An Innovative School Ahead Of Its Time The Story of a Free School Journey from Concept to Closure An Innovative School Ahead Of Its Time

The Story of a Free School Journey from Concept to Closure Contents

All the views and opinions expressed in this ACKNOWLEDGEMENTS ??? document are the personal views and opinions of the individual contributors. Facts, observations, FOREWORD ??? opinions and memories have been combined to create this narrative of the lifecycle of the INTRODUCTION ??? Robert Owen Academy. CHAPTER 1: The Drive For Vocational Education In The UK Since 1944 ??? Please note: whilst the school opened under the name of Robert Owen Vocational School, the name CHAPTER 2: The Co-operative Dimension ??? Robert Owen Academy has been used throughout this document, including extracts taken from the CHAPTER 3: From Concept To Reality ??? original bid. CHAPTER 4: The Development Year 2012 – 2013 ??? All contributions to this document have been freely given without any charge, payment or expenses CHAPTER 5: The Robert Owen Academy At Work 2013 – 2018 ??? whatsoever. Such has been the support for and commitment to our precious and unique Academy. CHAPTER 6: Governance ???

CHAPTER 7: Final Summaries ???

CHAPTER 8: The Hard Lessons Learned ???

CHAPTER 9: If We Had A Time Machine... ???

CHAPTER 10: Reflections ???

ACRONYMS ???

REFERENCE LIST ???

4 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 5 Acknowledgements

As a Trust we acknowledge that this has been He has sat with us in meetings with civil servants The Trustees and Governors have worked from the battlefield for new warriors to take a Magnum Opus for us as a very small group in London and with the Academies Minister. tirelessly without pay and, in many cases, quietly up the cause of 14-19 technical and vocational of dedicated citizens, with a one-person office He has written to the Secretary of State and has and anonymously, making personal donations education. We thank our friends for being with finalising the run down and closure of the Trust done all within his power to keep our morale to fund student projects. The Stakeholder us throughout. We have been blessed with your in spring 2019. The Robert Owen Academy from flagging and to fly the flag to keep the Board has been at our side throughout and has support and we will never forget those who (ROA) shut its doors to staff and students on Academy open. Uniquely, among locally-based instigated many detailed cross-curricular work stayed by our side in the darkest of days, when 31st August 2018. However, we are adamant politicians, he saw the need for the Academy based on real time projects as well as making it seemed that the education world was totally that it is our collective and professional and the help and support it would provide to key recommendations related to the direction against our innovative ideas and the belief in a responsibility to tell the story of the Academy the Herefordshire family of schools and their of the Academy. Our staff have stuck with us better world for our students. as we see it, through a process of objective students, together with its potential role in and their commitment to remain with us and evaluation as we capture the development the regeneration of the Marches sub region. serve our students in the final two years, when Thank you all. through the eyes and ears of many. We write We also thank our Manchester-based medical the threat of closure was ever-present, often to this ‘Acknowledgements’ section just before consultants and their financial backer, who so their own personal detriment, is a testament Christmas 2018, as our last act before passing wished to base a medical and nursing school to their total professionalism. Our loyal parents the whole document to proof-readers and then within the Academy. They had national interest, bought into the vision and maintained their to our printers. As a co-operative we celebrate and with local backing this would have become support, seeing the difference that we were our Academy and we celebrate the untold a reality. We are grateful to the Principal of making to the lives of their children. voluntary work that has gone into putting this South Gloucester and Stroud College for his document together, which has been in the subsequent unstinting efforts to bring the It is with a degree of irony that we now hear true spirit of the support that our Trustees, Academy into their Multi-Academy Trust (MAT) that the new Hereford-based University Governors, staff, parents and local businesses and allow it to evolve into a University Technical ‘New Model in Technical Engineering’ (NMITE), have given our Academy since its inception. College (UTC) majoring in cyber security. We is set to move into our vacant Hereford City acknowledge the partnership with United In premises. It is also with a tinge of sadness that we To single out individuals is often an invidious The Community and the unselfish manner in listen to the ever-growing clamour from newly business, particularly in the case of our which their trustees supported the transfer of appointed education leaders and local ‘movers Academy, as so many have stuck with us the distance learning BTEC Diploma contract and shakers’ to fight our closure. We appreciate through thick and thin, when it often felt as to the Academy, as well as the interest shown that the true potential of the Academy and the if we were with John Wayne on the Alamo. by football teams across the West Midlands vision of the Academy pioneers are only now Our Vice Presidents deserve a specific mention to expand the membership. This would have beginning to sink in, with a collective sense for their ongoing support and, in particular, our made Herefordshire a virtual centre for of the scale of the loss to Herefordshire and MP, who has given us his support from the time excellence training in football for the whole of the Marches sub region. However, we have of the writing of the proposal through to closure. the West Midlands. done all we could, and we now wearily retreat

6 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMYACKNOWLEDGEMENTS AT WORK 2013 – 2018 7 Foreword By Dame Janet Trotter OBE DBE CVO

I am delighted to have been invited to write The plans were detailed: a redundant school a forward to this evaluation of a brave and building in Hereford was secured and upgraded innovative venture with young people at and teachers and pupils were recruited. All was its centre. set fair, it was hoped, for the future.

The Robert Owen Academy, named after the The evaluation sets out the story of the rise and great social reformer, opened its doors to fall of this project. The reasons for the closure students on1st September 2013. Its origins, of the Academy after high expectations are however, go back much further to a desire to complex. Some are strategic, some administrative put education at the heart of regenerating the and some reflect the difficulty of putting the Marches and provide further opportunities for founding vision into practice in an increasingly young people. The intention was to develop competitive education market place. a co-operative, community-owned model of education, where educational and vocational I hope this evaluation will be read carefully and areas of endeavour had parity of esteem and lessons learned by other communities wishing where co-operative values would dominate. to embark on brave experiments designed Longer term, there were plans for Initial Teacher to support the many young people who are Education to be re-developed on the Marches, underachieving in our current education system. and for teachers and resources to be shared with other local educational establishments.

8 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORKFOREWORD 2013 – 2018 99 Introduction

The final decision, taken on 8th March 2018 standard comprehensive school’, which the • The national fixation with examinations at The external challenges will not go away, in by the Parliamentary Under-Secretary of State Robert Owen Academy has never pretended 16 – namely GCSE and, increasingly, A level. fact, by all predictions they will speed up with for the School System, to close the Robert to be. In short, we contend that although the • The obsession in schools with meeting potentially devastating impacts on our country Owen Academy on 31st August 2018 marks Secretary of State has every right to withdraw examination targets within the context of and our people. For those of us involved in the yet another landmark in the long struggle to our funding (providing legal process is followed), Ofsted criteria. Robert Owen Academy and of grey hair and develop vocational education in England. The the decision making about our future has been • The reluctance of head teachers to transfer advanced years, we had expected a detailed letter indicated that the decision was driven poor and badly managed. or share students because of the impact of evaluation of the Free Schools Project, just as by reasons of finance, but during the six years formula funding. we have approached virtually every education of uncertainty that central Government has We believe that the Free Schools Initiative, • The rapid growth in the number of students initiative since 1944 but, sadly, nothing has been created around the Academy, the reasons given as originally conceived, was a brave attempt with complex needs, who were being gently forthcoming. It is almost as if the clutch of for potential closure have shifted from poor to bring about change in an English education steered out of many high schools. initiatives such as Free Schools, Studio Schools Ofsted outcomes to a shortfall in recruiting, system that has historically been highly resistant • The centrality of the end of Key Stage 3 and UTCs are seen as a collective failure in the to opposition from the Local Authority, to change. The brave words and vision of the as a decision-making point in our young depths of Westminster, to be buried hastily and to financial difficulties. The Trust remains 1944 Education Act and subsequent engines people’s lives, which should lead to without ceremony. uncertain as to the main driving force for for change have never brought about the opportunities to combine academic and closure, which has hung over our collective required improvements that our young people vocational qualifications and meaningful As a result, the Robert Owen Academies heads like the sword of Damocles since approval desperately need. One size fits all never has work-based options within programmes Trust has decided that it is our collective in July 2012. However, the view is emerging that and never will serve the highly individualistic tailored to each student’s aptitudes, responsibility to produce an evaluation of what either the Regional Schools Commissioner needs of our students. When, in the autumn of abilities and preferences. we did, what we tried to do, what worked, what (RSC) or the Department for Education (DfE), 2011 we set out to develop a consensus for • The implicit academic elitism in our English failed, what pressures we were under and, in so or a combination thereof, encouraged by the change in the Marches sub region, which we education system which creates, by intent, doing, celebrate the changes we have made to Herefordshire Local Authority, want to reduce hoped would lead to a firm 14-19 vocational an anti-vocational education society. the lives of over 300 students in our innovative the capacity in Herefordshire and have alighted education proposal, we listened to employer The parity of esteem issue is one that any school, which was ahead of its time. upon the Robert Owen Academy as the after employer who told us quite clearly that the emerging 14-19 vocational academy would convenient sacrifice. school leaving product was not fit for purpose. have to tackle head-on. We hope that you enjoy the read and, hopefully, In short, they needed the foundations for life, learn from our lessons. Quite clearly, the motivation has shifted and work and further learning, which are built So, at one level we have palpably failed changed over time and few of us have been able out of knowledge, skills and experiences. The because the Secretary of State, through the to detect any clarity to the reasoning. Without pioneers of the drive for the Academy knew Parliamentary Under-Secretary of State for exception, it is agreed outside the magic circle that there were some things which couldn’t be the School System, says so. However, if we as a of regional and national decision makers changed in the short term and which would country are to move on and face the challenges that those with the power wilfully refuse to hold us back: of a post Brexit society, set in the context of a understand what the Academy did and tried rapidly globalising world, where technology will to do differently. When confronted, the power • The National Curriculum and the changes continue to transform our lives, we must learn brokers return to their concept of a ‘bog- planned by the Secretary of State. the lessons from the Robert Owen Academy.

10 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORKINTRODUCTION 2013 – 2018 1111 with dirty overalls and low status jobs. With Chapter 1: the advent of the National Curriculum in 1988 many local authorities abandoned three-tier structures, primarily to align their structures The Drive for Vocational with the key stages.

In the midst of all of this we must not ignore Education in the UK Since 1944 the enormous influence of universities and examinations taken at age 16. The Trust considers that we have lost sight of the need to find and support the talents and ambitions of each young person and, instead, we focus Summary relentlessly on a nationally set GCSE standard This section outlines how the history of education in the UK led to the need for a vocational school such for measurement of success. Schools, in our as the Robert Owen Academy. It tracks education past the Education Act of 1944, through the TVEI Pilot experience, start to track children’s progress Programme in 1983 to the introduction of the National Curriculum in 1988. From this, the historical forces towards GCSEs from as early as Year 7. The and influences that shaped the eventual idea for the Robert Owen Academies Trust (ROAT) will become clear. whole system is geared to ‘warehouse’ our It will also show what lessons had already been learned regarding vocational education, as well as highlighting young people into categories that define their attitudes, which had already been shaped. eventual destinations. We have, yet again, turned our backs on practical, technical and vocational education, a mistake we have repeated as a result of relentless myopia, for well over As the nineteenth century drew to a close, a • That transfer to secondary school at 13+ a century. series of Acts of Parliament required children would take too long to achieve and that to attend school and provided state funding changing the starting age of grammar The Technical and Vocational Education Teacher Training Returns to Hereford for education up to the age of 13. For many schools of 11 would settle the matter. Initiative Pilot (TVEI) was launched nationally, families, 13 became the school leaving age • Allocation of children to different types of through the Department of Employment in vocationalism and others, more optimistically, because few parents had the means to pay for secondary school would be the outcome of November 1982, with Herefordshire as one seeing it as a catalyst that would stimulate a children to continue beyond this point. The batteries of tests to establish the academic of the first of ten national pilot areas. As the vigorous and imaginative reappraisal of the 1902 Education Act established Local Education potential of all 11-year olds. name suggests, the main purpose of TVEI was curriculum and of the educational purposes Authorities and gave them the right to • Thus, the eleven-plus tests allocated to promote technical and vocational education which it should serve. establish, maintain and fund secondary schools. students to either grammar, technical or within England and Wales and later Scotland. The 1904 Secondary Regulations determined secondary modern schools after the 1944 The criteria as set out in the TVEI operating In Herefordshire, a Technical and Vocational a secondary curriculum based largely on the Education Act or ‘Butler Act’. manual from 1983, were unequivocal and can Education (TVE) Centre was set up as a 14-19 grammar school and public school curriculum be summarised that vocational education was base in Hereford city centre on the site of the developed by Thomas Arnold et al during the Selective technical schools struggled to establish to be interpreted as education in which the former Hereford High School for Boys. Ten high nineteenth century. The school leaving age was themselves. By 1955, R.A. Butler identified that students are concerned were to acquire generic schools and four local colleges participated raised to 14 after World War I. By the start there were too few of these schools, with or specific skills with a view to employment. in the five-year project. The project allowed of World War II, relatively little progress had too many of them hidden away in the corners A major assumption behind the initiative was each participating high school to select an been made and in 1940-41 the Educational of technical colleges, consequently failing to that expansion of technical and vocational all-ability cohort of students to work on Reconstruction Committee of the Board of achieve proper recognition and support. The education would eventually lead to improved a shared curriculum delivery with the TVE Education revisited the key issues. The debates parity of esteem die was irrevocably cast, with economic growth and greater prosperity. The Centre, which effectively became a technical within this Committee found shape and form in parents wanting their child to go to the grammar response of the educational establishment was and vocational school with an integrated the 1944 Education Act, notably: school and not the vocational school associated mixed, with some fearing a narrow and divisive curriculum and teacher development centre.

12 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 1: THE DRIVE FOR VOCATIONAL EDUCATION IN THE UK SINCE 1944 13 We know that the Department, at the end of participating colleagues that the net benefits the project in 1988, wanted the Herefordshire of the TVEI programme were substantial, model to be rolled out nationally, but this was both in terms of increasing professionalism defeated by the Treasury. and developing understanding of educational processes. As always in education, not enough is The TVEI Extension Programme began known or understood about change processes. nationally in 1988 and was rolled out in Implementation is, in many ways, an uncharted Hereford and Worcester in September 1989, route and energies can easily be dissipated with involving all 14-19 establishments; it was trivialities and off-field challenges and irrelevant organised in two phases. In Herefordshire, ideas. The evaluation concluded that local this meant all high schools and not just the agencies continue to promote an appropriate initial TVEI Pilot pioneers. This was seen as an climate, which both supports and sustains opportunity to continue supporting schools formative evaluation and change processes. and colleges in their efforts to improve the One approach to this, which the report shows, Where it all started 1993 quality of education. In reality, it became little is through consortia initiatives. more than an additional funding stream to deliver the National Curriculum with some Prior to the TVEI Extension in Hereford a genuine belief that such structures had the limited initiatives, such as the piloting of the and Worcester and more specifically in potential to meet the wider educational and Technological Baccalaureate in Redditch high Herefordshire, there had been considerable vocational needs of young people. In short, schools in with City and Guilds and the Institute co-operative working between schools and vocational education would be created through of Education at London University. There was colleges with a generally inspired group of co-operation and sharing. a detailed evaluation undertaken at the end of senior leaders. It was the the project, which highlighted the key areas of intent of colleagues within In 1991 the Training and TVEI influence as: the TVEI Extension to build I’ve 20 years of Enterprise Council (TEC) • collaboration upon existing relationships experience as a TA offered Herefordshire • cross-curricular initiatives and to set up structures, in a variety of schools, secondary headteachers • entitlement which took collaboration both outstanding and and college principals • equal opportunities to new heights. The TVEI struggling. Working with full-funded access to the • European dimension Extension in Hereford struggling children Coopers and Lybrand • framework for development and Worcester was (struggling for a variety consultancy, to explore • information technology skills subsequently organised of reasons: health, what sort of co-operative • progression into six consortia on consortium structure background, SEN) there • recording achievement a geographical basis of might work for them in is definitely a place for • special education which the ancient County the future (beyond the • teaching, learning and evaluation of Herefordshire formed schools like the ROA, TVEI Extension). This • training and development one consortium. In general, where vocational consultancy proved to • work experience. schools and colleges training is supported by be of immense value and Official Opening of welcomed the consortium academic learning. so the recommendation Marches Consortium Despite the positive findings of the pilot and approach and colleagues Mellissa Davies, Staff of Coopers and Lybrand with Ann Widdecombe its extension, vocational education remained in soon began to explore that an Industrial and the siding and the parity of esteem issue was potential support structures and funding Provident Society (IPS) be formed (with all unchanged. Interestingly, out of the evaluation mechanisms, which could sustain curriculum schools and colleges as £1 shareholders) was of the Hereford and Worcester TVEI Extension innovation and professional development once agreed at a formal meeting in January 1992. Programme emerged the view of many the national funding stream finished. There was The Marches Consortium was formed with an

14 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 1: CHAPTERTHE DRIVE 5: FOR THE VOCATIONAL ROBERT OWEN EDUCATION ACADEMY INAT THE WORK UK 2013SINCE – 20181944 15 traditional academic study to effective technical and vocational education, to the performing and Chapter 2: creative arts and hence to vocational careers, pointing to career pathways. With great respect, two hours of wet trades on a Friday afternoon The Co-operative Dimension in a distant annexe, with difficult children is not what vocational education, in its full breadth, is about. At best, in a few schools, students are given a taste of certain vocational activities but Summary their appetite for in-depth, focused, high-quality This section gives a brief history of the forming of the Marches Consortium Co-operative, the ideals of the learning linked to their particular interests founder members and their enthusiasm and belief in a vocational education path. It notes the achievements simply will not be accommodated because of the co-operative, as well as the lessons learned. It marks the run up to the idea of forming a co-operative of the restrictions of time, dominant school vocational school, which would eventually come to be The Robert Owen Academy. Grange Court 199? YEAR TBC culture, specific learning environments and lack of skilled staff who have been there and done it agreed organisational and legal structure, which in vocational employment. ensured autonomy for the schools and colleges as well as the creation of a body that could Kenneth Baker, a former Secretary of State for In January 1992, the pioneer Herefordshire collective with legal status outside of other attract external funding for specific projects. Education, in his book ‘14-18: A New Vision secondary school headteachers and college statutory boundaries. The first chair of the An exceptional group of Herefordshire senior for Secondary Education’ (Baker, 2013) sets principals unanimously accepted the Coopers Marches Consortium Co-operative, College leaders had put self-interest to one side in out what he believes are the four, distinct, and Lybrand recommendations to form a co- Principal Mac Hood, said at the first meeting of the global interests of all Herefordshire 11-18 14-18 pathways that we should now be operative within the legal framework of an the Board, “When I go to London to speak for students, with the clear vision that technical and moving towards: Industrial and Provident Society (IPS), and the Herefordshire in the pursuit of funds, I can truly vocational education would be seen, through • a technical pathway with a focus on mould was well and truly broken. They were ably say that I represent a significant group of high their collective efforts, to be a full partner engineering and ICT. supported by a forward-looking Training and schools and colleges within one legal entity.” alongside academic education. • a liberal arts pathway built around academic Enterprise Council TEC) working in harmony subjects. with a visionary Hereford and Worcester Of course, there were issues to be resolved As we arrive in development terms at 2018, • a sports and creative arts pathway, County Council Local Education Authority. going forward and these brave pioneers had it is difficult for current headteachers and embracing a wide range of sports and arts The pioneer headteachers and principals were, the confidence in each other to know that they college principals to think outside the academic ranging from theatre, music and dance to themselves, a unique group. They had lived the would be addressed equitably and equally as straitjacket, which is imposed by the Department fine art and a wide range of hand crafts such TVEI experience since 1983, they could see they arose. Amongst these issues were questions for Education, policed by Ofsted, encouraged as pottery, sculpture and cabinetmaking. the way national education provision was going about the rights and roles of individual schools by examination boards (with their commercial • a career pathway, similar to that of the and they had very real concerns about service and colleges and the communities that they interests to serve), supported by the university German and Austrian systems. This pathway delivery in one of the most rural wildernesses served. However, everyone understood in that sector (with a drive to recruit the brightest would combine basic academic subjects in England. The essential components were all unwritten bond of co-operative loyalty and trust and best students) and driven by parents who with work-based apprenticeships and in place to facilitate this ground-breaking move. that there are no absolute and final answers, aspire to the Gold Standard of A* GCSE grades off-the-job education and training. It was a national first as nowhere else, in the only challenging and potentially acrimonious followed by A levels. Local Authorities have long length and breadth of the United Kingdom, had discussions. There would be undercurrents in all since given up the challenge of developing a fit As readers progress through our account of such a radical experiment been undertaken. In the debates because that is the nature of politics. for purpose local education system that offers An innovative school ahead of its time, we are later years others would follow this route, but genuine choice for all students. Thus, existing sure that they will see this chapter as key in none in such a radical and total fashion. These Those with a background in the co- 11-16 and 11-18 comprehensive schools and setting the context in which the exceptional Herefordshire senior leaders were committed operative movement knew that cooperation academies will not find it easy to provide a Robert Owen Academy was born and crafted to each other and their students in a way never was important because it represented an full range of educational experience from by our pioneers. seen since – they were, in their eyes, a genuine institutional response to the tensions created

16 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN 2: ACADEMYTHE CO-OPERATIVE AT WORK DIMENSION 2013 – 2018 17 by the differing, and often competing appeals of headteachers and principals, local authority Once the Marches Consortium was launched Knowledge, Education and Training individual schools and colleges and of groups officers, school and college governors and elected the initial building blocks were quickly put in (ROCKET) as an electronic assessment within each establishment. Of course, one of the members did not see the need to work mutually, place and can be summarised as follows: and recording of achievement tool for most important and distinctive characteristics for the benefit of the majority. This growth of • A Board of Directors drawn from local Herefordshire secondary school and of the co-operative movement is the way it individualism has proved to be destructive and, in members. college Further Education students. attacks excessive and exploitative individualism a sense, has merely reflected the growth of neo • A Consortium Officer and Clerk appointed • Picking up the Leominster Single and how it seeks to find ways to accommodate liberalism in wider society. This growth of what to work out of the first Consortium Office Regeneration Bid (SRB) programme the diversity of human experience. For the is effectively ‘narcissism’ has promoted a ‘me and based in the College of Agriculture, which (Leominster back from the brink) at the Marches Consortium, going forward and my organisation above all else’ attitude and, sadly, later moved to a shared location with end of the SRB funding, when the main understanding the relationships between is promoting false senses of importance, weak Herefordshire Council. partners were not prepared to pick up the cooperation, community and individuality listening skills, difficulties in working with others and • A funding principle established that there provision and expanding and running the was not simple. The forces leading to the an over-indulged preoccupation with status, image would be no annual membership fee other Leominster Education Resource Centre as creation of the Marches and organisational image. It all fits than a one-off, £1 share purchase and a Herefordshire training base. Consortium provide part poorly in a co-operative context, that running costs would not exceed 20% • Creating and running for over five years of the explanation because break out text to go and later in this evaluation of the of income. the radical VETO Project for Herefordshire they created the original here approximately Robert Owen Academy, it will be • Business Plan for the year ahead to be Year 10 and Year 11 disaffected secondary frameworks. 50 words will fit this shown that it became a powerful agreed at Annual General and Extraordinary school students. This project eventually space - client to advise force for closure. General Meetings of members and to have evolved into the multi-million-pound All members of the Marches text at proofing stage a triple focus of education, training and European-funded Alternative Pathways for Consortium held a £1 share, Sedionec aeribus ut In adopting the Values and re-generation – both social and economic. Success (ALPS) Project. which gave each member, volorem il ipis re, quia Principles of the International • Income to be raised through grants and • Master Class in service management ditium abore pos earia regardless of size, an equal Co-operative Alliance, the bidding for local, regional, national and training at Master’s level for senior leaders doluptae reprae. Lupe vote at general meetings. lab inust, coresection Marches Consortium pioneers international projects, which would involve and middle managers with the Engineering Later in the development it pe qui con corum quate regarded them as guidelines members by choice. Faculty of the University of Central England was often quoted that the nus exceatem et volupta to enhance their democratic • In the first 15 years, income for members (now Birmingham City University). Open University and the nusdaecti rest harchil practice, their engagement rose from £10,000 pa to £7m per annum. • Running WISE (Women into Science and University of Birmingham, as ligeniscius natiis sedis with other members, their • Over time, the membership base increased Engineering) course for secondary school shareholders, both had the aut arum, santisto commitment to education to include primary schools, local authorities, level female students in Herefordshire. same number of votes as the and training, their deepening individuals and institutes of higher education, • Developing and running an Access to Higher two-teacher primary school involvement with other co- local businesses, and other co-operatives. Education Programme with the Engineering out on the Welsh Border. operatives and their absolute Faculty at the University of Central England involvement with the various communities they The range of projects developed was impressive for Herefordshire secondary school students, The purpose of this chapter is not to set out a served. Our pioneers knew that there could be and certainly enhanced the lives of many which used records of achievement as the detailed case study of the unique development no expectation of perfection in these matters, teachers, lecturers, students and communities means of achieving entry qualifications on an of the Marches Consortium as this could only a regular and wholehearted effort to as well as bringing in much needed and agreed scale. be produced as a separate paper for those steadily improve performance. It was implicitly significant external funding. A sample included: • Securing a bid to the Higher Education who may have an interest in such matters. understood that when thought of as an entity, • The delegated Training and Enterprise Funding Council to manage and run a Rural It is enough to record that this move in 1992, rather than as a number of discrete statements, Council’s education delivery targets for Outreach Programme in Herefordshire, in rural Herefordshire, was of a ground-breaking the principles were in place to balance the claims Herefordshire. Shropshire, Worcestershire and Staffordshire nature, which others have imperfectly tried to copy of community and individuality. So, members were • Running a Headteachers into Industry in partnership with, initially, the Open elsewhere. Although the Consortium has existed central, but they had a dual role to make sure placement programme. University, the University of Wolverhampton as a co-operative for some 26 years, it is now in that their organisations functioned in keeping • Designing a log book for Herefordshire and the University of Birmingham. This a phase where it may close. The impending and with the values upon which co-operatives Year 11 work experience students. programme sought to help students from inevitable demise is simply because newly appointed are based. • Developing Recording of Competence, the age of 18 years onwards to follow

18 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN 2: ACADEMYTHE CO-OPERATIVE AT WORK DIMENSION 2013 – 2018 19 Helping young people who, for a variety of reasons, the OU Access to Higher Education Teacher Education (ITE) postgraduate have unfulfilled potential or might opt out of education, Programme to gain access to undergraduate programmes subject knowledge booster is a hugely laudable endeavour. Right across the country, programmes without more formal courses to firm up subject knowledge. in both urban and rural areas, there are those who do ‘A’ level qualifications. Many providers of ITE recommended not benefit from the mainstream education system. • Initial Teacher Education in partnership successful applicants on their own “ with the University of Gloucestershire programmes to attend one of the Marches Herefordshire is a case in point. Despite its natural beauty, there are significant pockets of rural deprivation. Twelve areas of through a School Centred Initial Teacher Consortium courses. Herefordshire are among the 25% most deprived in England. It is Training (SCITT) Project, which eventually • Establishing a procurement scheme for local to be hoped that the authorities do not discount the contribution trained 3,700 postgraduate students to schools and colleges initially in partnership made by the Robert Owen Academy in its comparatively short life – PGCE level to work in all age phases of with the Co-operative Group. or indeed ignore the continuing need. statutory education. • Resourcing and establishing a postgraduate • Running the national pilot programme training centre at the Queen Elizabeth High The ROA recognised from the research carried out with employers, for Vocational PGCE qualifications in School site in Bromyard. that there was a need to develop a curriculum that incorporated Engineering, Applied Science, Leisure and • Running in Herefordshire a highly opportunity for learners to obtain and hone their employability Tourism and Applied ICT. successful Diploma in Management Studies skills. The ROA managed this through a mix of vocational and • Securing a national contract to run Return to programme in partnership with the academic subjects, which also applied knowledge learnt. While Teaching Programmes for qualified teachers Co-operative College for teachers, undertaking the planting of a flower bed it was necessary to be who had been out of the profession for a third sector workers, local business and able to peg out the right size and shape for the bed and calculate number of years. statutory bodies. A progression route to an the correct amount of seed, then write up their observations and • Holding the national contract for the MBA qualification route was mapped out learning points. When making bird boxes, designs were made, plans undergraduate Student Associates Scheme from this. were drawn up and measurements made to make sure it would all (SAS), which targeted current Herefordshire fit together once assembled. During these sessions, learners were undergraduate students and offered funded A conservative estimate indicates that, in the encouraged to discuss their ideas with each other and learn from school and college placements, to encourage first 20 years of its life, the Marches Consortium one another, thus developing their communication and negotiation them, post-graduation, to choose teaching Co-operative secured in excess of £40m of new skills. The teachers we engaged were brilliant, taking on board the as a career. funding for Herefordshire and the Marches sub change in teaching style they saw, very quickly, the positive change • Offering, through a nationally funded region. A truly remarkable feat and one which in the behaviours of the learners. programme, potential applicants to Initial provided the rural sub region with a much-

In retrospect, if I were starting this project from scratch today, I would use more of our meagre budget on marketing and advertising in an effort to convince more people more quickly. Any change can be a slow process, we needed to engage more secondary headteachers early on as well as convince the Education Department of our local Council that there was nothing to fear and everything to gain from our bold curriculum.

