Spine set at 5mm please adjust as necessary - Please ensure text is centered on the spine A history of the Specialist Schools and Academies Trust

By schools for schools A history of the Specialist Schools and Academies Trust By schools for schools

© Specialist Schools and Academies Trust, 2007 Abstracting is permitted with acknowledgement to the source. For copying or general enquiries contact:

Specialist Schools and Academies Trust, 16th Floor, Millbank Tower, 21–24 Millbank, London SW1P 4QP

Tel: 020 7802 2300 Fax: 020 7802 2345 Email: [email protected]

Websites: www.ssatrust.org.uk www.schoolsnetwork.org.uk www.ssat-inet.net 1987– Charity no. 296729 Registered in Company no.2124695 ISBN 1-905150-96-2 2007 1987– 2007 By schools for schools The origins, history and influence of the Specialist Schools and Academies Trust.

Contents

02 Introduction 04 1 Origins 1987–1993 12 2 Building the foundations 1994–1996 18 Timeline of the SSAT 22 3 Becoming mainstream 1997–2001 30 4 A specialist system 2002–2004 36 5 New challenges 2005–2007 44 Acknowledgements & sources

Introduction 0 The success of specialist schools and academies is testimony not only to the hard work of heads, teachers, staff and students, but also the commitment of external sponsors.

In the early 1990s the organisation realised just how powerful a force it employed nine full time members would become. Many underestimated The history of the SSAT: of staff and supported 15 schools. the capacity of schools and headteachers to effect change. It now employs over 350 people and supports a network of schools The fourth factor is the involvement of a remarkable story that over 4700 strong. England now external sponsors in the programme. has a specialist system of Over 700 individuals, businesses and charitable foundations have contributed secondary education. £300 million to sponsor specialist continues . schools, CTCs and academies. The Charting this journey reveals six factors importance of the sponsors’ role was that appear to have most to do with recognised by the Prime Minister, this success. , in his foreword to the SSAT brochure (source 1) written shortly The first is timing. The specialist schools after taking office in July 2007. He wrote: programme developed at a time when ‘The success of specialist schools and schools were ready to move away from a academies is testimony not only to the ‘one size fits all’ model of comprehensive hard work of heads, teachers, staff and education. This coincided with the students, but also the commitment of emergence of new technologies, which external sponsors. In future every single transformed so much of the way education secondary school and primary school is delivered and enabled much greater should have a business partner.’ communication between schools. The fifth factor is the ability of the The second factor is the design of the organisation itself to change and adapt specialist schools programme itself. and, in recent years under the leadership The process of application for specialist of Elizabeth Reid, to build capacity. status went with the grain of what many schools were trying to achieve. It was The sixth crucial factor is the vision, helpful to school development. It was a lobbying skills and determination of its voluntary process led by practitioners, chairman, Sir Cyril Taylor, described by not something imposed from on-high. Peter Wilby in (source 2) It raised the esteem of individual schools as a ‘man with a mission’, Sir Cyril has and by combining an effective process advised 11 successive secretaries of with financial reward became a powerful state and chaired the organisation force for school improvement. throughout its 20-year history.

The third factor is the power of the It is a remarkable story, and it schools’ network. When the SSAT started its school affiliation network few people continues today.

0 The history of the Specialist Schools and Academies Trust By schools for schools Introduction 0 1 Origins The origins of the specialist schools programme lie in a meeting to address high levels of youth unemployment held at the in January 1986, the result was the establishment of 100 technology schools to meet the skills needs of new business.

The origins of the specialist wide range of reforms including the schools programme lie in a national curriculum, grant maintained schools and the 1988 Education meeting at the House of Lords in Act which included the concept of January 1986, organised by Cyril accountability for schools. He also Taylor, for the Centre for Policy introduced training days for teachers Studies. The meeting was called known as ‘Baker Days’. Dame Mary Richardson, now chief executive of to consider the high levels of the HSBC Education Trust, which has youth unemployment prevalent sponsored over 100 UK schools, and formerly head of the Convent of Jesus From left: Kenneth Baker and Margaret at the time. It was attended by and Mary school in Brent, recalls her Thatcher, Lord Harris, teacher and student around 60 business leaders and at Mascalls School in Kent, Sir Cyril Taylor students being stopped by the police in politicians, including the Prime Oxford Street on the first school ‘Baker Minister, , Day’. The police asked why they were and the Secretary of State for not in school. Their response was that Employment, Lord Young. all the teachers were cooking that day. Kenneth Baker was attracted to the idea A subsequent policy paper (source 3) of schools with a strong curriculum focus recommended, among other things, the on information technology. Back in 1981, establishment on a direct grant basis of when he was a minister at the Department 100 technology schools to meet the of Trade and Industry, he had launched skills needs of business. an initiative called ‘computers in schools’. He believed that information technology The secretary of state for education could have a strong motivating effect on at the time was Kenneth Baker, now young people. The Charter Schools in Lord Baker of Dorking. During his time the USA, which paid strong attention to as secretary of state he introduced a new technologies, also impressed him.

0 The history of the Specialist Schools and Academies Trust By schools for schools Origins 0 On more than one occasion Susan Fey 1 Origins was ‘warned off’ visiting an area. Even those LAs that were willing to be involved The first Specialist Schools: demanded more money for the land than had been envisaged, greatly increasing City Technology Colleges (CTCs) the cost of each school. Even in LAs where there was political support for the programme, such as Croydon where two CTCs were established, there was widespread public hostility. Both Susan Fey and Ian Turner, then an LA officer in Croydon and now a director of the Trust, recall meetings at Sylvan High School 87– (now Harris CTC) where the audience behaved like a lynch mob.

Sponsorship was also a challenge. Very few of the major established companies saw it as part of their remit to fund state education. Even direct approaches from the prime minister to company chairmen failed to get a positive response. More often it was entrepreneurs like Philip Harris, Stanley Kalms, Michael Ashcroft and Harry Djanogly who saw the point. 93 Most were motivated by skills issues and Establishing 15 CTCs In 1987 the CTC Trust was by a desire to put something back into The CTC Trust, along with Kenneth was thrown out in 11 minutes and a So, in the autumn of 1986, at the established and Cyril Taylor the community. Philip Harris (now Lord Baker and his successor John subsequent appeal in seven minutes. Harris), who was the sponsor of Harris MacGregor, devoted a great deal Thomas Telford School and its sponsors Conservative Party Conference, Kenneth was appointed its chairman. Baker announced the City Technology CTC in Croydon and part-sponsor of of effort to raising sponsorship and still work together and are now also Colleges (CTC) programme. The CTCs Membership of the Trust’s Bacons College in Southwark, explains negotiating with the sponsors and others sponsoring three new academies. were to be comprehensive schools, Council was structured to that as someone who grew up in south involved. The sponsors were generally independent of local authority control and reflect the stakeholders in the London he wanted to give something forceful people, used to getting their own Another case in point is the BRIT School back to the children of Croydon and way and quite capable of phoning Mrs in Croydon, the only CTC to focus on serving inner city areas, which were usually new programme – sponsors, areas of social deprivation. They were to Southwark. He thought the idea of CTCs Thatcher personally if they felt bureaucracy the performing arts. This was a complex be rich in information technology and, with heads of schools and colleges, ‘brilliant’, giving him an opportunity to was standing in the way of progress. project. John Deacon, then director one exception, to focus on maths, science and representatives of other make a difference to the life chances of Eventually a total of £40 million was raised. general of the British Phonographic and technology. They were to have good educational bodies. This still young people. He also has a particular Industry (BPI) and still chairman of interest in dyslexia, as he is dyslexic governors at the school, describes the vocational provision, be innovative in their holds true today. Despite the opposition, 15 CTCs practice and have the crucial support of himself, as are his three sons. Harris were established between 1988 negotiations involved in raising funding for business sponsors. Above all they were From top: Thomas Telford CTC has a very successful dyslexia unit the school. The costs of the new building In 1988 Susan Fey was appointed chief and 1993, Kingshurst in Solihull required to raise educational standards School, Kenneth Baker, and is today (2007) rated an ‘outstanding’ in Croydon were originally estimated at executive of the Trust. She was from a Secretary of State for Education in the areas they served. school by . Interestingly, Lord being the first in 1988 and John £5 million, but ended up at £10 million. background in further education rather and Science 1986–1989 Harris later moved on to sponsor several Cabot in Bristol the last in 1993. The usual sponsorship contribution was than schools, but decided to take up the They also had a research and specialist schools and is today a major 20%, ie £2 million, but Mrs Thatcher was post because she saw in Cyril Taylor the They are listed along with their development brief. They were ‘laboratory’ sponsor of academies, establishing a less enthusiastic about a school for ‘out same ‘anger and passion’ about sponsors in the timeline on the schools, experimenting with new ways Harris Federation of schools. He, and of work actors’ and for the BRIT school educational failure that she felt herself. of teaching and learning, challenging his wife Dame Pauline Harris, maintain centre pages. the sponsors were required to contribute established practices and creating new that providing a good education for was 40%, ie £4 million. There were six The Trust’s role at that time was to find models from which other schools could every child is crucially important, which Kevin Satchwell, the first and current major record companies involved, all the sites and sponsors for the CTCs. The learn. This aspect of their work proved is why ‘we are sponsoring a group of principal of Thomas Telford School, willing to make a financial contribution, initial target was set at 20 CTCs, but this very important in terms of the influence 12 academies and specialist schools in says that the Trust’s role in obtaining the but not one which would add up to this was not a straightforward task. Firstly, they were to have later and it is a tribute south London which will work closely land in Telford and bringing together the figure. The funding issue was resolved by there was widespread opposition to the to their success that so much of the together to raise standards’ (source 1). Mercers’ Company with Tarmac plc was a major contribution from a concert at programme. It was vilified by the teaching innovative practice which they pioneered Lord Harris pays a personal tribute to ‘magnificent’; he describes Cyril Taylor as Knebworth (the Nordof-Robbins music unions, most LAs and many politicians, in the early 1990s now seems quite normal. Cyril Taylor, saying that without him he an ‘entrepreneur with vision’. Like some charity agreeing to share the proceeds) Conservative as well as Labour. Most of does not believe the programme would other CTCs Thomas Telford was subject and by the government agreeing that the the media coverage was hostile. CTCs Kenneth Baker began to work closely have got off the ground and that he has to a legal challenge. Telford LA took the sponsor’s contribution could be the usual were seen as a threat to local democracy, with Cyril (later Sir Cyril) Taylor. Appointed done more for education than any other secretary of state to court on the grounds 20%. John Deacon pays tribute to Cyril as ‘selective’ (despite their comprehensive as the secretary of state’s adviser on the individual in the last 50 years. that he had failed to consult them. When Taylor for his part in the negotiations and intake) and as a creeping privatisation programme, Cyril Taylor held this post the school’s project manager, Alan Brymer, to the Trust’s role in supporting the of education because of the sponsor with the next 10 secretaries of state, produced evidence that the LA had failed school both then and in subsequent involvement. Many viewed them as the both Labour and Conservative. to respond to consultation, the first case years, for example in advising on the pariahs of the education world. Most appointment of its current principal. LAs would not release sites.

