DOCSLIB.ORG

The Harris Federation

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
The Harris Federation THE HARRIS FEDERATION (Interview: 22/10/14) A case study showing a large multi-academy trust (MAT) with a cluster-based organisational structure. The central board set the overall direction for the Trust and local governing bodies are responsible for the day-to-day governance of schools. Background The Harris Federation was founded by Lord Harris of Peckham when, in 2003, Lord Harris approached Sir Dan Moynihan, an outstanding headteacher, to lead the city technology college in Crystal Palace. Sir Dan quickly transformed the school, receiving an ‘outstanding’ rating in 2004. Due to this success and the desire to improve the educational standards for more students, the Harris Federation took on two more failing schools in the area and turned them into academies. After establishing a MAT structure in 2006, the Trust now governs 35 schools in close geographical proximity across London comprising primaries, secondaries a sixth- form college and a pupil referral unit. After growing to five schools, it became apparent that Sir Dan could no longer be the full time head of just one school and he was made the permanent Chief Executive of the Harris Federation. Harris’ vision is to achieve the best possible outcomes for students within their schools and they do this through a tight geographical model. Structure Initially (during 2004/5), each academy existed as a part of its own trust with an overseeing central board and members. However, in 2006 Harris moved to a MAT structure and has grown steadily since. They introduced two subcommittees from the main board; finance and general purposes, and audit as well as giving Local Governing Bodies (LGBs) the power to run clusters of schools. Harris ensures schools are a maximum of 90 minutes away from each other so that they can maintain a strong local focus, easier communication and share best practice. This also enables a number of the LGBs to oversee two schools with the ability to grow. This is decided on a case by case basis. Sir Dan notes that “when Harris takes on a new school, previously in difficulty, we can absorb them into an existing and successful cluster and extend the local board’s responsibilities rather than finding a completely new board of governors.” This ensures continuity and consistency in the quality of governance. 1 THE HARRIS FEDERATION Board Members “Just as headteachers are held to account, we hold governors accountable for their performance and contributions in board meetings.” - Sir Dan Moynihan, CEO Harris. In addition to 4 members, Harris has 19 trustees (one of whom is also a member). Most are either retired or current businesspeople with significant business experience enabling them to provide advice on technical matters from legal contracts to accounting and HR. Harris operates with a strong central board that focuses on the Federation as a whole. Small and effective LGBs govern clusters of schools and use their local knowledge to hold their schools to account, raise standards and achieve excellence. Harris has found that LGBs with too heavy a focus on representation rather than on expertise and effectiveness can render them less effective. LGBs tend to have 12 to 14 members. This includes two elected parents and a staff member. All other governors are sponsor-appointed governors. Sir Dan notes that “Harris seeks individuals who are willing to be a ‘critical friend’” and that the majority of governors are business professionals familiar with questioning and challenging as part of their daily lives. This ensures that governors are providing a useful set of skills as well as providing the correct level of support for their academies. Harris regularly recruits through a governance one stop shop1 which they have found to be an effective way to recruit professionals who have the necessary business acumen (e.g. lawyers). All local governors are interviewed by the CEO, the most talented of which often assume the role of chair and may be selected to sit on the central board. The central board also monitors LGB meetings to ensure all governors are attending regularly and contributing effectively. Board members that do not attend regularly or contribute in meetings are replaced Harris runs regular governor training sessions with courses once a month on topics ranging from data interpretation to safeguarding. Principals are actively trained on how to manage and work with LGBs ensuring that governors are presented with timely, useful and manageable information. 1 SGOSS – the governor recruitment charity provides a service whereby governing bodies recruit highly skilled new governors, particularly from the world of work. This service is available, free of charge, to all types of school, including academies. 2 THE HARRIS FEDERATION Schemes of Delegation and Reporting Central Board The central board meet termly and are charged with setting the Trust’s vision and policies, maintaining strategic oversight and ensuring that the LGBs perform to the highest standard. They receive recommendations on key issues from the finance and general purposes subcommittees to ensure that Harris as a whole is operating in compliance with regulation. Following recommendations from LGBs and two subcommittees, the central board are also charged with approving budgets for each local board. LGBs LGBs also meet termly and will each report their schools’ data to the central subcommittees. They are responsible for the implementation of the central board’s policies, and priorities (which are set collectively by chairmen of governors) and are expected to question, challenge, support and hold academy leadership to account. The LGBs are responsible for ensuring that the academies within their cluster are meeting attainment expectations and raising standards. In addition, they hire the schools’ staff but are only responsible for recommending (rather than approving) the budget; this is set by the central board. In practice no budget to date has been altered. The responsibilities delegated to LGBs are the same throughout the chain. As many of the chairs of the LGBs also sit on the central board, there remains a strong focus on the schools and the quality of education children are receiving. Governors are held to account and are expected to contribute as part of their role as a ‘critical friend’. The strong connection between the LGBs and the central board means that all aspects of governance are constantly scrutinised. LGBs should provide highly effective challenge and support to academies. Their model is to operate with a relatively small governing body with as few subcommittees as possible. Subcommittees The subcommittees will meet a short time before the central board, who also meet termly, to amalgamate and prepare papers. They are responsible for making technical recommendations to the central board on key issues. This ensures that that the central board can receive accurate, school-specific data whilst still maintaining a strategic overview of the Federation. 3 THE HARRIS FEDERATION Reviews The success of the Federation, including assessing the effectiveness of their governance structure, is measured on the outcomes for children and Harris conducts regular reviews of governance to quickly highlight any issues with current arrangements. Key learning points: Governors should be equipped with the necessary skills to be effective either through training provided or career background Governors should be held to account in a MAT system in the same way that schools are and should be changed if they are not willing to contribute. Have tight systems and controls for managing your finances. 4 .