The facilities should have matched those in other places which engage in technical education, but they did not, so the environment was difficult to market to new and different sorts of young learners. ”

ROA Staff ” Image and caption to follow

20 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN 2: ACADEMYTHE CO-OPERATIVE AT WORK DIMENSION 2013 – 2018 21 needed boost against sometimes significant traditions and starting points to: opposition from other external organisations • Accept responsibility for ourselves and Chapter 3: and, surprisingly, some members and partners. work with others to do the same. In order to cope with such exponential growth, • Believe in the power of mutual self-help the Directors, the small number of central – particularly in the areas of education, From Concept to Reality staff and members had to evolve procedures, training and regeneration. systems and business plans almost ‘on the • Trust democracy and strive to apply it in all hoof’. There were times when matters may its wider applications, however painful. not have been managed as well as they might • Seek genuine equality in relationships with Summary have been, but constant evaluation meant that other co-operators and within our own This chapter sets out the vision which the Trustees had for the new Robert Owen Academy. It summarises we learned the lessons the hard way. We had co-operative. To believe genuinely that information contained in the original bid. It can be seen that the vision was for a truly co-operative vocational no national models to emulate or learn from, the two-teacher primary school and the school, which was carefully calculated to fulfil a need in Herefordshire and its surrounding counties for a and this became obvious as increasing numbers multi-million pound university are truly curriculum designed to fill gaps in the job market. The bid took into account the opinions and needs of local of other groups travelled to Herefordshire to equal in terms of membership rights and businesses, as well as teachers and leaders from the educational community. It is proposed that the needs, learn at our feet. responsibilities. which the Robert Owen Academy was designed to fulfil, were never truly understood at either national, • Seek equity in what we do individually and regional or local levels. In brief, the Robert Owen Academy was designed to: It was against this successful co-operative collectively. background that, in 2011, the early moves • Collaborate with like-minded people • Offer a possible solution to the parity of esteem • Share students with other schools. were made to put together a proposal for a and organisations and encourage other divide between the academic and the vocational • Bring increased resourcing to other schools as Co-operative Vocational School; a school that co-operatives to do the same. areas of knowledge and study through an part of a co-operative network. would be owned by its members in the best • Recognise the many and painful challenges integrated curriculum. • Eventually, be part of a Multi-Academy Trust traditions of the Marches Consortium and resulting from being honest with each other • Present a co-operative, community-owned that would bring added-value to our Welsh which would have, as its primary purpose, their but coming to see this as a strength. model for our school where ownership rested Border communities. wellbeing. In essence, a school which would • Strive for openness and transparency in with all, including the other schools and colleges. • Provide an incubator unit to foster self- reflect the power of the old co-operative logo. relating with others externally and with • Be a centre for Initial Teacher Education. employment amongst school leavers – both members internally, with no secret deals • Be a teachers’ centre for excellence and individually and in co-operative groups. “Each for All and All for Each” and under-the-counter trading. innovation in teaching and learning. • Promote economic and social regeneration • Encourage our co-operative and others to • Share teachers with other schools. across the Marches sub region. Closing this chapter, it will perhaps be useful to build more sustainable, socially responsible list the lessons, some painful, some not formally and caring communities, which recognise framed, and some discussed with passion the interdependence of groups and when members met, that our early Marches members. Background regional funding for projects such as Alternative Consortium Pioneers had learned. They can • Understand that we all grow in cooperation Learning Pathways to Success (ALPS), linked probably be more easily understood in terms and wither on the vine of naked When the Secretary of State for the Coalition to a clear change in local authority culture, of our movement’s underlying values, which competitiveness. Government announced, in 2010, the creation worried many educational professionals. There expect co-operators from different cultures, of Free Schools and subsequently invited had developed an inward-looking attitude, proposals from groups with innovative and one favouring retrenchment and survival set creative ideas, the seeds were sown for a new in a context of a central government push to Having been involved with the project from the outset, it felt like provision among some of the co-operators elitist academic success provision. This had fighting one long string of losing battles. Once the school opened, with a history of working within the Marches led directly to a deep sense of community I naively thought that the Local Authority would have accepted us, Consortium and the subsequent co-operatives. frustration that many groups of 14-19-year- and the vital support we provided for some of the county’s most The stalemate that had followed the end of both old students were now receiving a bad deal vulnerable young people. How wrong could I have been? the national TVEI Pilot and Extension Projects, and, in so doing, were accumulating problems ROA Staff together with the drying up of more local and for society into the future. Their choices had

22 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 2323 become more restricted, their disaffection with Technical and Vocational 14-19 Centre, the TVEI vacancies were hard to fill. The following areas living and contributing to their communities as the academic system had become heightened Extension Project with its innovative work on were specifically identified as threats and integrated and fully functioning citizens. The 14- and levels of achievement were falling. 14-19 curriculum progression and continuity, challenges to the local economy: 19+ Robert Owen Academy could tackle head- the Robert Owen Group’s Vocational, Training • Skilled trade occupations accounted for on the challenge of maximising the number of The number of students not in education, and Educational Opportunities (VETO) Project a relatively high proportion of those in young people in education and training whilst employment or training in Herefordshire and the Robert Owen Group’s European- employment; employers found skilled raising the whole profile of vocational education (NEET) was at a worryingly high level when funded ALPS Project. Since the ALPS project trade vacancies hard to fill and skilled and training across the full ability range. It was compared with the rest of the West Midlands ended in 2009 there had been no dedicated trade vacancies accounted for the highest to have as its core mission the challenge of the and, at the time, anecdotal evidence indicated provision for this type of vocational learning, proportion of skill shortage vacancies. ‘parity of esteem’ between the academic and high levels of non-attendance, disaffection and which was evidenced by a corresponding • Employers reported that there were the vocational curricula. alienation linked to complex social, learning and increase in the number of young people not in skills gaps in managerial and skilled trade behavioural needs. Even in those early days, the Education, Employment or Training (NEET) as occupations and that some young people Key Concept for a New stories of significant numbers of young people shown in Table 1. were poorly prepared for work. Educational Environment outside the system and sleeping under hedges, • There was still demand for migrant in barns and shop doorways had begun to stir The State of Herefordshire labour in Herefordshire that employers An extract taken from the the consciences of those who cared. 2011 Report reported would be difficult to obtain from Bid Submission other sources. The need for this form of highly specialised Additionally, the State of Herefordshire 2011 • Herefordshire was losing approximately 5% To provide a flexible and balanced programme of provision in the designated area had been Report identified that employers found many of its working-age population, who travelled general and vocational education in the 14-19+ proven since 1983 through the TVEI Pilot young people to be poorly prepared for to work outside the county. age range for young people from a diverse range of Project in Herefordshire with a dedicated entering employment and that skilled trade rural backgrounds, which will facilitate their broad Unemployment was higher than prior to the intellectual, cultural and personal development as recession, particularly amongst people under well as presenting them with an opportunity for Table 1 the age of 25 and work-based earnings were effective vocational preparation for work (including low when compared both regionally and self-employment) and further work-based training. 16 to 18 year olds not in education, employment or training (NEET) nationally, with the gap increasing. This gap in earnings was due to the dominance of low- At the start of the academic year of 2011-2012, technology manufacturing and low-value the concept of a 14-19 co-operative vocational 2008 2009 2010 sectors of employment, such as agriculture and education school in Herefordshire to serve retailing, in the area. the Marches sub region, which would have % % % both dedicated cohorts of students and share The gap in attainment between the best and students and staff with partner high schools, worst performing areas at GSCE was still colleges, training providers and community Herefordshire, 5.8 5.9 6.8 increasing, and in 2010 there were more groups was in a form to consult more widely. County of areas listed amongst the most deprived in The initial concept was taken through directors’ England in terms of achievement in education meetings of the various co-operatives; it was West Midlands 7.0 6.6 6.2 and skills. Therefore, in one of the most rural shared with the autumn round of Annual areas of England there was a critical shortage General Meetings and, most importantly, it was of specialised pre-vocational and vocational taken out on the road to Members’ Council Shropshire 5.2 4.7 5.2 education and training for the 14-19+ age meetings in schools across the Marches group. The aim of the Robert Owen Academy Consortium footprint. That the concept had a Source: Connexions/The Department for Education, The Client Case Load Information was to motivate and educate this growing good airing is beyond dispute and the ideas that System (CCIS)/Labour Force Survey (LFS) population to realise the benefits of vocational flowed were challenging, creative and seminal training, work (including self-employment) and in shaping the final proposal. There were now

24 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 2525 very few voices against submitting a proposal • Community ownership of the vocational following vision for the Robert Owen Academy. core and the generic skills in this bid. The driving but the development that most of us missed school, which would reflect the force of the school would be to exploit all was that the new generation of headteachers co-operative ethos, and which would create It would provide a flexible and balanced opportunities to develop fully the intellectual, and Local Authority officers were not hooked a form of Stakeholder Board. Every care programme of general and vocational education social, creative and expressive abilities of all on co-operative working and were failing to was to be taken to minimise the impact on for young people from a diverse range of rural the students. Through the school’s curriculum attend meetings to a significant degree. other schools and colleges. backgrounds in the 14-19+ age range. This programme, it was to be our mission to • A 14-16 route for all to assist with post-16 would facilitate their broad intellectual, cultural ensure that: The founding headteachers were eager for choices. and personal development as well as presenting meetings to be held in their schools and • A post-16 route into apprenticeships with them with an opportunity for effective • Our students become people who could hardly missed a meeting. The culture had changed European links. vocational preparation for work (including self- do things as well as know about them almost overnight and we had become reliant on • Individualised learning with an integration employment) and further work-based training. (i.e. rounded people with skills as well those teachers attending to carry the messages of academic and vocational work recorded The vision was to have cohorts of young people, as knowledge). back to senior management, but culture changes within suitably developed records of at first within the Robert Owen Academy but • We helped our students to choose and in schools seemed to indicate that this sort of achievement. ultimately nationally, achieving fulfilled personal prepare for the most appropriate for information was of low priority. In the round • Protracted, vocational employer-based and professional lives, enjoying satisfying work them qualifications, experiences and work of Members’ Councils consultations there was placements and residential opportunities, and careers. This vision was to be realised (including self-employment) routes. pressure from areas in the more urban West all of which would be integrated, assessed by providing the students with a whole • We helped them change or refine their options Midlands to lift the proposal out of Herefordshire and recorded within the main curriculum. curriculum package encompassing both without having to go back to square one. and base it in their own homelands. To have the academic and vocational competence/skills- • We provided a balanced curriculum for a missed this opportunity will be an important It was clear that this school was very much based disciplines. This would be tailored to meet wide range of abilities and behaviours. outcome of this evaluation. wanted, was needed and a wide range the needs of the individual student through of education and training professionals, pre course counselling, formative assessment The 14-16 Programme was to provide students The feedback from the community consultations together with local employers, had a very clear and tutoring, which would be reflected in with broad vocational experiences. The 16-19 indicated that the proposal must include (in no view of what it should provide. For once, it the Vocational Baccalaureate (Voc.Bac), each Programme was to build on this experience; particular order of importance): seemed to the core team that the door was student’s Record of Personal Achievement. it would be refined and personalised to suit • A 14-19 co-operation vocational education wide open, and the sole task remained to put There was to be a gradual movement from the each student’s needs. school which was non-selective. together a suitable proposal to the Secretary pre-vocational competencies to specifically allied • A base for in-service training with teachers of State. vocational skills, all within the unified curriculum. from schools seconded to work with students as a part of this. Moving Concept into Practice The integration and coherence of each student’s • Two cohorts of students in each of Years – The Bid programme, therefore, was to be achieved by At the end of the day, 10, 11, 12 and 13 – one of which was the embedding of the Core Skills Curriculum the ROA fought for those dedicated to and one of which was shared The writing team started work in December and the core skills across and within every students and families who with partner schools, colleges and training 2011 to complete a detailed, 129-page proposal aspect of the academic and vocational work. had been let down by the providers. to the Secretary of State to run a 14-19 system; for those who • The ability for funding to flow from the vocational school based in Herefordshire but This would deliver a seamless course of study, were unable to fight for vocational school to partner schools to serving the rural Marches sub region either modular in style, characterised by a process-led themselves. It saddens me resource participation. side of Offa’s Dyke. Seldom, in the experience approach, which was to facilitate progression. with how much hostility the • Work with accreditation bodies to develop of the grey beards, had a concept received such ROA and its staff received appropriate qualifications. widespread support in an area of high rurality The specifically work-related skills were over its short five • Linking with a number of Higher Education and characterised by a conservative view of to be achieved alongside the general skills, years existence. partner institutions. the world. as the major objective was to achieve Anon • Involvement of primary schools with outreach the employability of every student, workers from the vocational school. In their proposal, the core team set out the emphasising, therefore, the crucial role of the

26 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 2727 Table 2 14 – 16 Years Provision new environmental technologies, coping skills and general interpersonal skills such as working The 14-16 Years Curriculum for each student in a group, accepting responsibility, planning, would be carefully crafted to deliver a balanced coping, health and safety and broader citizenship blend of general education (approximately responsibilities. Average time allocation for this 70-75% of total curriculum time) and vocational each week would be three hours. Maximum education elements (minimum of 25% of total integration with the general education, vocational curriculum time). It was recognised that for this and extension studies programmes would segment of young people a blend of general and be encouraged. vocational education was essential to motivate them and to provide them with a clear focus We believe that this unique 14-16 Pre-vocational on the future world of work (including self- Curriculum would be characterised by: employment) and further work-based training. 3 Diagnostic and assessment phase, linked to Students would undertake an appropriate range the Vocational Learning Plan. of GCSEs, a range of basic skills certification, as 3 A core skills curriculum comprising English, well as more vocationally related accreditation Mathematics and Science. including accreditation of work experience 3 Common core skills which would include: and the residential and outdoor programmes. Numeracy, communications, careers The driving force would be to exploit all education and guidance, micro–electronics, opportunities in order to develop fully their basic accountancy, use of information intellectual, social, creative and expressive resources and information systems, abilities. Achievement would be recognised and understanding of the new environmental rewarded. The vocational education programme technologies, coping skills and general would include, at the very least, the following interpersonal skills such as working in a components for each student, which would group, accepting responsibility, planning, reflect the ethos of the school: coping, health and safety and broader citizenship responsibilities. Average time Core Subjects allocation for this each week would be three hours. However, maximum integration The core subjects would comprise Mathematics, with the general education programme English and Science. would be encouraged. 3 Optional Subjects Curriculum to offer Extension Subjects balance of up to three additional subjects selected from the Arts and Humanities, RE The extension subjects would be at least two, and Citizenship. taken from the Arts and Humanities, RE and 3 Vocational Educational Studies including Citizenship. work experience: • Eight Vocational Experience Areas in Common Skills Core 14-15 Years programme. • Five Vocational Experience Areas in This would include numeracy, communications, 15-16 Years programme. careers education and guidance, micro-electronics, 3 Residential experiences. basic accountancy, use of information resources 3 Optional weekend extension studies. and information systems, understanding of the 3 An extended school year.

28 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 2929 Diagnostic and Year 1 (14 – 15 years) The Rationale for the Offer of Assessment Phase Vocational Skills Areas and the There would be the equivalent of ten, individual Occupational Contexts Assessment of general skill potential and day visits to the world of work for each personal strengths would be undertaken in student which would be in small groups and Table 3 the first month of the Robert Owen Academy would be supervised by the School’s Vocational Programme (i.e. September 2013) and then Coordinators. Where possible, use would would be ongoing throughout the first two be made of work-based training facilities to VOCATION/OCCUPATION KEY PURPOSE/SKILLS years of the Programme for each student. This progress this. The visits would be structured would be a joint and formative process involving with clear tasks for each student to carry out 1. Administrative, clerical and Information processing the student and her/his tutors and captured and with a recording process, which would office services in the Personal Development Section of the form part of the Vocational Baccalaureate Vocational Baccalaureate (Voc.Bac.), forming (Voc.Bac) folder. 2. Agriculture, horticulture, fishery, Nurturing and gathering part of the Vocational Learning Plan (VLP) as forestry and the broader Living resources part of the Record of Achievement. Year 2 (15 – 16 years) land-based industries

Development of Broad There would be a minimum of four weeks of 3. Craft, design and rural crafts Creating single or small objects Vocational Skills related work experience during the second year using hand or power tools of the scheme and for some students this figure This would be a major component of these would be appreciably higher, up to a maximum 4. Installation and maintenance Applying known procedures for making first two years of the Programme and would of 16 weeks. This would be by negotiation with things work or function be concerned with the development of broad the student and their family and would be on vocational skills which would be related to a part-time basis with the possibility of some 5. Technical, scientific or engineering Applying known principles to make the predominant occupations both within the block work experience time, particularly in the things work or function footprint of the school and within the Marches Summer Term 2014. sub region. 6. Manufacturing or assembly Transforming materials though shaping, The Residential Experience constructing and forming Work Experience 14 – 15 Years 7. Processing Intervention to the working of machines It was a matter of serious concern to the Board of Trustees of the Robert Owen In the first year of the Robert Owen Academy 8. Food preparation and service Transform and handle edible materials Foundation that work experience has rapidly curriculum there would be six, one-day courses disappeared from the curriculum of many of (two per term) at outdoor adventure centres 9. Personal sales and service Customer service our High Schools after a significant period for all students working together in groups. of diminution. We appreciated that there are These days would be structured to target 10. Community and health services Meeting the socially defined needs of current challenges in locating suitable premises specific skills within the School’s Common the community for work experience, conforming to health Core Curriculum. Such courses could also be and safety requirements, supervising the held over weekends through negotiation with 11. Transport services Moving goods and people students in the work place and ensuring that the students and their families. Personal targets appropriate insurance arrangements are in place. would be set for each course and these would 12. Performing and expressive arts Entertainment and cultural transmission We proposed to address these as follows: be recorded within the Vocational Baccalaureate (Voc.Bac). There would be the additional option of an adventure camping activity over several days during the summer holiday in 2014.

30 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 31 15 – 16 Years 2013. We were particularly attracted to the • mountain walking • reporting and capturing outdoor life with Forest Schools model, where young people • orienteering technology, art and craft, in verse and There would be a block residential period spent most of their day outside in structured • mountain biking literature and in crafts of one week’s duration (Monday morning to and unstructured play/exploration under the • potholing • the importance of cooperation with others Friday afternoon) in the second year (15-16 close guidance of teachers and instructors. We • rowing and the outdoors. years) of the school’s programme. This block understood well the value and importance of • sailing residential experience could be at an outdoor awareness and exploration of the environment • windsurfing This broad Outdoors Education Programme pursuits centre, on a university campus, on a in which our students live. As we move forward, • As well as weekend/holiday schools for sat astride the whole academic/vocational sailing or canal boat or wild camping in the young people need to be more aware of what more traditional team activities such as divide and would help to give each student mountains. It is envisaged that there would the outside world is like and what it could offer football, hockey, rugby, netball, basketball, a new sense of purpose in their personal be a menu of options and appropriate choices them both in the immediate present and in tennis, table tennis and athletics. journeys to prepare for life and work (including for groups of students would be a matter for their future lives. self-employment). We recognised that this negotiation. Each residential At this stage, it was the intention to run the programme would be costly and that many programme would be carefully We were fortunate in being Outdoor Education Programmes within the of our students would be of limited means, as designed to promote personal able to locate the Robert Owen Robert Owen Academy at weekends on a well as having home commitments in roles such qualities such as initiative, break out text to go Academy in Herefordshire voluntary basis, which could involve overnight as being carers and part time wage earners. enterprise, self-awareness, here approximately with its abundance of stays, day trips, and residential weekends as well For these reasons, each student’s Outdoor self-confidence, working in 50 words will fit this rich outdoor settings and as timetabled curriculum slots within the Monday Education Programme would be carefully space - client to advise teams and problem solving. personal challenges. The to Friday allocated teaching and learning time. negotiated so that all could participate in some text at proofing stage The essential opportunity Sedionec aeribus ut school’s Outdoor Education shape or form without discrimination. for each student to engage in volorem il ipis re, quia Programme would be based Shorter time activities would include: team/group activities would be ditium abore pos earia on residential programmes • awareness of what the outdoors has to The Rationale for the 14 – 16 of the highest priority. doluptae reprae. Lupe and/or overnight sessions offer – land and resources Curriculum Balance and How lab inust, coresection depending on the needs • building and lighting fires a Typical Study Programme Outdoor Education – pe qui con corum quate and circumstances of each • building shelters Would Look: The Weekend Pro- nus exceatem et volupta individual student. This Robert • fishing grammes nusdaecti rest harchil Owen Academy proposal made • flora, fauna and natural resources, which • Core Subjects (up to 18 periods @ 0.75 ligeniscius natiis sedis it clear that the Residential constitute our environment hours depending on need and negotiation): Experience over many aut arum, santisto Outdoor Programme would • making tools and implements English – six periods, Mathematics – six programmes with this 14- be banded into 14-16 and 16- • outdoor cooking periods, Science – six periods. 19+ age group of students 19+ groups. • problem solving • Optional Subjects (up to 12 periods @ 0.75 had demonstrated the value • taking care of our environment including hours depending on need and negotiation): of Outdoor Education. Outdoor Education Outdoor Pursuits would involve longer stays, the animals and plants that live there A balanced programme of up to three for the Robert Owen Academy would not some of which could be overseas, as well as • living off the land – learning what can and additional subjects selected from the arts just offer outdoor pursuits but would seek to in the Marches sub region and would include cannot be eaten in the natural environment and humanities. This would be in addition to present students with physically challenging activities such as: • recycling the Common Skills Core. activities and pursuits as part of the school’s • abseiling • walking ‘Outdoors for Life’ curriculum. • assault courses • risks and dangers in the outdoors The 14 – 16 years curriculum for each student • canoeing • survival in the outdoors would be carefully crafted to deliver a balanced In the setting up year (academic year 2012-13) • caving • wood turning blend of general education (approximately 70- in consultation with parents, carers, schools • climbing • rural and local crafts 75% of total curriculum time) and vocational and community organisations we would • gorge walking • understanding local culture including folk education elements (minimum of 25% of total develop the Outdoor Education menu, which • hill walking music and dance and the making of musical curriculum time). The driving force would would be on offer to students from September • horse riding instruments be to exploit all opportunities to develop

32 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 3333 fully students’ intellectual, social, creative and of curriculum time devoted to this innovative progress to advanced vocational courses in From Day One on 1st September 2013 each expressive abilities. programme of Vocational Education would be the field of Higher Education. There would student would create, with the help of their at least 25% and would, in reality, lie within the be the offer of apprenticeships, which tutors, their personal learning and achievement It was recognised that for this group of young range 25-35%. The Vocational Baccalaureate would facilitate this through to Foundation targets for each year ahead, together with people, a blend of general and vocational (Voc.Bac) would capture the accreditation Degree level. provisional targets for the four+ years of the education was essential to motivate them and and experiences for each individual student • A minimum overall duration of 96 weeks (i.e. Robert Owen School Vocational Programme. to provide them with a clear focus on the future and the complete qualification range would be two years @ 48 weeks) with substantial and In the area of accredited achievement, it was world of work (including self-employment) and negotiated with the national examination boards significant periods of integrated industrial, the intention to offer as wide a menu as further work-based training. Students would and accreditation agencies in the period July 2012 commercial, business or field experience possible so that every student could publicly undertake an appropriate range of GCSEs as to July 2013. It was recognised that our students (i.e. a minimum total of 18 weeks). In demonstrate progress and achievement. well as more vocationally related accreditation could be offered the opportunity to undertake practical terms this would correlate to a This was not meant to be a definitive menu, including accreditation of work experience and a substantial amount of common study with 38-week year for the academic and taught the following was provided as an example the residential and outdoor programmes. young people who were not on the school roll, programmes with the additional 10 weeks of the offer that would be available within the through bought-in services during the general as work placements. 14-19+ provision: Vocational Education Studies education element of the programme. • A modular structure to provide maximum • Open College Network (OCN) units at flexibility in terms of location, learning Levels 1, 2 and 3. The unique Vocational Baccalaureate (Voc.Bac) 14 – 19+ Years Provision programme and mode of study, so that there • EdExcel 14-19 Diplomas at Foundation, would provide a record of competence in a was also the option of partial integration Higher, Advanced and Progression Levels. range of study and vocational skills. The Voc.Bac At the age of 16 years our Robert Owen with other Vocational Education programmes • EdExcel Skills for Life at Entry and Levels would, in effect, form the Record of Achievement Academy students would have the advantage of offered by the Free School, with those of 1 and 2. and the skills would be incorporated within the having undertaken a substantial and significant traditional Further Education and work-based • EdExcel Generic Learning Award, which framework of student activities undertaken, e.g.: programme of vocational education. It was learning courses as well as with elements of would be linked to the principal learning • practical appreciated that the extent of career definition Higher Education courses including Open component of the Diploma. • personal/interpersonal (including self-employment) resulting from College Network Access Programmes. • enabling/processing this experience would vary in individual cases. • study/intellectual. However, depending on the current state of Personal Learning and Record school-leaving legislation it was anticipated of Achievement Plan The foundation of Communication Skills would that up to 80% of the 14-16 cohort would permeate all areas of study and experience. decide, after suitable counselling and support, Smooth progression to a range of nationally A minimum of ten periods per week up to to move to one of the specially designed recognised qualifications was important. The a maximum of 16 periods per week would vocational sandwich courses in the 16-19+ Voc.Bac was the envelope within which all be allocated. phase of the scheme. These courses would have qualifications would be indexed and held some, or all, of the following characteristics: against clear and mutually agreed targets The allocation of a minimum of ten periods for and details of how the Voc.Bac would work the Vocational Education Studies represented • A broad curricular base leading to a range was well detailed in the proposal. The target only the separate curriculum time identified for of potential career opportunities at craft to work with external examination bodies this element. In addition, some aspects of the and technician levels, particularly within to accredit the whole Voc.Bac ‘package’ at Common Skills Core that formed the vocational the catchment area of the Robert Owen Levels 1, 2 and 3 and, if necessary, Level 4 education element would be integrated with Academy and the Marches sub region. It and beyond was also identified. However, we general education subjects such as English, was anticipated that a number of students recognised that individual accreditation, which Mathematics and Science through curriculum would be receptive to considering more recognises improvement and progress, would mapping. It would be a requirement that the advanced vocational courses in the field of be highly motivational to our vocational school maximum degree of integration must be higher education. It was the aim of the Free student population. Image and caption to follow achieved. As a consequence, the true percentage School that at least 10% of students would