0 The history of the Specialist Schools and Academies Trust By schools for schools Origins 0 1 Origins Curriculum development 87– 93 Curriculum development Interviews were conducted school opened, he and a skeleton staff The CTC programme produced 15 In 1990 the chief executive of the CTC all around the country and were housed in a fourth floor office in a extremely popular and successful tower block. They used the time to work schools. Some took a time to show Trust, Susan Fey, decided that curriculum eventually six appointments development work was a major priority on what was to become Telford’s famous results, but they are now some of the for the organisation. The 15 CTCs, which made. They were a diverse online curriculum. He could not have leading comprehensive schools in the by then were either open or in the pipeline, group, including some from done this without Susan Fey and her country. John MacGregor (now Lord needed help with curriculum issues and higher and further education team of CDDs, who he terms ‘first-rate’. MacGregor) comments that a key to Top: , Secretary to develop some common ethos and their success was ‘no tolerance of of State for Education and backgrounds. Susan Fey made corporate identity. Bob Findlay of Findlay The work of the CDDs continued for failure’. However, the programme was Science 1990–1992 Publications, the first treasurer of the a particular point of writing a three years, leading to publications proving very expensive. Finding suitable Right: , Prime such as The essential educational sponsors and sites was becoming Minister 1990–1997 Trust, made a very generous contribution personal letter to all of the to sponsor the appointment and the unsuccessful candidates, characteristics of a CTC style school. problematic and ultimately the search for This work laid the foundation for later both was halted at 15 schools. The next work of six curriculum development something she felt did a lot directors (CDDs). The Esmee Fairburn developments such as the affiliation challenge was to find ways to roll out the Foundation matched his contribution and of good for the Trust in terms scheme and the specialist schools programme in a more cost effective way the matched of public relations. programme. Much of the focus was on and to spread the good practice being both, making a total of £2 million for the innovation, but a change occurred in developed in the CTCs more widely. project. The CDDs were to be appointed The CDDs set about their work of 1991 when the then secretary of state on three-year contracts and cover six supporting the CTCs through visits, for education, Kenneth Clarke, wrote Two crucial developments in 1992 were curriculum areas: business; science and organising training events and producing the delivery of the national curriculum to have a profound effect on English maths; languages; design technology; curriculum papers. They had to accept into the CTCs’ funding agreements. education over the next 15 years. One information technology and post-16. their personal share of vilification. For Eve Gillmon, one of the CDDs, was the proposal for technology colleges. Despite the reputation of CTCs and the example, they were frequently blackballed comments that many CTCs were behind The other was the launch of the CTC widespread vilification to which they were by their professional associations and not mainstream schools in their preparations Trust’s affiliation scheme. subjected, an advertisement for these allowed to attend conferences. They for implementing the national curriculum posts attracted over 700 applications. were, however, appreciated by the CTCs. and the CDDs had to turn their attention Kevin Satchwell recalls that in Telford from to support in this area. She believes January to August 1991, before the this development diluted their capacity for innovation.

0 The history of the Specialist Schools and Academies Trust By schools for schools Origins 0 Technology colleges Affiliation scheme Applications to join the new affiliation of 1 Origins The 1992 White Paper Technology The other development in 1992, schools began to flow in. The cost of colleges: schools for the future proposed which was to have far-reaching joining was basically £1 per student per the creation of technology colleges to repercussions, was the launch year; the fee structure is very similar today. spread the impact of the CTCs. The of the Trust’s affiliation scheme. In 1993 the first annual conference for new technology colleges would have affiliated schools took place at the St an emphasis on maths, science and The CTC principals, referred Ermin’s Hotel in London. Sixty-four technology and would add to choice to by Kevin Satchwell as ‘15 schools were represented, a far cry and diversity in the system. They were rogue headteachers’, already from today’s 2000 attendees, but to be influenced by business through certainly the start of something big. the appointment of sponsor governors. met termly. Their meetings were Another conference in Telford was Schools applying would raise £100k in often attended by other important to follow a year later by which time sponsorship, would receive matched affiliation numbers had reached 100. 87– education figures such as the funding for this through a capital grant chief inspector of schools, and of up to £100k and additional recurrent The pattern was set for an affiliation funding of £100 per student per year. were regarded as stimulating scheme and a conference which many The funding package is essentially the and productive. heads would say revitalised them same today, although the sponsorship professionally. The Trust began to requirement is now £50k, sponsorship Word of the work going on in the CTCs realise the potential of its network. from educational suppliers having been began to spread and publications began ruled out, and the recurrent funding has to circulate. As a result the Trust started risen with inflation. Schools bidding for receiving approaches from other schools technology college status were required seeking advice and contacts and wanting to submit a bid which included an analysis to join in. People at the Trust felt that of their strengths and weaknesses, 93 having links with non-CTC schools would improvement targets in each of the be a good thing and that networking Left from top: Kevin Satchwell, subject areas and for the whole school, could be very beneficial. So, the affiliation David Crossley, the inaugural and a detailed implementation plan. scheme was launched – and, unlike the meeting of affiliated schools, This process would prove to be very technology colleges programme at the December, 1992 important for school development and time, LA schools were allowed to join. improvement. For many senior school It was the brainchild of Susan Fey and led staff it was their first experience by Eve Gillmon. The latter was one of the of planning, accountability and original CDDs on a three-year contract, self-evaluation. but she was to stay with the Trust for nine years, becoming its first deputy chief In 1993 the technology colleges executive and later its first Fellow. Later programme was launched. It was Pam Kemp and Christine Prentice (now controversial because, under John Christine Walter, author of this history) Patten as secretary of state, it was only succeeded her, both in this post and open to grant maintained and voluntary as Fellows, alongside others deemed aided schools; LA schools were to have made a significant contribution excluded. The official reason for this was to the specialist schools movement. that the governance arrangements of

grant maintained and voluntary aided Fifteen schools attended the first meeting schools, including provision for sponsor for affiliated schools at the BRIT School in governors, meant they were more suitable December 1992. Two of the early affiliates for the programme and able to act more attending were Kathy Heaps, head of quickly. However, some felt technology John Kelly Girls’ School in Brent (along colleges were being used to promote with Sandy Young, head of John Kelly grant maintained status through the Boys’) and David Crossley, head of back door. There was much lobbying Cirencester Deer Park School in for a change of policy to open up the Gloucestershire and now a director of programme to all secondary schools. the Trust. Kathy Heaps had visited several CTCs to look at their practice and was The role of the CTC Trust was to help convinced that technology could give schools raise the required sponsorship her school, and the neighbouring boys’ and in the preparation of their bids. A key school, the edge it needed to improve. element of the sponsorship role was to David Crossley had visited Thomas raise support for the programme centrally Telford School and was looking for a and then work with sponsors in allocating national network which could help with the money to particular schools. In the curriculum development, innovation years ahead, the Trust and the schools and technology. These two schools between them would raise over £300 were among the first applicants for million to support the programme. technology college status.

10 The history of the Specialist Schools and Academies Trust By schools for schools Origins 11 2 Building the foundations Events in the next three years would lay the foundations for what was eventually to become a specialist system. 1994– 1996 Mike Fischer CBE, Co-founder of RM and , Secretary of State for Education and Employment 1995–1997

Early technology colleges One of the first 50 schools to be The first 50 technology colleges designated was John Kelly Girls’ School in Brent. Another was the neighbouring were designated, in 1994 were boys’ school. They were unusual in two all either voluntary aided or respects. Firstly, they were local authority grant maintained schools. To schools but, when the heads found they be designated schools had to could not apply for technology college status because of their local authority reach a quality standard, but status they immediately applied to there was also an expenditure become grant maintained. The second limit on the number of schools unusual feature was that, unlike most that could be designated in of the other early applicants, they were inner-city schools. Kathy Heaps feels any bidding round. So, in future that the purpose of the programme was rounds some schools would not somewhat muddled at this time. It was be designated despite submitting ostensibly about improvement in inner-city bids of an appropriate standard. schools and that was certainly part of the initial remit of the CTCs, but very few When difficult choices between inner-city schools were among the early schools had to be made, issues applicants for technology college status. such as proximity to another specialist school would be taken into account. This would remain the case until 2002.

