Issues for schools to
consider
David Groves
Secretary of
State
Funding Agreement
LA / GB /
Diocese
Land
transfer
Transfer
Agreement
Academy
Trust
Memorandum and Articles
set GB structure
Academy
Governing
Body
There are ‘model’ versions of each document on the DfE website – www.education.gov.uk/academies
Differences to community
school
• Admissions: becomes admissions authority
• Buildings and land: 125 year lease; capital funding
from SoS not LA
• Curriculum: Not subject to National Curriculum
• Employment: becomes employer (TUPE applies); ability
to set different T&C for new staff
• Funding: share of LA central spend (LACSEG)
• Governance: Establish charitable company; determine
Member and Governor structure
Voluntary conversion process
School decisions = whether to
• Express an Interest
• Apply
• Sign Funding Agreement
(+ Foundation approval if appropriate)
Issues to consider:
• When / how / who to consult
• Costs and support
Policy themes
•
•
•
•
•
Governance structure (including ‘chains’)
Admissions
HR / T&C
School day / year
Partnership / collaboration
Due Diligence
• Financial appraisal – do the numbers add up?
Future vulnerability?
• Land / capital – “sold as seen”; any
complications?
• Employment – TUPE process; policy / staffing
issues
• Governance transition and liabilities /
responsibilities
• Financial / payroll / ICT structures
Sponsored conversions
Education Bill if eligible for intervention
Sponsor brokerage process unclear
Scope uncertain
Issues from ESCC
perspective
Hazel Cunningham
Fiona Wright
Services offered
• Current SLAs – some evolution required
• LACSEG SLAs – being developed
• Some services unaffected by conversions
Viability of LA Services
• 2011/12 Government top-sliced Formula
Grant. For each Academy the LA will lose
a proportion of funding for centrally
provided services.
• Uncertainty regarding number / timing of
conversion.
• Cumulative impact on services LA can
offer to maintained schools – critical mass
• Assumption that could mitigate financial
impact if Academies purchase “traded”
central services.
School performance
accountability
• The role of the council as champion of
educational excellence for all schools
• Under performing academy – who identifies;
who acts?
• Building diversity and building networks of
challenge and support for all schools
• Developing relationships:
- ESCC / schools / academies
- schools / academies