34 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 3535 • NVQ units, where appropriate, at ages 14-16 2. Advanced Level Apprenticeships study programmes would be planned in closely the second year of the 14-16 years and linked to apprenticeships etc. at age 16+ Working towards work-based learning conjunction with students. Students with special phase, with appropriate vocational options • GCSEs in Mathematics, English, Science, at Level 3 Competence Qualification, needs and specific learning requirements would such as technology, business, catering, Humanities, Arts, RE and Citizenship. functional skills and a relevant knowledge fit into this category, as would students who retailing and caring, particularly enabling • EdExcel Entry Level Certificates at Entry based qualification. were requesting accreditation of prior learning, those students with greater maturation and Levels 1, 2 and 3. 3. Higher Level Apprenticeships. including credit accumulation and transfer. learning development needs to progress at • BTEC Awards at Levels 1-3. Working towards work-based learning a more appropriate rate. There would be • Edexcel Functional Skills linked to the 14- qualifications such as Level 4 Competence Residential Experiences the flexibility of forging links between these 19 Diplomas as part of the Foundation Qualification, functional skills and a relevant courses and elements/modules of the suite of qualifications. knowledge-based qualification such as a There would be a minimum of two residential more vocational and nationally recognised • Foundation Degrees and Open University Foundation Degree. experiences, each of one week’s duration and training courses. modules. each in the 16-17 years and 17-18 years phases. The Robert Owen Academy, through its The first residential programme at the start of Qualifications existing relationships with community training Year 3 would be primarily designed to familiarise Herefordshire schools, like the providers and business organisations, would students with vocational opportunities in The Vocational Baccalaureate (Voc.Bac) would Local Authority, were largely ensure that the off-the-job training would other areas and locations with the objective of record student achievements with details of both hostile to the establishment be provided within the school and in close broadening perspectives. Team and group activities qualifications obtained and other attainments in and development of the partnership with the colleges and other would be an essential part of the programme. areas such as work and residential experiences. school and it may have been specialist learning providers. This would encompass the student’s whole a mistake on our part that The second residential programme, at the start 14-19+ learning and training experiences and we did not originally set the Through the Robert Owen Group’s close ofYear 4, would allow an opportunity for a review would be in three clear sections: age range at 11-19 rather working links with the Co-operative Group, of the previous year’s learning and preparation than 14-19. the significant offer from the Co-operative’s for the year’s provisional programmes in each Section A would capture the whole period A Batchelor, founding member Apprenticeship Academy would be added to student’s Vocational Learning Plan (VLP). of student involvement in the Free School’s the menu for each Robert Owen Academy 14-19+ programme of vocational education. student. These would include: Individualised Learning It would provide a continuous recorded • Apprenticeships: This would be a major • food programme of structured formative and focus for the Robert Owen School and • funeral care The students were to be fully supported summative support, guidance and planning, the German vocational school model, with • financial services with counselling and guidance at each step which would be appropriate to the student’s its seamless integration of general and • transport of the way and, in some circumstances, realistic career aspirations and which, as a vocational education, would be mirrored. • administration students would be advised to undertake a minimum, must include work placements, At the end of the 14-16 years phase • pharmacy study programme drawn from more than one residential experiences, leisure, recreation, each student would be offered a menu • travel vocational course and from more than one community service, creative and aesthetic of apprenticeships of between one- and • law training provider. The adoption of a modular experiences in addition to any other four-years duration, providing on-the-job • agriculture. structure would facilitate the arrangement assessed outcomes. training with industry standard qualifications. of common study with students undertaking Structured apprenticeships would be offered Vocational education content would justify at other courses and would lead to value-for- Section B would be constructed and assessed at three levels along with ongoing counselling least 70% of the total curriculum time, with the money learning provision. in two complementary ways: and guidance for each student: remaining time devoted to general education. i. Transferable units of accreditation 1. Intermediate Level Apprenticeships Vocational A Levels would fit into this category. Consideration would also be given to the Units of accreditation in the Free School’s Working towards work-based learning Individual careers guidance and counselling design of more general vocational education Core Curriculum and the 14-16 years qualifications such as Level 2 Competence support would ensure that students were helped and training courses for those students who Vocational Programme as well as in the Qualification, functional skills and a to make appropriate choices. Student-centred had more learning and developmental ground 16-19+ Vocational Education Programme. relevant knowledge-based qualification. teaching and learning strategies with individual to travel. Such courses would mirror more ii Project assignments.

36 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 3737 Project-based extensions of and integration 3 equivalency and this would include A level. The Work of the with the units of accreditation would take the However, for the majority of a whole ability Outreach Tutors form of two, short (up to one year) exploratory range cohort it would accommodate a range of projects devised within the Free School for the NVQ Level 2 outcomes. The work of the Outreach Tutors would be key 14-16 age phase, and one long, extended (up to in reaching out to the wider community. The two years) project which may be a negotiated The Voc.Bac would be the envelope within Robert Owen Academy would employ Outreach development of one of the exploratory which all qualifications would be indexed Tutors to work in contributory schools at Key exercises or may have a new range of objectives. and held against clear and mutually agreed Stages 2 and 3 to develop an awareness of the The long project would be devised within the targets. The details of how the Voc.Bac would work-based curriculum, of the value of vocational Robert Owen Academy but in best practice work would be detailed in the proposal. training and education and the importance of it would be a joint exercise with one of the The target was to work with external work, including self-employment. school’s partner business or examination bodies to accredit industrial organisations or with the whole Voc.Bac ‘package’ In the Robert Owen Academy’s development a Further Education, work- at Levels 1, 2 and 3 and, if phase (September 2012 to July 2013) the key based training organisation break out text to go necessary, Level 4 and beyond target communities would be finalised. It was or an Institute of Higher here approximately would also be identified. envisaged that these would be drawn from Education. The choice would 50 words will fit this However, we recognised that Hereford, Leominster, Kington, Bromyard, be dependent on the career space - client to advise individual accreditation, which Ledbury, Ross-on-Wye, Ludlow, Tenbury Wells, aspirations and competency text at proofing stage recognises improvement and Newent, Coleford, Cinderford and Mitcheldene. of the student, working either Sedionec aeribus ut progress, is highly motivational Within these 12 key communities the KS2 offer Image and caption to follow in a team or independently. In volorem il ipis re, quia to our school student would be developed with the contributory the event that levels 1 to 3 of ditium abore pos earia population. primary schools and would be formed into a In the Robert Owen Academy’s development the Voc.Bac were established, doluptae reprae. Lupe curriculum offer, with learning materials, built phase (September 2012 to July 2013) the the long project would be lab inust, coresection From Day One on 1st around the target areas of: key target community, together with its High included in the differentiation pe qui con corum quate September 2013, each student • resourcefulness Schools, would have been finalised. criteria for the two levels of nus exceatem et volupta would establish, with the help • curiosity award – Voc.Bac level 2 or nusdaecti rest harchil of their tutors, their personal • self-confidence Working with the Hereford Academy, the Voc.Bac Level 3. To achieve learning and achievement • cultural awareness Robert Owen Academy Outreach Tutors Level 3, the student – among targets for the year ahead, • social awareness. would engage with the key staff in the target other requirements – would together with provisional High Schools to run an intensive programme be called upon to defend the long project in targets for the four+ years of the Robert Owen During this period, the Outreach Tutors would of in-service training. This in-service training an oral examination conducted by a panel to Academy Programme. In the area of accredited engage the teachers in the contributory primary would seek to build upon the primary school include a representative of the external project- achievement, it was the intention to offer as wide schools in a programme of staff development to target areas and develop these into a KS3 pre- setting body. In the case of Further Education a menu as possible so that every student could help ensure the effective delivery of these areas. vocational context, which would engage KS3 or Higher Education a successful viva voce publicly demonstrate progress and achievement. There would be programmes of visits to a range young people with the Robert Owen Academy’s examination might be used as an exemption for of vocational and community settings, visits from Core Skill Curriculum. Appropriate learning admission interview. In the view of The Robert Owen Academy’s members of the business community together materials would be developed to support this, project writing team, students should be with Young Inventors’ Clubs and Great Egg Race such as the “Not just for profit” co-operative Section C may contain a variety of additional offered choice and provision where none had Competitions and Young Co-operators Clubs. learning pack, developed by the Robert Owen assessed material at a level appropriate to the previously existed. However, there was a clear From September 2013, Outreach Tutors would Group and used by schools nationally. student’s capacity. It was anticipated that most understanding that in order to spread the work alongside teachers in the delivery primary of the Section C work would be undertaken at message the school would need to reach out schools. There would be a sense of the Outreach The Outreach Tutors would support each High the 16-19+ stage. In order to achieve the Voc. into its wider community. Tutors supporting the primary schools to build School in delivery of this work from September Bac at Level 3 the work must be at NVQ Level this work into their own curriculum delivery. 2013 onwards.

38 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 3939 Alongside this work in schools, the Outreach Robert Owen Academy’s vocational education marketing. We would, therefore, use our growing would be part of the wider internet-based Tutors would work with youth-based offer to parents and those who advised and base of supporters to spread the word about our marketing campaign. community groups, such as youth groups, supported young people, and the achievement school. We would regularly engage with them churches, faith groups, and other community of anything approaching a full ability range through meetings and consultations, and we We would hold coffee mornings and drop-in organisations who work with young people, cohort would take several years. However, it would communicate with the wider community events at local libraries and community centres including young carers and youth offending was the intention to have recruited a full range frequently. We would seek to grow our group of across the region, allowing parents, guardians teams. Through their work with a wide of student ability by the time the school was supporters considerably as the school progressed. and young people to come and discuss the cross-section of the community, they would working at full capacity. Our supporters and the wider community would school with us. Attendance at careers fairs promote the value of vocational education be key in contributing to the running of the school would also be an opportunity for open and encourage young people and their Recruitment and Marketing through the Stakeholder Board. discussion with interested individuals. guardians to consider enrolling at the Robert Owen Academy. The Robert Owen Group had many years of 3. The Marketing Mix An engaging and informative prospectus experience in recruiting young people and A local marketing campaign would be would be developed and would be available The Robert Owen Group had, at this stage, students, having successfully recruited graduates undertaken to launch the Robert Owen in both electronic and print formats. This two Partnership Managers who engaged to its Initial Teacher Training courses for some Academy and to invite applications. The would be a key source of information on the with the Group’s membership, promoting 14 years and recruited 14 – 16-year-olds to campaign would consist of raising awareness specifics of the school, such as the admissions the work of the Group and listening to its various vocational education and training of the school by developing news items for policy, the school day etc. This would be members’ requirements and needs. The work courses as well as having successfully recruited local press, radio and regional television. The distributed using the Robert Owen Group’s they were carrying out with schools and for numerous other courses and projects. campaign would utilise web-based media and community database and our Partnership community groups would lay the foundations we would develop a website and use social Managers would work with their schools to for reaching out to the wider community to The marketing plan incorporated the media to promote the school. circulate the prospectus to parents. promote the Robert Owen Academy. This group following areas: of colleagues would be expanded as the school Case studies would be developed focusing on An important aspect of marketing for the grew and developed. The Target Audience individuals who have undertaken vocational school would be the ongoing promotion training and have gone on to be successful in of parity of esteem between the vocational Attracting Pupils of Different We would work with the community to employment or self-employment. This would and academic curricula. This would be important Backgrounds and Abilities understand further our target audience, help inspire young people and enable them in attracting young people from all backgrounds including young people and their parents. to visualise the benefits of undertaking a and help the school to achieve a full ability Although this proposed Co-operative Market research would be undertaken, and vocational education route. These case studies range. To assist in the promotion of parity Vocational Free School would offer 14-19+ analysis would be carried out regarding our would take the form of short videos, which of esteem, we would develop a research provision in the geographical County of position within the marketplace. project on this topic with a partner Herefordshire and surrounding areas where university, culminating in a conference and none currently existed, it was anticipated that 1. The Benefits of our School paper to be released nationally in 2015. in the early stages of the school’s development We would develop a brand for the school, The mission and plan Short research papers would be published in it would be a challenge to recruit full ability encompassing the ethos and distinctiveness for the school was Query, the academic journal of the Robert range cohorts. The Robert Owen Group’s of our school. The brand would influence our inspirational, radical Owen Group. experience with other similar projects since communications and our engagement with and potentially powerful 1983 had shown that schools are likely to people. The brand would need to convey enough to change the 4. Measuring and Review adopt a somewhat elitist approach to this both the functional and emotional benefits of face of state education in The effectiveness of marketing activities sort of vocational education provision and our school. England. It was accepted would be measured in terms of recruitment are likely to encourage students who have with enthusiasm by the and community support and engagement. become disaffected with their own academic 2. Our Supporters national decision makers. The marketing plan and activities would curriculum to transfer. It was anticipated that We knew from previous experience that word Richard Martin be reviewed in accordance with the it would take time to sell the value of the of mouth was one of the best methods of information obtained.

40 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 3: FROM CONCEPT AT WORK TO 2013 REALITY – 2018 41 Using the School as a Resource The Robert Owen Group Family for the Wider Community of Co-operatives (2012) Chapter 4:

The Robert Owen Academy would seek to raise Quality Assurance the aspirations of the parent group and would The Development Year offer those parents and guardians who wished The authors of the original report were quite to join in, joint learning with the students. This clear that once the school opened it would have way we would seek to raise parental ambition to meet external measures of quality in common 2012 – 2013 and achievement, as well as helping students with all other state funded schools. However, share their successes and failures with their the school would additionally implement an parents/carers. internal audit cycle modelled on the internal audit procedures developed by the former Summary In July 2012 the Secretary of State approved The school would become a centre of Hereford and Worcester County Council and This chapter charts the challenges of the the Robert Owen Foundation’s proposal excellence for vocational training and carried out by the Silent Monitors not-for- Development Year. It explains how the Trustees for development of a new 14-19 Vocational education and would become a centre for profit co-operative. Silent Monitors comprises handled those challenges and how they strove Free School. In September 2012 a funded the wider vocational training community. teams of external assessors with considerable to keep open lines of communication with development year started with clear guidelines The school, with its Local Learning Hubs experience together with members of staff other schools and colleges within the intended and an end of academic year goal of the award of would be made available as a resource to local from the establishment/department under geographical footprint of the school. Trustees a Funding Agreement by the Secretary of State. community groups and to local businesses assessment. It was the view of the report’s were aware that there was the potential for A dedicated civil servant, London based, in the who may wish to run training courses, hold authors that internal peer reviews would be a others to feel threatened. Department for Education was appointed and meetings etc. powerful staff development tool. this helpful relationship was sustained through This chapter covers the appointment of a to the award of a Funding Agreement in mid- The Stakeholder Board and Once open, the school would seek to achieve Principal Designate and the finalising of the August 2013 and the opening of the School Community Involvement ISO9000 and Investors in People quality curriculum, together with discussions on the on 1st September 2013. Within a very short assurance marks. eventual site. period of time after the announcement, we The Stakeholder Board would sit as part of the were invited to send a team to a conference governance framework of the Robert Owen Finally, it documents the impracticability of in London for recently approved free schools. Academy and it would consist of members employing key staff without a funding agreement Our team reported back that we were of the Robert Owen Group, community in place and the challenges of recruiting Year advised, along with the others present, not to organisations and local employers. The 10 students to a disused primary school, in a share our detailed proposal with our Local Stakeholder Board would reach out to and rural village on the outskirts of Herefordshire, Authorities. This was later to cause difficulties involve the wider community by giving the with no appropriate transport links and no in relationships. community an opportunity to be involved with vocational facilities. and contribute to the governance of the school. It became clear very early on that there were The Stakeholder Board, and therefore the at least seven key priorities that had to be community itself, would have input into how successfully met in the development period: the school was used by the wider community. An alternative forum for anyone connected • To establish a charitable trust as a company with the school would be through the Robert limited by guarantee to run the school on Owen Group’s Members’ Council, which would behalf of the Secretary of State. provide a link for members and the Trustees of • To appoint a Shadow Governing Body. the Robert Owen Foundation Board. • To draw up a costed Development Plan with targets through to 31st August 2013. • To identify, with the Department, a suitable

42 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THECHAPTER ROBERT OWEN4: THE DEVELOPMENTACADEMY AT WORK YEAR 20132012 – 20182013 43 site for the school – both temporary generously funded, an Education Adviser from currently struggling with a pure academic the school before it even opened its doors, and permanent. the Department was appointed, but it was far curriculum who would be more motivated that some of us were left wondering if the • To implement a marketing and recruitment more of a make or break period than many of by a vocationally orientated programme action had been sanctioned. programme, which would brief our us realised at the time as we were swept along slanted towards the world of work through • The Herefordshire Local Authority, who communities and would start the process with the day-to-day challenges – of which some employment and self-employment. seemed to take the line that the school was of student recruitment. were foreseeable, whilst others were not. • Low student numbers building over a nine- not needed, the funding of the school would • To involve local schools, teachers and the to ten-year period to an absolute maximum take resources from money allocated to Local Authority in our plans. We expected that, despite widespread size of 500 students to match the sub other schools and that it would exacerbate • To start the process of agreeing a job consultation prior to the submission of the regional demographic, equating to a low an already acute secondary school falling description and candidate specification proposal to the Department, there would be number of students from each year group rolls situation. for the post of Principal so that a suitable understandable worries and concerns from in each of the schools and providers in the • The local print media who sought to person could, ideally, be in post for the other schools, colleges, Local Authorities and catchment area. echo the words and hostility of the local Summer Term 2013. This would mean they other educational providers. We knew that we education sector, “Opening would be able to oversee the appointment had to work in cooperation with others to From the first day of the public new secondary school would of other staff, the finalising of the curriculum, demonstrate that the planned slow growth of announcement of the success “decimate” education in recruitment of students, liaising with the school, together with its Marches sub region of the proposal the Shadow break out text to go Herefordshire” ran one accreditation bodies, ordering of equipment catchment area, would offer little significant Governing Body and, from here approximately headline, with the article and completing the many other necessary adverse challenge to any individual school. September 2013, the Trust 35 words will fit this further noting that the and important details. We planned that the message had to be: were subjected to intense space - client to advise Councillor had also • Increased choice at 14-19 within the criticism and attack from all text at proofing stage commented that is was “likely One of the key lessons for others who may Marches sub region family of schools sides within the Herefordshire Sedionec aeribus ut to result in the closure of at choose to follow in our footsteps is the pivotal and colleges. education sector. The intensity volorem il ipis re, quia least two secondary schools nature of the Development Year. It was fully and • Driving up standards for those students of the criticism, which lasted ditium abore pos earia and the downgrading of doluptae reprae. Lupe for the whole six-year life others.” (Hereford Times, lab inust, coresection of the school, was beyond 22nd November 2012) Artist Impression - belief and bordered on the • Unfortunately, this degree Blackfriars site hysterical. Privately, civil of hostility at such an early servants and other national stage, together with the officers admitted that it exceeded anything misinformation and plain ignorance that they had observed anywhere in England. It was voiced, set the tone of local debate and came suddenly, regularly and with an intensity the level of understanding was such that we that virtually broke the back of the small, never recovered from it and struggled to temporary staff team that had come together launch and develop the school on a level to manage and administer the early stages of playing field. the Development Year. We were also suspicious that, for some of On reflection the criticism came from: our adversaries, the real but unspoken driving • Local secondary school headteachers force was a philosophical objection to what through their local association – HASH was seen as a politically-driven, Conservative (Herefordshire Association of Secondary Party initiative. The fact that we were all public Headteachers) – and articulated by some of servants and that significant inward investment their newer, more inexperienced members. had been won for the Marches sub region So much time did one or two appear to seemed to be of little concern to many of the devote to this campaign, aimed at killing protestors. It was only in the final two years

44 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THECHAPTER ROBERT OWEN4: THE DEVELOPMENTACADEMY AT WORK YEAR 20132012 – 20182013 45 of the school’s life, between 2016 and 2018, sports events, skateboard parks, agricultural that Local Authority Officers would privately shows, community halls and so on. This work admit that all funding for the school was new allowed the true purpose of the school to be money for Herefordshire and had not taken shared with interested young people and their any existing resources away, but the damage parents and carers. Also, where politically-minded had been done and the objective achieved. folk tried to ambush the publicity machine in supermarket foyers and other public areas, the Once we knew that the proposal had been true message of the school’s proposed work accepted and that development funding would stood up well to such testing. follow, we engaged the services of a business management consultancy to work up the As this work progressed, parents were development plan into a carefully costed action reporting that some schools were offering Opening day Board members plan with a timeline and targets. This proved them tangible inducements to keep their child to be a very necessary in their current school A further key appointment was that of a a strong rearguard action from headteachers and helpful outcome and whilst other schools were, Business Ambassador, with a brief to work with and councillors from the political parties not in formed the road map The School and Academy apparently, spreading the the business community across the school’s attendance at the meeting. through to opening on wholly fulfilled my message that our school delivery footprint. The aim was to ensure 1st September 2013. expectations. I had been would never open. These that our business community partners would The then Chair of Governors and a Foundation Unfortunately, we were abandoned by my previous reports were coming be well briefed on the nature and purpose Trustee offered one-to-one meetings to advised by the Department school in that no GCSE back to us far too often of the school and be ready to engage with each headteacher and chair of governors of in September 2012 that options were available to for us to question their students and staff once the school opened. This all secondary schools and further education the use of consultants was me. Robert Owen provided validity. appointment proved to be pivotal and, by the colleges. This offer was taken up by the majority of not to be encouraged and not only a path to achieve time the Principal Designate was appointed in secondary schools and the debate was open and a daily allowance was set Maths and English GCSE, Through the Autumn the early part of the Summer Term 2013, over frank. Headteachers were advised that this was which, in our view, would but a real opportunity to Term 2012 the Shadow 160 small and medium enterprises (SMEs) their school with shared co-operative ownership not have been acceptable study vocational skills, Governing Body, which had signed up to work with and support the through the Stakeholder Board and subject to to the company we were which I use regularly. now included a potential school. The fact that this momentum was lost the outline of the proposal to the Department; using. This meant that we Student W parent governor and a local once the school was up and running proved to they could shape its purpose, function and had to reallocate staff business representative, be another factor in weakening the case for impact going forward. It was further emphasised, from other projects in the met on a regular basis with technical and vocational education. as it had been in the meeting with councillors, Robert Owen Group on a part-time and as- the brief to create and develop the action plan. that this school had a planned, small, student needed basis to drive forward the work until the One of the important early tasks was writing Early in the Autumn Term 2012 we offered a cohort to start in September 2013, which would school could appoint dedicated staff once a funding the policies and procedures, of which the key dedicated briefing session to Herefordshire build over a 10-year period to a maximum 14- agreement had been signed by the Secretary ones had to be given to the Department for Councillors. This was led by the then Chair 19 student cohort of 500 learners. The growth of State. approval. This proved to be a valuable exercise of Governors and one of the Foundation profile had been specifically designed to meet the in helping to fix in the minds of colleagues the Trustees. The meeting was well attended by local demographic. Where headteachers were As we moved into the Autumn Term 2012 the key features of the school and the corporate independent councillors, the Green Party and unable to meet the range of dates offered, the Trust appointed a Student Support Officer to ethos, which would drive the way in which we the It’s Our County (IOC) Party. The debate Chair of Governors and the Foundation Trustee work within communities to promote the school. would work. The Shadow Governing Body, as was robust but highly professional and positive visited individual establishments. There could This proved to be a highly successful development, it grew in confidence, assumed the key role of with councillors most concerned about any be no question that the message to schools and by Easter 2013, some 230 statements working in harmony with the three, Foundation negative impact on the schools where they sat was clear and unequivocal, that this was their of interest had been received from potential Trustees to drive forward the agreed action on governing bodies. Interestingly, the Leader of school. A combined meeting of headteachers students. The Student Support Officer operated plan for the Development Year. the IOC Party assured us of the definite need and college staff took place in Shropshire led by in supermarkets and at leisure centres, at junior for the school but warned that there would be a Foundation Trustee.

