PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Academies & independent PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES schools: prospectus PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Contents 1. Introduction 02 2. Why academies? 04 3. Why should the successful independent schools engage with academies? 05 4. What are the options for getting involved? 07 (a) Sponsoring an academy (as lead sponsor) 07 (b) Supporting an academy (as co-sponsor) 11 (c) Becoming an academy 12 5. Tailoring project planning procedures to the needs of education-led sponsors 14 6. Governance – the role of sponsors and co-sponsors 15 7. Supporting a Trust school 16 8. Conclusion – next steps 17 9. Contacts 18 Case studies G Lead sponsor of academies – United Learning Trust 08 G Joint sponsors of academies – Woodard Schools and West Sussex 09 G Lead sponsor of an academy – Dulwich College and the Isle of Sheppey 10 G Supporting an academy – Marlborough College and Swindon Academy 11 G Becoming an academy – William Hulme’s Grammar School, