbean and Asian communities to love self – self love and high self-esteem root of confidence – OUR NO 1 ISSUE – biggest barrier to promotion – next isolation COURAGE to make those hard decisions for the greater good INTEGRITY so greatest good always comes before personal self internest HUMILITY – so we never forget where we’ve dome from – whose shoulders we humbly stand on and to be able to say I’m sorry I got that wrong and what do you think? CALMNESS – so in the eye of the storm, the furnace of injustice the devastation of false accusation, hurt of criticism for its own sake we remain level headed and clear MORAL PURPOSE – we do what we do how we do it to make things better, fairer – so more have the opportunities we’ve had – more families have better futures
- The authentic leader would stop, go to the hospital and be there to support the deputy. A phone call would not be enough. They would expect their own family to understand and reschedule the following day to create preparation time. They would be compassionate and support compassionate leave as necessary and make allowances for their performance and put support in place over the next few weeks as they adjust to the news.
- 2012 figures BME Heads
- Single Headship – one head, of one school with one governing body Co-headship – two heads who share the role – one school - one governing body – can be 50/50 or 60/40 don’t have to be paid the same – agreements regarding where are disagreements or one resigns etc – distinct advantages for stress and work-life balance – Seconded – you leave your substantive post for a fixed period to lead another school Executive – you are the head for more than one school – each school may have own or one governing body Executive Deputy – you are deputy for more than one school Head of school – you are accountable to an executive head – you run school on day-to-day basis Principal – you are head of an academy Executive Principal – you are head of a group of academies Teaching School Head – you are head of a school which is a teaching school and leads a teaching school alliance – the alliance is funded to support the improvement of all the schools in its teaching school alliance via collaborative activity and provide local initial teacher education/trining. System leaders are those heads and principals who lead beyond their own school
- Community Schools Local authority employs staff – vast majority of schools (24,000) in England are community schools – this number is decreasing with rise of academies but number of academies in 2014 relataively small at , approximately 3,850 Foundation Schools Governing Body employs staff – bit like foundation controlled in that land can be owned by a trust but full funding from the LA – only around 2% schools are foundation schools Grammar Schools Today, "grammar school" commonly refers to one of the remaining fully selective state-funded schools in England and Northern Ireland. Under the Labour government's School Standards and Framework Act 1998, grammar schools were for the first time to be designated by statutory instrumentThe Act also defined a procedure by which local communities could petition for a ballot for an end to selection at schools.[26][27] There are still 164 state-run grammar schools in existence. Voluntary aided schools Voluntary aided schools are usually called religious schools or faith schools. In a voluntary aided school:- the land and buildings are normally owned by a charity, often a religious organisation such as a church, but the governing body is responsible for running the school the school is funded partly by the local education authority (Education and Library Board in Northern Ireland), partly by the governing body and partly by the charity the governing body employs the staff the local education authority provides support services the pupils have to follow the national curriculum the admissions policy is determined and administered by the governors in consultation with the local education authority and other relevant schools in the area. Voluntary aided schools are a kind of "maintained school", meaning that they receive all their running costs from central government via the local authority. They do not charge fees to students, although parents are usually encouraged to pay a voluntary contribution towards the schools' maintenance funds.[13] [14] [15] [16] [17] In contrast to other types of maintained school, only 90% of the capital costs of a voluntary aided school are met by government. The foundation contributes the remaining 10% of the capital costs, and many VA schools belong to Diocesan Maintenance Schemes to help them to manage those costs.[18] [19] [20] The foundation usually owns the school's land and buildings, although there are instances where VA schools use Local Authority land and buildings.[21] The foundation appoints a majority of the school governors. The governing body runs the school, employs the staff and decides the school's admission arrangements, subject to rules imposed by central government. Pupils follow the National Curriculum, except that faith schools may teach Religious Education according to their own faith Within the maintained sector in England, approximately 22% of primary schools and 17% of secondary schools are voluntary aided, including all of the Roman Catholic schools and the schools of non-Christian faiths. Almost all voluntary aided primary schools and 93% of voluntary aided secondary schools are linked to a religious body, usually either the Church of England or the Catholic Church, with a minority of other faiths. Voluntary controlled schools are funded 100% by the state with the religious body owning the land the school is on and sometimes the buildings. Free schools Free schools are funded by the government but aren’t run by the local council. They have more control over how they do things. They’re ‘all-ability’ schools, so can’t use academic selection processes like a grammar school. Free schools can: set their own pay and conditions for staff change the length of school terms and the school day They don’t have to follow the national curriculum. Who can set up free schools Free schools are run on a not-for-profit basis and can be set up by groups like: charities universities independent schools community and faith groups teachers parents businesses Many types of free school University technical colleges University technical colleges specialise in subjects like engineering and construction - and teach these subjects along with business skills and using IT. Pupils study academic subjects as well as practical subjects leading to technical qualifications. The curriculum is designed by the university and employers, who also provide work experience for students.University technical colleges are sponsored by:universities,employers and further education colleges Studio schools Studio schools are small schools - usually with around 300 pupils - delivering mainstream qualifications through project-based learning. This means working in realistic situations as well as learning academic subjects. Students work with local employers and a personal coach, and follow a curriculum designed to give them the skills and qualifications they need in work, or to take up further education. An existing school cannot convert to a Studio School, but can choose to sponsor a new one. Studio Schools are a new type of small state schools for 14-19 year olds. They typically have around 300 places. Studio Schools are designed to be comprehensive in ability ranges, but are aimed at those who will achieve their full potential through project based leaning. All Studio Schools will provide the National Curriculum with particular emphasis on English, maths and double science. Post-GCSE qualifications will be determined by each Studio School. Employability skills will be developed both through project based learning and paid work placements. University Technical Colleges (UTC) Like Studio Schools, an existing school cannot convert to a UTC but can choose to sponsor one. University Technical Colleges are also a new concept in education. They offer 14-19 year olds the opportunity to take a highly regarded, full time, technically-orientated course of study. UTCs are set up as academies with the same powers as Free Schools. Proposals are judged against a set of criteria, which can be found of the Department for Education website. They are equipped to the highest standard, sponsored by a university and offer clear progressions routes into higher education or further learning in work. Students combine hand and mind to learn in a very practical way, integrating the National Curriculum requirements with the technical and vocational elements. The college ethos and curriculum is heavily influenced by local and national employers who also provide support and work experience for students.