46 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THECHAPTER ROBERT OWEN4: THE DEVELOPMENTACADEMY AT WORK YEAR 20132012 – 20182013 47 The Herefordshire Local Authority was dealt Prior to Christmas 2012, it was decided to By the time of this conference the hostility a three-day period. In order to reflect both the with on an individual basis with a meeting engage with local teachers to encourage them from local secondary schools was reaching unique nature of the school and the community between the Foundation Trustee and the Head to work with us on the finalising of the 14- unprecedented levels and delegates went co-operative ownership, the selection panels of Children’s Services and the relevant officer. 19 curriculum with attendant assessment and out of their way to tell us that this was a and process reflected a broad spread of interest The Chair of Governors and the Foundation accreditation. A day conference was held on specific headteacher phenomenon and not and expertise. The Herefordshire Engineering Trustee met with the Cabinet Member for a Saturday at Herefordshire Group Training representative of the attitudes of other teachers Employers Association hosted the interviews Children’s Services and the Deputy Director Association’s premises in Hereford. In order to in the hostile schools and colleges. This hostility, and provided industry selection tests and the of Children’s Services for a detailed briefing. encourage a full turnout an attendance fee was together with that from the Herefordshire Leadership Trust in Ross-on-Wye provided team Although we were told by the Department offered to all delegates to attend on what was, Local Authority, was a battle we failed to win building assessment exercises. As far as possible, not to release the full proposal to the Local for most, a non-working day. The number of and was crucial, some five years later, in sealing all outcomes were measured and quantified. Authority, the Foundation Trustee produced a teachers who came was encouraging with over the fate of the new, highly innovative school. By the end of the third day it was difficult for detailed summary of the key points, which was 70 delegates and the level of engagement in the the Chair of Governors to given to the Director of Children’s Services. keynote presentations and breakout groups After Christmas 2012, the obtain unanimous agreement went far beyond expectations. At the end of Governing Body started the on one candidate. On the The Foundation Trustee, over the period the afternoon there was an impressive list of task of finally shaping the job break out text to go following day, the Department November 2012 to March 2013, visited sports local teachers and lecturers expressing serious description and candidate here approximately for Education made the groups, dance and drama organisations and interest in employment in the new school, as profile for the Principal as 35 words will fit this decision for us based on the other community groups where young people well as those who wanted to harmonise the identified in the detailed space - client to advise direct feedback provided by gathered in order to brief on the work of the new school’s curriculum with the Year 10 proposal submitted to the text at proofing stage the Education Adviser on the school. The Chair of Governors held a range and 11 offer in their own schools. Sharing of Department. Once agreement Sedionec aeribus ut interview panel. of community meetings with tea and biscuits staff through secondments was discussed as had been reached and the volorem il ipis re, quia in village halls across the footprint to brief a real option to drive this aspect of provision approval of the Department ditium abore pos earia The successful candidate was doluptae reprae. Lupe any members of the general population who forward. In addition, there had been some highly gained, the post was advertised able to take up the appointment lab inust, coresection wanted to know more about the proposed innovative thinking regarding the shape and locally, regionally, nationally and in the Summer Term and work of the school. These meetings were form of an integrated, vocational and academic internationally. The intention engaged in the business of well attended. curriculum for the school. was to attempt to have finalising all the key tasks and someone in post for the Easter securing the required number Term 2013. This would mean that the detailed of students for a September 2013 start. By preparations could be polished, the list of over this time, a partnership had been secured with 200 interested students interviewed with final Aberystwyth University through the Pro Vice offer of places allocated, staff appointed, and Chancellor. The Department for Education had both the temporary and permanent premises indicated that the temporary site for the first secured. Equipment could be purchased, and year of the school would be a redundant, rural, formal links developed with the host Local Victorian primary school some distance from Authority, the examination boards, a partner Hereford city centre, with no regular, reliable university, local employers and direct links for transport links. The trade-off was that a reporting to and consulting with the Trust and permanent site would be offered in the middle the Governing Body established. of Hereford City in the Edwardian buildings of the former Hereford Boys’ High School, In the end, over 40 applications and statements in use at the time as Local Authority offices. of interest were received from around the The former school buildings were not listed, world and, working in close consultation with required considerable renovation – particularly the Department for Education, a list of potential the roof (more on this saga in Chapter Five) – Signing of Funding Agreement 19.08.13 candidates was drawn up to be interviewed over and had once housed (in the period 1983 to

48 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THECHAPTER ROBERT OWEN4: THE DEVELOPMENTACADEMY AT WORK YEAR 20132012 – 20182013 49 1988) the TVEI Pilot Technical and Vocational depended on the first i.e. the awarding of the working days before the school was due to made to struggle, with a lack of support and Centre, serving ten of the Herefordshire High Funding Agreement by the Department was open its doors to the first students. At this resources, in the first few years of its life, as Schools and the Further Education Colleges. necessary to offer students definite places point, civil servants were already expressing the innovative Robert Owen 14-19 Academy and staff permanent contracts. In the Summer concerns on the viability of the school and was made to do. We were cast adrift as There were wooden structures on the Term, the Principal Designate, the Chair of the issuing dire warnings of impending closure. pariahs within the local education family, with land around the school, Trust and the Acting Business Such was the culture of the time and, as one prospective parents reporting that they were which were erected during Manager were called to a civil servant said to the Chair in an aside and being reliably informed that the school would World War II as temporary Ready for Opening meeting off-the-record comment, “Welcome to the be closed by October Half-Term 2013 and that accommodation and were at the Department in London. world of Free Schools”. some headteachers were offering the promise now condemned. During the break out text to go At this meeting the Principal of personal laptop computers and extensive planning discussions that took here approximately Designate delivered a detailed The end of August 2013 was a frantic period as learning support assistance to turn down the place it was agreed that these 35 words will fit this and effective presentation a hasty and temporary upgrading was made to offer of a place in our school. would be demolished, and a space - client to advise on the state of readiness of the redundant, empty, Victorian village primary new structure put in place text at proofing stage the school to open on 1st school at Holme Lacy. The Principal Designate So, on 1st September 2013 the school opened to provide specific learning Sedionec aeribus ut September 2013. The Chair was confirmed in post and a not too successful its doors to a reduced student intake and environments for vocational volorem il ipis re, quia of the Trust emphasised the attempt was made to fill teaching and non- extra expenses that were way outside the ditium abore pos earia education. We were advised crucial importance of the teaching posts for a 1st September 2013 start. agreed budget, with income in line with the doluptae reprae. Lupe that any expenditure on the lab inust, coresection awarding of the Funding Hasty links were made with local colleges and national funding formula. Already the flame of temporary Victorian primary Agreement to a successful training providers to attempt to fill the gaps. innovation was dimming and on the verge of school would be taken from start for the school. The Chair Transport arrangements were not fully and being extinguished. the funds set aside for the was advised that this decision successfully overcome and, for a worrying time permanent city centre site. rested with the Minister. at the start of the new term, there was neither This meant that the Trustees could not: telephone nor broadband access and the school Chapter Six on Governance sets out in detail • Offer the Principal Designate a contract was situated in a mobile signal blackspot. how the Trustees, Governors and Stakeholders beyond 31st August 2013 (the end of the finalised the overall structure and made it work, Development Year funding). Against this background the other schools trying at every point to reflect the community • Appoint teaching, non-teaching and clerical and the Local Authority continued to make co-operative ownership of the school. It was staff, who were quite properly seeking the most of the school’s start up difficulties. highly innovative and the true potential for the security of tenure before resigning from There was little understanding of why a new other schools, colleges, training providers, Local their current posts. In the case of teaching and standard Local Authority School would be Authority and community to own the school staff, the resignation date of 31st May 2013 was never understood and the opportunities had already come and gone. were not grasped. Unfortunately, local schools, • Offer secure places to over 200 students colleges and Local Authority leaders could not who had expressed a provisional interest in I originally got involved with the ROA because I could overcome their hostility to the creation of the attending the school. immediately see that what they were trying to do was school. • Progress with the ordering of equipment, have a syllabus that helped to enable young people to develop planning for either the temporary or ‘life’ skills – the same skills that I, and many other employers The Summer Term 2013 heralded the run the permanent site, arranging links with were looking for in job candidates. As an employer, I am happy up to a successful opening of the school examining bodies and forming contracts for to train people in the job specific skills that they need for the on 1st September 2013 and the Governors training with colleges and training providers. role, however, I do expect a certain level of communication and Trustees had used the resource of a skills, thinking skills (deductive reasoning, lateral thinking, Development Year well to put most of the In the end, it was not until 19th August 2013 critical thinking), problem solving, resilience, major building blocks in place. Three major that the Minister decided to award a Funding self-reliance and empathy. actions remained outstanding, of which two Agreement – effectively fewer than nine Deborah Gittoes, Managing Director Arctic Circle Ltd., Chair of Governors

50 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THECHAPTER ROBERT OWEN4: THE DEVELOPMENTACADEMY AT WORK YEAR 20132012 – 20182013 51 and the Trust was conscious that it was on a Chapter 5: temporary lease from Herefordshire Council and had to be returned in its original condition, with any restoration work to be funded out The Robert Owen Academy at of the capital grant for the permanent building in Hereford.

Work 2013 – 2018 A temporary sign was placed over the primary school sign and students were enrolled on Day One, without any reliable public transport Year 1 2013/2014 access, in a building some six miles from Summary – The Robert Owen Academy Hereford city centre, which meant that for This chapter describes the day-to-day running Opens its Doors students from outlying rural areas the return of the Academy. It follows the Academy through journey to the Academy was in excess of its five years and charts the highs and lows of The Robert Owen Academy opened its doors 60 miles. When resisting the choice of this running a Free School during this time. It covers on 1st September 2013 to over 70 students, temporary site on the basis of rural location the school’s opening in a disused primary school who were accommodated in the assigned, with no accessible public transport and the far outside of Hereford city centre and moves temporary premises of a redundant, Victorian complete lack of vocational facilities, the onto opening the school on what was essentially primary school in Holme Lacy village. Holme Trustees were told by the Department that it a building site, a year later. It includes information Lacy is a remote village situated six miles from was this site or nothing for a September 2013 on each headship throughout the school’s history. the centre of Hereford. It has a population of opening and that there would be no extra fewer than 500 inhabitants, and no appropriate allocation of funding. The Robert Owen Society transport links for school children or, made available the Society minibus, without indeed, staff. charge, so that students could be collected As we write this evaluation document in the from central Hereford and transported to the balmy weather of August 2018 and the removal There had been minimal expenditure on the various teaching and vocational locations. lorries are arriving at the Academy to take away temporary premises because the Trust was the furniture and fittings to far flung new Free assured by the Department that there was only The Funding Agreement was not finalised Schools, the national debate is beginning to one allocation of capital funding and, therefore, until the third week of August, fewer than develop pace around our twin challenges. These as much money as possible should be conserved nine working days before the Robert Owen can be summarised as trying to manage the for the move to the permanent Blackfriars site Vocational School opened its doors to students. conflicting and sometimes integrated agendas in central Hereford. This meant that it was extremely difficult to of the Department for Education, the Regional appoint staff at such short notice, as well as Schools Commissioner (RSC), the Education The temporary site had been utilised by up purchase learning materials and equipment. Above: and Skills Funding Agency (ESFA), Ofsted and to 50 primary school children through to age However, when the Minister called all of the ROA Temporary the Local Authority, all in a context of a lack 11 years in a small, brick-built school, with an September 2013 starters to the House of Lords site Sept 2013 of understanding of 14-19 vocational education integrated house for the headteacher which, at in August 2013 for a cup of tea and a chat, he to Aug 2014 and the pressing needs of ‘Half our Future’, to some point, had been knocked through into the made it clear that Funding Agreements were borrow the title of the 1960’s Newsom Report. school to create a school office, office for the late in arriving, but we were all special people Left: However, in order to make this evaluation as headteacher and a staffroom. In the extensive who would cope. The Principal had been on Temporary Site Map value-free as possible we will write about our school grounds, there was a temporary a temporary contract funded out of the Start September 2013 five-year experience as it happened, and we will classroom and a stand-alone, brick-built science Up Grant for the Summer Term 2013 and the try to shut out the background noise from the lab, which had been added at some point in inability to recruit and offer staff contracts contemporary national debate. the past. There was no vocational provision until effectively the last week of August

52 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMYCHAPTER AT WORK #: CHAPTER 2013 – TITLE 2018 53 on behalf of the Trust. In order to achieve this, of the role and, at times, there seemed to be it established certain key committees, which confusion between the roles of ‘poacher’ and are detailed in the Governance section in ‘gamekeeper’. In the end, it became clear that Chapter Six. the role was more to prepare for Ofsted with openly admitted detailed reporting to the In writing this evaluation of the five-year Minister directly. There was in this period, and operational and delivery period, the Trustees throughout the five years, the continuation are mindful that a balance must be struck of the fear management tactic as summed up between the minutiae of day-to-day activity by one visiting civil servant, “I closed a school and an identification of the influences which yesterday and I could close you today”. It was led to the Minister’s decision to close, whilst sometimes phrased differently, “The Minister we also highlight the student is very worried about you need uncovered and the many and could order closure at successes and the areas where any time”. we could have done better. We break out text to go believe that in order to be of here approximately From this critical period Blackfriars site - Year 1 2014/2015 maximum assistance to others 35 words will fit this onwards, we were continually setting out on similar paths, space - client to advise left with the view that none 2013 really laid the basis for the later failure. quickly realised that the Academy could cater the macro issues are likely to text at proofing stage of those we dealt with at All the other challenges, including the hostility for some of their challenges on a cost neutral be of the most help. Individual Sedionec aeribus ut national, regional or local of the Local Authority and the other schools, basis. Thus, for reasons outside the direct control projects will approach the volorem il ipis re, quia level, from the Minister as well as student recruitment, could have been of the Trust, Governing Body and Academy micro detail in their own ditium abore pos earia downwards, understood the doluptae reprae. Lupe better addressed with a core of dedicated and Management Team, the Academy quickly came individual ways. purpose of the Robert Owen lab inust, coresection newly appointed staff with differentiated roles. to be seen as a school for challenging students. Academy as a 14-19 technical In the final event, a temporary curriculum This wasn’t a fair assessment, but it did mean In the Autumn Term 2013 and vocational establishment. had to be put in place to match the expertise that the challenge to set the Academy on the stresses and strains on The Trust began to question that could be either bought-in on a contracted course to become a 14-19 establishment the embryo project were seriously if any of them had basis from local colleges and training providers for a cross-section of abilities and behaviours considerable. The Principal was tasked with read the detailed proposal to the Secretary of or appointed directly on a short term, was irrevocably hindered, an experience launching a new school in the face of zero State. They certainly didn’t understand, or want temporary basis. It proved a particular challenge shared with many University Technical Colleges support from the Local Authority and other to understand, the intense local pressure to fail to staff the three core subject areas on anything across England. schools and suspicion and uncertainty from that we were under. One civil servant confided like a permanent basis. A direct result was the Department for Education. All this in an that the hostility from the Local Authority and that the day-to-day running costs were at a The Governing Body, which had been active all isolated rural area with poor facilities and local schools was greater than anything seen much higher level than originally budgeted for through the Development Year, quickly added inadequate public transport served by an anywhere else in England. and this proved to be another limiting factor, to its membership and worked with the Trust incomplete group of staff. At one level, the which arguably programmed the Academy for to define and agree their respective roles and Principal had two strong individuals, both with Traditionally, a new school opening in a Local later failure. responsibilities. The first Chair of the Trust extensive further education backgrounds, Authority area would be flooded with support helped matters greatly when he advised that the as Chairs of the Trust and Governing Body – material and human. The management The final, first student cohort was skewed Trust should be seen as akin to a Local Authority, respectively but helping these two colleagues team would be offered mentoring from the towards those individuals with social, learning whilst the Governing Body could then see itself and their respective bodies to understand Local Authority and subject leaders and key and behaviour problems, which meant that the in a traditional role reporting to the Trust. the Principal’s role was not easy during these administration staff would be partnered with culture of the Academy very quickly began to This became further refined so that the early days. The Department did allocate a new those offering good practice in other local resemble that of a pupil referral unit (PRU). Governing Body agreed that its main role would Education Adviser on a set number of days, schools and colleges. Interim arrangements It was reported that some headteachers had be to monitor the performance of the Academy but the school management was never sure would be put in place to help with school

54 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 55 transport, buy in services, access to student that the Secretary of State was not keen to Academy was all new money, which the county West Worcestershire, West Gloucestershire, data, linking to Ofsted support, etc. None of blur the boundaries for new Free Schools. In would not otherwise receive. In other words, it East Powys and East Monmouthshire. When these were offered, despite the then Secretary the event, the meeting was negative, and it was was brand new and additional investment, but discussions were sought in these areas outside to the Trust meeting with senior Local Authority clear that the Link Officer had no delegated the misinformation had been effectively put out Herefordshire it was noticeable that there was Officers, sharing information and repeatedly authority and he was frank about the negativity in the community and quickly became part of far greater support for the model and many stating that the Robert Owen Academy must towards the Robert Owen Academy expressed the folklore. The local paper media, despite the innovative ideas advanced for hub and satellite be part of the Herefordshire family of schools within the Local Authority and by the secondary Academy spending considerable and significant arrangements. It was clear that the original because all that matters is our children. After schools. We are sure that the lead civil servant sums on marketing and publicity, were not as proposal should not have sought to have been many requests, a Link Officer was appointed, returned to London convinced that there was helpful to a new venture as would be expected. based in Herefordshire. This choice of location who the key figures in the Trust and Governing no mileage in persuading the Secretary of State At one point, Trust members were questioned was a serious error. Body met with on a number of occasions, to create, in effect, a new secondary campus by Department officials as to what lay behind and these face-to-face sessions proved to be on the Aylestone School site with a technical this local hostility and the reply was seen to be In order to put the record straight the Trust very useful. The final choice of permanent and vocational 14-19 facility feeding in to the three-fold: offered every Herefordshire school and college site had not been made and the Trust and local colleges. This would have been an ideal • Political motivation to oppose Government one-to-one meetings for the headteacher/ Governing Body were keen that a co-location solution for students, the community and the policy. principal and chair of governing body with with Aylestone High School in Hereford City, public purse. In the view of the Trust this was a • Fear of losing student numbers in a falling the Chair of Governors, one of the Academy with its under capacity and proximity to the significant opportunity lost. rolls situation. Officers and the Secretary of the Trust. Many college campus, be given serious consideration. • Antagonism to a technical and vocational schools took up this offer and the meetings It was felt that the investment for the new In this first term of operation, the stories model, which would challenge the current were frank, challenging and highly informative school would boost the growth and survival of from the parents and carers of potential and academic orientation in Herefordshire for both sides. Innovative proposals such Aylestone whilst benefitting all children. actual students were prolific. An uncomfortable schools. as the sharing of staff were discussed but, in number reported that they had been informed some cases, this led to complaints to the Throughout August and early September 2013, by their current school that the Robert Owen The Academy Plan was to serve the six Department that we were poaching staff. the Secretary and Chair of the Trust repeatedly Academy would be closed within weeks of county areas of Shropshire, Herefordshire, This was far from the intention and was tried to make contact with the Headteacher opening and certainly by the first half term to set up an exploratory meeting, but the calls in October 2013. Others told us that they Student Artwork were never returned. A meeting was brokered had been offered laptop computers, full-time in the early part of the academic year with the Learning Support Assistance and various other lead civil servant in the Department, the Local ‘perks’ if they withdrew their application to the Authority Lead Officer and the Secretary to Robert Owen Academy. Into this mix was the the Trust. It was clear that a positive response constant background noise that the Academy from the Local Authority would encourage was draining resources from other local schools the civil servants to raise the possibility of and that up to two county High Schools would the Aylestone High School link back in the close as a result. Department civil servants kept Department, although the Trust was warned advising us, in writing, that the funding for the

Having been involved with the Academy, it is my opinion that it was ahead of its time and political decisions were made not on the basis of potential benefit to the community, but on the necessity to cut back funding for the school systems. The lack of support by the County Council was also another factor. Bill Jackson, High Sherriff of Herefordshire 2016/17

56 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 57 designed to promote in-service training and The Herefordshire Local Authority appointed six counties and parts thereof that focus on development. One governor stated that we a Link Officer to work with the Trust and the City of Hereford. Historically, Hereford were clearly intending to take their “rubbish”. Principal, which was highly effective in terms has been the commercial, health, agriculture We were a little taken aback by this branding of providing a pivotal communications link and further education centre for the market and reported it to the Head of Children’s between the two bodies. Sadly, this appointment towns of Herefordshire as well as the Services, but little interest was shown by the was only short term. adjacent territories of South Shropshire, West Local Authority. Worcestershire, West Gloucestershire, East A partnership was negotiated with the Monmouthshire and East Powys. This extensive Similarly, meetings were offered to University College of Wales, Aberystwyth, area is characterised by: elected members where they could which built on the University’s understanding • Poor communications. come along collectively, receive a briefing and experience of the Welsh Baccalaureate. • Poor road and rail systems with barely from the Chair of Governors and Trust This partnership had enormous potential for sustainable public transport and an average representatives and ask whatever questions further development. of 14 miles between key settlements. they wished. The meeting was attended • Centralisation of key services in the city of by representatives from the Independent Hereford. Group and It’s Our County (IOC) only. The September 2013 to March 2014 • A culture that, in common with many rural meeting was highly positive and the key issues – Principal One communities, resists change. emerging were: • A shortage of key skills. • Concerns about impact on individual The task set for the first Principal was probably • A low-wage economy. schools where they were governors. without precedent; it was daunting and required • An outflow of young people to the more • Fears that the ruling considerable prior knowledge urban areas for work, training and higher Caption TBC Conservative group on of the work carried out since education. the council was opposed break out text to the 1944 Education Act on • A lack of affordable housing. • No broadband reception so communications to the Academy and would go here approx integrating the academic • A culture in education of institutional with the outside world were often non- seek to undermine it. 35 words will fit and vocational curricula. The isolation, which the creation of existent and sometimes meant staff driving this space - client to Robert Owen Academy was, Herefordshire as a unitary authority did out in their cars to pick up a signal, with A further meeting was offered advise text at proofing by design, launched to break little, if anything, to resolve. access to emails only at home. to the Cabinet Member stage proofing stage. the mould, to pioneer an • Lower than expected levels of student for Education and the Sedionec aeribus ut integrated 14-19 technical and This complex background meant that the enrolment owing to the negative external volorem il ipis re, Deputy Head of Children’s vocational curriculum, to act radical Robert Owen Academy was putting environment and the rural location of the quia ditium abore Services. This meeting was pos earia doluptae as a centre for innovation and its roots down in rocky soil. To add to this temporary accommodation. attended by the Academy’s reprae. Lupe inust, teacher development and to there were the immediate and significant • An anxious Department requiring regular Chair of Governors, a Trust coresection offer up a model that could be challenges of: reassurances on viability. representative and an officer. replicated in a cost-effective • Temporary accommodation in a redundant, • A Business Manager (designate) on The meeting was courteous fashion elsewhere. rural, former Victorian primary school with maternity leave. but in no way could it be no significant branding other than a stick- • Inadequate marketing and recruitment described as a meeting of minds. Principal One was an out-of-county on sign on the wall. strategy, which led to a weak community appointment from the London area, and • A hostile Local Authority offering little or understanding of the purpose of the It would probably be helpful to continue the delivering this radical package in the second no support, local schools grouping together Academy. description and analysis of the five-year operating most rural wilderness in England was predicted to block both student recruitment and • Under recruitment of staff as a result of the period of the Academy by sectioning it into to add to the list of challenges. Rurality brings Academy continuity and local print media uncertainty about the future. the periods under the three Principals and with it very specific characteristics other than hunting for flaws. • Limited funding because of low recruitment Acting Principal. simply the geographical aspect. The delivery • A total lack of specialist rooms, specialist and the need to conserve funds for the footprint for the new Academy was to be the equipment and specialist staff expertise. permanent site.

58 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 59 Year 1 2014/2015. • A Trust and Governing Body still sorting forward, to stabilise the smooth operation of a out their relationship with each other. rapidly challenged budget. • A highly diversified student cohort. In the original proposal to the Department the Term One was characterised by a makeshift writers had made a conscious decision, going curriculum, which was structured to meet the forward and prior to any staff appointments, to needs of individual students, involved many split the Accounting Officer responsibility from outside trips to Forest School etc. and tried that of Principal. It was believed that such a to make use of the two-acre, rural site. The separation of powers would be essential to the centrally employed staff body was very small, health of the Academy and the custody of public with external services bought in. Inevitably, finance. This move, once realisation dawned the internal culture of the Academy came to after appointment, was seen by the Principal resemble that of a Pupil Referral Unit (PRU), as a diminution of the Executive role and led and it became impossible to shake off this to tensions. A visit from the Link EFA Officer image during the five-year indicated that such a split life of the establishment. would not be acceptable and One headteacher reported that the Accounting Officer anecdotally that, once it was break out text to go role had to be reassigned clear that the Academy would here approximately to the Principal. In the light open, a collective decision 35 words will fit this of national developments was made by Herefordshire space - client to advise in other academies, it is text at proofing stage headteachers to send their questionable whether Sedionec aeribus ut challenging students to the volorem il ipis re, quia sufficient thought was given to Academy to ease their own ditium abore pos earia necessary checks and balances financial and achievement doluptae reprae. Lupe within the Department. problems and to help to block lab inust, coresection As the Autumn Term 2013 the Academy from becoming progressed, the delegation of fully comprehensive. budget responsibility from the Trust to the Principal became To the credit of the first Principal, who worked another area of much discussion. Over time, hard with students and their parents, often these issues were satisfactorily resolved, and well beyond the working day, individual student in the six-year life of the Academy, the Trust needs were, in general, well met. The Acting did not suffer an adverse audit report at any Business Manager left in November 2013. point. The reader has to understand that, in The Business Manager (designate) was still our particular experience, Free Schools were on maternity leave and this change presented launched with very little central support, much an unwelcome challenge and encouraged the central interrogation and micro concerns, whilst Department to react adversely at a time when the Academy’s governance and management resources and staff morale were stretched. were working overtime to increase capacity, Temporary cover was bought-in and a more introduce suitable systems, organise the division definitive appointment made from the end of of function between Trust and Governing Body the Christmas Term of a Business Manager who and ensure that statutory policies were fit for had held a senior leadership role in Further purpose and in place and Ofsted compliance Education. This latter appointment helped, going met.

60 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 61 At the start of the Spring Term 2014, the On the departure of the Principal, the Acting interviews an appointment was made for Principal and the Chair of the Trust engaged in Business Manager was given the temporary September 2014 of a colleague who had a I now look forward to early discussions around the Senior Leader’s role of Acting Principal and Business Manager background of previous headship and senior the next step of my skills match to the ongoing demands of through to the end of the academic year. leadership. The Department Adviser was present journey with a peaked the developing Academy. This led, in March This proved to be a sound appointment with and contributed throughout the whole confidence and a true 2014, to the departure of the Principal by student numbers remaining intact and financial selection process. The appointment had motivation to succeed. mutual agreement. A situation that led the viability restored thanks to a loan from the unanimous approval. Student Y then Department’s Adviser to be critical of Robert Owen Society. An outline structure for the Trust’s motives and, with hindsight, this marketing and recruitment was put in place March 2014 to August 2014 – probably influenced the later ‘at risk of closure’ although its effectiveness must be judged in the Acting Principal Department to search for areas of perceived paper within the Department. This is purely light of later events. The Department Adviser failure, too little recognition was given to the surmise but developments in subsequent required an Ofsted recovery/action plan It was clear, once the Acting Principal took successful and sensitive management of this academic years, arising from discussions with but there was, in this interim period, limited over the reins, that there was a significant critical period. both the first and second Regional Schools expertise in the Academy to write this and, deficit in the areas of marketing, publicity and Commissioner (RSC), as well as visiting civil again, this was interpreted as a further risk recruitment. This had arisen for several reasons: During this period very real progress was made servants, led to echoes of an existing paper factor by the Department. • Lack of resources had diverted funding into with finalising and agreeing a delivery structure from the lead civil servant recommending other areas of Academy activity that were with the Welsh Joint Education Council closure. The Minister was continually named In the second half of the Spring Term 2014 deemed to be of more pressing need. (WJEC) for the Vocational Baccalaureate (Voc. as the person actively looking for reasons to national advertisements were placed for the • Lack of understanding by staff and governors Bac). This drew on the extensive expertise halt the closure process but not prepared to permanent position of Principal. In view of all of the difference between marketing and and experience within the WJEC of the Welsh countenance failure. The Trust was advised that the circumstances the Trust received publicity and recruitment. This impacted in Bac and resulted in a radical structure, which the departure of a Principal was seen as a major applications from an encouragingly wide field two key areas: it didn’t put the Robert Owen allowed for the pursuit of academic GCSEs, the risk indicator. of applicants. After two days of structured Academy’s true, good news stories into the incorporation of vocational qualifications and public domain to counteract the negative the accreditation of work-based, out-of-school perception and narrative and it didn’t drill and life experiences. The Voc.Bac went to the down to direct student recruitment. very heart of the Robert Owen Academy’s Caption to follow • Lack of support from the Local Authority, mission to integrate both matters academic which meant that less than six months and vocational and hence begin to address the into the opening of a new school the list parity of esteem issue. of essential tasks was daunting and arguably beyond the capacity of such a small staff. As this second term moved on and • Too much reliance was placed on the merged into the Summer Term 2014, the schools’ network to offer the Academy as shortcomings of the Holme Lacy site became a genuine choice in the end of Key stage 3 apparent in terms of the significant extra options for Key Stage 4. costs and the absence of any specialist • There was a lack of local and affordable work spaces. This meant that recruiting the options which could be brought-in. second cohort presented an even greater challenge because prospective parents and The Acting Principal, incorporating the Acting carers expected to see a specialist vocational Business Manager role, set about stabilising the education environment. The redundant, rural, Academy following the departure of the first primary school site, with minimal investment Principal. As a result of supportive work with and absence of specialist provision, did little students, parents and staff not a single student or nothing to create a sense of awe, wonder left the Academy. Later on, when it suited the and excitement.