Load more

Recommended publications
  • Harris Federation
    Harris Federation The academy schools movement is increasingly dominated by chains. These self-styled ‘charities’ are in reality ‘edu-businesses’ paying fat cat salaries to their CEOs, developing corporate branding and seeking aggressive expansion in the education ‘market’. This briefing looks at the Harris Federation. The Harris Federation is a key player amongst academy chains and has played a leading role in developing academy policies since they were introduced by New Labour. Harris Federation have several well established schools. The Federation is named after Lord Phillip Harris of Peckham, one of the richest men in Britain who has a personal fortune of £275 million and runs the Carpetright chain of carpet stores. Harris is a member of the Tory Party and has many large donations including to several leading figures. The Harris Federation currently runs 13 academies, 1 of which is a primary school and has 2 more in development. 2 primary schools, which Michael Gove has declared are ‘underperforming’, are to be forced to become academies with Harris identified as a sponsor. Harris also has 2 ‘free’ schools in development, one in Tottenham, North London. Parents, staff, governors and the head opposed Downhills Primary being forced to become an academy. Gove sacked the governors and has made Harris the preferred sponsor. Harris boast that the “Harris Federation has a performance record in terms of improvement in examination results combined with numbers of outstanding Academies which is unmatched by any Academy group in the country.” We are happy to acknowledge the success of Harris where it is due but it is important to look more closely behind the spin.
    [Show full text]
  • Harris Free School Tottenham 2
    Free Schools in 2013 Application form Mainstream and 16-19 Free Schools Completing your application Before completing your application, please ensure that you have read the ‘How to Apply’ guidance carefully (which can be found here) and can provide all the information and documentation we have asked for – failure to do so may mean that we are unable to consider your application. The Free School application is made up of nine sections as follows: Section A: Applicant details and declaration Section B: Outline of the school Section C: Education vision Section D: Education plan Section E: Evidence of demand and marketing Section F: Capacity and capability Section G: Initial costs and financial viability Section H: Premises Section I: Due diligence and other checks In Sections A-H we are asking you to tell us about you and the school you want to establish and this template has been designed for this purpose. The boxes provided in each section will expand as you type. Section G requires you to provide two financial plans. To achieve this you must fill out and submit the templates provided here. Section I is about your suitability to run a Free School. There is a separate downloadable form for this information. This is available here You need to submit all the information requested in order for your application to be assessed. Sections A-H and the financial plans need to be submitted to the Department for Education by the application deadline. You need to submit one copy (of each) by email to:[email protected].
    [Show full text]
  • Free Schools in 2014
    HARRIS FREE SCHOOL TOTTENHAM Free Schools in 2014 Application form Mainstream and 16-19 Free Schools Completing your application Before completing your application, please ensure that you have read the ‘How to Apply’ guidance carefully (which can be found here) and can provide all the information and documentation we have asked for – failure to do so may mean that we are unable to consider your application. The Free School application is made up of nine sections as follows: • Section A: Applicant details and declaration • Section B: Outline of the school • Section C: Education vision • Section D: Education plan • Section E: Evidence of demand • Section F: Capacity and capability • Section G: Initial costs and financial viability • Section H: Premises • Section I: Due diligence and other checks In Sections A-H we are asking you to tell us about you and the school you want to establish and this template has been designed for this purpose. The boxes provided in each section will expand as you type. Section G requires you to provide two financial plans. To achieve this you must fill out and submit the templates provided here. Section I is about your suitability to run a Free School. There is a separate downloadable form for this information. This is available here You need to submit all the information requested in order for your application to be assessed. Sections A-H and the financial plans need to be submitted to the Department for Education by the application deadline. You need to submit one copy (of each) by email to: [email protected].