- Hard Federation Formal legally binding written arrangement whereby two or more schools and or children’s centres/ext services work together under single governing body arrangement One executive head with heads of school or managers in each school most common BUT can have single governing body and each school with its own headteacher Some shared staff - commonly support staff and curriculum leaders e.g. IT and science technicians, Lead Science teacher Schools keep individual budget share Federations are established using Federation Regulations made under Section 24 of the Education Act 2002. All schools share common goals through SLA and protocol; having a single governing body allows for efficient, streamlined decision-making in all areas. No common budget(technically), but whilst each school receives and must account for its own separate budget, there is considerable scope, through the single governing body, to use the pooled budgets across the schools in the Federation. MAIN BENEFITS -for smaller schools increased opps for training, promotion and development with access to other schools -for isolated rural schools formal partnerships -shared resources e.g. Business Manager ( individually none could perhaps afford – can offer v good salary) -greater buying power Soft federation Non-statutory – schools can set up soft Federations without having to follow regulations. Each school has its own governing body, with representatives on a joint strategic committee that meets. All schools share common goals; joint committee recommendations, but it is up to the individual governing bodies to authorise decisions/ plans. No, but it could make budgetary recommendations for the group which in turn would have to be approved by each individual school’s governing body. Soft Governance Federation Statutory – soft governance Federations are established using Collaboration Regulations made under Section 26 of the Education Act 2002. Each school has its own governing body, with representation and delegated powers on a joint governance/ strategic committee. All schools share common goals through the Service Level Agreement (SLA) and protocol; Joint committee can make joint decisions/ recommendations in specified agreed areas, but not all. No common budget, but if the joint/strategic committee has budgetary powers delegated to it, it can make prompt budgetary decisions on behalf of schools in the Federation.
- Academies are publicly funded independent schools. Academies don’t have to follow the entire national curriculum and can set their own term times. They still have to follow the same rules on admissions, special educational needs and exclusions as other state schools. Academies get money direct from the government, not the local council. They’re run by an academy trust which employs the staff. Some academies have sponsors such as businesses, universities, other schools, faith groups or voluntary groups. Sponsors are responsible for improving the performance of their schools.
- Academies are publicly funded independent schools. Academies don’t have to follow the entire national curriculum and can set their own term times. They still have to follow the same rules on admissions, special educational needs and exclusions as other state schools. Academies get money direct from the government, not the local council. They’re run by an academy trust which employs the staff. Some academies have sponsors such as businesses, universities, other schools, faith groups or voluntary groups. Sponsors are responsible for improving the performance of their schools.
- Statement taken from their website
- Very mixed result~Globe five years later and still below National Average Kings 17% below results before becoming part of Ark group! Burlington Danes oldest Academy – 7 years later is the only high performing academy Charter also made vg improvement Actually below national average for all schools in England Have academy freedoms made a huge difference for all the academies in the ARK group? Without control groups its difficult to say if over time these results would have happened anyway! There may well be contextual issues which mean some of the schools would perform better as academies and some not.
