DfE wanted a way to promote Academy status to heads without preaching. I created a talking heads publication in which eight head teachers discuss in their own words how they converted to Academy status, the benefits and obstacles they found and how to overcome them.

1. ‘‘
‘‘
Becoming an Academy
Heads of converted schools
talk about how they made
the change

2. www.education.gov.uk/academies Becoming an Academy | 2
Heads up Contents
Changing the status of your school is a big step, 4 The decision to convert
especially when it involves extra responsibility. Why we applied for Academy status
But the gains can be great, including control over What it’s done for my school
your budget, curriculum and even the school year. What to consider before applying
We’ve talked to head teachers whose schools have
converted to Academy status about what it meant 9 The conversion process
for them. Why did they decide to convert? How did How we consulted staff, parents and governors
they manage the process and cope with everything How we managed the conversion process
from legal paperwork to new funding arrangements? How we managed our new funding arrangements
How did they consult with staff and parents? And
what’s their relationship with their local authority 12 Working relationships
like after the move? Our relationship with the local authority
How we support other schools
The support we received from DfE

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Meet the heads
Name: Helen Hyde
School: Watford Grammar School for Girls
Name: Jonathan Bishop Type: Secondary
School: Broadclyst Academy Primary School, Previous status: Voluntary-aided
near Exeter Size: 1,260 pupils
Previous status: Primary community school
Size: 420 pupils
Name: Mike Sandeman
Name: Kevin Eveleigh OBE School: Arthur Mellows Village College,
School: Barnby Road School, Newark Peterborough
Type: Primary Type: Secondary with sixth form
Previous status: Primary community school Previous status: Foundation school
Size: 430 pupils Size: 1,555 pupils
Name: Paul Gazzard Name: Ian Widdows (deputy head)
School: St Buryan Academy Primary School, School: Giles Academy, near Boston, Lincs
Cornwall Type: Secondary (11–18)
Previous status: Foundation school Previous status: Foundation school
Size: 122 pupils (Secondary modern)
Size: 1,030 pupils
Name: Lesley Grace
School: Seaton Academy, Cumbria Name: Alan Yellup
Type: Primary (3–7) School: Wakefield City Academy
Previous status: Part-maintained Type: Secondary
Size: 224 pupils Previous status: Foundation school
Size: 720 pupils

4. www.education.gov.uk/academies Becoming an Academy | 4
The decision to convert
Converting to Academy status is improve pay and conditions for our staff
without having to answer for why we’ve
a big move for any school. Here,
done it.
heads discuss how they came to
Helen Hyde: It’s also about the ability to
their decision, the benefits for be able to do things more quickly without
waiting for approval – for example, we can
their schools and what you should
appoint someone and issue contracts on
consider before converting. the same day.
KE: On a purely practical note, we had
Why we applied for to find better value because we had just
Academy status paid to have three new classrooms built
and couldn’t afford to buy all of the local
Kevin Eveleigh: For us, it was about authority services we had used previously.
autonomy. We wanted to focus on our We also wanted to protect our staffing,
own school initiatives and those didn’t particularly a team of brilliant teaching
always marry effectively with local assistants.
authority priorities.
Mike Sandeman: Schools that do well,
Jonathan Bishop: That was our main reason like ours, can get overlooked in funding
too. We were developing a personalised discussions. Because we are not problematic
curriculum that suited the needs of our and seem to be doing OK, resources
pupils, while our local authority had more of are pumped elsewhere. We suffered
a one-size-fits-all approach. Academy status underfunding over a long period and
allows us to be innovative without having to Academy status allowed us to take control,
justify what we’re doing at every stage. and hopefully make the right decisions.
Alan Yellup: There’s no one-size-fits- AY: We’re in a challenging area, so every
all in education. For us, the freedom to penny of resource is important to us
personalise the curriculum around pupils to make a difference for our pupils.
to keep them engaged with education was Academy status enables us to put the
crucial. We also wanted the freedom to money where it suits our needs. 