12 The history of the Specialist Schools and Academies Trust By schools for schools Building the foundations 13 Both heads were very committed to the Involving local authority schools He, with the political support of his chair 2 Building the foundations programme and determined to succeed. During 1994 Gillian Shephard (now Lady of education, saw the importance of Kathy Heaps recalls consulting Susan Fey Shephard), who succeeded John Patten specialist secondary education in the Early technology colleges about their bid in a session that lasted until as education secretary, made two very area. While other authorities in the north 11pm. They had the sponsorship in place important decisions for the long-term east still regarded specialist status as from a local company, Bestway, and from future of the programme. The first was to back door privatisation and a move Unisys. Their bids were approved, but open it up to local authority schools. Her to encourage grant maintained status, their first three years proved to be rather view was that if it was working for some he thought it was a way of taking the a rocky ride. They struggled to meet the schools then it could work for all. She secondary system forward through targets they had set themselves. Schools’ was one of several interviewees for this greater diversity. One very practical target setting was a very imprecise publication to talk of ‘letting 1000 flowers step which Newcastle took was to set science in those days as the data which bloom’. She believed the programme up a ‘mini trust’ with the local TEC and schools use today such as the Fischer went with the grain of what was happening EBP, creating a central pot into which 94– Family Trust and PANDA were not yet in schools. Schools should be able to companies could contribute sponsorship available. The initial designation period play to their strengths. The process of monies. This removed the need for was three years, which was rather short to application was helpful because, while it companies to choose which of show significant improvement; it was later was completely voluntary, the financial Newcastle’s 13 secondary schools to to be extended to four years. When the inducements led to some competition support, and meant the authority could John Kelly schools came to apply for between schools and an awareness of move forward in a planned and rational redesignation, known as ‘phase 2’, during others’ achievements. way without too many worries about their third year their prospects looked the ability of individual schools to doubtful, as they had missed their Her decision was absolutely crucial. It raise sponsorship. targets in years 1 and 2. They delivered took a lot of the political controversy out 13 folders of information to the of the programme. It meant that Labour- Language colleges Department for Education and Skills run local authorities felt they could get The other important decision taken 96 (now the Department for Children involved. It was pivotal in leading members by Gillian Shephard in 1994 was the Schools and Families – DCSF) to make of the Labour Party, then in opposition, introduction of a second specialist area, their case. In the end the DfES deferred to the point where they could regard languages. Mrs Shephard is a linguist a final decision until that summer’s specialist schools as one part of the herself, and had extensive practical results, which fortunately showed an Conservative agenda which they could experience in education as a former improvement and so the two schools adapt to their own purposes, rather than lecturer, administrator, inspector and retained their status, albeit by the skin as something to be abandoned on taking adviser. As chair of education in of their teeth. office. , when interviewed she had introduced French into primary for this publication, confirmed how crucial schools and she felt languages received They were later to become exemplary Gillian Shephard’s decision was, as did a raw deal. She also believed in the technology colleges. They are both . With this one move, ‘locomotive effect’ – the ability of a now in their fourth phase. They fully Gillian Shephard effectively secured strong, well-led department to lead embraced the ethos, including the the long-term future of the specialist whole school improvement. vocational dimension and later the schools programme. community side of the programme. One of the early language colleges to be Kathy Heaps was later to become The SSAT began to work with designated was another Brent school, chairman of the Trust’s London region local authorities to take the the Convent of Jesus and Mary. Mary and a contributor to many of the Trust’s Richardson, the head, had originally leadership programmes. She also hosted programme forward. Kathleen wanted technology college status, but numerous visits for the Trust. As an inner Lund, who had succeeded found she was too near the John Kelly city school, with many challenges, which Susan Fey as chief executive, schools for this to happen. However, embraced the programme’s ethos so came from an LA background language college status was an excellent wholeheartedly, John Kelly Girls was an fit for her school, which already taught obvious port of call for visitors wanting and her experience and contacts nine languages to students of 36 to learn more about specialist schools. were crucial in opening doors nationalities. She felt it demonstrated to Cyril Taylor would regularly bring both with both individual local them that speaking different languages potential sponsors and important decision authorities and with the Local was something to be celebrated and makers to visit. Kathy Heaps recalls to be proud of rather than something telling her staff one Monday morning that Government Association. to be regarded as a disadvantage. , Secretary of during the week both , State for Education and Skills HMCI, and , then a One of the first Labour controlled local Gillian Shephard was later, in 1996, 2002–2004 Conservative politician, would be visiting. authorities to get involved was Newcastle. to announce a further extension of the One teacher’s response was ‘could you Its director of education was David Bell, programme with the introduction of arts give us a bit more notice when you later HMCI and now permanent secretary and sports colleges. The first of these decide to invite General Pinochet!’ at the DCFS. were designated in early 1997 and will be covered in the next chapter.

14 The history of the Specialist Schools and Academies Trust By schools for schools Building the foundations 15 2 Building the foundations The conference impressed her in a Preparing for a change David Blunkett saw specialist schools as number of ways. Firstly, she met other of government being 75% about school improvement heads who were prepared to share their and 25% about diversity. His colleague, It was clear during the mid-1990s that the experiences, people like Wendy Davies Estelle Morris, a former teacher, saw the writing was on the wall for John Major’s from Selly Park School in Birmingham and programme as a school improvement Conservative government. A major priority Gareth Newman from Brooke Weston model with financial incentives. She for the Trust was to secure the future of CTC. For perhaps the first time she felt believes that if you offer money in return the specialist schools programme under she was part of a network which was for clear objectives and targets backed by an incoming Labour government. It was focussed on teaching and learning. detailed plans you will get improvement. already working with many LAs following Secondly, she liked the idea of the awards The ‘badge of difference’ is important, Gillian Shephard’s crucial decision to to schools. She remembers Harris CTC linked to the capacity of a department admit local authority schools into the winning one of the awards which had to lead improvement across the school. programme. There were also regular Expansion and the been donated by Susan Fey when she Her own teaching experience told her discussions with Graham Lane, chair 94– left the Trust. It was for improvement in that this model went with the grain of affiliation scheme of the Local Government Association’s mathematics and Sue Williamson was school improvement. By the end of 1996 there education committee. Now it was time determined that her school would win to start talking to the national politicians. were 182 designated specialist such an award, which it did later on. Contacts developed between the Trust schools, mostly technology Thirdly, she made business contacts, and the Labour education team. David colleges. In recognition of this including the sponsor of another David Blunkett had become the Blunkett addressed the Trust’s annual the Trust changed its name from Lincolnshire school who became one shadow education spokesman conference in Bradford in 1996. Relations of her governors. She was inspired by with the existing government remained the CTC Trust to the Technology in 1994 and was reviewing, in the whole ethos of the event and its his words, ‘which parts of the close with , then deputy Colleges Trust (TCT). ‘can do’ approach. prime minister, delivering the Trust’s first Tory agenda we could live with’. annual lecture in 1996, but the focus The Trust’s affiliation scheme was also While the conference was the highlight Where Labour perceived was on the anticipated transition. 96 growing quickly: by the end of 1996 there of the year, other developments were unfairness, distortion or a lack Gillian Shephard comments that it was were just over 300 affiliated schools. The taking place in the affiliation scheme. of accountability there would be absolutely right for Cyril Taylor and the pattern of the annual conference, which Technology played a crucial role, as it Trust to be building bridges at this time. was later to become the biggest education would continue to do, as email and change, but there would be no David Blunkett comments that it is one of conference of the year, was set during websites became more commonplace. wholesale rejection of policy. It the most successful examples of a new this time. It was a mix of distinguished An early development occurred when has to be said that if the Labour administration taking on and adapting From top: Sue Williamson, speakers, awards to schools for Research Machines (RM), a major Party had, as expected, won the its predecessor’s policies. Director SSAT, Sir Cyril Taylor, outstanding achievement or improvement, supplier of information technology to Chairman SSAT and , an exhibition and breakout sessions and schools, held a training session for 12 previous general election in 1992 Cyril Taylor also managed to grasp an Prime Minister 1997–2007 showcases led largely by practitioners, headteachers in the use of email, then the situation would have been opportunity to lobby the leader of the the headteachers themselves and their in its infancy. It gave them each a free rather different. opposition, Tony Blair. Mr Blair had colleagues. In the early years conferences email account. Together with Trust agreed to open Carmel RC Technology were held near one of the CTCs, which director Eve Gillmon, they began regular There were aspects of specialist schools College in Darlington. The school is in were visited as part of the programme. correspondence with each other and which appealed to Mr Blunkett: firstly, the the constituency of his colleague, Alan An innovative feature was the ‘rondeval’, were known as the Headnet Group. boost that specialism could bring to the Millburn, and is adjacent to his former the brainchild of Eve Gillmon, during which Many innovative ideas emerged which self esteem of a school and its standing Sedgfield constituency. Its chair of contributors sat at round tables delivering led to the formation of the Vision 2020 in the community; secondly, the ownership governors at the time was Father mini-presentations about new ideas and group (now Futures Vision), which in of the programme felt by headteachers, John Caden, who knew the Blair family practice while delegates circulated at will turn became the focus for innovative including a sense of responsibility and well as parish priest to Mrs Blair and in a marketplace atmosphere. As the thinking about how schools would accountability; thirdly, the potential to the children. When Cyril Taylor was conference grew larger both the CTC links develop in the future. It led much of engage with external partners. There informed of this event he arranged with and the rondevals had to be abandoned, the Trust’s forward thinking. would need to be changes, such as the the headteacher, Jim O’Neill, to attend to the regret of many delegates. community aspect and an increased focus the opening and agreed with Mr Blair’s Jim O’Neill, head of Carmel RC on disadvantage which will be described office that he would join the potential Sue Williamson, now a director of the Technology College in Darlington, in the next chapter, but if the specialist Prime Minister for part of the train Trust, recalls her first conference in was and is active in Vision 2020/ schools programme could act as the journey to discuss the specialist Bristol back in 1995. She was head Futures Vision. He is a keen supporter trigger to make the education system schools programme. The conversation of Monk’s Dyke School, a technology of the Trust network in general because believe in itself again and to believe it duly took place and clearly produced college in Louth, Lincolnshire. Monk’s it dispenses with local agendas and could do something for the life chances long-term dividends, given Mr Blair’s Dyke had become a technology college issues relating to religious affiliation, of young people, then it was safe. So, subsequent enthusiastic support for to give it a distinctive appeal in an area focussing instead on school improvement when leaders at Yewlands School, the programme. with neighbouring grammar schools. It and leadership. He happily quotes the located in David Blunkett’s constituency made great progress, giving the local mantra ‘lead, or get out of the way’. and attended by his sons, asked him if By the end of 1996 the Trust was a run for its money. they would embarrass him by applying well positioned to work with the for technology college status, the answer incoming government. was ‘go for it’. He saw the enthusiasm of the staff and was keen to encourage anything that would lift the performance of the school.