    [Show full text]
  • Harris Academy Bromley Inspection Report
    Harris Academy Bromley Inspection report Unique Reference Number 137379 Local Authority N/A Inspection number 386085 Inspection dates 28–29 November 2011 Reporting inspector Alison Thomson This inspection of the school was carried out under section 5 of the Education Act 2005. Type of school Academy School category Non-maintained Age range of pupils 11–18 Gender of pupils Girls Gender of pupils in the sixth form Mixed Number of pupils on the school roll 1,190 Of which, number on roll in the sixth form 225 Appropriate authority The governing body Chair Ros Wilton Principal Corinne Franceschi Date of previous school inspection 10–11 February 2009 School address Lennard Road Beckenham London BR3 1QR Telephone number 020 8778 5917 Fax number 020 8778 2043 Email address [email protected] Age group 11–18 Inspection date(s) 28–29 November 2011 Inspection number 386085 Inspection report: Harris Academy Bromley, 28–29 November 2011 2 of 15 The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection. Further copies of this report are obtainable from the school.
    [Show full text]
  • Do Well and Doubt Not Issue 1 a Fanzine for Tottenham
    Issue 1 Do Well and Doubt Not A Fanzine For Tottenham B: Shabelle Fax & Photocopy Services Issue 1 Do Well and Doubt Not is a fanzine about Tottenham, in the words of the people that live here. The name comes from the discarded town motto, displayed for all to see on a coat of arms in the old Town Hall. Tottenham is an area of London that has had more than its fair share of headlines over the years. A lot of people just don’t know the good things about it. The fanzine is here to start a wider conversation about the positives of Tottenham, and to challenge the bad. It’s also just the beginning; there are many more people we simply couldn’t fit in this time. For Tottenham A Fanzine The interviews in this fanzine are taken directly from conversations with people that live and work in the area, the people that know it best. Sometimes these conversations were recorded during walks through the area; sometimes we journeyed through Tottenham metaphorically, with the kettle on, sheltering from the rain outside. Do Well and Doubt Not Doubt and Do Well Shortly after the riots of 2011 there was a piece written by Kieran Long (in the Evening Standard) that stated “now is the time for a new approach to the city that doesn’t use the euphemisms of regeneration, but deals with the city in its dirty reality.” Do Well and Doubt Not is an attempt to start this dialogue, to question and to inquire. Cities are complex, frustrating, and compelling; they are things of beauty.
    [Show full text]
  • 9 November 2017 Mr Nick Soar Executive Principal Harris Academy
    Ofsted Piccadilly Gate Store Street Manchester T 0300 123 4234 www.gov.uk/ofsted M1 2WD 9 November 2017 Mr Nick Soar Executive Principal Harris Academy South Norwood Cumberlow Avenue London SE25 6AE Dear Mr Soar No formal designation inspection of Harris Academy South Norwood Following my visit to your school on 18 October 2017, I write on behalf of Her Majesty’s Chief Inspector of Education, Children’s Services and Skills to confirm the inspection findings. Thank you for the help you gave me and the time you took to discuss behaviour in your school. This inspection was conducted under section 8 of the Education Act 2005. The inspection was carried out because Her Majesty’s Chief Inspector of Education, Children’s Services and Skills was concerned about behaviour at the school. Evidence Inspectors considered evidence that included: observations of pupils’ behaviour and their attitudes to learning in lessons observations of pupils’ behaviour throughout the day, including discussion with them documentary evidence relating to behaviour and safeguarding discussions with school leaders and staff. Having evaluated the evidence, I am of the opinion that at this time: Leaders and managers have taken effective action to maintain the high standards of behaviour and attitudes identified at the school’s previous inspection. Context The school has shared leadership, governance and facilities in a hard federation with Harris Academy Upper Norwood from September 2014. You became executive principal in September 2016. In September 2017, the schools amalgamated to become Harris Academy South Norwood. A large majority of pupils are from minority ethnic groups and a larger than average number of pupils speak English as an additional language.