5. Q
www.education.gov.uk/academies Becoming an Academy | 5
‘‘
‘‘ Do schools need to consult
before converting?
Yes, you are required to carry out a
consultation to ask if the school should
become an Academy. There are many
different ways in which this can be done
in order to give interested parties a chance
to respond and ask questions. Examples
KE: It’s not new or extra money.
It’s just our existing allocation but
What it’s done for can be found in the conversion guide
(available on the DfE website).
coming straight to us. I felt if we could my school
manage that money and get a better deal
JB: We are saving a lot of money – for
for our children, we should. We are not a rich
example, our new payroll system costs half Can teachers’ pay and conditions
area or a wealthy catchment, far from it.
what the local authority charged. We can be changed?
Lesley Grace: We already managed a lot of plough that money back into teaching.
When a school converts, staff are entitled
our own budget – Cumbria allows all schools
KE: That’s right. We have more control over to transfer under the same employment
to do this – but we were still spending too
the allocation of our resources to meet our terms and conditions. However, once open,
much time focused on compliance with local
own needs. So, not only do we not have you may consult with staff and their union
authority initiatives that weren’t necessary
to lay off any teaching assistants, we have representatives on possible changes; for
or relevant.
employed an extra teacher and I’ve been example, this could be over different term
Ian Widdows: We wanted an extension able to promote our secretary to become a times or the length of the school day. 
to the freedoms we already had as a business manager, freeing up my time from
foundation school and we liked the idea office work.
of having a direct link to the DfE without
Paul Gazzard: We’ve been able to appoint
having to first work through the local
an extra teacher and set up an extra class.
authority.
As a result all our classes – which used to
MS: Yes. We were also a Foundation school, be about 28 pupils each – are now reduced
so we were used to making decisions on to an average of 20. Every class now has
outsourcing services. Becoming an Academy a full time teaching assistant, which was
was a natural progression. previously not the case. 

6. Q
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AY: Pupil welfare is very important in our How will the role of governors change
inner city school. Having control of all our “We are free to innovate if we became an Academy?
resources means we can hire a dedicated
The principles of governance are the same
staff member who will be on site every and develop systems in Academies as in maintained schools but
day and go out and meet families and
the governing body has greater autonomy.
support parents. and procedures that are
On converting to an Academy, the
KE: We’ve also bought £4,000 of instruments
to expand music provision and improved
appropriate to the needs current governing body establishes an
Academy Trust – a charitable company
our CPD programme for staff. As well as that,
we have financial certainty. We know our
of the school.” limited by guarantee responsible for the
strategic oversight of the Academy, with
budget well in advance from September to Helen Hyde, Watford Grammar
control over the school’s land and other
July and it matches our Improvement Plan.
School for Girls assets. The responsibilities will be similar
LG: School governance has improved – we to those in most maintained schools.
have no big committees any more, each of
AY: While focusing on the core subjects, we The governing body can continue to
our trustees has responsibility for specific
can also personalise the curriculum to meet delegate functions to committees, the
tasks and areas of work. Decision making
the individual needs of pupils. For example, principal or any other holder of an
is easier and more accountable.
if a pupil wants to do three sciences at GCSE executive office. The governing body
HH: It’s put the “fun” back into education instead of one, we can do that. can also buy in additional skills and
for us. We are free to innovate and develop services such as HR support or training
JB: An important freedom for us is being
systems and procedures that are appropriate for governors.
able to develop projects in collaboration
to the needs of the school without going to
with other schools and high profile Governors should not get involved in the
the LEA for approval.
corporate partners. This includes an ICT day-to-day management of the school. 
project that will enable our students to
continue their learning at home in new
and exciting ways. 

7. Q
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What does the conversion
process involve?
The conversion process has been made
as simple as possible. The key steps are
explained in our conversion guide (available
on the website). This process differs slightly
‘‘
according to the type of school and who
owns the buildings and land.
‘‘ What to consider
before applying
As a minimum, you must:
• create a company by registering your
Trust with Companies House;
• establish a new bank account for the
PG: The biggest thing you need is Trust, so that the Academy can receive
confidence. It is imperative that the funding; and
governing body has this. There must be • transfer, renew, purchase or procure
HH: We value the flexibility to procure locally confidence that the senior management new contracts, service level agreements,
and get best value. If we need a building can deliver an improvement to the licences and insurance, as appropriate.
repair, it’s done within hours. A tender for present curriculum, and benefit Schools can seek further assistance from
bigger jobs can be in place in days. the school financially. their named contact in the Department.
We can also choose to join community
IW: Yes. You need to be sure of your reasons
partnerships that bring real value to our
for changing and how that comes out of the
students and local schools and not join Are there financial rules that
aims of the school – and communicate this
talking shops that have no real benefit. academies must adhere to?
clearly to all your stakeholders.
KE: I agree. I like being able to choose the The Academies Financial Handbook (2006)
MS: Academy status does mean more sets out guidelines for Academy financial
education initiatives I want to get involved
responsibility and accountability falls on arrangements. The current version is
in and can ignore those that aren’t relevant.
you. You have to be sure this is what you available online from the publications section
All my meetings are about the school I work
want and make the call with your senior of the Young People’s Learning Agency’s
in and the children I know.
team and colleagues.  (YPLA’s) website at www.ypla.gov.uk 