- Multi-Academy Trust Under this model, academies form a single multi-academy trust which has overall responsibility for all the schools in the group. The Secretary of State will sign a master funding agreement with the new academy trust, and supplemental funding agreements (with that academy trust) for each individual school within it. Each school can still have its own governing body and be represented on the board of the multi-academy trust. The governing bodies of the individual schools will operate subject to delegation to them of powers from, and control by, the multi-academy trust. Academies are established in a way that is intended to be "creative" and "innovative" in order to give them the freedoms considered necessary to deal with the long-term issues they are intended to solve. Each academy has a private sponsor who can be an individual (such as Sir David Garrard, who sponsors Business Academy Bexley) or an organisation (such as the United Learning Trust or KPMG). These sponsors are intended to bring "qualities of success" to academies, again to help them change the long-term trend of failure in the schools they replace (known as predecessor schools). In return for an investment of 10% of the academy's capital costs (up to a maximum of £2m), the sponsor is able to influence the process of establishing the school, including its curriculum, ethos, specialism and building (if a new one is being built). The average cost to build a new academy is estimated at £25K. The Department has recently become more flexible about the requirement for this financial investment in a move to encourage successful existing schools and charities to become sponsors. The sponsor also has the power to appoint governors to the academy's governing body. Academies typically replace one or more existing schools, but some are newly established. The remainder of the capital and running costs are met by the state in the usual way for UK state schools through grants funded by the local authority. Academies are expected to follow a broad and balanced curriculum but with a particular focus on one or more areas. Current specialisms include science; arts; business and enterprise; computing; engineering; maths and computing; modern foreign languages; performing arts; sport; and technology.[ Academies can select up to 10% of pupils by aptitude for the school's specialism in a way similar to specialist schools. Although academies are required to follow the national curriculum in the core subjects of maths, English and science,they are otherwise free to innovate, although they still participate in the same Key Stage 3 and GCSE exams as other English schools (which effectively means they teach a curriculum very similar to maintained schools, with small variations). In terms of their governance, academies are established as companies limited by guarantee with a governing body that acts as a Trust. The governors also act as the Trust's Board of Directors (they are legally, but not financially, accountable for the operation of the academy). The Trust serves as the legal entity which the school is part of, and the governing body the strategic direction for the academy. For many academies the majority of their governors are appointed by the Trust with some locally elected parent governors . The Chair in particular is often appointed by the Trust.
- With Umbrella Trusts, an overarching trust has overall responsibility for the performance of the academies and or schools An umbrella trust differs from a multi-academy trust (MAT) in that each of the academies in the group has its own funding agreement and articles of association with the Secretary of State. MATs can also come under an umbrella trust. Umbrella trusts can choose how much control they exert over each academy trust under the umbrella. Schools applying to become an academy as part of an umbrella trust do not have to have worked together or be in a federation before applying. The DfE states, "each application will be considered on its merits, and the Secretary of State will only approve those where he is satisfied the schools have the capacity to enjoy academy freedoms, and where there are mechanisms in place to help weaker schools in the chain improve." Where a school is in difficulty the academy trust can appoint its own governors to the school ( or academy) What are the potential benefits? Individual academies retain the autonomy of having their own academy trust and directly accountable governing body. The umbrella trust creates a structure that enables shared strategic governance, collaboration and procurement of services. It is a useful model if schools of mixed categories (such as community, voluntary-aided and voluntary-controlled schools) wish to collaborate because it allows single academy trusts to continue to have representation from the church or other foundation bodies as was the case when they were maintained schools. It may also be an effective model for primaries wishing to formalise relationships with secondary schools. The primaries would retain individual characteristics and values but benefit from shared resources which the secondary academy can offer. Can benefit from formal partnerships without becoming an academy Considerable purchasing power for key services
- Free schools Free schools are funded by the government but aren’t run by the local council. They have more control over how they do things. They’re ‘all-ability’ schools, so can’t use academic selection processes like a grammar school. Free schools can: set their own pay and conditions for staff change the length of school terms and the school day They don’t have to follow the national curriculum. Who can set up free schools Free schools are run on a not-for-profit basis and can be set up by groups like: charities universities independent schools community and faith groups teachers parents businesses Types of free school University technical colleges University technical colleges specialise in subjects like engineering and construction - and teach these subjects along with business skills and using IT. Pupils study academic subjects as well as practical subjects leading to technical qualifications. The curriculum is designed by the university and employers, who also provide work experience for students. University technical colleges are sponsored by: universities employers further education colleges Studio schools Studio schools are small schools - usually with around 300 pupils - delivering mainstream qualifications through project-based learning. This means working in realistic situations as well as learning academic subjects. Students work with local employers and a personal coach, and follow a curriculum designed to give them the skills and qualifications they need in work, or to take up further education. An existing school cannot convert to a Studio School, but can choose to sponsor a new one. Studio Schools are a new type of small state schools for 14-19 year olds. They typically have around 300 places. Studio Schools are designed to be comprehensive in ability ranges, but are aimed at those who will achieve their full potential through project based leaning. All Studio Schools will provide the National Curriculum with particular emphasis on English, maths and double science. Post-GCSE qualifications will be determined by each Studio School. Employability skills will be developed both through project based learning and paid work placements. University Technical Colleges (UTC) Like Studio Schools, an existing school cannot convert to a UTC but can choose to sponsor one. University Technical Colleges are also a new concept in education. They offer 14-19 year olds the opportunity to take a highly regarded, full time, technically-orientated course of study. UTCs are set up as academies with the same powers as Free Schools. Proposals are judged against a set of criteria, which can be found of the Department for Education website. They are equipped to the highest standard, sponsored by a university and offer clear progressions routes into higher education or further learning in work. Students combine hand and mind to learn in a very practical way, integrating the National Curriculum requirements with the technical and vocational elements. The college ethos and curriculum is heavily influenced by local and national employers who also provide support and work experience for students.