62 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 63 As the Spring Term 2014 approached its close, when the Council demanded that the working cohort of 14-16-year olds. Unsurprisingly, this September 2014 to April 2017 – it was clear that the Department had chosen retail units be shut down with immediate effect. had a serious impact on student recruitment. Principal Two the former Hereford Boys High School site in At this stage there were businesses onsite, During this period there were echoes from Blackfriars Street as the preferred option for a working with students on curriculum delivery outside the Academy that the acquisition of On 31st August 2014 the Acting Principal permanent base. The Project Manager and main in real time environments. the Blackfriars site by the Department had not handed over the reins to the substantive contractor were engaged by the Department found favour with the Member of Parliament for Principal. This period was both the most to prepare the former Edwardian grammar The Summer Term 2014 saw critical planning Hereford, who had identified the site for the dynamic and, essentially, the most eventful. It school site for a September 2014 start. Intense and delivery on both curriculum planning and new Hereford University project. signified the longest period under one Academy planning commenced with working groups building management. Significant progress was leader who had, as a foundation, the work concentrating on the provision to be created made, thanks to the support of the WJEC, in The latter part of July 2014 heralded the first completed in the Development Year and the in the old building, whilst putting the embryo structure Annual Meeting of the Robert Owen Academies first year of operation under the first appointed discussions were held for a of the Vocational Baccalaureate Trust, which was combined with the Annual Principal and then the Acting Principal. new block extension. Working into a framework that would Meeting of parents and carers. This was to prove Later events indicated that already papers break out text to go groups were established facilitate accreditation of a wide to be a tradition which was maintained right were in preparation within the Department here approximately to work with the Project 35 words will fit this range of vocational, technical through to the final Annual Meeting on 18th July to start the early processes for closure. Managers to translate the space - client to advise and life experiences, as well 2018. This first meeting was well attended with Some felt that the departure of the written bid into a delivery text at proofing stage as providing an envelope for several vigorous and supportive debates on the first Principal had kick-started this process environment. Sedionec aeribus ut more traditional academic and current and future work of the Academy. It was within the feverish national picture of a loss volorem il ipis re, quia technical qualifications. This agreed at this meeting to change the initial and of confidence in free schools, studio schools The planning stage for the ditium abore pos earia highly innovative work was provisional name of the school from the Robert and university technical colleges. However, building work eventually doluptae reprae. Lupe potentially ground-breaking Owen Vocational School to the Robert Owen the apparent fait accompli closure has unclear proved to be innovative and lab inust, coresection in terms of the skills needs Academy. It was also noted at the meeting origins, but much time, trouble, student stimulating. Experts were of local businesses as well that due the heavy and extraordinary demands and professional disruption could have been brought in to design the as addressing the parity of on the budget, there was a need for a loan to saved had there been greater openness kitchen to make sure that it esteem challenge. be granted from the Robert Owen Society to and transparency around this. The Trustees, would provide a suitable training and service ensure that a deficit budget was not posted. Governors, Stakeholder Board and Staff delivery environment. Three, street-facing retail As the last term of the academic year began to retained their faith in the Robert Owen units were also incorporated to enable real draw to a close, uncertainty about the future led The year ended with a structured, two-week Academy project whilst around them others businesses to be invited in to conduct their to a number of staff departures for more certain programme of visits, residential activities and seemed to be plotting its demise. respective trades, whilst providing the Academy employment. The work on the permanent outdoor pursuits. students with training environments in actual Blackfriars site in central Hereford continued to real time work environments. The Trust’s wish move forward at a pace, with the focus on the for a green environment as far as possible refurbishment of the former Edwardian grammar was met with the acquisition and adaptation school building, ‘Phase 1’. In subsequent years I’d like to thank you for presenting me with a great of the former Olympic Food Hall for the new it became clear that the upgrading had been opportunity to succeed. Without you all I’d probably vocational teaching block. At each step of the essentially cosmetic. It was projected that this still be fighting my way back into mainstream education. way Herefordshire Council Planning Officers work, together with the arrival of the former You have made my transition back to full time education were involved in the proposals and were given Olympic Food Hall on site, with its specialist an amazing experience, one that could not have been regular opportunities to comment, in advance, vocational and technical provision ‘Phase 2’, achieved without the school’s extraordinary levels of respect on what the Trust, the Consultant Architect, the would be ready for a September 2014 start. In and belief towards me. Where many other schools would say, Project Manager and the Department would the event it wasn’t ready, and we started our “too much for us, please go away”, you’ve really had me, like on the site. The Council laid down various second academic year, again with no specialist and everyone else at the school, in your best interests strictures which were always complied with. In vocational provision, but with the additional 100% of the time. view of this, it was surprising, at a later stage, challenge of having no outdoor space for a Student X

64 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 65 The second substantive Principal assumed provision echoed through the classrooms, leadership responsibility for the Academy on 1st making teaching increasingly challenging. September 2014. Student recruitment for the academic year 2014-15 was well below target, To add to the strains of teaching on a building which was a clear result of the lack of certainty site, it very quickly became apparent to staff around the future of the Academy linked to the that the Blackfriars building itself had been unfinished nature of the permanent Blackfriars cosmetically enhanced as opposed to renovated, site in central Hereford. and so the long lists of defect reporting began. Defects, as to be expected, were reported on Year 2 2014/2015 – The Move a varying scale, from low level issues such as to Blackfriars inferior quality door handles and radiator valves to larger scale issues, which are still ongoing at Phase 1 – The Old Building the time of writing this evaluation, namely:

After a tough opening year, forced to work Woodwork – a large number of windows outside of the remit of the original bid due to and sills were rotten; these were reported, the inappropriate temporary accommodation, and the only remedial action taken was to students and staff alike were add a little more filler and a looking forward to attending lot more paint. The Principal school on the brand new, city and Business Manager were centre campus, which promised break out text to go told, on many occasions by the specialised vocational training here approximately builders, that they, “have done facilities and over an hour per 35 words will fit this the job that they were asked journey saved in travelling time. space - client to advise to do” by the MACE Project The Robert Owen Vocational text at proofing stage Managers and that there were School was rebranded the Sedionec aeribus ut no funds to replace the rotten Robert Owen Academy in volorem il ipis re, quia woodwork, and that this would August 2014 and welcomed ditium abore pos earia be a, “much bigger job”. doluptae reprae. Lupe its second cohort of students lab inust, coresection in September 2014 onto the Roof – by midway through Blackfriars site. Students and the first Autumn Term at their parents/carers were Blackfriars, the roof started soon to be disappointed – leaking in the upstairs the Blackfriars site was little more than a classrooms, at multiple points. The first building site, with no outdoor facilities for response received from the builders was that the students. There was soon a high level of it was due to the guttering being blocked by frustration amongst students that they could leaves from the trees overarching the building. not go outside, leaving many feeling trapped, Questions were raised that surely these had thus triggering high anxiety and associated been cleared as part of the ‘renovation’ and behaviours. Staff had to accompany students that given the location of the onsite trees, off-site to the Memorial Gardens over the road that a mesh type system should be in place to in order for them to have some fresh air and let stop blockages? As neither of these options off steam. This put significant additional strain seemed to have taken place, the Robert Owen on a new staffing team. The lack of outdoor Academy had to endure immediate unplanned

66 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 67 expenditure to hire a cherry picker to clear the however, no funds were ever received to closing free school in another part of England. Year 2 – Students, Staff guttering, however, this did not stop the leaks in reimburse these additional, unforeseen costs, This, once again, resulted in further set-backs and Curriculum the classrooms. The builders were contacted despite several requests by Academy staff. to the project plan. The facilities were not several times and, eventually, the Business available in January 2015 for the students, and In addition to the appointment of the second Manager was informed that in their opinion, Several ‘patch’ jobs were undertaken, to enable so the temporary timetable was extended into Principal, permanent staffing appointments had the roof needed replacing in its entirety within the classrooms to be a dry, safe teaching the Spring Term 2015. been made, core subject teachers, vocational an expected five years. The mitigating action environment for the students and staff. The tutors and support staff were finally in place noted, ‘the tenant should be advised to have remedial works to continually ‘plug’ the roof In May 2015, the Principal was handed the keys to provide stability for the students and the a large maintenance budget’. Furthermore, had to come from in-year general funding, as to the newly installed ‘Phase 2’ building, the Academy as a whole, however, the challenges it was reported that the TVEI Pilot Managers the Academy was new it was not in receipt students were excited as they in appointing permanent staff were advised, in July 1983, that the roof was of an in-year capital funding allowance, due had been waiting to use the in Year One were becoming beyond its planned lifespan. This was reported to the significant amount of capital budget ‘state-of-the-art’ equipment, ever apparent. An intense to colleagues at EFA, and the response was already allocated for the build. This decreased which had been promised to break out text to go programme of core subject that a Condition Improvement Funding (CIF) the budget available for other much needed them over the past 18 months. here approximately study was put in place for the bid could be submitted. The Principal and areas, namely PR and marketing, which at this The building, however, whilst 35 words will fit this Year 11 students, who would Business Manager argued that, given we were in point were needed more than ever. To add to complete on the outside space - client to advise shortly be taking their GCSE text at proofing stage receipt of a ‘newly refurbished building’ it was the challenges of recruiting to the brand new, still contained no specialist examinations. Core subject Sedionec aeribus ut unacceptable that we should have to submit vocational study option for the region’s 14- vocational equipment. There volorem il ipis re, quia teaching staff came at a cost, a bid for a new roof at an anticipated cost of 19 year olds, without having any vocational remained a fairly long list ditium abore pos earia permanent full-time contracts c.£500k within weeks of initial occupancy. EFA facilities, the enrolled students were spreading of remedial actions, which doluptae reprae. Lupe had to be offered in order to officials responded with a ‘leave it with them’, the message that the building was old and not needed to be addressed lab inust, coresection ensure high-quality teaching up to standard and that the classrooms were before the building was close staff were in post to see wet – another nail in the recruitment coffin. to being fit for purpose for an the students through their innovative 14-19 educational GCSE examinations and to Phase 2 – The New Building, environment, or even to recover from the improvised the Vocational Workshops meet basic safeguarding and health and safety temporary teaching roles of Year One. On conditions. For example: paper, 0.5FTE appointments would have been Upon opening the site in September 2014, • The open plan, unisex toilets did not have the ideal scenario, but putting the students first, the new ‘Phase 2’ block, which was to be the cubicle walls from the floor to the ceiling the Trust made the decision to appoint over the vocational and technical heart of the new so that the lower section of the cubicle pre-planned recruitment levels, in fear that they Academy, had yet to be built. The new timeframe could be seen from the corridor! would otherwise have let down ROA students. was scheduled for a January 2015 opening, and • There were no blinds fitted on any of the the Principal, supported by the new staff team, c.200 windows. In October 2014, the Chair of the Trust, Chair of devised a temporary timetable for the Autumn • The construction, engineering and Governors, Principal and Business Manager met Term 2014. horticulture workshops were one big open with the EFA Senior Caseworker. Discussions space, thus inviting contamination into the over the financial health of the Academy took Late financial difficulties between the specialist equipment (yet to be installed). place. The EFA Senior Caseworker was amazed EFA-appointed Project Managers and the • There was an inadequate power supply to hear that the Trust had held back the Department meant that there were challenging installed for the planned workshop anticipated Pupil Number Adjustment (PNA) budgetary issues. Several areas were soon to machinery. clawback from Year 1, so that it could be repaid be ‘Value Engineered out’, meaning that some when requested by the EFA. The EFA Senior resources were cut completely, and some were These, and many other remedial actions took Caseworker told Academy colleagues that reduced. A significant saving was made when place over the Summer Term and into the third most new schools had spent their overfunding Engineering Facility - October 2015 the science equipment was relocated from a year, 2015/16. and suggested that the Trust did the same and

68 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 69 brought forward its planned staffing model to Year 2 2014/2015 – External tight knit, rural mind-set of the local community, business units be closed with immediate effect, raise the Academy’s profile and strengthen its Support and Inspection there was almost no return, or at least, not and that the Academy’s business partners be offer to provide additional help and support for without a hefty publicity budget. evicted. In February 2016, the Principal met students, staff and the Principal at this difficult DfE Adviser 2 with Council Officers and was informed that time of negative publicity and low recruitment. Year 3 2015/2016 – Site a retrospective planning application would To attempt to counteract the damage caused 1st full Ofsted Inspect need to be submitted which would, in essence, by the building delay, advertisements were ion: 19th – 20th May 2015; September 2015, Year Three, and, the whole decide any further action; should objections placed for a Vice-Principal and full-time Overall Grade: Inadequate of the permanent Blackfriars site was open to be raised and upheld then the onsite business Mathematics Teacher. students. By the second half term, the vocational partners would have to close down their Here, teaching was felt to be a serious weakness workshops had been fitted out with equipment, outlets. Following months of dialogue between A dedicated vocational tutor was recruited, where not enough progress was made and and finally the ROA was in a position where it Herefordshire Council, the ROA’s Principal and and a limited vocational curriculum was teachers did not inspire and motivate pupils could deliver its own training to comply with Business Manager and the Education and Skills offered in-house, after the to achieve their potential. The the core aims for the pioneering curriculum as Funding Agency (ESFA), Herefordshire Council EFA agreed to keep the report identified behavioural per the original bid. Officers eventually accepted that these units Holme Lacy site operational. problems and attendance. Pupil were as agreed in the original bid, and that a break out text to go Students were able to conduct was also identified as However, all was not to be as positive as it simple Licence to Occupy agreement should be here approximately undertake limited vocational 35 words will fit this an issue. On the positive side, seemed, and it felt like the Local Authority put in place, which would have the landlord’s studies in horticulture and space - client to advise it was appreciated that a new continually tried to block progress wherever it consent. some introductory units text at proofing stage Principal and Vice Principal could. in woodwork towards a Sedionec aeribus ut were in post and that staff had a Going Green – now that the site was open, construction qualification. volorem il ipis re, quia genuine care for pupils, and the Real time business units - Trustees quotations were obtained from several local The remaining vocational ditium abore pos earia value and progress in vocational received a letter from Herefordshire Council, suppliers to install solar panels; this had been offer still had to be bought in doluptae reprae. Lupe areas were identified. demanding that the three, dedicated real-life clearly identified in the original bid. A preferred from other local providers as lab inust, coresection the planned onsite provision Year 2 2014/2015 – had yet to be built, furnished Finance and equipped. This came as an additional, unbudgeted £35k worth Significant additional expenditure was incurred of expenditure. over the course of 2014/2015 to provide off-site training, transport and assessment Upon moving onto the Blackfriars site and in the for students in the vocational areas. Core light of an already strained budget, the Business subject staff were previously non-specialist, Manager took on the additional responsibility of as in 2013/14 recruitment had proved to be Examinations Officer, and immediately sought near impossible considering the context of Joint Council for Qualifications (JCQ) inspection the Academy. In addition to the impact on to be an accredited centre to run examinations. Academy budgets, opportunities to market This was unable to be sought during Year One the Academy were hindered to such an extent as a key part of the initial inspection process is that student recruitment remained a significant to view the site and security arrangements for concern. Parents would not move their children storing live examination papers. Accreditation at the end of Year 9 to a site which resembled was successful and registrations to individual a builder’s yard, to work with students widely examination boards were made in preparation perceived as more challenging or difficult or, for the Summer GCSE examinations. to quote a local police officer, to, “a school for naughty kids”. Once this misinformation hit the Toilets upon handover

70 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 71 supplier was agreed by the Trust, and the carers were unable to visualise the ‘final school’ 2. It would aid recruitment and, therefore, benefits which three new members of staff company was instructed to move forward. It all that would be open to them for September increase income and put the ROA on the had made. He saw improvements in planning appeared to be going smoothly; the ROA had 2015, when they attended several open days path to financial stability. and delivery of lessons and a better use of one more tick in its ‘green’ box, and the Business throughout 2014/2015, largely due to the data and information to track pupil progress. Manager was looking forward to budgetary building site and no vocational facilities being The parental response received was very However, he commented that both attendance savings on the ROA’s energy bills, when on 15 available to view. encouraging and there seemed to be a and achievement figures were below national May 2017, the Trust received notification that the common view forming that parents would averages. One must consider that GCSE figures landlords (Herefordshire Council) had refused Lowering the Age Range be less concerned about moving their child had not had a full year to improve since the full the solar panel installation, as the existence of To 13 – Year 9 to a new school at the start Ofsted inspection in 2015. such a sub-lease would be detrimental to the of Year 8, than Year 9, the Council’s reversionary interest, should the Following a meeting with the Regional Schools traditional start to a two-year Year 3 2015/2016 – lease be terminated. The implication was that Commissioner (RSC) in November 2015, a GCSE programme. Twenty- break out text to go Finance the Council did not envisage the ROA being public consultation was held to investigate six expressions of interest here approximately onsite for 25 years, despite it having a 125-year support for the ROA to lower its age range were received by parents who 35 words will fit this In December 2015, officers lease. from 14 to 13, thus making it a 13-19 Academy. wanted their child to start space - client to advise from the Academy met with It was anticipated that this would help secure immediately! text at proofing stage EFA representatives and put Year 3 2015/16 – Students, the ROA’s future in two ways: Sedionec aeribus ut forward an initial payment plan volorem il ipis re, quia Staff and Curriculum 1. To fully embrace the challenges that work The Local Authority seemed for the 2014/15 PNA. This was placements and vocational training can bring, to adopt a relatively positive ditium abore pos earia neither accepted nor rejected doluptae reprae. Lupe Student enrolment continued to be below the Trust recognised that a foundation learning approach, and at last colleagues and no PNA clawback was lab inust, coresection anticipated numbers, again due to the bad press year would be essential for students to be felt relationships with the LA paid. the Academy was receiving locally; rumours of able to take on higher level GCSE, technical were on an upward turn. the school’s closure continued to rumble on and vocational qualifications by the start of 2015/16 was again a difficult through the community. Students, parents and their Key Stage 4 programmes of study. On 30th March 2016, a year as previously mentioned. formal application for lowering the age range Significant under-recruitment lead to a PNA was submitted to the DfE. No response was in excess of £300k making the total near to Year 1 2014/2015. received, and the RSC was contacted towards £600k PNA clawback owing. the end of the Summer Term for an update. The RSC provided a dismissive reply that In light of this, a Financial Notice to Improve our request had not been accepted. Another (FNtI) was issued to the Trust in the Summer positive opportunity for the ROA to succeed Term 2016. had been declined, for reasons which have never been made clear. The issue of a FNtI based around financial mismanagement was not an accurate reflection Year 3 2015/16 – External of the circumstances that were present since the Support and Inspection Academy opened in September 2013, in wholly inappropriate temporary accommodation. The DfE Adviser 3 Trust acknowledges that the proportion of the allocated budget used exceeded the theoretical Ofsted Monitoring Visit: threshold for mainstream learners, however, 12th January 2016 they argued in the strongest possible terms that the significant additional needs of the recruited In the main this was a positive monitoring visit learners necessitated significantly higher levels with Her Majesty’s Inspector (HMI) noting the of staffing than a traditional, mainstream school.

72 73 72 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 73 An Independent Financial Review was carried out a consultation exercise with some to enter into a sub-contract agreement to In July 2016, the Trust summarised its core aims commissioned in June 2016, as per EFA 12 potential MATs and produced a shortlist, deliver a BTEC Extended Diploma in Sport to secure the ROAs future as: requirements. The auditors noted that each of whom was interviewed by the Trust. Out to four sports clubs within the West Midlands. adherence to the Academies Financial of this, two preferred MAT partners emerged This would have seen a significant boost to 1. To join a suitable (agreeable to DfE) MAT Handbook was taken seriously by those – the Eden Schools Academy Trust (ESAT) in the Academy’s post-16 recruitment, as well that fits the mission and ethos of the ROA. charged with governance and there were found Manchester and the South Gloucestershire as bringing in an additional income stream to 2. To lower the entry age to 13 years i.e. the to be no omissions in the systems of financial and Stroud College (SGSC) MAT. The ESAT support the mainstream funding received from end of Year 8. monitoring and control. was the ultimate preferred partner because the EFA. As a direct result of the increased 3. To work with others to build the unique they offered: student numbers, officers predicted full status of the Robert Owen Academy as a The auditors summarised that the problems • An outpost medical school. This would repayment of the outstanding PNA clawback provider of 13-19 technical and vocational leading to the issuing of the FNtI letter address the acute local medical and caring within three years. It was also anticipated that education to mixed ability students and to stemmed from the difficulties in forecasting staff shortages which had been identified a successful BTEC Sports programme would seek staff appointments that will facilitate and monitoring pupil numbers and addressing in a recent meeting with Herefordshire encourage students to apply to ROA for Year this. the resulting financial effects. providers. 10 entry to secure their post-16 sports place. 4. To develop within the Academy a specialist • Significant and additional inward investment Finally, a workable solution had been found unit which will cater for 10% of the This review came at a significant additional to the ROA as a result of a multi-millionaire’s to promote a positive, affordable market for total Academy student cohort through cost to ROA, for which no additional funding offer of business sponsorship, following a the Academy’s future. Officers presented this structured provision to allow for dedicated was provided, i.e. it had to be taken out of meeting with the Trust. proposal to the EFA and were given a very support to those who need to repair their the already overstretched budget, adding to disappointing response, that this was not to go lives. the deficit. These findings and the Trust’s agreement were ahead, largely due to the FNtI that had been 5. To optimise governance efficiencies communicated to the RSC by the Chair of issued, even though the independent audit had through continual review, e.g. rhythm of Robert Owen Academy – the Trust, but again, no reply was received and confirmed that there were no concerns over governance, financial management, whole The Ways Back to Financial eventually we were given a verbal reply that financial management. Yet another block put school advancement. Stability Manchester was too far from Hereford and on a positive way forward for the ROA. that the RSC wanted us to join a local MAT. 1. Joining a MAT Given that there were no suitable local MATs, a meeting was held with Herefordshire Council Official opening by Bill Jackson – In the meeting with the RSC and senior civil to explore whether the Local Authority would Chair of Hereford Enterprise Zone Board servants in November 2015, it had been made help the Academy form a local potential MAT clear to the Trust that the preferred way forward partnership but eventually the offer was for all Single Academy Trusts was for them to declined. join a Multi-Academy Trust (MAT). After the meeting, a senior civil servant suggested that 2. Subcontract Arrangements we might like to undertake a process whereby for the BTEC Extended we could identify a preferred MAT partner who Diploma would be a close fit with our co-operative values and principles and who would understand the At the end of 2015/16, officers were in challenges of our rurality. As a result, the Trust discussions with Virtual Learning UK (VLUK)

I now look forward to the next step of my journey with a peaked confidence and a true motivation to succeed. Student Y

74 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 75 Year 4 2016/2017 roof was submitted in December 2016. In Engineering and Mathematics (STEM) term prospects. A temporary appointment of April 2017, the Trust was notified that this bid subjects. Students were able to apply to Executive Principal was made and three senior Principal Two: September 2016 had been rejected by the ESFA. The already the ROA for a scholarship worth up to staff members, without additional pay, stepped – April 2017 strained budget had additional funds for repairs, £1,000 to support their chosen Technical or up to fulfil the roles of Assistant Principal, but leaks were appearing in all the teaching Vocational programme of study and, in return, each with delegated authority to deputise in Principal Three: May 2017 – rooms and managers deemed it an unsuitable they would receive professional industrial/ the absence of the Principal. The team pulled August 2017 teaching environment. In the interests of business experience, integrated classroom and together, and stability was provided to the student and staff welfare, all classroom-based work-based assignments and a guaranteed students. Year 4 2016/2017 – Site teaching was moved to the phase 2 modular work interview at the end of the programme. building. Even this, unexpectedly, Any new venture, public The phase 2 building was in full use for the first did not have the positive or private, comes with full year since the school opened in 2013. The Solar Power impact on recruitment “Please take [anon]. an element of insecurity. vocational workshops were fully functioning that was anticipated. S/he is so disaffected Equally, it is true to say and put to good use. In March 2017, plans to have solar power and is refusing to attend that over the last 30 installed in the Blackfriars building had eventually Students continued to [school]. Even if the years the notion of a ‘job No additional funds had ever been granted to come to a stop, when the landlord (the Local apply to the ROA over ROA closes next year, for life’ in the state or repair the leaks and a Condition Improvement Authority) effectively informed the solar the course of the year, at least s/he would state sponsored sector Funding (CIF) bid application to replace the supplier that the ROA would not be onsite for thus bringing challenges have had two more no longer applies and the duration of the lease period. Installation of for teachers to continually terms in school. market forces have a the panels was stopped, even though the lease welcome new students to If the school closes major impact. However, agreement would have been transferrable, and their classes, each arriving I will deal with this even given this generic even if the ROA were not onsite, any future with a unique background when it happens.” picture, the ROA had tenants would have reaped the benefit. of prior education. Whilst Parent 2016/17 difficulty in providing the ROA needed student security for staff, students Year 4 2016/2017 – Students, numbers, many students and parents. Staff unsure Staff and Curriculum were discouraged from moving mid-year, as it about their future given the lack of support was felt that this would adversely affect their from many government agencies, students and Recruitment continued to be the biggest education. A few parents were so discouraged parents unsure if the ROA would be there in challenge. 2016 was the first year that students by the lack of support given to their child at the ‘long run’ for stability of study. were to enrol on a fully equipped academy site; their current schools that they pressurised for the ROA had no track record for vocational their child to be accepted. The LA had informed Pressure on the Leadership Team with Impacts training and set alongside this was the negative the Principal that as the ROA had vacancies, it To be on any leadership team has ramifications misinformation that was being drip fed in the was not able to refuse entry. Parents continued as leaders make decisions, which have an impact community. It all added to the failure to recruit to seek places, even after they were informed on the academic (and social) lives of others. The to target. September 2016 was to be the lowest of the December 2016 Ofsted Inspection high levels of uncertainty concerning funding and Year 10 entry over the life of the Academy. outcome of special measures. pressure from Ofsted took their toll on senior This extraordinarily low level of recruitment, leaders. The lack of funding and no permanent coupled with the continual blocking of all the Staffing – May 2017 Onwards site on the first Principal, the stewardship of Trust’s additional revenue proposals, ensured the penultimate Principal caused severe stress that financial stability was almost impossible. It was evident that the staff were unsure of their and anxiety and there was a clear breakdown future as both the Principal and Vice Principal in communications and synergy between the Over the summer 2016 period the ROA was had left in the Spring Term 2017. However, from Principal and his newly appointed Deputy. lucky to receive the offer of a donation to the difficulties which were past it was possible Trouble at higher levels always has an adverse Image and caption to follow support recruitment in Science, Technology, to create a bespoke team with more long- knock-on effect lower down any organisation.

