The Road to Federation
Ellie Howarth, Research and Information Officer, NGA
www.nga.org.uk 0121 237 3780
Research funded by BELMAS
Background
• Education Act 2002: Federated schools “have a single
governing body constituted under a single instrument of
government.”
• Benefits1:
– Improving governance in weaker schools
– Improving teaching and learning, achievement and behaviour
– Pooling of resources and expertise
– Attracting and retaining staff
• Multi-academy trusts (MATs)
• Lord Nash: federation is a “second best model”
1. Ofsted (2011) Leadership of more than one school
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Research objectives
• What are the drivers of the formation of
federations/multi-academy trusts?
• Who is involved in the decision-making process and how
do they influence the decision?
• What are the barriers, perceived and actual?
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Drivers
• School improvement, often sharing a successful
headteacher
• Small, rural schools: professional leadership, finance,
staffing
• Recruiting a headteacher
• Streamlining governance
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The federation process
• Final decision lies with governing body
• Proposals must be sent to: Secretary of State, local
authority, headteacher of each school, staff, parents,
diocese, foundation governors/trustees.
• Barriers:
– Stakeholder opposition
– Lack of information
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Conclusions
• Despite its low profile, federation is an attractive option
for many schools
• Professional leadership arrangements were a key factor
in the decision whether to federate
• Lack of information can be a barrier
• Communication with stakeholders is vital in the
federation process
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Acknowledgements
We are grateful to the British Educational Leadership,
Management and Administration Society for funding this
research
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Case study
Background
• Shacklewell Primary School, Hackney, east London
• Two forms of entry, ethnically diverse, large proportion of children
eligible for FSM
• 2009, 2010: two years of significant under-performance
Step 1: Creation of a “soft” federation
•
•
•
•
LA-brokered relationship with a local high-performing primary school
Executive headteacher model
Challenging decision for the governing body – perceptions vs. reality
Two years on: very significant improvement in the achievement of
pupils
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Step 2: Creation of a “hard” federation
• Decision-making process strongly owned by governors
• Options appraisal: end, extend, or enter into a “hard” federation
• Consultation with parents, staff, wider community – effectively
supported by the LA; most interest from parents at the highperforming school
• Joint meeting of the two governing bodies, unanimous vote for
federation
Reflections
• Federation unfamiliar to most people and little information to draw on
• Creation of the “soft” federation was the most significant step, but
this is not strongly featured in the guidance that does exist
• Stay focused on what is in the best interests of children
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What difference has federation made?
Percentage of Year 6 pupils achieving Level 4+ in English and Maths
100%
90%
80%
70%
60%
50%
2009
2010
2011
2012
2013
Federation
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