8. Q
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JB: I agree. However, I wouldn’t be overawed HH: Communication is vital – you need Do we cover the full cost of the
by people telling you what you need to to talk to your staff regularly throughout, conversion to an Academy?
convert. They’re probably trying to sell their making sure their questions are answered.
DfE will pay a flat-rate grant of £25,000
services. You don’t need a detailed business
AY: That’s right. Establish an open and to the school’s bank account. This is a
plan or the services of a large accountancy
honest process and think about how you will contribution to the cost and you are
firm. A good solicitor will guide you through
consult your staff, parents and stakeholders, expected to make up any remaining
the whole process. You do need to allow
including the unions – invite them into the costs, but this can be kept to a minimum
time – at least three months – and staff to
process rather than trying to block them out. if carefully managed. We have also
help you gather the required information
produced model legal documentation
and process the paperwork. IW: Consider the timing of your conversion
(available on the website) which can
carefully, so you don’t have too much to do
AY: You need to allow enough time and help to reduce legal costs.
over any holiday period, when many people
resource – there is a lot of documentation
are unavailable. In exceptional circumstances – for example,
and it’s too much for any one person to deal
if you are involved in a PFI contract and need
with. My advice to any head would be to AY: Know the facts and be prepared
additional legal advice – more support can
delegate responsibility. to counter the mythology surrounding
be agreed.
Academies. There were all sorts of scare
KE: Also consider whether you need to
stories circulating here – for example,
provide office cover if your existing office
that teachers would be forced to teach at
staff are tied up with the paperwork. How will ownership of the land work
other schools and that trustees would be
I would recommend visiting a school that if we become an Academy?
personally liable for the school’s finances,
has converted in your area and seeing
none of which had any basis in fact. In most cases Academies will take a long
how they managed the process.
lease (125 years) on the public land from the
JB: And be prepared that the work doesn’t
LG: Appoint good solicitors early in the freeholder. In the case of private land, the
end when you open as an Academy. You will
process – they will guide you through all the owner and the Academy Trust need to reach
need to put in a lot of effort once you have
technical and contractual work. And make an agreement. This could be via an informal
converted in setting up new systems and
sure your staff contracts and job descriptions agreement or via a lease arrangement
negotiating with suppliers and generally
are up to date and complete ready for similar to the one above. A model funding
bedding in all the new arrangements. 
transfer and that your suppliers are notified agreement and lease documents can be
of your change of name. viewed on our website. (Continued on p10) 

9. www.education.gov.uk/academies Becoming an Academy | 9
The conversion process
Once you’ve decided to go for KE: In our case, we talked to the senior
leadership team first to test the water and
Academy status, what next?
talked to staff before we announced any
Here, heads share their experiences plans. Then we asked the governors to look
at it, inviting each of them to give their
of the conversion process, from
honest opinion in a special meeting –
consulting staff and parents before we put it to a vote.
to working out their funding LG: We talked to staff first. They were fully
on board in seeing the benefits of greater
allocation.
financial and operational freedom – we
answered all the questions they had about
How we consulted staff, TUPE and reassured them that their pay and
parents and governors conditions would not be affected.
MS: Our staff liked the fact that having full
PG: We started off by talking to the senior
control of our own budgets would free
governors who helped us reassure staff
up extra resource and actually protect us
that they would be paid according to the
against future cuts.
national pay scale without any changes to
their conditions of service or pensions. HH: We faced strong resistance from the
Once staff were reassured about their pay unions, especially over TUPE, but by having
and conditions, they were very keen to have open channels of communication we were
the extra freedom. We sat down with them able to keep staff on board and gain their
in a big meeting where everyone was able to support for change.
say their piece. We also spoke to the pupils
LG: It’s important to include the unions – for
and assured them that the changes would
example, GMB asked if they could come in
not affect them at all, except in positive ways,
to talk to staff, so we made a room available
such as more resources and smaller classes.
even though we have no GMB members. 