76 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 77 Year 4 2016/2017 – External The Chair of the Trust, Principal and Business the Trust to make significant a further cost unique, and that they had sought active support Support and Inspection Manager were present when the Lead Inspector saving of £240K on top of those already made. from the EFA to provide positive solutions confirmed that this Grade 3 judgement was A revised budget plan was submitted to the to the ongoing development of the Academy. DfE Adviser 3 agreed. Pleased beyond belief, the Chair of EFA detailing the saving, which would require Furthermore, the EFA was reminded that no the Trust was notified, and everyone went the Trust to make additional redundancies. The financial adjustment within the diseconomy 2nd full Ofsted Inspection home very happy! However, recognition of Trust made every effort to preserve frontline funding had been made in respect of delays in 16 -17 November 2016, the distance travelled by our students, the services, to limit the adverse impact on student the completion of the Academy building and the unpublished outcome: hard work and dedication from the staff and provision. All Senior Managers were subject additional educational costs incurred with the Requires Improvement general improvements to the management of to a ‘voluntary’ 10% reduction in salary in an removal of the first Principal. Off-site provision the Academy was to be short-lived. attempt to support the school through its most was required for two entire academic years, The ROA was subjected to its second full financially difficult year, yet. which resulted in additional staffing, placement Ofsted Inspection whilst under the reign of its 2nd Full Ofsted Inspection, The Trust now needed to work towards a longer and transport costs. second Principal. As expected, lessons were second visit – 6th December repayment period for the outstanding PNA observed, student work was scrutinised, various 2016 – Outcome: Special clawback. It sent the EFA a revised proposal Year 5 2017/2018 – The End interviews with staff, students, Governors Measures to make an initial repayment of 10%, and then and Trustees were carried out alongside the a minimum of 15% each year, until funds were In the ‘listening period’ of autumn 2017, once standard data review. Some 12 working days later, the ROA received cleared. Again, this was neither accepted nor again a MAT partner was sought. The link with a further visit from Ofsted; the two HMIs, rejected and no funds were repaid to the EFA. South Gloucester and Stroud was the most At the end of the second day, verbal feedback who seemed intent to overrule and refute the The Trust accepted the need to repay and had appropriate offer – there was little time available was received, this was in the main positive findings of their earlier colleagues, unleashed developed an action plan. and certainly not the amount of time set aside and followed the theme of the mood of the a tirade of criticisms against the ROA, which for the first bid. The curriculum package was monitoring visit in January 2016. Unofficially, the took many by surprise as these were not the The Trust once again reminded the EFA that the to reform the ROA into a University Technical first Ofsted team left provisionally identifying a findings presented 12 working days earlier. circumstances it had faced since opening were College (UTC) and copy the successful model Requires Improvement (RI) grade in feedback They did not observe any lessons, they did not with the Principal and Chair of Trust. The look at students’ work and they did not speak Inspectors had noted that due to small student to staff or students. They focussed their visit Closing the doors 3rd September 2018 numbers, it was not viable to look at some of on cold data alone. It was clear that there had the data sets as percentage figures, but instead been external pressure on the first team and they focussed on the distance travelled by the second team came in with a set view and students and the positive impact the ROA staff they did nothing to verify the earlier visit but had had on their academic studies, behaviour rather sought to damn and condemn. and attendance in such a short time. The Inspectors could see that there were instances The ‘official’ published report, dated November where some students had only been on roll 2016, presented a litany of condemnations of with the ROA for as little as six weeks prior the ROA and implied that the ROA had not to taking their GCSE examinations, yet they moved forward from the first Ofsted visit were to be included in the Academy’s overall in May 2015. It provided the final catalyst to attainment figures as part of the data required undermine the two Senior Leaders, who then for Ofsted scrutiny. lost motivation and drive. Given this conflict between what the Inspectors had seen versus cold data, the Lead Inspector Year 4 2016/2017 – Finance telephoned Ofsted Head Office to notify them / seek approval for a recommendation for a 2016/17 saw the introduction of census-based Grade 3 ‘Requires Improvement’ outcome. funding, as opposed to estimates. This required

78 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMY AT WORK 2013 – 2018 79 created at Berkeley Green, using several closure, a second CIF bid for extensive roof measurements this was a ‘win/win’ solution. It repair / replacement was submitted. Again, in Chapter 6: had the added advantage that, if UTC status was April 2018, the Trust was informed that this had granted, the funding authorities would recoup been unsuccessful. their clawback. Governance Year 4 2016/2017 – External However, once again it was not a matter of Support and Inspection finance or academic integrity but sheer bloody mindedness on the part of senior civil servants, DfE Adviser: None Summary who had the temerity to contact the Chief The chapter covers how the governing body was established and how it was structured and Executive of South Gloucester and Stroud and Ofsted: Two-day monitoring operated. It also contains a governor’s perspective on the successes of the Robert Owen Academy, issue a severe note of caution. visit 6th – 7th February 2018 as well as the lessons learned while being a member of the Governing Body.

May 2017 to August 2018 – Since the previous inspection in the Autumn Principal Three Term 2016, staff had been anticipating a monitoring visit by Ofsted, as per Ofsted’s Period 4 May 2017 – August policy of returning the following term to The essence of governance is aligning the of interested parties within the local and 2018 schools graded as inadequate. school’s objectives with its goals, policies and wider community, e.g. the business and procedures to ensure compliance with the legal services sectors, the voluntary and third sectors For the start of the new 2017/18 academic year Some four terms after the previous inspection, and regulatory requirements of the United and parents. This informal network became the school was fully staffed with good teachers the ROA received an Ofsted Monitoring visit, Kingdom and the European Union. the Stakeholder Board and had a consultative in key subject areas. Evidence of this strength this was perhaps the best HMI visit the ROA role on specific aspects of the school’s came with the fact that all teachers secured had. The HMI noted that the ROA was on a This school was approved under the Academies development. The Stakeholder Board included placements for the 18/19 academic year as the recovery track and observed good teaching and Act 2010. That Act removed powers from Local an officer of the Council, until that person ROA announced its closure learning. The report was issued on, ironically, Education Authorities / Councils to open new moved employment. That representation was the same day that the Trust received notice that schools and offered independent bodies the never replaced. Site its funding agreement would be terminated on opportunity to provide broader parental choice 31st August 2018. and meet local needs through the opening of A Development Grant for essential The Phase 1 roof was now leaking in most rooms. free schools and academies. preparations to open the school, including the No additional funding had been made available recruitment of both students and staff, liaising for repairs, despite this being raised as an issue The Secretary of State for Education approved with examination boards etc. was allocated to since the school opened. In December 2017, the Robert Owen Academies Trust (ROAT) the Trust by the DfE. before the Trust was notified of the Academy’s application for a 14–19 Vocational School in July 2012. This approval gave recognition that the Development Year Challenges Trust was the contracting body and, therefore, directly accountable to that office for whole Proposing to open or opening any new school Like many new things that are before their time, many people school performance. The Trust was registered by is not without its challenges, whatever support did not understand what the ROA was trying to achieve. civil servants and had obtained Trust charitable structures are in place to provide advice It was radically different from what they knew and grew up status from the Charities Commission. Trustees and assistance. For a single academy such with and, by default, it was viewed with suspicion. were informed of these registrations but were as Robert Owen, there was no support and Some secondary school headteachers in the area were not involved in the documentation. only limited assistance in that initial year to openly hostile and felt threatened by the school. Only those develop concept into reality. During this period close to the school could see what was being achieved. During the application stage for this school, the then governance team faced numerous, Anon the Trust developed an eclectic network difficult challenges.

80 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 6: GOVERNANCE 81 One of the earlier governance challenges the Trust of its choice of the city centre site • The Council’s emerging and growing acknowledged verbally that it was not the fault was dealing with the relentless hostility for the new school. For governance, this was antagonism towards the school. of the Trust that the school was located on an from various bodies, many of which had not an interesting outcome of negotiations for a • The fact that the school was an innovative inappropriate site with very limited facilities, raised any objections when consulted on the school that was funded to open in September pilot project and may not be understood i.e. no ICT or vocational facilities. Despite this proposed school. Within governance there 2013. The Trust immediately informed the by all. acknowledgement the Department insisted were concerns that much of this hostility was Department, and later its contractors, that the that all such costs were a Trust responsibility. fuelled by repeated misleading information1. roof of the old school building had had, for The Trust took the decision to continue The Department’s attitude concerning the many years, serious dilapidation issues. Wilmot with this innovative pilot project and opened dilapidation issues on their chosen city centre The first major challenge faced by the Dixon, the building contractor, informed the school on the 13th September 2013, in site, and to the additional travel and education governance team was during the Development MACE, the main contractor, of the state of the temporary premises, a redundant Victorian costs, did not go unnoticed within governance. Year and was to have a far-reaching impact. old school roof, which had not been included in primary school. These premises were The proposal for an innovative school their brief. This information was unheeded by inadequate for the school’s full educational To maintain sound and effective governance, the stimulated considerable interest from parents, both the DfE and its main contractor. 3 needs, were ten miles from the city and there Trust, as the accountable body, had the capacity students, staff and the wider community. As the was low student recruitment. The school was to appoint (or dismiss) subsidiary bodies and Development Year progressed promisingly, the The Trust was faced with a choice to continue intended to be an all-ability comprehensive, delegate responsibilities to these bodies. In this Trust sought confirmation from the DfE on the with this innovative pilot project or to refuse however, volumes of misleading information capacity the Trust, prior to opening, appointed school’s future funding. This would enable them participation on the grounds of the impact of aligned to the loss of the initial potential a Governing Body and allocated that body to authorise both student and staff placements. late funding. In addressing the way forward, the students skewed intake, with the focus being specific responsibilities to monitor on its behalf. Their enquiries were continually met with a Trust was aware of: on cohorts of students with complex needs. In doing so, a two-tier governance structure standard verbal response, “it’s entirely up to • The volume of hostility towards the school These factors impacted on budget, especially was formed. The first Trust Chair was a former you”. In governance terms this meant that if and the extent of misleading information. with enforced and unforeseen additional travel Principal of a Further Education (FE) College. the Trust is foolish enough to risk offering staff • The fact that late funding had lost costs for students to and from the city and to The initial Chair of the Governing Body was employment and students placements without the original potential 250 students and outsourced lesson locations. The Department a former Vice-Principal of an FE College. On verified funding, they would be solely liable.2 staff; having only a few weeks to recruit The lack of verified funding for the school at would have a long-term impact on the a crucial time gave governance its first major school’s viability. setback. The school’s Funding Agreement was • The fact that the outcome of negotiations not received until 13th August, for the school would mean that the school would be to open on 13th September 2013. The impact required to open in temporary premises of the Department’s commitment process was and be located there for at least a year. the loss of over 250 all-ability students plus • The problems associated with opening staff, who had attended the Trust’s Curriculum and running a vocational school in a totally Conference and understood and welcomed inappropriate, redundant, rural, Victorian the ethos of this innovative school. primary school (ten miles from the city centre) with additional costs for At that time, the DfE and the Council were lessons conducted in other venues and in negotiations over a site for the new school. associated travel. Negotiations identified a former grammar • Funding awarded in August 2013 was for a school site in the city centre. The DfE informed September 2013 opening.

1 Letters to Headteachers and Principals 11.08.2012; Time Line for Comments with Hereford Council 09.01.2012; Schools Curriculum Conference Group Responses 07.2012

2 Schools Curriculum Conference Group Responses 07.2012; Briefing to Hereford Council on EFA Criteria 11.08.2012. Image and caption to follow 3 Relevant Extract of meeting notes held between Wilmot Dixon and MACE

82 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 6: GOVERNANCE 83 his retirement he was replaced by a prominent its dilapidation issues, was inadequate for the within the remit for the building contractors An Internal Review of local business person. needs of a school that provided an integrated and, as such, the builders had recommended Governance and an Ofsted Visit academic and vocational curriculum. As part that whoever took responsibility for the The Trust and Governing Body both agreed of the site development, a three-storey block building, should have a substantial maintenance To increase efficiencies within the school the that in order to ease pressures on the budget, of demountable units was installed to provide budget. i.e. a fund that a brand-new school Trust was keen to establish its own annual all governance training would be achieved a modern learning environment that included would not have. internal governance reviews. The Trust had either by goodwill or by holding joint Trust vocational provision. The demountable units concerns that within governance tiers there and Governing Body meetings. Joint meetings were the former Olympic Games catering block. The grant application was rejected by the EFA. were inconsistencies in the transition to the new facilitated the sharing of skills, knowledge A subsequent application was also rejected, governance model. The Trust was also aware and understanding within The new block was unfinished in April 2018. The notion of the possibility of that for a cohort of students, achieving national governance. The rationale for by the required date; quantities invisible hands being at work began to emerge educational standards would take longer due to: joint meetings was seen by of key vocational equipment within governance. • The results of entry baseline assessments. Ofsted as a blurring of roles, break out text to go had yet to be installed, there • The lack of cooperation regarding the and not as a financial necessity. here approximately were significant ICT problems, During the beginning of the second year, the provision of student data, from a significant 35 words will fit this as can be expected with Trust was encouraged to bring forward staff number of students’ previous schools. space - client to advise Rounding the Circle text at proofing stage temporary premises, and there appointments that were scheduled for later in • Some of the cohort had a history of Sedionec aeribus ut was a large snagging list for the school’s development and fund them out of complex needs. In September 2014 the school volorem il ipis re, quia contractors to complete. This monies set aside for Pupil Number Adjustment • Importantly, for examination preparation, moved into its permanent ditium abore pos earia included ensuring disability (PNA) repayment (clawback).4 The Trust was students were only in this school for a site on Blackfriars Street in doluptae reprae. Lupe access to the new block. It advised that this was common practice in other short time, the Autumn and Spring Terms, the city centre. Governance lab inust, coresection would be January 2014 before academies. From the opening of the school, the before sitting exams in the Summer Term. members noted that the site this building became available Trust had insisted on good financial probity, • The Governing Body reported concerns was home to a forerunner of for educational use. ensuring that the PNA was banked separately relating to the quality of teaching in two their school. Between 1983 from the operational budget. The Trust had areas. During discussions on the Terms and 1988 it was a Technical and Vocational The former school building had a dilapidated trepidations about the Department’s advice, of Reference for the internal review of School 14-19. This school’s uniqueness was that roof, of which the DfE and EFA were aware. however, operational needs necessitated the governance, an Ofsted Section 5 inspection it had shared students with other schools. The They failed to respond to any communications PNA banked finance being used to strengthen was instigated. Much of Ofsted’s report students were on the rolls of their registered related to this problem. By now, the Trust was staff numbers in relation to an unperceived matched many of the areas identified schools, where they studied academic subjects familiar with the difficulty of obtaining responses cohort of students with challenging needs. The for review by the Trust. In response to two days a week and attended the Technical from the EFA. At the Trust’s behest, a Capital Department’s practice of conveying selected the Ofsted Report, and to an additional Vocational School three days a week. They also Improvement Grant (CIF) application was information verbally did not sit comfortably independent external review of governance, had work experience with local employers submitted regarding the dilapidated roof along with the Trust. modifications were made to governance and attended residential courses held on with an extract of meeting notes held between university campuses. the building contractor and MACE, the DfE appointed project managers concerning the New Site and New Problem state of the roof. Full minutes of this meeting “As a SME employer in North Herefordshire for Governance were never provided, only an extract relating to I was involved at an early stage in 2013 in the work the roof was provided to the Business Manager of the Stakeholder Board. This was before the School opened. Governance was concerned that the former by the building contractors. This extract It seemed to me that we were making all the key decisions school building on the city centre site, with confirmed that replacing the roof was not in our meetings and the Principal Designate made sure that decisions were made in ‘think tank’ settings. I could see a route into my specialised company for young people.” 4 Free-schools receive funding from the Education and Skills Funding Agency (ESFA). Funding is initially based on estimated student numbers Anon for the September term, which is then followed by a school census in the Autumn. The census is used to identify actual student numbers. In the event of over- estimates any financial adjustments required are recovered via the Pupil Number Adjustment (PNA) process. This brief explanation excludes Pupil Premium etc. payments.

84 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 6: GOVERNANCE 85 practices. Roles and responsibilities within educational histories, reasonable examination Consultation showed only two objections and governance were not aware of any change the governance model were clearly defined attainment in only two-terms of learning had been raised. All consultation results were in government policy yet, overnight, previously within an in-house Governance Guide. (autumn and spring) would not be without presented to the RSC who, at this point, agreed student recruitment targets had been In implementing a modified governance difficulties. The level of complex exigencies of a informed the Trust that permission to lower abolished. Aligned to that the EFA changed the structure and responsibilities, inevitably, cohort of students, slow academic attainment, the school’s entry age was outside his remit. ground rules for repayment of PNA clawback, variations in individual progress occurred poor behaviour and attendance were constant The then RSC left that post to take a school which subsequently led to the issuing of a within the tiers of governance. For some concerns for the Governing Body. Staff headship. The Trust never received any formal Financial Notice to Improve (FNTI). Within colleagues this was a reflection that former undertook additional work and introduced or informal response from the DfE on this governance, concerns remained on the varied familiar ways were deeply embedded and schemes to change attitudes to learning. Many proposal. Governance members were pleased input from civil servants. Also, the Department’s the occasional slipping back into familiar students rose to these challenges, however, that with one positive outcome of the consultative practice of conveying selected information processes created minor problems. could not be said for all. Governors understood process; it had raised 26 requests from students verbally, did not sit comfortably with the Trust. that with this cohort of students, their previous seeking entry at the lower age, with numerous An example of this was what would become A later Ofsted monitoring visit showed education experience was reflected in their other requests being made in the following the frequently used words, “Had the council improvements had been made in many areas. entry baseline assessment and the subsequent months and years. not been so opposed to the level of attainment gained during their short school, the Department could Governance noted that under the 2010 time at this school. Some Ofsted Inspectors In line with Government possibly have taken a longer- Academies Act schools under the Council’s recognised this situation, whilst others did not. thinking, the Trust was also break out text to go term view of the school”. actively engaged in fulfilling here approximately 35 words will fit this Image and caption to follow Making the School Work for its its long-term intention to re- In response to the impact broker the school to a larger space - client to advise of those aforementioned Students text at proofing stage Multi-Academy Trust (MAT). A imposed changes, the Trust Sedionec aeribus ut Governors were aware that many students list of 11 MATs was reduced volorem il ipis re, quia established a Task and Finish control decided to opt-out and become found this school’s approach to their education to a shortlist of two. These ditium abore pos earia Group to seek strategic academies, unlike the Robert Owen Academy, much more amenable than their previous MATs offered to embrace doluptae reprae. Lupe resolves, focused on taking the which had brought inward investment of £10 experiences. The integrated curriculum enabled the school’s vocational ethos, lab inust, coresection school forward. The Senior million to the city’s development zone. Those them to gain confidence, hope and realise their meet local/regional economy Leadership Team (SLT) model previously Council-run schools changed potential. It was not uncommon for staff to needs and in doing so, enhance was agreed by both tiers in democratic ownership and accountability receive appreciation from parents, who thanked student employability. Both governance. The new model from a wider system to a narrow one and them for giving them their child back. MATs were submitted to the then Regional strengthened the SLT and subject areas of became responsible for paying market prices Schools Commissioner. Both submissions were concern. It should be acknowledged that staff for services previously provided by the Council. As a student-centred school both tiers of rejected. Within governance there was a view members made salary sacrifices in this exercise. There was little public criticism of those schools. governance were continually examining that amidst the civil service, input varied. Yet this school continued to be subjected ways for current and future students to realise A Further Ofsted Visit to hostility stimulated by misinformation. their potential. Moving the Goalposts A Council prediction that this school would Having set the strategic direction of the school, close other schools was, as expected, never The Governing Bodies, in seeking to benefit Throughout governance there were concerns governance had a second Ofsted Section 5 realised. The continual adverse misinformation students both academically and socially, that changes in government offices often Inspection. The result of this inspection showed in the community had its impact on recruitment, recommended the Trust extend Key Stage 4 to reflected differing stances on education that improvements had been made and the HMI, the consequences of which were reflected three years. This could be achieved by lowering provision. The DfE had accepted in the 2013 following consultation within the Ofsted system, in the implementation of more stringent the entry age to the school by a year. The then application, a slow and steady student growth stated ‘Requires Improvement’ as the outcome financial controls. Regional Schools Commissioner (RSC) gave rate over a number of years for this school. This during feedback. Two days later a further (third) approval for the Trust to conduct a Community was later ignored when the Trust was instructed Ofsted Section 5 Inspection was conducted, Governance was concerned for cohorts of Consultation on lowering the school’s entry to achieve the stated 2022 student growth rate the outcomes of which became evident to students coming to the school with poor age by a year. The results of the Community by 2017. The school’s Senior Leadership Team governance members before any feedback or

86 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 6: GOVERNANCE 87 announcement. Ofsted’s justification for this and Stroud Multi-Academy Trust. They not only recent Ofsted Monitoring Report or to the 1. That a JR has the potential to reveal all further, or third inspection, within two days of met the philosophy requirements of the school re-brokerage option. To the Trust, re-brokerage communications concerning the school the second inspection was ‘insufficient evidence but could also add educational value to the was the more financially prudent option to from a variety of bodies. to uphold the Requires Improvement outcome’. regional economy in the form of cyber security closure costs, especially as any PNA debt would 2. Loss of a JR could be expensive. There was considerable consternation within and social care. This proposal was submitted to have been absorbed within re-brokerage, staff 3. Even if the JR found against the Government governance as to how Ofsted, as an independent the RSC and a civil servant. would remain in employment, there would be or Ofsted’s decisions, neither were under body, whether at national or regional level, no redundancy costs and the County would any obligation to change their original could undermine the findings of a senior HMI At a similar time, given the Council’s interest have had an outstanding educational asset. decision. and Ofsted’s own internal systems to in the school site, the Trust put forward the Once again, the Trust was verbally informed overturn the original inspection outcome. The notion of a land swap to the Council. That is, that, “had the council not been so opposed It was agreed that the start point for exploration extenuation for the additional inspection was to exchange the city centre site with one on to the school, the Department could possibly would be a desktop review by a barrister. For given verbally by the Lead the Rotherwas Estate. One have taken a longer-term view of the school”. this, the offer of external funding was received Inspector and no written section of the Council failed to and accepted. evidence for the second see the need for another form Threats of closure were not new to the Trust inspection was ever produced. break out text to go of education provision and, and Governing Body. The opening lines from Following the Notice of Closure there here approximately therefore, it went no further. the previous RSC on his first visit to the school were trepidations within governance on the Working to the Ofsted Report, 35 words will fit this Governance members felt that were, “I’ve not come to close you, yet”. Not long likelihood of a smooth, seamless run-down to and that of an independent space - client to advise the future may well show the after, a civil servant who was new to vocational closure. These forebodings were not without external review of governance, text at proofing stage rationale behind the council’s schools, informed trustees that he had submitted foundations, for example, some of the Trust minor adjustments were Sedionec aeribus ut decision as alternatives were a report recommending the closure of the and SLT’s past experiences in communicating made within governance to volorem il ipis re, quia sought to cater for young school. On receipt of the closure notification, with the DfE and the ESFA, plus the attitude optimise effectiveness. In ditium abore pos earia people categorised as NEETS. the Trust noted that the rationale for closure of those education providers in the County 2017, an Ofsted monitoring doluptae reprae. Lupe used by the Under-Secretary of State for the who had expressed their antagonism towards visit reported progress had lab inust, coresection The Governing Body had School Systems in his closure letter was similar ROA students. Within governance, members been made in most areas and numerous distractions to that used previously by a civil servant. were always appreciative of the small number the reported outcome was including the adverse of schools that supported this initiative. Requires Improvement. behaviour of a cohort of Reviewing the situation, the Trust and Governing students and the building shortcomings that Body agreed to explore the merits of a Judicial Readers can make up their own minds as to Funding is Withdrawn would not be resolved before closure. The way Review (JR) on two fronts: a) the double Ofsted whether governance trepidations reflected the this school had been treated since opening did inspection and b) the rationale for closure. actual road to closure. It was interesting to At a similar time, the Trust received notification nothing to dispel notions within governance In their analysis, governance members, were note that the DfE and ESFA did communicate that the Under-Secretary of State for the Schools that vocational education was not in vogue and aware of three points: on the school closure. That, however, was in Systems would be withdrawing its funding from that invisible hands were at work. the 31st August 2018. This information was conveyed by letter via the Regional Schools Notice to Close Commissioner, who also sent letters of this “We were running a new community recreational organisation decision to staff, parents, the Council and the Whilst awaiting a response on its re-brokerage very much feeling our way into the market place but with a MP of Hereford and South Herefordshire. proposal from the RSC, the Trust received high demand for our services. When Chris Morgan came out notification that the Under-Secretary of to talk to us one evening about the potential benefit of the The Trust noted that the decision was to State for the School Systems in addition to Robert Owen Academy facility for our work we had our eyes withdraw funding and not to close the school withdrawing funding, would close the school on opened and our planning challenged. We felt that we were and, therefore, re-brokerage to a MAT remained 31st August 2018. The rationale for the closure being invited to work and grow co-operatively with the an option. Once again, a shortlist was drawn up decision appeared to be based on historic support of a publicly funded body.” with preference going to the South Gloucester data. The decision made no reference to the Anon

88 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 6: GOVERNANCE 89 response to the Trust’s expressed concerns 1. That other schools were silent where current funding cuts at secondary and post-16 dilapidation, moving the agreed recruitment on the timescale taken on the closure budget money was concerned when transferring levels, industry and services concerned with targets forward several years and hostility and potential outcomes. Understandably, students from their school to the ROA. the shortage of skilled labour and a government from the Council and other providers. In financial probity was a Trust focus, and delays in 2. In a communication, the Regional Schools seeking ways to retain and attract skilled some ways, this journey could be the result approving the closure budget had the potential Commissioner, supported by Lord Agnew, labour from other countries. This country, of changing attitudes to vocational education to place the financial position of the Trust stated that there were sufficient schools like any other, requires a skilled workforce. / Free Schools in government, silo mentalities in jeopardy, especially should employment in the county rated ‘good’ by Ofsted to The integration of academic and vocational within government departments, mysterious situations change. The en bloc resignation of accommodate ROA students. The truth of studies provides students with an academic hidden hands at work or any combination of the Trust in such a situation would have been that statement was not reflected in reality. and practical basis for development. Vocational the aforementioned. an understandable action. education as a bolt-on curriculum activity is Governance learnt from not the best way forward. Initial closure discussions parents’ feedback that the with the DfE indicated that Council had not been helpful. Reflecting on the journey of this pilot project, after Easter 2018 all Year break out text to go It did not go unnoticed that, governance members became acutely aware 10 students should have a here approximately under the Act, student transport that support for Free Schools appeared to be seamless transfer to other 35 words will fit this costs are a local responsibility. changing, as evidenced by the initial setback space - client to advise schools to support their That, however, did not stop of the late funding agreement, opening in text at proofing stage GCSE examinations in the Sedionec aeribus ut the Council suggesting that inadequate temporary accommodation, Summer Term. It was of no volorem il ipis re, quia transport costs for relocated the attitude of the Council to the school, shock within governance ditium abore pos earia students should be included in moving to an unfinished school site, providing when they learnt that, thanks doluptae reprae. Lupe the closure budget. This factor education in a building with known high levels to staff endeavours, just lab inust, coresection led to ESFA questions and delays of dilapidation, and refusals for aid to rectify the over a third of students had in closure budget finalisation. confirmed places in other There had been numerous schools; some were awaiting comments in the community on Herefordshire County Council (HCC) support the future of the Blackfriars site. The Council and a small number had been referred to the In had aspirations for developing the site, the Year Fair Access Panel. One student application proposed university was a possibility. It was had been refused by a school that was under of no surprise within governance to learn that on its PNA. It was not until weekending 19th a delegation from the proposed university May 2018, that it was confirmed that all Year 10 for the city would be visiting the site in May students had been placed in other schools. Of 2018. The proposed university was offered the those students, one third were placed in schools opportunity to co-locate on this site with the rated good or better by Ofsted, and two thirds ROA but chose not to. For governance that were not. A small number of students of the latter was unfortunate, as should NMiTE take over group were placed in the Pupil Referral Unit, the site, the DfE might well have charged them against the advice of the Principal. Governance for the demountable buildings etc. members acknowledged that without staff taking students to potential recipient schools Conclusion and identifying curriculum matches, students would have remained at the ROA until the end There was a view amongst governance that, of the Summer Term; a point that the Council unlike in Europe, within the DfE there is a had keenly advised against. Two points were lack of understanding as to the real values of noted within governance: vocational education. This opinion is based on Image and caption to follow