16 The history of the Specialist Schools and Academies Trust By schools for schools Building the foundations 17 Timeline of the origins and development of the Specialist Schools and Academies Trust

1986–1993 Origins 1994–1996 Building the foundations

1986 The CTC programme is announced 1994 The first 50 technology colleges are approved  The programme is opened up to all secondary schools 1987 The CTC Trust is established Language colleges are announced Sir Cyril Taylor is appointed its chairman and adviser to the secretary of state, Kenneth Baker The number of affiliated schools reaches 100

1988 Kingshurst CTC opens, sponsored by Hanson PLC and Lucas 1995 The first 16 language colleges are designated Industries (CTC sponsors are subsequently listed in brackets) The number of specialist schools reaches 100

1989 Djanogly CTC (Sir Harry Djanogly) and Macmillan CTC The number of affiliated schools passes 200 (BAT Industries) open

1996 Arts and sports colleges are announced 1990 Dixons CTC (Dixons Group and Haking Wong Enterprises), Emmanuel College (Vardy Foundation), Leigh CTC Michael Heseltine, Deputy Prime Minister, delivers the (Sir Geoffrey Leigh and the Wellcome Trust) and Harris Trust’s first annual lecture CTC (Philip and Pauline Harris Charitable Trust) open The Trust becomes the Technology Colleges Trust The Trust appoints six curriculum development directors  The number of specialist schools reaches 182

1991 A further six CTCs open: Bacons College (Harris Charitable  The number of affiliated schools passes 300 Trust, Southwark Diocese and the London Docklands Development Corporation); Haberdashers’ Aske’s Hatcham David Blunkett addresses the annual conference College (Haberdashers’ Company); Thomas Telford School (Mercers’ Company and Tarmac plc); Brooke Weston CTC (Garfield Weston Foundation and Hugh de Capell Brooke); ADT College (ADT Group); and the BRIT School (BRIT Trust)

1992 Landau Forte CTC (Landau Foundation and Forte plc) opens

A government white paper proposes the creation of technology colleges

The CTC Trust launches its affiliation scheme. The first meeting, attended by 15 schools, is held in December

1993 John Cabot CTC (Cable and Wireless and the Wolfson Foundation) opens

Technology colleges are launched, for grant maintained and voluntary aided schools only 

By October, 42 schools are affiliated to the Trust. The first conference for affiliated schools is attended by 64 schools

18 The history of the Specialist Schools and Academies Trust By schools for schools Timeline 19 Timeline of the origins and development of 2002–2004 A specialist system the Specialist Schools and Academies Trust 2002 A ‘specialist system’ is announced by Charles Clarke with the removal of any cap on new designations.

The Partnership Fund is introduced

Bids for the four new specialisms are received

Affiliation passes 1500

992 specialist schools are operational and there is a new target of 2000 by 2006

The Trust’s first full time regional coordinators are appointed 1997–2001 Becoming mainstream    Prime Minister Tony Blair addresses the annual conference 1997 The first arts and sports colleges are designated 2003 The Trust becomes the Specialist Schools Trust The incoming Labour government pledges an expansion of the programme There are now 1444 specialist schools and affiliation exceeds 2000 The community dimension is introduced Two new specialisms – music and humanities – plus a rural 245 specialist schools are now operational dimension are announced and the first bids for these are received in October There are 391 schools affiliated to the Trust  The Leading Edge programme is announced

1998 330 specialist schools are now operational and there are The Trust establishes a National Headteachers’ Steering Group 545 affiliated schools Rural dimensions launched Education Action Zones are introduced

There is a new target of 500 specialist schools by 2000 2004 1955 specialist schools are operational and there are 2500  affiliated schools. The programme is opened up to special schools Plans for 200 academies are announced

A new SEN specialism is announced 1999 400 specialist schools are now designated and there is a new target of 800 by 2003 High Performing Specialist Schools (HPSS) are announced, including schools with a vocational second specialis The first three special schools are designated  The Trust launches RATL The Excellence in Cities programme is launched iNet is launched 2000 550 specialist schools are now operational and there is a new target of 1000 by 2004 Affiliation numbers pass 1000 2005–2007 New challenges The Trust publishes its first analysis of educational outcomes 2005 The target of 2000 is met with 2381 specialist schools The new academies programme is announced now operational.

The Trust is given responsibility for the academies programme 2001 A government Green Paper sets new targets of 1000 specialist and changes its name to the Specialist Schools and Academies Trust schools by 2003 and 1500 by 2006. It also introduces four new specialisms: science, mathematics and computing, engineering A new programme of trust schools is proposed and business and enterprise

700 specialist schools are now designated and 1300 schools 2006 The Prime Minister, Tony Blair, addresses the national conference are affiliated to the Trust  The number of specialist schools passes 2500 at 2542

2807 specialist schools are now operational  The new national target is that 95% of all eligible schools should be either specialist or academies by 2008

 There are 46 open academies and a new target of 400 academies is set

There are over 3600 affiliated schools

HEI networks launched

2007 Trust schools and primary specialist projects launched

20 The history of the Specialist Schools and Academies Trust By schools for schools Timeline 21 3 Becoming mainstream The four years from 1997 to 2001 saw the number of specialist schools rise to 700, the number of schools affiliated to the Trust rise to just over 1300, the introduction of a further four specialisms and a new target of 1500 specialist 1997– schools to be designated by 2006. 2001

The four years from 1997 to 2001 saw the number of specialist schools rise from 182 to 700, the number of schools affiliated to the Trust rise from around 300 to just over 1300, the introduction of a further four specialisms and a new target of 1500 specialist schools to be designated by 2006. It was the time when specialist schools became not just a side issue but central to the development of secondary education. Most of this happened Captions: under the incoming Labour government, but in early 1997, before they took office, the first arts and sports colleges were designated.

From left: Prime Minister Tony Blair with Education Secretary David Blunkett, sports students, dance students perform at the Roya Opera House

22 The history of the Specialist Schools and Academies Trust By schools for schools Becoming mainstream 23 3 Becoming mainstream

Sports colleges Arts colleges Aside from raising the profile of the school 97– The sports colleges brought a new player While the YST successfully promoted and raising esteem, Martyn Coles believes onto the scene. The Youth Sport Trust sports colleges the TCT took on arts arts college status gave St Paul’s Way (YST) was given the task of promoting colleges. One of the early arts colleges a framework and a focus for school sports colleges. Its role was similar to to bid, in autumn 1997, was St Paul’s improvement. By 2006 65% of students that of the TCT, helping schools with Way School in Tower Hamlets, one of gained five good GCSEs and the school the preparation of their bids and raising the poorest wards of a poor borough: had a positive value added score of 29. sponsorship. The YST was in some 95% of the largely Bangladeshi students He also pays tribute to the value of the ways a mirror image of the TCT: it was received free school meals and fewer network. This was particularly strong an organisation with a much wider role than 20% achieved five good GCSEs. among the early arts colleges. In London, which took on sports colleges while the Nevertheless, visual arts were an area for example, St Paul’s Way joined with TCT started with a focus on the specialist of excellence with over 90% achieving others such as Chestnut Grove, Thomas schools support role and later developed C grades and above. Its headteacher Tallis, Kidbrooke and Lister in providing 01 a much wider remit. The YST’s chair, Sue at the time, Martyn Coles, who is now school-based initial teacher training. Campbell, believes that specialist schools principal of the , Martyn Coles believes the network was developed as a ‘movement’ rather than agrees that a strong department can crucial because, unlike existing local or just another educational initiative because lead whole school improvement (the professional networks, it focussed on of the presence of the two organisations. locomotive effect). He and his deputy teaching and learning. She says they acted as coaches with the put a bid together in about three weeks, schools and that meant the programme ignoring the general view that it should Lesley King, now a director of the Trust, became both creative and adaptable. be a six month process. He recalls many but then head of another of the early arts Officials at the Department of Education late night sessions, calling it the ‘beer colleges, Stantonbury Campus in Milton (now DCSF) would write guidelines for and pizza’ approach to bid writing. The Keynes, takes a similar view: joining the bids and the staff of the two trusts would sponsorship came in, mainly from local network was umbilically linked to specialist interpret them to the schools and receive sponsors such as Gartmore and the status. She recalls an early meeting at feedback in the process. The feedback Aldgate and All Hallows Trust, and the the Trust’s offices, then at 9 Whitehall, would be relayed back to officials and the bid was successful. where Trust staff gave guidance on next set of guidelines would reflect this. applying for arts college status. She So the programme reflected the changing Designation as an arts college immediately met fellow applicants, all headteachers aims and needs of the system and the raised the school’s profile; it had many with a passion for the arts. coaches influenced both the school’s high profile visitors such as John Dunford, performance and policy making. She general secretary of the (then) Secondary Their network grew quickly to believes that this link between policy Heads Association, Andrew (now Lord) about 30 schools from all parts of and practice, plus the power of the Adonis and Sir Cyril Taylor. In 1998 the country, who would visit each headteacher networks, accounts for the Prime Minister would launch the the success of the programme and its government’s new Excellence in other’s schools. This professional, development into a national (and latterly Cities programme at the school. subject related support and international) movement. networking was quite new and immensely powerful.