10. ‘‘ Q
‘‘
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(Continued from p8)
We expect most schools to convert with
MS: In our school, we prepared a briefing as little disturbance as possible. Academies
document setting out our proposals and sent
How we managed the can transfer land owned by the governing
it out to all interested parties and stakeholders, conversion process body to the Academy Trust which is a
including the unions, for comment. straightforward process. It is also possible
KE: Choosing the right legal firm was our
for existing Foundations (such as those at
KE: Yes. We did something similar by putting most important decision in the process.
many voluntary-aided schools) to continue
together a list of “pros and cons” as honestly We chose a firm that had prior experience
holding land, providing there are no legal
as possible. That same list was available to of conversion and checked out the schools
restrictions.
parents, staff and governors throughout. they claimed to have converted and looked
for primary experience. Be sure to question
JB: It’s also important to keep a record
them – arrange a meeting and always Will we get more money as an Academy?
of discussions and make them available
involve your finance officer/bursar/business
afterwards. We kept minutes of all the You will receive the same level of per-pupil
manager and chair of governors.
meetings we held and were very open funding as a maintained school, with
and transparent throughout. LG: Our solicitors helped us to handle additional funding to cover services that are
most technical aspects of conversion, no longer provided by the local authority.
MS: We ran an open forum meeting for
including complying with charity law, the The Government is clear that converting
parents who were supportive on the should not result in a financial advantage
commercial transfer, lease, TUPE and the
whole – they just wanted information and or disadvantage to schools, though they
funding agreement with the DfE and
reassurance. We had 47 parents attend will have greater freedom on how they
registration with Companies House.
the meeting and 13 written replies, 10 of use their budgets.
Our lawyers also advised us on governance
which were positive, two lukewarm and
and forming a trust.
one suggested we were converting because
Academy heads get more pay. That hurt! KE: The £25,000 conversion grant we received Can we convert with a budget deficit
Most of the concerns we encountered were was vital. We spent it on the solicitors and or surplus?
misconceptions. For example, some parents new systems for payroll and finance, to Yes. However, if you have a significant deficit,
were concerned because they associated produce the level of accounts required for applications may be postponed until it has
previous Academies with failing schools. a company limited by guarantee.  been managed down to a reasonable level.
Once we explained that difference between Schools with surplus balances can carry
the new and old Academies, parents were these over when they convert. 
fully supportive.

11. www.education.gov.uk/academies Becoming an Academy | 11
LG: Yes. I found that the grant we got to KE: One thing that has proved easier than
cover conversion costs is what it cost. We we expected is buying in our own services.
How we managed
didn’t have to spend from our own budget. Once you convert to Academy status, you our new funding
JB: We decided to go through a full due
become a customer and you have the power
to negotiate deals. We “cherry picked” some
arrangements
diligence exercise. We set up a working
of the excellent services still on offer from LG: We used the ready reckoner on the DfE
party on the governing body to look at the
our local authority and shopped around website to work out what our funding would
risks and potential costs of changing status
for the others. We even bought some from be. It gave us an accurate estimate of the
across everything from funding to ground
secondary Academies in our area. money the local authority takes from our
maintenance and report back. I wrote a
budget to spend on our behalf. Governors
paper summarising the results, with lots IW: We are still in the process of buying in
and staff found it made a very powerful case
of supporting information, after which we services. We have continued to buy some
for conversion to Academy status.
put it to a vote of the governors. Because from the local authority, such as music
we went through such a thorough process, services and FSM assessment. But we are AY: We also used the ready reckoner. It was
we had good, robust answers for all the about to switch to a cheaper broadband pretty accurate in predicting how much
questions the unions asked us and were provider offering five times the speed. money we would have in our control.
able to fully justify what we were doing.
JB: I agree. What it said was what we ended
MS: My advice would be to start early up getting in funding. Using our existing
and allow enough time and resource to “Once you convert to budget information and the figures from
complete the process. We were among the the ready reckoner, we modelled a new
first to convert in September 2010 and we Academy status, you budget based on buying most of our
had to do a lot over the summer holidays. services in ourselves. We used this to prove
The process should be much smoother now! become a customer and to our stakeholders that we would be no
worse off financially, as well as gaining all
IW: I would also advise heads who are
converting to look at existing services you
you have the power to our extra freedoms.
buy from the local authority without a PG: Our local authority gave us an estimate of
formal contract/agreement. In particular,
negotiate deals.” our funding which was reasonably accurate.
check how much notice you need to give Kevin Eveleigh, Barnby Road School We have bought in a financial reporting
if you want to cancel. package which fits our needs very well. The
whole process went fairly smoothly for us. 