90 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 6: GOVERNANCE 91 should have been there for the long run – and one of the areas below would have changed the Chapter 7: if any had to be replaced, each new source of future of the ROA: sagacity had to be familiar with the ethos and • Lowering the age range by one year to a aims of the school. Year 9 entry. Final Summaries • Joining the ESAT MAT and forming a Blocked Income Opportunities healthcare and medical training site in Hereford City. This was key and an area where we had • Joining the SGSC MAT and offering detailed planning in place to create new cyber security. business and income streams. Unsure school • Sub-contracting VLUK to deliver BTEC Ofsted depart. The two-part inspection in the Autumn leaders far too often sought permission from Diplomas and core subjects to professional Term 2016 was seen to be an agenda to fail the ESFA for permission to progress new sports teams across the region. It would be easy to blame Ofsted for its lack being driven from elsewhere. identified business income streams and on • Being a green energy provider. of support and claim that all it could do was all occasions, permission was not given on offer destruction and no constructive dialogue. Education Advisers the basis that the school was not achieving Poor Publicity However, in its defence it may be argued that it its Ofsted targets. With hindsight, link civil is simply measuring quality at a given point and We had three designated Education Advisers servants should have been given a brief to be Marketing is pure selling of the product to ensuring value for money for the tax payer. Our during the six-year life of the Academy: more entrepreneurial in their approach to us. achieve maximum sales, whereas PR or good plea throughout all the visits was simple, ‘only • Adviser One during the development year, We had strategies but we were blocked from PR, sends out a positive message about the connect’. but access was only allowed via the link civil using them. organisation and defends and mends any servant in the Department for Education. adverse media and image. However, the two The true nature of the ROA was never really • Adviser Two in the first year of operation Key strategic plans blocked by government are closely related, for without positive PR the understood as a school delivering something through to the appointment of Principal Two. colleagues/departments, where support in just market attraction is restricted. innovative and unique. The ROA was not simply • Adviser Three from the end of the another standard secondary school, but a new first year of operation through to the type of school specifically designed to break the closure decision. mould; to reach out and to make a difference to the lives of those that others had rejected The role of the Education Adviser was never and could/would not educate. The ROA was clear and, although they had a stated brief to designed to add value in a vocational sense – all support us to become operational and prepare too often our mission was bypassed and our for Ofsted, the short reporting link back to the credibility questioned. This pioneering school Minister was always openly acknowledged. did not fit the Ofsted Inspection Framework. Advisers advise – Ministers decide; if it was Ofsted never acknowledged the need for time Ofsted’s role to get out its camera and take a to develop – all it could do was criticise and snapshot then it was Educational Advisers who

“For us as primary school teachers the excitement was the possibility of working together with Mike Carter at KS2 on new ways to broaden the primary school curriculum which would later lead to a 14-19 choice of enhanced life skills for our children.” Image and caption to follow Anon

92 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERT OWEN ACADEMYCHAPTERCHAPTER AT 7: WORK FINAL#: CHAPTER SUMMARIES2013 – TITLE 2018 93 The ROA’s marketing activities set off in a ethos of the ROA was to cooperate and work Civil Service our continuation became demoralising and very positive manner but were progressively collectively; it is in its DNA, hence the push by destabilising. weakened by a series of events, including open the RSC for the ROA to join a MAT was met with The core issue with links with the Civil Service hostility from local schools, the Local Authority open arms by the Trust, the Governing Body was the inconsistency in personnel and then Staffing and local press. It did not become the first and the staff. However, progress towards this the inconsistent advice, e.g. from being told choice for those embarking on a vocational was constantly undermined, not out of concern to spend the ROA income to the full to being Despite the fact that the ROA closed with a pathway but the only choice for those pupils over the Trust’s choice of MAT, but of a desire reprimanded for doing so. very strong, devoted team of staff, it never really and parents who had the local PRU as the only by others to undermine the advancement of recovered from the inability to recruit high tangible alternative – which ran on a two-and- vocational education. The challenge for Free Schools was, in our quality permanent staff to open this new school, a-half-day week, half that of the ROA with less opinion, one of management and trust. The given that the Funding Agreement was issued academic and virtually no vocational offer. Thus, Role of Regional Skills whole Free Schools initiative was pushed only nine working days before the school was a limited marketplace became the result and it Commissioners through by a Secretary of State with a zeal and set to open. This, combined with the extreme is a hard position to overcome in a competitive enthusiasm for a change in late entry of some students educational marketplace, where there are more We felt that the first RSC came with a pre- the big picture. There seemed (Year 11, term two) and the school places than school children. agreed agenda. His opening remark, “I haven’t to have been little thought in break out text to go lack of school attendance of come to close you today but to learn more the Department as to how here approximately some for many years, meant Weak Community Links about you” was consistent with the threatening to nurture these innovative 35 words will fit this that key academic staff were line that the Department adopted from the and embryonic projects, with space - client to advise perpetually chasing their tails A school thrives when it has the support and start. We struggled to help the first RSC to many having great potential text at proofing stage when it came to academic engagement of the wider community. Again, understand the unique purpose of the Robert to offer models of change for Sedionec aeribus ut achievement as evidenced by this was evident from the outset but fell by Owen Academy and to challenge his mental the benefit of children and volorem il ipis re, quia GCSE examination results. the wayside as the mission and vision were model of the Academy as a bog-standard young people. The allocation ditium abore pos earia Cold data drawn upon for lost in a short period of time – many of the comprehensive school. We didn’t win this battle of a link civil servant during doluptae reprae. Lupe inspection purposes did not lab inust, coresection employer base understood the ethos and aims and his constant default position to micro the Development Year was accurately reflect the positive of the school, but a lack of dialogue killed off management of our operational challenges sensible and successful. The impact teaching staff had that positive start. This point links in very much did not help to encourage Principal Two to link civil servant provided a on students’ attainment, in with the co-operative school dimension being continue in the face of adversity. We believed, conduit into the wider Department and proved the short time they had together. Schools allowed to slide. rightly or wrongly, that when the first RSC invaluable to the early work of the Trust. Once had failed our students and we were often departed, the role his successor inherited was, the Funding Agreement had been agreed, the judged after they had been in our Academy for Progress Towards Joining in a sense, a ‘done deal’. The second RSC was link civil servant faded away and the Trust was one term. a MAT more sympathetic and more inclined to listen, presented with a veritable montage of ever- but we felt that we were one of many problems changing faces from the Department, the ESFA, Lack of Definition of Function MATs were offered as panaceas for educational across her desk and, stuck out in the far reaches Ofsted and the RSC. It seemed that there was no and Purpose of the Academy providers with the aim of constructively of the West Midlands, the easiest solution was continuity of information and communication amalgamating and sharing good practice. The to recommend closure to the Minister. and new faces asserted that they had no In many senses this hurdle was never fully prior knowledge of previous agreements. This overcome. The wider community never seemed to be set in a context of fear of the understood the ethos and scope of the ROA; reaction from Ministers. Candidly, in such a it was seen by the business community at the “I am sad that this Project was closed down before feverish atmosphere, the unique Robert Owen outset but the local authority and the wider it had a chance to get off the ground. There was little Academy was never going to grow and flourish. educational establishment (both locally and doubt in my mind and those around me that it would The constant off-field message that we were nationally) never understood the remit. As bring much needed benefit to our local communities on borrowed time, that the new university such, it was viewed by the many as simply and their young people.” in Hereford wanted the site and the fact another secondary school – and in its later Anon that the Local Authority remained hostile to stages as a type of alternative provision (AP),

94 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 7: FINAL SUMMARIES 95 which was a stage below the PRU. It is here In the first and second years, these two key where the activities of good publicity could bodies held joint meetings to help with the “The governance structures were set out in the have spread clarity regarding the role of the continuity of decision making, however, this original proposal but how they would work was a master ROA and its educational ethos and scope. model was not liked by Ofsted Inspectors, who class in evolution. We drew heavily on those colleagues reported that it led to confusion and a lack of with experience in retail co-operatives and through Co-operative School Dimension definition of roles. In order to address this, two painstaking review and planning we began to Allowed to Slide moves were implemented: build accountability structures fit for purpose. • Creation of a Strategic Committee of Our external evaluations told us this.” The co-operative school dimension had two Chair and Vice-Chairs of the Trust and Anon aspects. Firstly, the link with the Co-operative Governing Body. Movement nationally, with its associated • Separate meetings of the Trust and network of schools, although this was never Governing Body. nurtured and followed by the Senior Leaders • Battle with the RSC to understand the 4. Was the school given enough time and of the schools. Secondly, the co-operative Others will judge whether our approach was unique nature and purpose of the Academy. support from the RSC and DfE? NO dimension in a local context. It was the aim helpful in managing the challenges going forward. • Battle to overcome the constant message 5. Was Ofsted supportive in its visits? NO that the school would never be a competitor that the site was needed for the new 6. Did the school ever refuse entry to those for local schools but complement them and Stakeholder Board Not university. who had been treated badly in their former Developed • Battle to achieve an understanding in the schools? NO Image and caption to follow ESFA that we had a model for achieving a 7. Was the school supported in its mission by After a positive start obtaining the engagement balanced budget and payback within a short the Local Authority? NO of local businesses during the Development time frame. Stage, momentum was lost in Year One, and • Battle to persuade the staff of the embryonic And some YES responses to questions: serve to educate those with a vocational talent. was not reinvigorated. This was detrimental to new Herefordshire University to meet with In addition, the Academy was to be owned the heart of the unique proposal. us and to explore a symbiotic partnership, 1. Should vocational qualifications have parity by its community through the Stakeholder which would have provided a pipeline of of esteem with academic ones? YES Board. As such, co-operation here was aimed Summary of our Lost Battles future students for them. 2. Did we make a positive difference to the at encompassing both the sharing of resources • Battle to move the civil servants, with the students who came to the Academy? YES and staff to produce the best outcomes for Since its inception in 2012, the ROA fought all power of closure, from a tick box mentality the wider community. This, again, was never an the way to the final withdrawal of funding on to one where children matter. avenue that was developed. 31st August 2018. • Battle to achieve an understanding in the Local Authority of the scale and nature Governance The battles the ROA lost can be summarised as: of disaffection amongst Herefordshire • Battle to appoint its desired first Principal. young people. From the beginning, there seemed to be • Battle to have the school recognised in the confusion in the minds of Department officials, wider community. Evaluation and Reflections when it came to an understanding of the roles • Battle for support from the Local Authority. of the Trust and the Governing Body when • Battle for being allowed to join a MAT. 1. Were the aims of the school out of step applied to local and regional schools. The first • Battle for Ofsted to recognise the vocational with either the needs of the economy or Chair of the Trust likened the role of the Trust to aspect of the ROA. society? NO many elements of a traditional Local Education • Battle for Ofsted to recognise low 2. Was the ambition self-gain or politically Authority (LEA), whilst the Governing Body number data sets on validity of percentage- motivated? NO monitored the work of the Academy on based data. 3. Were the aims of the school at odds behalf of the Trust. This proved to be a helpful • Battle to gain clear, cohesive and constructive with the ideas of all mainstream political working definition. advice from appointed educational advisers. parties? NO

96 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 7: FINAL SUMMARIES 97 Chapter 8: The Hard Lessons Learned

For anyone undertaking such a project in the the malicious misinformation fed to the local future, we would recommend paying close community, replacing it with more positive, attention to local politics and being highly factual information publicising the benefits of proactive in terms of marketing and PR in this type of education for the region’s young order to maintain a strong public profile. Our people. This may, in turn, have had a positive hard lessons learned include: impact on relations with the Local Authority and some local headteachers. 1. Local Authority Hostility 3. Opening too Early The decision to open the Academy, despite known hostility from the Local Authority, demonstrated The pressured decision to open the Academy a complete underestimation of exactly how before appropriate facilities were available to harrowing and damaging this could prove to be. deliver the innovative curriculum.

The need for greater awareness of local politics 4. DfE / ESFA and an awareness of the need to engage far more quickly with those who were against the The DfE/ESFA blocked the Trust’s proposals project from the outset. to rectify the financial struggles the school was experiencing; proposals included 2. Public Relations, Marketing lowering the admission age to 13, joining and Publicity a MAT, sub-contracting some provision, a change in designation and application to be Higher levels of resources should have been an apprenticeship provider for the 14-19 age allocated earlier in the project, both budgetary range. Our country is not yet in a position to and experiential. embrace the significance of a school such as the Robert Owen Academy, unlike the more Having an experienced PR presence earlier enlightened approach to education of our in the process would have helped alleviate European neighbours.

“Without doubt Herefordshire was the wrong location for this pioneering venture. The County has become a trademark for resistance to change. History would indicate that this has been so for some time.” Local Business

98 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY8: THE HARD AT LESSONSWORK 2013 LEARNED – 2018 99 with clear roles, responsibilities and • Provide external mentoring for the Chapter 9: work streams. school leaders. • Ensure the Trust and Governing Body are separate and keep the communication External Relations If We Had A Time Machine... lines open. • Be clear where the buck stops. • Learn from the football clubs, especially • Be strong, determined and confident why people support them. in your mission and transparent in all • Being a part of the community requires If we were doing it all again, we would give Spreading the Message of your dealings. work and commitment. ourselves the following advice: Change and Innovation • Be innovative. • Identify whether it is the entire Council • Whatever the problem spotted by external or just individuals that oppose you and Proactivity • Identify marketing priorities at a very inspections, the buck stops with the target accordingly. early stage. Trust, for they are accountable for whole • Develop the external links early on with • Be more aware of the local politics and • Understand the differences between school activity. a partner university, examination boards, engage far more quickly with those who marketing and public relations activities. foreign links, community organisations etc. were against the project from the outset. • In a competitive environment you are never Staffing • Given the Council had lost a number of • Working on Free School Projects with short of enemies, rise above them through schools under its control to independent the DfE. excellence and good public relations. • Skills shortages in key subject areas create trusts, its asperity to the ROA remains • Develop strategies for dealing with people • Develop and maintain a positive public problems in terms of staff recruitment; open to conjecture. with silo and tick box mentalities. relations profile. ensure budget commitments can • Don’t assume that visiting civil servants will • Marketing should be a priority from accommodate flexibility when required. Ofsted have read the approved application. Day One. • Go for the best and don’t put up with • Civil servants’ input can be varied. • Manage external relations tightly and filling holes. • Tick the boxes before they do. • Understand there will be inconsistent advice. effectively. • Appoint staff who are dedicated to • Inspectors will vary, some will understand • Confirm civil servants’ verbal comments, • Counteract negative messages immediately. the project. your endeavours, and others are only suggestions, advice in writing, immediately. • Keep your friends close to you. • Explore secondments as a means of bringing interested. in ticking boxes. Challenge when • Never assume government departments • Identify your enemies and make a plan. in high-quality personnel and linking with you know you are right. talk to each other. • Considering this school’s developmental other establishments. • Remove obstacles to progress. • Never assume there will be a honeymoon background, it achieved far more with young • Establish accountability at an early stage. • Be proactive in your dealings – get off the period. people with previously poor educational • Set up clear and transparent staff back foot. • Never assume that officials understand experiences than those schools in the appraisal processes. • Be brave and confident in the vision. what you have set out to achieve. county that had rejected and referred them • Constantly remind civil servants of the to the ROA. action plan. • Keep abreast of changing government Governance “In common with many modern co-operators we had a agendas. collective dream that one day we would achieve a genuinely • Do not assume joined-up thinking in • Structure for clarity in roles, responsibilities mutual model of community ownership of schools. Whitehall. and demarcation lines. In our vision schools would be owned by their communities • The history of this school reflects the • The essence of governance is accountability in partnership with their teachers and parents. characteristics of a school caught between – meet regularly and communicate The Robert Owen Academy gave us this radical model for conflicting views of education provision effectively. the twenty first century. Sadly the Herefordshire Council within government and its departments. • Ensure everyone knows their role through and a critical number of local schools chose splendid effective induction and training. isolationism and protectionism.” • Put governance in place from the start, Free School Proposal Development Team member

100 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 5: THE ROBERTCHAPTER OWEN ACADEMY 9: IF WE HAD AT WORK A TIME 2013MACHINE... – 2018 101 • Let the inspectors know that you are Buildings prepared to challenge judgements. Chapter 10: • Make sure that staff are well briefed. • Obtain professional support e.g. a building • Develop quality kite marks such as ISO9001 surveyor, don’t assume buildings are sound. and Investors in People. • Make sure that what is on offer fits the Reflections • Recognise that inspector input will original bid and is fit for purpose. be varied. • Commission your own building evaluation. • Carry out a risk assessment. Funding Agencies Summary Politics The following are the reflections, observations and opinions of some • When dealing with funding agency of the people involved in the Robert Owen Academy’s journey. personnel, identify their management • Maintain good relationships where possible. structure, this could save a great deal of • Keep alongside your MPs and make sure time and frustration should communication that they understand your mission and difficulties then be experienced. your challenges. • Have clear and agreed budgets. • Hold regular briefings with local politicians. Why I became involved – from one table to another. Once at secondary • After meetings, send out your organisation’s • Invite Ministers to the school when you Second Chair of Governors school, students all sit facing the front, there is little view of what has been agreed. have something to promote or points collaborative working and they are encouraged • Do not tolerate poor communications. to make. I originally got involved with the ROA because I to speak only when asked a direct question. • Be brave and confident and don’t be could immediately see that what they were trying Unfortunately, this method of teaching doesn’t dissuaded from making formal complaints. Looking Over the Hill to do was have a syllabus that helped to enable develop the employability skills (life skills) that • Make sure that funding officers understand young people to develop ‘life’ skills – the same skills people need. This, alongside the reduction in the your challenges and that change is expensive. • Keep in step with government changes in that I, and many other employers, were looking for teaching of drama and music, means that young • Recognise that civil servant input will policies and practices. in job candidates. As an employer, I am happy to learners no longer have the opportunity to develop be varied. • Know your destination and plan strategically train people in the job specific skills that they need these essential skills in school. At the same time, for it. for the role, however, I do expect a certain level family sizes have reduced and there is less face-to- • Link with a MAT at an early stage. of communication skills, thinking skills (deductive face interaction as a result of the rise in the use of • Establish an evaluation process from reasoning, lateral thinking, critical thinking), problem social media. Day One, which includes self-auditing. solving, resilience, self-reliance and empathy. • Plan from Day One for replication The ROA recognised, from the research they and consolidation. I have noticed there is a change in the way we had conducted with employers, that there was a impart knowledge to young people between junior need to develop a curriculum that incorporated Although it is sad that we are where we are school and secondary school. In junior school, work opportunities for learners to obtain and hone now, the battle may have been lost but the war is done in groups often sat around a table with employability skills. The ROA managed this through will be won. Our theme and message for the interaction encouraged, while the teacher goes a mix of vocational and academic subjects, which future is simple, the lessons we have learned and the scars that we bear are a starting point for others embarking on the 14-19 technical “Every student application or plea to join the and vocational education journey. Robert Owen Academy was carefully weighed and considered and all reasonable steps were taken not to turn anyone away. The appreciation from parentsat their wits’ end has been humbling. We have all shed many genuine tears.” Image and caption to follow Staff

102 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 103 also applied knowledge learnt. While undertaking In retrospect, if I were starting this project from then, “the fluffy things could come later.” The first the planting of a flower bed it was necessary to scratch today, I would use more of our meagre and second EFA-appointed Education Advisers be able to peg out the right size and shape for budget on marketing and advertising in an effort led the negative process of taking the side of the the bed and calculate the correct amount of seed, to convince more people more quickly. Any change Principal against the Governing Body and backing then write up the observations and learning points. can be a slow process, we needed to engage the growth of a crisis situation that finally came to a When making bird boxes, designs were made, more secondary head teachers early on as well head when the first Principal left in the Spring Term plans drawn up and measurements made to make as convince the Education Department of our 2014. As an emergency measure, the Governing sure everything would fit together, once assembled. local Council that there was nothing to fear and Body appointed an interim Principal and began the During these sessions, learners were encouraged to everything to gain from our bold curriculum. process of recruiting a permanent Principal. This discuss their ideas with each other and learn from process was to take several months, and the negative one another, thus developing their communication Acting Principal press damaged the recruitment process. and negotiation skills. The teachers we engaged – In his own words were brilliant; taking on board the change in Recruitment teaching style, they saw very quickly the positive The set-up stage and early days change in the behaviour of the learners. Having sought premises the school was provided A lengthy and detailed bid was submitted to the with inadequate accommodation that raised Like many new things that are before their time, Department that set out the vision, values, objectives recruitment and safeguarding issues from Day many people did not understand what the ROA and operational processes for the intended school. One. The most important impact of this decision was trying to achieve. It was radically different from After a series of reviews and meetings this bid received was to cut the opening roll significantly as parents what they knew and grew up with and, by default, it the go-ahead from the Minister. From Day One it was opted not to take up places at such a remote was viewed with suspicion. Some secondary school clear that the school champions were not going to be location. The school team engaged in numerous head teachers in the area were openly hostile and allowed to implement their vision and that political channels of direct recruitment, including the use of felt threatened by the school. Only those close to priorities, rather than the needs of students and the social and traditional media, open days and direct the school could see what was being achieved. Every community, were to be the key drivers. marketing. It was reported that local schools actively Image and caption to follow time we successfully managed to get doubters to campaigned against the ROA and denied the ROA visit the school and show them around, we were able EFA Education Advisers made it crystal-clear that access to their students and destroyed letters and the task of governing the school more difficult than to change their minds about the school, however, this the vision of the school, as per the accepted proposal, marketing materials sent by the ROA aimed at the it needed to be. There was a successful phase of was a slow process and some people just refused to was a low priority and that they, “Wanted the school ROA’s target market. joint meetings that added significant value to the come and see what great things we were doing. to focus on the basics for the first few years” and process. The mix of people on the governing bodies The concept and ethos of the school was supported of the ROA had a greater level of educational, by more than 300 local businesses and through these business and community experience than would be businesses, contacts were made, and recruitment found in most established schools but, for many, “Robert Owen believed that character could be formed progressed. The active opposition of some local the ROA was their first experience of dealing under favourable, structured and relevant conditions. politicians, headteachers and vocal community with the Ofsted operating environment and they These processes would in turn lead to the building of members detracted from the recruitment process, found themselves on a very steep learning curve. communities equipped to face the changing world. further reducing the student intake. This often detracted from their ability to engage So it was to be with the Robert Owen Academy in Hereford. effectively with the process of governance. Given Young people in a short time were given a choice of an Governance that they were not able to engage with other schools alternative vocational curriculum integrated with the there was no opportunity to build their knowledge necessary academic building blocks. In five years, The governance arrangements of the ROA were in a collaborative way. My view is that this had a a significant number of young people had their lives turned framed with the best intentions and designed significant, negative impact on the governance around as they were shown that they were not failures to engage with the community in an open and of the school. Tight budgets impacted heavily on but citizens with amazing skills and talents”. transparent way. There were initial issues around governors’ roles, which became operational rather Stakeholder understanding responsibilities and these did make than strategic.

104 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 105 Local Schools A. Parental reports As a consequence, many had very limited, if any, framework and the educational goal of Free experience beyond county borders. During their Schools, setting out a clear designation that allows From the beginning, local state schools opposed For many parents the ROA was both a beacon of time at the ROA they experienced added value to for students and, ultimately, the school to succeed the creation of the new school. Once it was given hope and a last resort. Their children may have been their studies through: is essential. A curriculum which necessitates a the go-ahead, headteachers actively campaigned to several different schools during their career, have range of ‘trade-approved’ qualifications is likely to against it in their schools and in the community. been excluded (temporarily and/or permanently), • Work experience with the ROA’s business and always sit outside the mainstream progress agenda. There was a co-ordinated campaign to ensure have been dumped in special needs units or simply community supporters As a consequence, valuable experiences and skills that students who would have benefitted from have gone under the radar in schools for years. At the • Engagement with Italian interns learnt by students will not generate the recognition the ROA curriculum were prevented from meeting ROA these students received a level of support and • External visits to Oxford University, participating required to meet floor targets and will place the with ROA staff; parents were actively discouraged guidance that they had not experienced hitherto in a competition at Birmingham NEC, rural and Academy in a no-win situation. from engagement and meetings of headteachers during their academic career. Parents reported a tourism studies in Oxfordshire and in county apparently took un-minuted decisions to the level of communication and target setting that their • Organising school fetes and recruitment events As the Academy grew a positive reputation in some detriment of the ROA. children had never had before. As a consequence • Acting as advocates for the school at events. quarters, most notably within families of SEND parents reported: learners, recruitment of high needs learners became To add to an already febrile Principal Two the norm. As a school with capacity, learners environment, schools cynically “You have given me my son – In his own words with these needs could not be refused entry but, attempted to “unload” students back, he has a renewed interest in turn, required more specialised teaching and they saw as problematical, break out text to go in everything around him and is Lessons to be learned support and consequently more budget. Ongoing particularly those with SEND here approximately talking to us again.” discussions around potential clawback of numbers- and who had diagnosed and 35 words will fit this There is no doubt that the passion and vision behind based funding ensured that funding which could space - client to advise undiagnosed behavioural issues. “My daughter has found a niche the Academy was well founded and secure in its have been used to support learner outcomes was text at proofing stage These students often came with Sedionec aeribus ut and is studying in a way she has rationale, however, in hindsight, some key points for ring-fenced and inaccessible. No clear direction recommendations that were volorem il ipis re, quia not done in ten, long years.” future developments must be considered. from the RSC, EFA or DfE on timeframes for at best generous and at worst ditium abore pos earia recovery of these ring-fenced funds meant concealed important issues. doluptae reprae. Lupe “My child had been written 1. Clarity of designation within the that financial planning was almost impossible Parents reported that their lab inust, coresection off by his previous school. current education framework. and that learner experiences were hampered. decisions not to send their child You have helped him to see what Money could have been used to impact on results to the ROA were often based is possible.” Perhaps the biggest single factor in the ultimate but the failure of the EFA to agree plans for this on headteacher scare stories, closure of the Academy is one of designation. perhaps demonstrated a willingness to see the promises of additional learning support that until “The work done by Mr X and Miss Y has given Whilst there is a disjoint between the inspection school wither. then had been withheld for years, and even gifts my son back his self-respect and sense of the of equipment such as tablets and laptops. Schools opportunities open to him.” took up to 13 months to send student records to the ROA, leaving little for the school to plan with B. Student progress “The key question which stubbornly remains unanswered except their own observations and the limited views is why if the new university (NMiTE), promoted by the of parents. In short, local schools conspired to make I observed students strongly improving reading MP for Hereford South, so desperately wanted the the ROA a “dumping ground” for students who had and mathematical abilities, enhancing their Robert Owen Academy site ways were not found for failed or been failed for most of their educational communication and problem-solving skills, learning the two establishments to work together. We understand career. to work with others in collaborative ways and that the Robert Owen Academy Trustees offered a developing an understanding of the world of work. co-location proposal but it was rejected. A massive Students lost opportunity for our children, which we fear had C. Added value its origins in political opportunity”. There are three measures that I can use to describe Anon the progress that students made. Many of the students came from rural areas.