Above: Martyn Coles, principal at City of London Academy Opposite: photography students at George Abbott

24 The history of the Specialist Schools and Academies Trust By schools for schools Becoming mainstream 25 3 Becoming mainstream

A new government Specialist schools would have a key Sponsorship During the period 1997–2001 several 97– In May 1997 the Labour Party won a role in other initiatives to be launched in Increasing numbers of specialist new sponsors came on board. These the next two years. 1998 would see the included EMI’s Music Sound Foundation landslide victory at the general election. schools meant an increasing As anticipated, David Blunkett became introduction of Education Action Zones and the Sutton Trust. secretary of state for education and (EAZs), which were located in areas of need for sponsorship. Many Estelle Morris was appointed one of his social disadvantage. Preference would sponsors had been giving The Music Sound Foundation ministers, with responsibility for schools. be given to bids for specialist status to generously over the years and The Music Sound Foundation (MSF) was schools located in zones provided they established in 1997 to commemorate Both were committed to the specialist continued to do so. In total schools programme but there were to met the quality standard. 1999 would EMI’s 100 years as a company. 1997 be changes. see the launch of Excellence in Cities specialist schools, CTCs and was its fundraising year and so a letter (EiC), again designed to address under academies have attracted over to its then chairman, Sir Colin Southgate, Firstly, the community dimension was achievement in inner city areas. Specialist £300 million sponsorship from from Cyril Taylor requesting sponsorship introduced. Schools were now to be schools were one of the ‘strands’ in the for arts colleges could not have come at 01 individuals, businesses and required to prepare a community plan EiC programme, and the areas involved a better time. It was a young charity with Brooke Weston CTC for working with primary schools, at least were required to take a planned charitable foundations. one full time member of staff, Janie Orr, The Sutton Trust one secondary school and some wider approach to their development. and it needed to find effective ways to Sir Peter Lampl, chairman of the Sutton community groups. At least a third of their The Garfield Weston Foundation, for spend its money and make an impact. Trust, describes the specialist schools revenue funding had to be allocated to With the addition of the community example, has donated several millions Janie Orr describes the specialist programme as ‘excellent’. While the this. Estelle Morris states that this move dimension and the focus on areas of to the programme. Writing in the schools programme as a ‘lifeline’, principal focus of the Sutton Trust is on was essential for reasons of equity when deprivation, the programme flourished SSAT’s 2007 brochure (source 1), because it gave the charity a national access to universities and good schools only a minority of schools had specialist under the Labour government. George Weston, chief executive of profile and also attracted matched for young people from less privileged status. It was also valuable in helping to Government targets for the number Associated British Foods and a trustee government funding, which gave their backgrounds, school improvement is address transition issues between of specialist schools to be designated of the Garfield Weston Foundation, sponsorship a much greater impact. The also crucial. Peter Lampl sees school primary and secondary schools. rose from 500 (by 2000) to 800 (by 2003) states: ‘From our earliest involvement Trust would inform the foundation about improvement rather than diversity as the to 1000 (by 2004) and 1500 (by 2006). with the specialist schools project we applicants for arts college status, would key to the specialist schools programme. For many schools the community At the time this seemed ambitious, have just been supporting success. say which had strengths in music and His trust has supported over 30 schools. but schools continued to apply in Brooke Weston CTC has become a would recommend schools which MSF dimension, particularly the links He believes the programme works great numbers and targets were fantastic school, the 500 specialist might consider visiting. So, MSF drew on because it is voluntary and because the with other secondary schools consistently met early. schools we have helped sponsor have the Trust’s expertise before establishing application process is sound: it gives and wider community groups, done well and we look forward to seeing its own links with the schools. Janie Orr incentives for school improvement and represented a great challenge The chairman of the Trust, Sir Cyril the new academy we are helping to build describes it as a ‘bespoke package the four-year development plan creates Taylor, continued to play a pivotal thrive as well. It’s been a joy to have for sponsors’. Initially sponsorship for and a significant change of its own discipline. He pays tribute to role. David Blunkett appointed him been involved.’ Other large sponsors schools near EMI plants was for the schools his trust has supported such culture. The Trust began to his adviser on the programme. This include the Wolfson Foundation, British full £100,000 required. This was later as the Phoenix School in Hammersmith provide specific support in was met with some surprise given Airways and British Aerospace as well as reduced to £50,000 for schools around and the Sir John Cass Redcoat School developing the community Sir Cyril’s well-known background in the original CTC sponsors, who are listed the country and when the sponsorship in Tower Hamlets. Both have raised the Conservative Party. However, in the timeline on the centre pages. requirement was reduced by the dimension, something it still standards dramatically using their he was prepared to give specialist government to £50,000, the MSF specialist status and a mix of strong does today. schools priority and resigned his party Many sponsors have worked closely contribution usually became £25,000. leadership, ethos and discipline. This, membership. David Blunkett realised with their schools to ensure that their The foundation became the biggest rather than new buildings, is crucial to how helpful he could be. He pays particular sector can attract recruits sponsor of arts colleges and later added success. Peter Lampl also says that he tribute to his enthusiasm, connections, with the necessary skills. Sir John Rose, music colleges. It has sponsored 32 regards the sponsorship requirement commitment, powers of persuasion chairman of Rolls Royce, writes in the schools to date, with a total contribution of £50,000 as ‘reasonable’, attracting and self-belief: he was just what was SSAT 2007 brochure that ‘high value of £1.4 million. Support continues today, as it does around £500,000 of matched needed to drive the programme forward. added manufacturing is crucial to the particularly with special schools and other government funding, a gearing of 10:1. future prosperity of our nation. That Trust activities such as the arts colleges’ Finally, like the Music Sound Foundation, is why Rolls-Royce has sponsored conference and the arts expert panel. he pays tribute to SSAT’s role in a number of both technology and The foundation also organises road nominating schools to sponsors and engineering specialist schools to ensure shows for teachers and sixth formers. in facilitating links between sponsors. that school leavers have the skills necessary to work in our industry.’