12. ‘‘
‘‘
Q
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KE: Our funding agreement was completed LG: Controlling 100 per cent of How is Academy funding calculated?
within the timelines, mainly thanks to the money allocated to us, we
The General Annual Grant (GAG) funding
the solicitors and the DfE rep continually feel we’re in the best position to
will be based on the level of local authority
explaining the “legal jargon” in simple terms. face the future, even if there are
funding already calculated for the school.
budget cuts. The local authority
LG: It’s really important to have a clear idea Grant payments to Academies to replace
can’t claw back money from us as
of your existing finances before you start. local authority services depend on the level
it might from maintained schools.
Ask your local authority for a full breakdown of central spend in the local authority. This
of where the money goes, so you can IW: I agree. I would just caution can vary considerably from area to area.
calculate your carry forward and predict that you need to keep an eye on
Our website has an “Academies Funding”
future spend. This really gave us confidence the money you get to ensure you
page explaining this in more detail,
that we could do it. are receiving all that you should.
alongside a list of central services that you
At times, I have found it difficult to
AY: We had to push our local authority to may be expected to provide. It also includes
identify whether we have received
give us a full breakdown of all grant money a ready reckoner which enables schools
it or not.
and make sure we would get all the funds considering converting to calculate the
we were due. But we were always confident LG: As far as capital funding level of funding they should receive as an
that we would have more money available goes, conversion has made no Academy. It also allows them to compare
to spend on pupils simply because we difference to our entitlement. this with the funding they currently receive.
would no longer need to buy services The only difference is a slight gap
This will give schools an estimate of
we didn’t need. before the new arrangements are in
the amount of grant they will receive in
place. But we weren’t worried about
respect of their additional responsibilities
that. We knew that if the roof
as Academies. 
blew off, we had insurance
to cover it. 

13. www.education.gov.uk/academies Becoming an Academy | 13
Working relationships
Heads discuss how converting to PG: Our local authority worked with us
constructively and with full cooperation
Academy status has affected their
and good spirit. There was no visible
working relationships with local hostility towards our move.
authorities and local schools. KE: Local authorities have become
pragmatic, they have little choice.
Our relationship with They actually congratulated us on
converting, accepting that we had to
the local authority make the right choices for our own
community. And we have bought back
KE: Our authority wanted as much of our
the best services they offer. For example,
custom as possible and each department
we employ a gardener, a member of
sent someone out to us to discuss the
the kitchen staff and a site manager
services or parts of services they could offer.
from the centre.
If anything we have a closer relationship
than ever before, we remain a county state MS: Be careful not to present Academy
school if not a local authority one! status as anti-local authority. It’s about a
school’s ability to review what we buy in.
IW: That’s right. The difference is we are now
We still use some of the council’s services
customers and we insist on getting high
but where the provision is poor or
quality service and value for money in our
inadequate to meet our needs, we don’t.
dealings with the local authority and other
external bodies. LG: Our experience was a bit different.
We were one of the first to convert and
JB: It’s more of a partnership now because
we found the local authority very slow to
they need us to buy services back from them.
engage in the process. Our legal team
The level of service has gone up while the
had to push to organise the completion
costs have gone down. We continue to buy
of documents. Having said that, we still
services from them in areas where they have
use the buying power of the local authority
strong credentials such as health and safety
for energy. 
and internal audit.

14. Q
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What happens if there is a capital
emergency at the Academy? Would
‘‘
it have to cover costs?
‘‘ You are required to take out insurance,
at specified minimum levels of cover,
to protect against potential capital
emergencies. In exceptional circumstances
Academies can seek an Earmarked Annual
MS: That’s right. We are simply continuing Grant from the YPLA for emergencies, in
the work we already do supporting local the same way the local authority can pay a
schools, including help with management maintained school a contingency payment.
and leadership.
MS: Our relationship with the senior AY: That’s the same for us. We were Will Academies have to take on Local
management of the local authority is strong. already supporting several schools in Government Pension Scheme liabilities?
They were disappointed about us leaving our area, including primary schools.
but they understood. We have had their If a pension fund is managing a deficit then
KE: We made an offer to the School this transfers from the local authority to the
support and commitment to keep us within
Improvement Service and they selected Academy. However, the Charity Commission
the fold as much as possible and I have has advised that this liability does not mean
our current partner. We worked with the
made a similar commitment to them. the Academy is trading while insolvent,
school head to decide what priorities we
could help with. Some of our work is very because the deficit is being reduced by
hands on, using our leading teachers with the contributions made. The commercial
How we support their pupils, some of it is sharing practice transfer agreement available on our website
other schools and supporting CPD. There is a bit of extra
sets out the Department’s position that
pension deficits only apply to the Academy’s
work involved but staff really enjoy it and eligible employees. However, there is no set
LG: There is flexibility in how you do this.
hope it will make a difference. precedent in the Local Government Pension
In our case, rather than focusing on one
school, we help several by sharing good HH: In our case, we are directly supporting Scheme regulations for the treatment of
practice through the Assessing Pupils’ a local primary and we are helping more deficits. Schools should contact their local
Progress scheme and we operate as a than a dozen schools who are in the process pension authority as soon as they start
considering Academy status. 
centre of excellence for teachers who of converting, speaking to heads, finance
want to come and see what we do. directors and governors. 