    [Show full text]
  • 12 Early Ideas from the Harris Student Commission Harris Federation
    LEARN 12 early ideas from the ING Harris Student Commission ABOUT LEARN SOUTH LONDON SCHOOLS Harris Federation ING1 2 Contents Foreword Jonathan Kestenbaum, (Chief Executive), NESTA 4 Introduction Lord Harris of Peckham (Sponsor) and Dr Dan Moynihan (Chief Executive Officer), Harris Federation of South London Schools 5 Harris Federation looking to the future 9 A possible future... Harris Academy Learning Review - Extract from the second annual internal report, dated February 2012 10 About the commission Purpose and intent 12 Design features 13 About commission activity The commission in numbers 14 The first year - Internal insights and external expertise 16 12 early ideas about learning Introduction to the ideas 19 Learners (ideas 1–4) 23 Teachers (ideas 5–7) 28 Content and curriculum (ideas 8–10) 34 Partnerships (ideas 11 and 12) 39 What next? Plans and challenges for the year ahead 43 “Learning isn’t something that should be toyed with – it’s something I should value always.” Elizabeth Komolafe, Year 11, Harris Girls’ Academy East Dulwich 3 Foreword Social, technological and demographic changes mean that today’s young people will be living in a very different world – one that will present both challenges and opportunities. To make the most from these changes, young people will need a broad range of skills combined with appropriate knowledge. They will also need to take more responsibility for their own education and how it is delivered – to ensure that it equips them with the aptitudes they need for the future. The Harris Student Commission on Learning is an excellent model of how this can be done, and NESTA is delighted to support its work.
    [Show full text]
  • Times Parent Power Schools Guide 2020
    Times Parent Power Schools Guide 2020 Best Secondary Schools in London London’s grip on the very top of the Parent Power rankings for both state and independent schools has been loosened in the past 12 months. This time last year, the capital had 10 of the top 20 schools in the independent sector and nine of the top 20 state schools — figures that have declined this year to eight and five respectively. The overall number of London schools in both rankings has remained broadly the same, however, (down by just three in both the state and independent sectors) while the southeast region is dominant. The capital encompasses the best and worst of education. London primaries are hugely disproportionately represented in our primary school rankings, published last week, with 181 junior schools in the capital among the top 500. However, too many of the children from these schools go on to get lost in underachieving secondaries that are a million miles — or rather several hundred A*, A and B grades — away from the pages of Parent Power. There is cause for some optimism, however, as recent initiatives begin to bear fruit. New free schools, such as Harris Westminster Sixth Form, are helping to change the educational landscape. Harris Westminster is a partnership between Westminster School, one of the country’s most prestigious independents, and the Harris Federation, which has built up a network of 49 primary and secondary schools across the capital over the past 25 years, sponsored by Lord Harris, who built up the Carpetright empire. Harris Westminster sits fourth in our new ranking of sixth-form colleges, with 41% of students gaining at least AAB in two or more facilitating subjects — those that keep most options open at university, including, maths, English, the sciences, languages, history and geography.
    [Show full text]
  • Objection Determination
    Determination Case references: ADA3767, ADA3775, ADA3795, ADA3804, ADA3806-8, ADA3815-26, ADA3829-35, ADA3847-50, ADA3855-6, ADA3859-62, ADA3869 Objectors: Parents, members of the public and the representative of a local primary school Admission authority: Harris Federation Trust for Harris Academy Beckenham, Bromley Date of decision: 2 September 2021 Determination In accordance with section 88H(4) of the School Standards and Framework Act 1998, I do not uphold the objections to the admission arrangements for September 2022 determined by the Harris Federation Trust for Harris Academy, Bromley. The referrals 1. Under section 88H(2) of the School Standards and Framework Act 1998, (the Act), objections have been referred to the adjudicator by parents, members of the public and the representative of a local primary school (the objectors) about the admission arrangements (the arrangements) for Harris Academy Beckenham (the school), an academy school for children aged 11 to 18, for September 2022. The objections are variously and collectively to the consultation process undertaken prior to the determination of the arrangements, to the reasonableness of the inclusion of a named feeder school in the arrangements, to their consequent fairness, to the extent to which the admission authority has fulfilled its Public Sector Equality Duty during the process of determining its arrangements, to the reduced level of parental choice which some objectors consider will result from the arrangements and to the absence of an oversubscription criterion giving priority to those with a family connection to the school. 2. The local authority (LA) for the area in which the school is located is the London Borough of Bromley.
    [Show full text]
  • Achieving Excellence Through Mathematical Enterprise “ the ACADEMY HAS CONSISTENTLY BEEN RECOGNISED AS ONE of the BEST SCHOOLS in ENGLAND for ACHIEVEMENT.”