106 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 107 2. More haste – less speed. could have been achieved at any number of points the most effective in driving up standards. It is However, as the saying goes, ‘It takes a village to over the previous four years given any desire on likely that this led to uncertainty and reluctance rear a child’. The decision to open early in accommodation with the part of the Local Authority to embrace change. from Regional Commissioners to consider options limited facilities and inexperienced staff created a The conflicting interests around a local university from further afield, thus reducing the availability By the same token, it takes a community to foster perception locally that this was a ‘special’ school. and its possible location appears, in no small part, of potential partners considerably. and support a school. It will not be an instant This was certainly not helped by the Department’s to have been on the political agenda from an success – and in its early years it will be in need involvement in pressing for an early opening and in a early stage. To conclude, there is no doubt that the Robert of most support. The forces of the status quo ‘guided choice’ of initial Principal with a background Owen Academy is not alone in falling foul of a lack continually undermined the project and engineered in special education. Initial documentation 4. Quality, quality, quality! of coherence in the Free School programme. Whilst the closure, and the inspiring idea was never given inadvertently promoted this idea further, with an some have undoubtedly flourished, these have the oxygen to prosper. The hope from my message emphasis on an ‘overalls and woodcraft’ approach Linked closely to point two, the need to appoint almost always been as parts of existing schools is that although the principles were sound, others to the detriment of a core academic curriculum, staff to open at the earliest opportunity created or colleges and rarely as stand-alone entities. failed to support this innovation in the end process which had always been in the visioning documents. a situation that, on reflection, was clearly likely to The programme is based around sound and so a lifeline for many was lost. However, my role occur. It is widely accepted that, in general, staff principles, however, a lack of must be to pass on the baton to 3. Local Authority support. looking for positions late on in the summer term strategic planning on location others who will follow this unique or during the summer vacation may not always in relation to surplus capacity, experience and continue to fight The likelihood of the school succeeding was be of the highest quality. Schools need teachers Local Authority engagement and break out text to go for what is educationally correct, significantly hampered by a Local Authority that and, once the guided decision to open ‘early’ was the capacity for support has meant here approximately although many may not see the failed to see the benefits the Academy could offer. taken, recruitment of high-quality staff to a new that the positive experiences for 35 words will fit this obvious benefits. This song is over, space - client to advise In part, this may have been down to individual school in temporary accommodation was always learners have been too short- but the melody lingers on. text at proofing stage personalities, however, the lack of a strategic going to be a challenge. Despite the best efforts lived. Whilst mistakes have been Sedionec aeribus ut acceptance of free schools as a future model of Managers, Trustees and Governors, ineffective made, fundamentally, several volorem il ipis re, quia You Never Set Foot in the to support the development of learning across teaching was evident from Day One leading to young people in Herefordshire ditium abore pos earia Same River Twice Herefordshire was short-sighted, to say the least. further negative opinion and adverse publicity. In have been able to achieve doluptae reprae. Lupe Embedding the Academy within existing structures rural communities, perhaps more so than inner city far greater things through the lab inust, coresection I had always thought that the schools, word of mouth and the local rumour mill school than was ever thought term ‘you never set foot in the can make or break new providers. possible of them. same river twice’ was an old Chinese proverb, however, when “It is difficult to understand 5. Re-brokerage. Principal Three at a teaching conference and I used the term a why all the Robert Owen – In his own words colleague, who was Greek, claimed that it had Academy’s leading edge The option to re-broker support for the Academy originated in Greece and defended the position ideas for economic and has been extensively explored and, at every turn, ‘Do not mourn the ashes robustly. No matter where the term originates, this social re-generation were blocked by Regional Commissioners across the – fan the flame’ sentiment permeates my reflections on the voyage squashed at local level country. The long-term viability of the Academy of the Robert Owen Academy. This comes from the time and time again. It necessitated re-brokerage, a concept agreed by all This account covers my work and wider support perspective of my engagement with the school at would appear that the local from an early stage, however, no viable partners for the Robert Owen Academy from its conceptual various points of its development and during its council just didn’t want were able to satisfy Commissioners of their capacity. years. I remain convinced that its aims and the operation. projects which would bring There can be no doubt that the geographical status overall vision of the school provided insight and inward investment, create of Herefordshire had an impact on this. No large- innovation both to support a wide, local community In brief, I witnessed an engaged and enthusiastic opportunities for our young scale, Multi-Academy Trusts (MATS) exist in the and deliver a type of educational provision which set of ‘founding parents’ coupled with an engaged people and help to support county outside diocesan control thus necessitating has tremendous synergy with all political creeds and community. I obviously attended start-up meetings the Herefordshire business significant travel and time commitment from the current economic needs of our modern society. with key stakeholders, then I applied for and was community.” potential partners. Evidence indicates that As such, it was in tune with so many educational interviewed for the position of the first Principal Chris Morgan, second, Chair of Trust geographical MATs, or clusters within MATs, are and economic indicators. in spring 2013. I was involved with the school in

108 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 109 supporting the provision of its vocational offer them for the rest of their lives and from which (engineering) from my position as a manager in they will earn a living. So, my first questions are: an FE College. I returned to the Academy after it Why do we not place a high value on these other had had two Ofsted inspections in the autumn skills, which will be exhibited by the breadwinners of 2016. I then took up the position of Executive within the majority of homes in the UK? Why Principal from 1st May 2017. Hence, I have several should vocational qualifications, which have true ‘snapshots’ along the journey taken by the ROA, lifelong potential, not have parity of esteem with starting with the energy and vision of the Trust in academic qualifications? setting out the scope and ethos of the school from its inception. Over the last 20 years we have seen schools emerge with a clear link to sport and concerns When asked what I did for a living I liked to reply regarding the GCSE results of schools associated that ‘I help to change people’s lives’, thus, to an with established clubs, often those in the Premier extent the aims which the League, have arisen. It is a given original founders had for the that if a young person has school were noble, practical footballing talent that they should and, in many senses, visionary. break out text to go have the chance, from a young Image and caption to follow What is more, they offered life- here approximately age, to develop this potential. In changing opportunities to those 20 words will fit this a similar vein, we see that other The Drive and Energy of the What does the heart of commerce in the UK with vocational talent who often space - client to advise sports fail to nurture new, top- Original Team say? The British Chambers of Commerce has did not get a good return or text at proofing stage ranking players or athletes, with repeatedly called for businesses to offer more value-for-money from the current many young people taking the In essence, my questions at this point are: Have work placements for students in order to close educational system; young people opportunities offered to them we a round peg for a square hole? Was the the skills gap identified in today’s school leavers. who had ability but were sidelined overseas. However, the article original plan at fault? They are sincere and honest The former Director General, John Longworth, said as schools pushed exclusively an academic path in The Telegraph expresses concern that few are questions to ask, which have stood the test of time that compulsory work experience was crucial, “To that neither engaged nor motivated them. making the GCSE grade in Football Academies. Of and the political agendas of all the main political ensure that every school pupil has the chance to more concern, surely, must be the fact that fewer parties and are questions which UK employers feel the energy, dynamism, buzz and challenge of Here again, I turn to the questions: Why do we than one in 200 pupils makes it as a professional constantly raise as they feel schools do not provide the workplace for themselves. Work experience educate our young people? What should we desire footballer in any division! them with young workers who are equipped with is crucial to bringing down our stubbornly high for them and how do we develop their varied skills? the required skills set for business and industry. youth unemployment rate. It will help ensure more Now, keep in mind that percentage of pupils making As Lord Baker has said on many occasions, “If young people are prepared for work. It will help I am again mindful of the fact that the word it from Football Academies to the professional young people themselves are not feeling prepared close the yawning skills gaps reported by frustrated education has its origins in Latin – the term football pitch and then consider the number of for work, employers will continue to struggle with businesses across the UK, who face huge difficulty ‘educare’ means ‘to grow’ – and it falls to our young people who left the ROA and went on to the recruitment issues that have become such a filling vacancies at every level”. generation to secure a better future for all and we vocational careers in various fields. The figure for challenge for UK industry.” do this often drawing on lessons from the past or, the Football Academies is one in 200 or 0.5%; All mainstream political parties from left to right we could say, experience. We have a dysfunctional we do not need a calculator to show how much This theme is echoed across the business sector; the acknowledge the fact that, currently, schools are educational system, which does not fulfil the needs we have improved the life chances for many who task of developing more employable school leavers not providing industry and business with the correct or meet the demands of our young people. It is a came through the School and, in comparison, our is not a simple one to address, it requires closer skills set in school leavers. system which exclusively values a band of narrow conversion rate from school to career is vastly links between businesses and schools, with all three academic qualifications and dismisses the wider superior. However, to continue to use the football branches comprising government, the education Hence, with the ROA having both a vocational and abilities demonstrated by many young people. analogy, the goalposts for the ROA were to be sector and businesses working together to place academic base and with work experience an integral Oddly, it is these wider abilities which will serve continually on the move. 5 a greater emphasis on work experience and the part of the curriculum, why was this not a dovetailed development of soft skills in the school curriculum. joint for a government of any complexion? 5 https://www.telegraph.co.uk/football/2017/02/09/exclusive-premier-league-concern-grows-gcse-results-academy/

110 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 111 On reflection, the venture undertaken by the the excruciating costs of a referral to the PRU (St in the city centre but at Holme Lacy, some several opening problems – which included site, staffing ROA was not really a ‘shot in the dark’ or a risky David’s Centre). miles south of the city and river; with hindsight, and budget – would be put behind them. I again academic venture but rather one rooted on an opening in what was to be a ‘temporary’ location became connected with the school in late 2017 empirical foundation, with the weight of experience This point, where we see others stand in the way may not have been the best move, and it may have and carried out a scoping exercise to re-examine and solid research behind it. 6 of new ideas, in some senses, hits at the core of been better to have opened with a ‘new’ building. the potential opening for the Academy. Things had sustained progression. We have all heard the However, that is not to decry the move as it is not gone according to plan – and it was clear that The High Spirits of the Community and saying ‘it takes a village to rear a child’ and in a better to show progress and open doors to learning the aspirations had fallen on stony ground. Pivotal various Stakeholders at the Outset similar vein ‘it takes a community to rear a school’. than to delay. catalysts were issues with budget (money has to This near-open hostility from some quarters was feature somewhere!), this meant It was not difficult to see the energy and the problematical to say the least. I did oversee, from my position a re-structure of staffing and tremendous spirit of co-operation and enthusiasm in what was then Walford and added to this were the double in the early stages of the school. It was a vision My Desire to be the First Principal North Shropshire College, the break out text to go Ofsted visits, which were days universally shared by the community and in and Connections facility to take pupils at the here approximately apart. Hindsight is a wonderful 35 words will fit this particular, the commercial sector of the local engineering base on our Tenbury thing, but interventions of both space - client to advise economy. It showed in the thinking and vision which On the basis of the initial meeting with the Trust in Wells campus. With my then text at proofing stage budget and Ofsted could have had accompanied the bid. an open forum, I attended the initial Stakeholders Principal, we met the ROA Sedionec aeribus ut easily been avoided. Meeting in 2012 where I saw, first-hand, the Principal in Tenbury to cement volorem il ipis re, quia Change, especially in education, always provokes potential of the school from the outset. Coupled the partnership. ditium abore pos earia If a new business is set up – let’s a tremendous conservative force from those in with this, I felt that I would bring my experience doluptae reprae. Lupe take the example of a vineyard support of the status quo. It was clear that in in business and in senior management of an FE Opening in Hereford lab inust, coresection – the wine does not come along Herefordshire there was an alliance within the College to ensure success for the school. In the event the following week, it is a long Local Authority, which aligned with the established I did apply and was shortlisted and interviewed The Academy opened its doors in process and, during those early schools’ network. What transpired was that this clear over a three-day period. It was not to be, and the 2014 in Hereford on what was stages, the vines need cultivation, progressive move would exert, in a Blairite fashion, appointment process is another story, one better an ideal city centre site and with space to grow support and care. If a combine harvester is run the ‘forces of conservatism’ at every level. The Local told from the inside rather than the outside. and develop. I attended the inaugural opening with through the vineyard at the end of Season One, Authority never had a functioning relationship with the Principal. don’t be surprised when there are no grapes for the school and suspicion ran through its contact Linking the School with FE harvesting and don’t be shocked that in the heavy- at nearly every stage of the Academy’s existence. and Engineering Once again, the project was instilled with high handed process many of the vines have been ruined. Local schools were subsequently to use the school hopes and a real aura of positivity. Here, the project as a place where they could deposit the pupils they As others with more first-hand experience can met reality and we saw the real potential of a new The old adage, we do not fatten a pig by weighing it, could not reach and teach and, in the process, avoid provide testimony, the school opened its doors not initiative. I know that any school is more than its applies to continued inspection. The project needed building – but the real estate is what is projected critical support not blitzkrieg. We were building to the outside world. It was a better attraction than something for the long term. What is more, we Holme Lacy, which I have never visited, and should were dealing with the lives of others; young people “I sat in the meeting of health and care providers in act as a nucleus, appealing to more pupils. My view who have been turned off by education and were Herefordshire with medical consultants and potential was that if the school could attract and retain pupils truly ‘disengaged’. Our core material was very, very medical and nursing school sponsors from outside at a site located miles outside the area, which was fragile and often it included people who could not Herefordshire. We heard of the dire local situation and difficult to reach by public transport, then bringing be measured by the normal yardstick. we heard how external sponsors wanted to integrate a them into the city centre should be an easy task. medical and nursing school on the Robert Owen Academy A Double Ofsted Visit site in co-operative partnership with the local health and As my theme is ‘we never set foot in the same river care providers. We had it in our grasp but our local twice’, I felt that I had seen the school on the start Again, not being present at the two Ofsted visits my political leaders let it slip away.” of a wonderful and positive journey, where the initial observations are based on the trail of havoc which Chris Morgan, second Chair of Trust” 6 https://www.unifrog.org/blog/developing-more-employable-school-leavers

112 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 113 they caused and left in their wake, rather than on the Academy was managed. With the promotion the Chair of the Trust and the Deputy Chair of of others, but people like this cannot succeed or we, their conduct and the views expressed on site. of three members of staff to Assistant Principal Governors to meet with the Minister in Sanctuary as a society, are doomed. level we moved forward. The strategy was to build Buildings in London. The next foot in the river is not into an educational lines of ownership and empower those who were A New Academic Year 2017/18 institution on the rise and on the up, but one on the taking a senior role in the school, giving them the In fairness, the Minister treated us with respect and back foot, beset by a series of major issues which opportunity to lead. listened to our story; the presence of the senior civil Overview threatened its existence. servant and the RSC, who remained after we left, Exams Ahoy! no doubt provided an opportunity for more private This was a year of highs and lows. September In the early weeks of 2017, I worked alongside discussion, which may not have been in our favour. 2017 saw a new term introduced with enthusiasm Trust and Governors to make a reasoned response In a steep learning and fixing curve, we discovered However, whether it was the General Election or our and with the drive and determination of a re- to the Ofsted report. However, as we know, no coursework had been done for two GCSEs as message, or both, we were reprieved for another invigorated staff and student cohort. We had a new Ofsted inspectors are much better at spotting the the staff responsible had left. We had to deal with academic year. curriculum in place and empowered staff. The lack mistakes of others as opposed to City & Guilds verification, which of a decision instilled hope that those in authority identifying their own as they have was in poor shape, and battle A Family at War had reconsidered our position and had begun to omnipotent power in the land of blockages for months to come. appreciate the work we were doing. We adopted education. It is a bit like having break out text to go Getting everyone ready for the The opening lines of Tolstoy’s Anna Karenina say a more ‘media friendly’ position and had positive a doctor to come and diagnose here approximately examinations was the first call. In that all happy families have similarity in their lines coverage in the local media. your ills, but they do not have the 35 words will fit this addition, Edexcel was informed of of happiness, but the unhappy family has its own capacity for restorative medicine, space - client to advise alleged assessment misconduct intrinsic lines of discord. I have no idea of the line they are happy to sign a death text at proofing stage on the Academy’s part by the of unhappiness with one particular family, who sent certificate rather than advise and Sedionec aeribus ut family of a student. two pupils to us. I feel slightly aggrieved at giving supply the cure. volorem il ipis re, quia them the oxygen of publicity here, for they do not ditium abore pos earia Safeguarding Inspection deserve it, but their actions consumed my time and In a short period of time, Ofsted, doluptae reprae. Lupe energy in the same way that it had done with the dysfunctional staffing at certain lab inust, coresection Several letters had been sent former Principal. levels, one ‘hellish’ onslaught by to Ofsted, who then passed a maverick and unpleasant set these on to the Local Authority My first action as Principal was to exclude of parents and budget difficulties and its Safeguarding Team. We permanently a student of the aggrieved and had been the ‘combine harvester’ in the vineyard. underwent a full audit of our safeguarding process, aggressive family. This culminated in a full hearing Rapid repair and renewal were now called for. to find that far from being out of step and behind of the Governing Body and a further final appeal the curve, our policies and standard practice were hearing before an independent body in late in In the Spring Term 2017, I came into the Academy spot on and our work was given to the Local August. At both hearings I spoke, and my decision and got to know the staff and the curriculum. At Authority to be used as a template for others to was upheld. Easter 2017 both the Principal and the Deputy follow and emulate. Principal left and I took up the post of Executive Likewise, their sabotage with each examination Principal. The next term was duly busy, and we had Yes Minister board, Ofsted and the Local Authority Safeguarding a series of immediate issues to deal with. Team were all robustly defended and the case It is hard to thank Theresa May for no decision against us was dismissed. Summer Term 2017 being taken on the Academy, but the General I was constantly supported by the Trust, Governing Election of 2017 slowed down the thought and Body and staff throughout the whole process. A New Co-operative Leadership Team action processes of Whitehall. Sadly, it was a process which continued throughout 2017/18. Unpredictable, nasty, aggressive, The departure of the Principal and Deputy The endeavours of a local MP had created the intimidating and downright rude, the family was Image and caption to follow Principal created the opportunity to re-shape how opportunity for an ROA delegation comprising me, foiled at all attempts, although it sapped the energy

114 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 115 However, in the Autumn Term the ghost of Bring out the Big Guns – Caught on Camera – The TV Broadcasts The Difference made to Young civil servants past came back to haunt us. Let’s Get Ofsted in! People’s Lives In a series of regressive moves by those above In the spring of 2018, the Trust appointed and us, a set of actions came to undermine the ROA Ofsted was due to visit the school after its last secured the work of PR Company, Clarke Associates, We can neither measure the unmeasurable nor and dent the aspirations of those who worked and inspection before Easter of 2017. It had rejected with the aim of proactively promoting the image of calculate the incalculable. What is the price and studied there. the Post Ofsted Action Plan (POAP) and said it the Academy. One of its first successes was to put cost of a young person not attending school and would review its replacement when it visited. No the Academy on the map with a positive article in gaining no academic or vocational qualifications? Consultation or a Lack of Listening? visit occurred before Easter, none arrived in the the Hereford Times and then a successful broadcast How much will social services pay if a young summer term and there was still no visit in the on ITV Central News, which showed the Academy person is estranged from society? We still live in In the Autumn Term the RSC initiated a ‘listening autumn term. The ROA should have expected to in a very favourable light. So much so, a senior civil two nations, where the chances of the many are period’ when it approached the ROA to ‘listen’ to benefit from advice and constructive dialogue in servant contacted me after the item had been aired, dwarfed by the advantages of the few. how it was going to deal with our future. Note this how it was responding to the 2016 inspections. In concerned about the impact it would have in terms was a listening event, but our February, still with no news from of initiating support for the school. He asked me One day in the summer of 2017, when at the actions and petitions seemed the ‘listening period’, there was what the Chair’s and Trust’s spirits were currently Academy, I was asked to speak to other teachers at to fall on deaf ears…..however, break out text to go a call one Friday informing us like, I simply replied it was like Dunkirk, to which he Harrow School in London, many were from the private none are so deaf as those who here approximately of a two-day visit by Ofsted the fell silent. The cameras of ITV and the BBC came sector and were worried about how their fee-paying will not hear. 20 words will fit this following Monday and Tuesday, to in the summer, once again our image was brilliant, students would be able to secure an Oxbridge place in space - client to advise be led by a Senior HMI. and we shone in the media spotlight. the light of a new A level. The private school was light It was certainly not a period of text at proofing stage years away from the experience of the students at consultation and definitely not During the two-day visit our Concluding Reflections the Academy. We were taken on a tour of the school, one of dialogue. Again, the ROA revised POAP was scrutinised, I asked whether it was OK for me to leave my iPad was to go through a period of our action plans reviewed, Working with other Staff in the classroom. The Master replied, “Paul you could judgement and placed in the dock, but it was not our curriculum changes monitored, our classes leave your wallet here and, if any of the boys found it, allowed to articulate fully its position and role. observed, the conduct of our students investigated, We have benefitted from a dedicated and they would put some money in it for you.” In education and the support of the Trust and Governing Body enthusiastic set of academic colleagues who we have for some what I call the Matthew principle, To Broker or Not to Broker….That was examined. proved, once again, the spirit and drive to go that ‘To them that have, shall be given’. NEVER a Serious Question! extra mile. We created a management team that Far from finding a school on its knees and delivering stepped up to the mark and made a difference, The most vulnerable section in our educational It was part of the RSC’s role to consider re- a poor-quality experience for its students, the a set of teaching staff who proved their worth system is the one comprising people who lose out brokering the Academy, with the aim of it joining a complete opposite was observed. Lessons were in the classroom and beyond, a team of support – always and every time. Can Philip Larkin’s words Multi-Academy Trust (MAT). A suitable MAT partner deemed to be good and better, students were staff from front office to maintenance who had really be true? was secured, one where there was a manifest vision well-behaved and engaged, the curriculum was the learners and their experiences as their driver. to carry the ROA to its next stage. Importantly, considered effective, and there was a plan that No school could wish for more. No student lacked Man hands on misery to man. it had a tremendous synergy with the was being adhered to and monitored by the Trust support or encouragement from them. It deepens like a coastal shelf. changing local needs of the economy and the and Governing Body. Effective management and a Get out as early as you can, partnership was to replicate the successful (and sound learning environment were evident. I feel that staff who have left us have done so And don’t have any kids yourself. oversubscribed) enterprise of Berkeley Green. with academic esteem and pride and the personal Academically, it made sense and there was much to It was one of the joys of being a teacher to hear the satisfaction that they have made a difference. This cannot be the case; we have to fight for the gain for the business and educational communities feedback given by this HMI. The fact that many have instantly gained further many to get the best from the unequal society in in this move. All this seemed to fit the phrase a employment is proof of their talent. which we live. ‘no brainer’, so a financial hurdle was put in place On the day that the Ofsted report was made public, – again, it was explained how this could be a letter from the DfE and RSC announced that overcome – but the listeners were not hearing, the school would close on August 31st. A strange and no real brokerage ever took place. coincidence or fate? “Do not mourn the ashes – fan the flame”

116 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME CHAPTER 10: REFLECTIONS 117 Acronyms

ALPS Alternative learning Pathways for Success AP Alternative Provision SAS Student Associate Scheme BTEC Business and Technology Education Council SCITT School Centred Initial Teacher Training CIF Condition Improvement Funding SGSC South Gloucestershire and Stroud College DfE Department for Education SLT Senior Leadership Team E(S)FA Education (and Skills) Funding Agency SoS Sectretary of State ESAT Eden Schools Academy Trust SRB Single Regeneration Bid FE Further Education TEC Training and Enterprise Council FNtl Financial Notice to Improve TVEI Technical and Vocational Education Initiative GCSE General Certificate in Secondary Education UTC University Technical College HASH Herefordshire Assiciation of Secondary Headteachers VETO HCC Hereford County Council VLUK Virtual Learning UK HMI Her Majestys Inspector Voc Bac Vocational Baccalaureatte Our Qualification aim IOC It’s Our County WDC Wilmott Dixon Construction Builders ITE Initial Teacher Education WISE Women into Science and Engineering JCQ Joint Council for Qualifications WJEC Welsh Joint Education Council Exam Board LA Local Authority Mace Group/MACE Consultancy and Construction Company Project Managers MAT Multi Academy Trust MP Member of Parliament NEETS Not in Education, Employment or Training NMiTE New Model in Technology & Engineering OU Open University PGCE Post Graduate Certificate in Education PNA Pupil Number Adjustment POAP Post Ofsted Action Plan PR Public Relations PRU Pupil Referral Unit RI Requires Improvement RO(V)S Robert Owen (Vocational) School Name up to August 2014 ROA Robert Owen Academy Name from August 2014 ROAT Robert Owen Academies Trust ROCKET Recording of Competence, Knowledge, Education and Training RSC Regional Schools Commissioner

118 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME ACRONYMS 119 List of References

• Briefing to Hereford Council Responses 11.08.2012

• Briefing to Hereford Council on EFA Criteria 11.08.2012

• Education Act 1944, ‘Butler Act’

• Extracts from the Robert Owen Governance Guide

• Free Schools Application, October 2012, Robert Owen Foundation

• Governing Body Minutes 16.09.2016 item 6, EFA lethargic responses to communication re: roof

• Hereford Times 22nd November 2012, “Opening new Free School would “decimate” education in Herefordshire”

• Hereford Times, 19 December 2012, “Council concerns over plans for Hereford Free School”

• Independent Financial Review, Haines Watts Birmingham LLP, June 2016

• Letters to Headteachers and Principals 11.08.2012

• Ofsted Inspection Reports

• School Curriculum Conference Report 07.2012

• Schools Curriculum Conference Group Responses 07.2012

• The Telegraph, Premier League Concern Grows (09.02.2017) https://www.telegraph.co.uk/ football/2017/02/09/exclusive-premier-league-concern-grows-gcse-results-academy/

• Time Line for Comments with Hereford Council 09.01.2012

• Trust Letter in Response to HCC’s Questions re: EFA 07.08.2012

• https://www.unifrog.org/blog/developing-more-employable-school-leavers

120 AN INNOVATIVE SCHOOL AHEAD OF ITS TIME LIST OF REFERENCES 121