26 The history of the Specialist Schools and Academies Trust By schools for schools Becoming mainstream 27 3 Becoming mainstream A value-added analysis had been The ‘clubs’ She had become aware in Hackney that produced for the first time in The outcomes analysis led to another schools were increasingly distancing themselves from their LA and using their 2000, covering progress made important feature of the SSAT’s work – the ‘clubs’ and celebration dinners. Each year specialism as a way forward. The Trust from key stage 3 (KS3) to key schools with a the best results in terms had become ‘another centre of gravity’ stage 4 (KS4). An analysis of of adding value, school improvement for them. the 2000 examination results, and overall achievement are awarded In her first few months at the SSAT two published in 2001, took the membership of one or more of three clubs – the value-added club, the most things struck her particularly strongly. debate further forward. improved club and the 70% club. They The first was the potential power of the receive a certificate and an invitation to network. It was clear that acquiring a For the first time Professor David Jesson, a celebration dinner. The dinner includes specialism, while transforming in itself, author of the study, was able to compare short presentations by some of the club was only the beginning for schools. It 97– results at GCSE with the comparative key members and a talk and discussion with was also clear that the big challenge of stage 2 (KS2) primary school data from a distinguished guest. reaching new designation targets would 1995. His study showed that not only had be largely completed within a few years. specialist schools averaged 53% 5+A*–C The events are an important feature The next challenge would be to develop grades compared with 43% for non- of a culture which celebrates success. the network in new directions and specialist schools, but that the average Certificates can be seen on display in establish new groups within it. These Special schools There are now 131 special schools KS2 test points were very similar – 24.9 many school reception areas. Sir Kevin might be by specialism, region, cohort, In 1999 the first three special schools with specialist status, 70 with an SEN as opposed to 24.5. The better Satchwell, head of Thomas Telford type of school and different programmes. were designated as technology colleges. specialism and 61 with a curriculum performance was not a result of more School, enjoys the lively debates and The network should be led by The early special schools all had a specialism. More are planned. Crosshills able students. The analysis showed a access to interesting guests which the headteachers and the phrase curriculum specialism, special schools is one of the most successful. When it value added score of +5.4 for specialist dinners provide. Alison Banks, principal ‘by schools, for schools’ began with a ‘SEN specialism’ were to follow came around for its first redesignation schools compared with -1.1 for non- of the Westminster Academy, says that to be used to describe this. 01 later. One of the first three was Crosshills there were issues at the partner school, specialist schools. schools can sometimes feel run down School in Blackburn, which bid jointly Queen’s Park. In the event Crosshills was and undervalued: special events, rewards The second issue was that while with Queen’s Park, a neighbouring redesignated but Queen’s Park was not. This study, which has continued on and ‘treats’ can make you feel valued, specialist schools were now a major mainstream secondary school. Mike Officials at the DfES (now the DCSF) an annual basis and grown more positive and special. Jenny Jupe, who plank of government policy, the Trust Hatch, Crosshills’ head, pays tribute referred to this process as the ‘divorce’. sophisticated over the years, was of was deputy head of Selly Park School itself was rather detached from the to the Trust for giving his school the This caused initial consternation and seminal importance. Debate about and is now a director of the Trust, says mainstream policy, both at the DfES confidence to bid, helping with the later amusement at Crosshills because the statistics has continued among that to schools the Trust had an ‘aura’ (now the DCSF) and elsewhere. curriculum planning and finding much of officials would telephone the school academics but, on average across all because of its relationship with powerful There were limited connections at the the sponsorship. He believes the process asking to speak to Mike Hatch about specialist schools, researchers agree people and that the dinners opened up Department outside of the specialist helped the school in a variety of ways: it ‘the divorce’. Given that Mrs Hatch that specialist status is linked to higher new opportunities for both celebration schools team and there were limited raised esteem; it required genuine target works at the school there was scope results at GCSE whether this is on the and networking. contacts with other organisations such setting for the first time; and it gave for considerable confusion. 5+ A*–C measure, value-added or as Ofsted. A major task would be to experience in bid writing. This experience contextual value added. To politicians, rectify this. led to other successful bids, such as Educational outcomes: sponsors and the wider public the 2001 Green Paper The 2001 Green Paper Schools: building £1.25 million for an e-learning centre. ‘something for something’ message was clear and important. The first priority would be to build David Blunkett recalls discussions within on success laid to rest any remaining Elizabeth Reid, It was crucial for the specialist schools the Labour Party about the merits of doubts about the importance of the capacity to ensure progress on Chief Executive, SSAT As with so many other schools, programme to produce evidence that it specialist schools. He used the Jesson specialist schools programme. It set new both fronts. Both David Blunkett the relationship with the Trust really was leading to school improvement research to argue that if some schools targets for designation – 1000 by 2003 in return for its funding. The chairman, and Estelle Morris comment that deepened after designation. could improve in this way and add value, and 1500 by 2006 – and introduced four Sir Cyril Taylor, refers to this as ‘something the Trust was beginning to adapt Mike Hatch saw the opportunity then so could others. David Bell, by new specialisms in science, mathematics for something’. For several years it had then leading Ofsted, recalls quoting & computing, business & enterprise and well during this period, moving for a special schools network been possible to demonstrate that results the evidence to a sceptical Education engineering. These were to provoke from an organisation which within the Trust. The first six in specialist schools were higher than in Select Committee. The data was used another rush of applications from schools. non-specialist schools, but this in turn mainly provided bidding advice special schools to join the regularly to convince existing and begged a lot of questions about student and help with sponsorship to a network held an initial meeting potential sponsors that the programme intake, with accusations of covert A new chief executive: was a good use of their money. Today much extended role. In Estelle in Peterborough in 2000. The selection and so on. ‘by schools, for schools’ schools make extensive use of the Morris’s words ‘it kept the special schools network now At the beginning of 2001 Elizabeth Reid data themselves to evaluate their joined the SSAT as chief executive. Her schools once they had the has nearly 250 members. performance. David Jesson’s work two predecessors, Peter Upton and status’ and began to meet their has become increasingly important to Nigel Paine, had both been in post for the SSAT and is analysed regionally, aspirations beyond designation. relatively short periods of time. Her own by specialism, by cohort and in the background was that of a director of various achievement programmes The next few years would prove to be a education, first in Lothian and then as well as in individual schools. period of rapid growth and great change in Hackney. for the organisation.

28 The history of the Specialist Schools and Academies Trust By schools for schools Becoming mainstream 29

4 A specialist system The biggest criticism of specialist schools was that it was felt their success was achieved at the expense of other schools. Although the self-review required for a specialist school application was thought to be liberating for schools, a collaborative, 2002– rather than competitive approach was wanted. 2004 , , DfES (Schools Standards) 2001–02

Lifting the cap When Charles Clarke succeeded At his first question time as education secretary Mr Clarke was able to announce Estelle Morris as secretary of state a lifting of the cap: from now on any bid for education in 2002 he felt that that met the quality standard and had the the biggest criticism of specialist required sponsorship would be approved. schools was that their success It was no longer to be a competition and there was to be a new target of 2000 was achieved at the expense of specialist schools by 2006. other schools. He thought the self-review required for a specialist There were other important aspects to school application was in itself Charles Clarke’s vision for what he termed a ‘specialist system’. With the four new liberating for schools, but he specialisms coming on board in the same wanted a collaborative rather year, he wanted to see a more balanced than a competitive approach. approach to the spread of specialisms in any one area. He wanted specialist Up to this point there had been a financial schools to feel accountable, not just in cap on the number of schools that could a formal way at redesignation, but to be designated in any bidding round. This external moderators such as the Trust usually meant that some bids meeting the and the YST. He also wanted them to give quality standard would not be approved. priority to local partnerships with business There might be 100 bids of an appropriate and other relevant organisations. As many standard, but finance would dictate schools struggled to raise the required that only the best 70 would succeed. sponsorship, he established a Partnership Furthermore, some parts of the country Fund, a mix of private money (donated by with a high proportion of specialist schools the Garfield Weston Foundation) and had at one time had an overall limit public money, to which schools could imposed for their area. Proximity to apply to make up any shortfall in the another specialist school could be £50,000 sponsorship required. an issue.

30 The history of the Specialist Schools and Academies Trust By schools for schools A specialist system 31 4 A specialist system The schools in the programme have improved at a rate well Lifting the cap above the national average in terms of 5+A*–C grades – the overall improvement being 2.8%, compared with 1.8% nationally. They also exceed national averages for improvement in terms of 5+A*–C including However, when applying to this fund A regional structure Raising Achievement English and mathematics, 02– schools had to demonstrate that they Coping with these numbers presented Transforming Learning (RATL) and value added scores. had been trying to raise sponsorship and a challenge. There was clearly a danger The RATL programme arose from establish partnerships for at least a year. Sixty mentor schools and 70 consultant in becoming too big and impersonal. a ‘priority review’ of secondary headteachers are involved in the One answer was to establish a regional underperformance conducted in The Partnership Fund was essentially programme. One of the consultant structure and in 2002 the first full time February–March 2003 led by the then about fairness. Some schools found it heads is Glenn Mayoh, head of Abbs regional coordinators were appointed. DfES (now DCSF) School improvements easier than others to raise sponsorship Cross School and Arts College. His There had been some part time regional and targets unit, working with acting because of their location. Mr Clarke’s involvement in the programme is support before on the basis of a one head teachers temporarily seconded to whole approach was to universalise interesting because he started as a day a week release from schools, but the team. The work, which was originally From top: Professor David the programme. He says that education ‘project school’, a participant in the this was the first move towards full time commissioned by Charles Clarke and Hargreaves, Professor David has a capacity to divide itself into sheep programme, after some weak results. dedicated regional staff. Each worked had the strong support of schools Jesson, , and goats, which is unhealthy. Moreover Following an improvement his school with a committee of volunteer minister David Miliband, resulted in, Minister of State DfES 04 it is misconceived – not all good schools became a ‘mentor school’ and he is (Schools Standards) headteachers in their region and this among other things, the introduction are popular and not all popular schools now a ‘consultant head’ visiting five 2002–2004 steering group set the local agenda of Fischer Family Trust contextual value are good. schools in Cohort C. He talks about for events and other activities. added (CVA) data to identify ‘coasting’ the challenge of ‘mutual mentoring’. schools. DfES adopted a number of All schools have something to offer Mr Clarke’s approach later led to Headteachers steering group approaches to challenging coasting and the capacity to learn from each the five-year strategy for children In 2003 the National Headteachers schools to improve, one of which other. This is not a programme in which Steering Group was established. It was involved commissioning SSAT to work and learners and the ‘new a ‘good school’ imparts wisdom to a made up initially of the chairs of each with the prime minister’s delivery unit relationship with schools’, ‘bad school’. It is a two way, not a one regional steering group. Representatives to devise a support programme in way, process. He appreciates being including his vision of a of each specialism were added later. Its early 2004. This subsequently able to contribute to the network as ‘self-improving system’. task was to steer the Trust’s strategy for became the RATL programme. well as taking from it and he believes its services to schools. The importance firmly that all programmes should be of this group has grown over the years. The RATL programme adopted a Expanding the programme practitioner led. The effect of lifting the cap on new This was the ‘by schools, for schools’ collaborative approach in which model taking shape. schools would be invited to participate designations plus the four new RATL has proved a great success. Peter An alternative model for public service reform and would establish partnerships with specialisms was a rapid rise in the Wanless, director of school performance The Trust also began to involve mentor schools and consultant A defined Add any necessary number of specialist schools. The and reform at the DCSF, says it means headteachers and other educationalists headteachers. The aim was to empower ‘top-down’ policy structures and system was now demand led, without ‘belonging to a network of schools that in other ways. Thirteen headteachers participants, not make them dependent. processes to support it any expenditure restrictions. In 2002 share your problems and are keen to Systems are now members of the Trust’s council. The watchwords were ‘inspire – there were 992 specialist schools. By help you’. He believes one of the most Replicate Associate directors have been appointed challenge – motivate – support’. Processes 2004 this figure had risen to 1954. In powerful ways of achieving school – retired headteachers or distinguished DRDRDR* 2003 a further two new specialisms were improvement is the lateral transfer of Structures academics closely associated with The diagram (right) illustrates the announced – music and humanities – knowledge and experience between Generalise particular programmes. Examples are alternative approaches. Bureaucracies along with the possibility of adding a rural schools. Research by Professor Andy Professor David Jesson, who produces Allocate some resource dimension to any bid. A SEN specialism Hargreaves from Boston College, Employ people the annual outcomes analysis, Professor After it was agreed in discussion with on way of delivering for special schools was announced in Massachusetts, describes it as ‘one David Hargreaves, who works with the Elizabeth Reid that the SSAT programme Implement to schools 2004. In 2003 the Trust changed its of the most distinctive, promising and Ask schools to respond Trust on personalising learning and Ken would embody a ‘by schools, for schools’ and students name to the Specialist Schools Trust successful reform models to emerge in and deliver wih clear Walsh, a former headteacher, who works approach, David Crossley, who had been (SST). The Trust’s network of affiliated the recent history of educational change accountability with the Trust on ICT issues and Futures an active member of the Trust’s network schools continued to grow. The number and school improvement’. of schools affiliated passed 1500 in Vision. Another feature is associate since its inception, agreed to head up Outcomes 2002 and reached 2500 in 2004. headteachers – serving headteachers the RATL programme. The first year’s who contribute to Trust programmes. cohort consisted of 224 schools, 40% * Development /Research of which were not specialist. Cohorts B Several new programmes were and C followed, and to date 516 schools established during this period, have participated in the programme. They all make extensive use of David Jesson’s all on the ‘by schools, for date in analysing their performance. schools’ model.