    ACHIEVING EXCELLENCE THROUGH MatHEmatICAL ENTERPRISE “ THE ACADEMY HAS CONSISTENTLY BEEN RECOGNISED AS ONE OF THE BEST SCHOOLS IN ENGLAND FOR ACHIEVEMENT.” LETTERS FROM MINISTER OF SCHOOLS 2012, 2013 AND 2014 “ THE ACADEMY IS CONSISTENLY IN THE TOP TEN IN ITS FAMILY OF 55 OTHER SCHOOLS FOR EXCELLENT ACHIEVEMENT.” DFE 2012, 2013 AND 2014 THIS PROSPECTUS GIVES ONLY A SNAPSHOT OF WHAT THIS OUTSTANDING ACADEMY HAS TO OFFER It is a privilege to be the Executive Principal here. I have a fantastic group of students, staff and Governors working with me to continue to make the Academy even better. We are a cross-site Academy for girls and boys aged 11–19 including a thriving Sixth Form. We have two excellent sites, one in South Norwood and one in Upper Norwood. We also host many visits from other schools keen to find out the secrets of our success. Both sites have the most up to date technology and resources that will inspire every student in their learning. We have a strong commitment to seeking and valuing the views of parents and carers to complement an active parent council to share in the development of the Academy. Developing the very best teaching alongside a culture of high expectations is essential for all our students. We offer a dynamic and personalised curriculum, delivered through an ethos of mathematics and enterprise. Our students are taught from the very first day that: “I am here to learn”, “I will have a positive attitude” and “I will make it happen”. These are the key attitudes that underpin a real sense of independent learning, excellent behaviour and individual success.
    [Show full text]
  • The Eltham Foundation School Inspection Report
    The Eltham Foundation School Inspection report Unique reference number 100188 Local authority Greenwich Inspection number 385400 Inspection dates 29 February–1 March 2012 Lead inspector Christine Raeside HMI This inspection was carried out under section 8 of the Education Act 2005 which gives Her Majesty’s Chief Inspector of Education, Children’s Services and Skills (HMCI) the authority to cause any school to be inspected. The inspection was also deemed a section 5 inspection under the same Act. Type of school Comprehensive School category Foundation Trust Age range of pupils 11–16 Gender of pupils Mixed Number of pupils on the school roll 784 Appropriate authority The governing body Chair Jim Draper Executive Headteacher Chris Tomlinson Head of School George McMillan Date of previous school inspection 17–18 November 2010 School address Middle Park Avenue Eltham London SE9 5EQ Telephone number 020 88590133 Fax number 020 82941890 Email address [email protected] Age group 11–16 Inspection date(s) 29 February–1 March 2012 Inspection number 385400 Inspection report: The Eltham Foundation School, 29 February–1 March 2012 2 of 13 You can use Parent View to give Ofsted your opinion on your child’s school. Ofsted will use the information parents and carers provide when deciding which schools to inspect and when. You can also use Parent View to find out what other parents and carers think about schools in England. You can visit www.parentview.ofsted.gov.uk, or look for the link on the main Ofsted website: www.ofsted.gov.uk The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages.
    [Show full text]
  • Professionalism and Integrity
    Professionalism and Integrity Refurbishment - New build - Planned Maintenance www.returnpropertyservices.co.uk Who are Return? We’re a Chartered Building Company with a focus on quality, service and integrity. Our team of knowledgable, friendly and helpful experts service a wide range of highly-discerning clients in London and the home counties. We have an enviable record for safety and quality thanks to our training programmes and total commitment to excellence. This is why our great reputation is growing and why our clients consistently Return. Call us to discuss how we can help with your next refurbishment project: 020 3609 3888 020 3609 3888 [email protected] www.returnpropertyservices.co.uk 020 3609 3888 [email protected] www.returnpropertyservices.co.uk Why we’re different? At Return, we attribute our continued success to three key differentiators... First, is our relentless pursuit of excellence - we’ll always deliver to the very best possible standards. Second, is our total commitment to integrity - we’re honest, open and clear in all our dealings with our clients and suppliers. Third, we always put our customers first - we partner with you, keep you fully informed and can offer insight and sound advice at any stage. Call us to discuss how we can help Call us to discuss how we can help with your next refurbishment project: with your next repair project: 020 3609 3888 020 3609 3888 020 3609 3888 [email protected] www.returnpropertyservices.co.uk Which sectors do we service? Our specialist teams focus on high-end refurbishment, new-build and planned maintenance projects for clients in the residential, commercial and education sectors.
    [Show full text]