15. ‘‘
‘‘
Q
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The support we received IW: Working with the named advisor at What support is available to Academies
the DfE has been very helpful. We all clearly if they get into financial difficulty?
from DfE shared an interest in making this work.
Like all schools, Academies are expected
KE: The help and advice from the DfE rep Since conversion, our main contact has
to maintain strict budgetary controls and
was excellent throughout, he was in daily been with the YPLA and this has been
are required to balance their budgets.
contact with ourselves, the local authority useful in terms of knowing who to go
The Academy receives ongoing GAG funding
and our solicitors, guiding and advising the to with questions.
which covers the running costs of the school.
school along the way and helping us keep
KE: Yes. The YPLA took over where the DFE The YPLA monitors the Academy’s financial
to the extremely tight timelines involved.
agent finished and you have immediate position on behalf of the Secretary of State,
This was especially important for a primary
contact with your YPLA officer.  and will intervene if a deficit occurs or
school like ours with a small office staff.
appears likely. It will provide a restructuring
LG: Our advisor was an excellent support. plan to bring costs and income back into
She helped us through each stage of the “Our advisor linked balance and can provide contingency
process and always got back to us to answer funding if absolutely necessary.
queries. She linked with our solicitors to with our solicitors to
form an exceptionally strong team, working
with us to ensure the conversion was form an exceptionally Do we have to support another school?
successful and our needs were met.
Yes, as many schools are already doing.
JB: DfE were very supportive. We were early
strong team.” For successful schools, an essential part of
converters so we needed clarification on Lesley Grace, Seaton Academy converting to Academy status is agreeing
issues that were still being decided and had in principle to support another school to
to go right up to ministers. But they made raise standards. Schools should include
sure we got answers as quickly as possible. their initial plans in their application, and
their named contact in the Department
will discuss these with them. The process
provides head teachers and governors with
the flexibility to decide the exact nature of
this support as they will know what is best
for their school and local area. 

16. www.education.gov.uk/academies Becoming an Academy | 16
Next steps
To find out more about
Becoming an Academy: Conversion process
becoming an Academy, visit
www.education.gov.uk/academies, 1. Registration • Register your interest using the online form
where you can read the latest information • A named contact in DfE will work through the conversion process
and download an application form. with you
If you would like to talk to heads whose • Governing body starts the consultation required by legislation with
schools have already converted, email us at interested parties (can start later but must be completed before
academy.conversion@education.gsi.gov.uk. Funding Agreement)
Or contact the following organisations, 2. Application • Your governing body and Foundation (if relevant) pass a resolution
who can put you in touch. to convert/ in favour of Academy conversion
pre-approval • Submit your application via the DfE website
checks
• Discuss your plans to support another school to raise standards or
Independent Academies Association converting within a “chain” with your named DfE contact
www.iaa.uk.net • Local authority/governing body start the TUPE process
email: iaainfo@iaa.uk.net • Secretary of State will be asked to approve your proposal
• On approval the Secretary of State will issue Academy Orders and
release a £25,000 grant to your school
Foundation, Aided Schools and
3. Achieve • Finalise governance documents based on DfE model
Academies National Association Funding documents provided
www.fasna.org.uk Agreement • Register the Academy Trust with Companies House
email: l.hoptroff@fasna.org.uk • Agree leasing arrangements for the school land and buildings
• Local authority/governing body complete the TUPE process
• Governors complete required consultation with interested parties
Specialist Schools and Academies Trust • Submit the Funding Agreement to the Secretary of State for approval Average
www.ssatrust.org.uk period is 3–5
4. Pre-opening • Put new financial systems and contracts in place months from
email: info@ssatrust.org.uk
• Complete Academy registrations, e.g. with exam bodies registration to
opening