32 The history of the Specialist Schools and Academies Trust By schools for schools A specialist system 33 4 A specialist system International Networking for High Performing Specialist The aim was to support a self- Educational Transformation Schools (HPSS) improving system – now termed (iNet) In 2004 the DfES took the next step in ‘school led system leadership’. A major new venture between 2002 the specialist schools programme by The next chapter will examine offering 69 high performing specialist and 2004 was the development of the where that stands today. Trust’s international arm – International schools (HPSS) the chance to enhance Networking for Educational Transformation their specialist role by establishing a – known as iNet. This is supported by second specialism. Today around 550 In 2004, following a challenge from the the HSBC Education Trust and Professor specialist schools play a role in system then Schools Minister, David Miliband, David Hopkins is the HSBC iNet Chair wide reform through this programme. the Trust started working with of International Leadership. The new It is linked to the redesignation process: headteachers to define personalising Practitioner-led programmes international network grew organically in broad terms it means that the one learning. Professor David Hargreaves third of specialist schools that meet the held a series of workshops with some 02– The model of practitioner-led programmes throughout the period in response to HPSS criteria may opt for one of the 200 headteachers and identified the is replicated in other areas of the Trust’s demand from schools in England and following programmes: nine gateways to personalising learning. work that developed between 2002 overseas, starting principally in Australia. There followed a series of five conferences and 2004. Today, it has over 1300 overseas n Development of a second specialism members, and networks also exist in with ACSL (then SHA) to examine the n Becoming a training school gateways. After each conference David Leadership programmes began with New Zealand, Chile, China, Hong Kong, Hargreaves produced a pamphlet with courses for aspirant headteachers and South Africa, Wales, Northern , n Participating in an achievement case studies from schools. By the time ‘developing leaders’, teachers with around Mauritius, Holland, the USA and Sweden. partnership programme – Leading of the last conference in January 2006, five years experience identified as having Again, it follows the ‘by schools, for Edge, RATL or one run by the YST it was evident that the nine gateways potential. Today they cover the range schools’ model: activities include visits, n Development of a vocational could be conveniently clustered into four from newly qualified teachers to executive study tours and conferences as well as specialism groups: deep learning, deep experience, heads. The key feature is that they are relationships between individual schools. 04 deep support and deep leadership. The designed and delivered by school leaders. n Development of a SEN/inclusion National Conference in 2006 focussed They are intellectually stimulating, but While the Trust’s network was developing specialism on the four deeps and a number of rooted in practice. There are currently a wide range of activities in response schools have restructured their leadership (September 2007) 1068 participants to demands from schools, two new This development had huge implications teams on this basis. A second series of from 764 schools. government initiatives were to have for the SSAT. It affected the work of pamphlets – A New Shape of Schooling a major impact on its work. several directorates, Achievement – were produced and examined each of Alison Banks, principal of the Westminster Networks, Specialism and Curriculum the deeps. The Trust also established Academy, says the key is that you do Networks (SCN) and Strategy and Leading Edge programme development and research networks to not feel you are being ‘lectured at’. Programme Networks (SPN) as will The Leading Edge Programme was enable schools to lead the search for Kathy Heaps, head of John Kelly Girls’ be seen in the next chapter. announced in 2003. Estelle Morris had next practice. Student networks have Technology College, appreciates heads had a similar idea back in 1998 when been established in each of the Trust’s delivering their own materials which are she floated the idea of a specialism in Building capacity: regions and schools are being helped grounded in reality, rather than delivering school improvement or, as she puts it, school-led system leadership with the development of student voice a lot of theory. ‘the best to lead the rest’. In brief, Leading Throughout the period 2002–2004 and leadership. In 2007, the Trust Edge involves 200 lead schools working the Trust was building capacity as an formed a system redesign network – From top: Professor David As well as delivering its own with 800 partners, almost a third of the organisation. It was also strengthening initially partnering 10 highly successful, Hopkins, Brian Caldwell, secondary system. They work on issues Yong Zhao, Alma Harris leadership programmes, the SSAT external alliances and an academic innovative schools – to determine the has also been commissioned by such as extended schools, Every Child base, working with several professors building blocks of system redesign in Matters, personalising learning, the the National College for School of education. These were key priorities education for the 21st century in England. 14–19 curriculum and harnessing new for the chief executive. Its income came This work was then expanded to all Leadership (NCSL) to deliver a technologies. The SSAT has won a from a variety of sources: a grant from affiliated schools including schools series of school based leadership tender to run this programme. It now the DfES to support the specialist schools affiliated to iNet. programmes and school to sits in the Trust’s Achievement Networks programme; commissioned work from directorate alongside RATL; its practitioner- school visits in London. the DfES such as RATL; contracts won led philosophy is very similar. in open competition such as Leading Edge; sponsorship and other support CPD networks were also developed from commercial organisations and trusts during this period, delivering ICT involved in education; and income earned based subject training in schools. from schools in affiliation fees and payments for services such as CPD and events. All income streams were growing fast and would grow even more in the years ahead. This was essential if staff were to be recruited in sufficient numbers and with the required expertise to support the levels of activity that the schools wanted to see.

34 The history of the Specialist Schools and Academies Trust By schools for schools A specialist system 35 5 New challenges The four years from 1997 to 2001 saw the number of specialist schools rise to 700, the number of schools affiliated to the Trust rise to just over 1300, the introduction of a further four specialisms and a new target of 1500 specialist 2005– schools to be designated by 2006. 2007

Specialist schools programme Is there anything left for the SSAT to do The target of 2000 specialist in terms of specialist school designation? Firstly, there are still a few hundred schools schools was met a year early in without either a specialism or an academy 2005 when the total reached plan. There is also the task of supporting 2381. In 2007 the figure stands special schools in their bids for either at 2807, which represents well the SEN specialism or a curriculum specialism. However, the big new task over 80% of English secondary is one of ongoing support, called cohort schools. There are also 83 open working. Cohort working events are academies. The new target is that those at which schools at the same 95% of eligible schools should be stage of specialist development, for example those in the third year of phase 1 either specialist or have become or the second year of phase 2, are bought an academy by 2008. together to review their progress and look at ways of moving forward. The events Redesignation is now linked into Ofsted involve a self-analysis of progress against Section 5 inspections along with a targets and an opportunity to share school’s development plan and self- good practice. evaluation form, and will no longer require a separate bid. The concept of specialism is now truly integrated into whole school development, rather than being regarded as a separate issue.

36 The history of the Specialist Schools and Academies Trust By schools for schools New challenges 37 5 New challenges

Academies n Organising support programmes for Growth of the organisation 05– A big new challenge for the Trust came individual academies and their principals The SSAT has been growing at a in September 2005 when it took on n Organising leadership and induction phenomenal rate in recent years. a central role in the government’s programmes for new principals When it moved to Millbank Tower in academies programme. David Blunkett 1998 it seemed ambitious to commit had announced the programme back The Academy Networks directorate is to half a floor. It now occupies three in 2000. Its aim was to challenge under led by Lesley King, formerly head of floors. Staff numbers at the time of the achievement in the country’s poorest Stantonbury Campus Arts College and initial move were 30. They now stand performing schools – mostly those a former associate director of the Trust. at over 350, many being based outside facing the greatest social challenges. of London in one of the growing number It involves sponsors from a wide range The support work is widely praised by of regional offices or at home (a long way of backgrounds, including universities, academy principals. On an evaluation from the CTC days of a chief executive, individual philanthropists, businesses, scale of 1 (excellent) to 5 (very poor) a PA, an accountant and six development 07 the charitable sector, existing private the average evaluation was 1.54. Alison directors). The SSAT also makes extensive From top: , Secretary schools, educational foundations and Banks, principal of the Westminster use of consultants and secondees. of State for Education and faith communities. Sponsors will, as Academy, who has received 90 days of Financial turnover has risen from the norm, establish an endowment fund Skills 2004–06, , around £18 million in 2003/4 to adviser support over two years reports Secretary of State for Education worth £2 million (or £1.5 million for fourth around £60 million in 2007/8. that it has been ‘fantastic’. She is linked and Skills 2006–07 or subsequent academies for multiple with Mossbourne Community Academy, sponsors). Sponsors appoint the led by Sir Michael Wilshaw, and has The structure of the funding has also majority of academies’ governors. drawn on his expertise in aspects of changed and continues to change school management such as finance radically. In 2003/4 the DfES specialist As a programme it has many similarities and personnel. All her staff visited schools grant represented 42% of to the CTC programme of the early 1990s, Mossbourne, which she says lifted their funding. By 2007/8 it accounted for and most of the original 15 CTCs have perceptions of what could be achieved. 24% while 37% came from other now converted or plan to convert to She is very appreciative of the academies commissioned work from the DfES and academy status. The Trust had played network steering group. 35% from commercial income – work some part in supporting academies won by competitive tender along with before 2005, but in September of that On the sponsor side, David Samworth, affiliation fees and income earned from year, when Ruth Kelly was secretary of sponsor of three academies in the East events, training provision and so on. state for education, its role was formalised. Midlands, approves the Trust’s role in Another change of name was required sponsor relations. As he sees it, SSAT The situation continues to change. As and the organisation became the provides a collective voice for sponsors; of now the specialist schools grant no Specialist Schools and Academies it is a meeting place and means of longer underpins the SSAT’s infrastructure Trust (SSAT). networking; it has expertise in education costs. All overheads have to be borne upon which sponsors can draw; it can by individual programmes. More and In 2005 the target figure for academies take up matters of concern relating to more work is becoming subject to was 200. This subsequently rose to 400 issues such as VAT and procurement; competitive tender rather than being under Alan Johnson’s tenure as secretary it can provide curriculum advice; and directly commissioned, and this trend of state. The SSAT’s role includes: finally it can be asked to provide a will increase. In short, the SSAT has become a not-for-profit business as well n Helping to integrate academies into specific service, for example help in as being a membership organisation. wider SSAT networks as well as the appointment of a principal. He establishing an academies network describes the SSAT leadership as ‘brilliant’ and ‘impossible to replace’. n Help with media relations, publicity materials, newsletters and publications n Sponsor relations

38 The history of the Specialist Schools and Academies Trust By schools for schools New challenges 39 5 New challenges The directorates

Each of the SSAT’s six directorates The principal areas are: Leadership and Achievement Networks 05– covers a wide range of activity. A n Specialism expertise and strategy, Innovation Networks In addition to RATL and Leading brief summary of the role of each including support for HPSS with their Led by Sue Williamson, formerly Edge, described in chapter 4, this directorate covers: will give some idea of the scope. second specialisms headteacher of Monk’s Dyke School in Lincolnshire, this directorate covers n Vocational expertise and strategy, n The Specialist Schools Achievement the following areas whose beginnings Strategy and Programme including those HPSS that choose Programme for schools at risk of were described in the last chapter: losing their specialist status Networks (SPN) the vocational option and the new specialised diplomas n Leadership programmes Led by Ian Turner, who has a n Examination performance data teaching and LA background, n CPD in specialist areas n iNet, including Teachers International analysis and school self-review this directorate covers: Professional Development (TIPD), an n Work on 14–19 curriculum issues n Work on the Every Child Matters overseas visits programme. n The specialist schools programme, agenda and inclusion issues n The Trust has now also become a 07 including new designations, cohort n Continuing professional development Confucius Institute, supporting the n New technologies, workforce working events and redesignation (CPD) programmes teaching of Chinese language and reform and school design including support for High Performing culture in England Specialist Schools It also includes: The remaining two directorates are n Work with individual practitioners such n Support for the development of the n Work in ICT, including the ICT Register Academy Networks, whose work is as lead practitioners (seconded for a government programme of Trust which utilises school expertise described earlier in this chapter, and few days each year from schools to Schools. The legislation for these was Finance and Information Services, led work with other schools) and advanced n The family of schools programme for developed under Ruth Kelly’s tenure by Colin Kerr, which provides central skills teachers (ASTs) primary school affiliates, which now as secretary of state and the pathfinder services to support the infrastructure number around 200 schools were identified under Alan of the organisation. Several mechanisms are used in this Johnson. SSAT has a formal role in n Innovation work which includes the work, including: supporting the pathfinders. personalising learning programme, which n Headteacher steering groups for alone has involved over 1300 schools in n Sponsorship, with an increasing focus each specialism its work, student voice, development on longer term business engagement and research networks and Futures n Expert panels for each specialism n Work to support schools with their Vision (originally Vision 2020) community programmes, the rural n An annual conference for each dimension, extended schools, links specialism The directorate is also responsible for with higher education and business the Trust’s annual National Conference, n The lead practitioners, who support which now attracts around 2000 n The regional structure, the London schools regionally through workshops delegates and is ‘the largest education team and network membership and individual meetings, and nationally conference of the year’ according to through websites with examples of n Communications, marketing, the then Prime Minister Tony Blair, who good practice publications and events addressed it in 2006 for the second time, having first attended in 2002. He added, n SEN network The directorate has a strong influence ‘The Trust is the most dynamic education on curriculum development. Significant organisation in Britain. You are the true work has been commissioned on Specialism and Curriculum change-makers in our country today. enterprise education (the Schools’ Networks (SCN) You are lifting the sights of our young Enterprise Education Network – S’EEN) Led by Jenny Jupe, formerly deputy people, teaching them better, educating and on the development of vocational head of Selly Park School and then chief them more profoundly and to a higher courses, work which basically enables executive of the Design and Technology standard than ever before in our government policy to be put into practice. Association, this directorate provides country’s history. It is an amazing specialism and curriculum support. achievement’ (source 5).

40 The history of the Specialist Schools and Academies Trust By schools for schools New challenges 41 5 New challenges The future 07–

So, what is the outlook Interviewees for this publication took numeracy, the care of vulnerable for the next decade? widely differing views. David Blunkett children, the integration of minority identified school leadership as the key groups, developing community As the SSAT grows larger, but issue. Estelle Morris focussed on school facilities, leadership programmes also has to win an increasing improvement, describing the SSAT as and vocational education. amount of its work by competitive ‘the government’s school improvement tender and to generate more of its agency’. David Bell mentioned the Elizabeth Reid, chief executive, speaking development of groups of schools, at the 2006 annual conference, explained own income, there are clear risks. whether through the new trust schools her vision: ‘We are close to a wholly There is also a risk in its growing programme, federations or academy specialist system and the work of size – a danger of becoming more groupings. Glenn Mayoh, whose school is building that system is nearly over. remote, impersonal and even one of the new SSAT pathfinder projects, The next stage, which should be agreed with that view. Sue Campbell characterised by school leadership bureaucratic. All the key personnel talked about the Every Child Matters of that system, lies ahead of us. The interviewed were clearly aware of agenda. Several people identified networks, and a growing body of these challenges and were academies, the international dimension knowledge as well as development working to minimise them. They and primary schools as growth areas. and research capability, are all in Lord Harris was particularly interested place’ (source 5). clearly have a great deal of success: in primary schools and in the specialist Peter Wanless at DCSF describes primary pilot project currently being run A consensus emerges around one the organisation as ‘progressive, by the DCSF. Kevin Satchwell and Jenny theme – the SSAT must say true to the active and pacey’, with a ‘spirit Jupe both mentioned social justice and ‘by schools, for schools’ principle and a new era of social responsibility. Some retain the hearts and minds of its of action’ and a ‘can do’ ethos. saw the organisation developing into a member schools. It is schools that sort of education consultancy, others will lead the system. In the words of What the Trust has on its side is the more as a quasi-academic institution. Elizabeth Reid, we will have ‘school led immense power of its network of schools system leadership’ and the SSAT will and the authority that brings. The fact Chairman Sir Cyril Taylor has a be there as a facilitator and supporter. that it is a not-for-profit business and characteristically practical agenda More than that, its staff are determined a membership organisation gives it a involving the successful completion that it will lead and it will listen. It will unique standing in the market place. It of the academies and specialist have the capacity both to support and is well placed to grasp new opportunities. schools programmes, a further raising to contribute. If, as an organisation, it What are these likely to be? of standards and spreading of best can remain adaptable while staying true practice, developing the importance to its fundamental principles, there should of the specialist subjects, literacy, be a long and exciting future ahead.

42 The history of the Specialist Schools and Academies Trust By schools for schools New challenges 43 Acknowledgments

Acknowledgements Sources

Author: Christine Walter 1. By schools, for schools, SSAT Editors: Peter Chambers, Jo Addison brochure, July 2007 SSAT chairman: Sir Cyril Taylor SSAT chief executive: Elizabeth Reid 2. A different sort of missionary, Peter Former secretaries of state: Wilby, the Guardian, 18/07/2006 Kenneth Baker, John MacGregor, Gillian Shephard, David Blunkett, 3. Employment Examined, the Right Estelle Morris, Charles Clarke approach to more jobs. CPS Policy Sponsors: David Samworth, Janie Orr, Study 77, Sir Cyril Taylor John Deacon, Mary Richardson, Peter Lampl, Lord Harris 4. School led system: leadership in Headteachers: Martyn Coles, action , David Crossley and Michael Kathy Heaps, Mike Hatch, Jim O’Neill, Griffiths, SSAT, January 2007 Alison Banks, Glenn Mayoh, Kevin Satchwell 5. Education, education, education – DCSF: David Bell, Peter Wanless 10 years on, SSAT, 2007 Youth Sport Trust: Sue Campbell Former Trust staff: Susan Fey, chief executive, Eve Gillmon, deputy chief executive SSAT directors: Lesley King, Jenny Jupe, Sue Williamson, David Crossley, Ian Turner, Colin Kerr Fellows of the Trust: A small number of Fellows have been elected by the Council for longstanding and valuable contribution to the specialist schools movement and the work of the Trust. The current fellows are: Mr Ron Jacobs OBE, Mrs Eve Gillmon, Mrs Pam Kemp, Mrs Valerie Bragg, Professor Brian Caldwell, Dame Mary Richardson, Mr Ken Shooter HMI, Mrs Christine Walter. Last updated June 2007

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44 The history of the Specialist Schools and Academies Trust By schools for schools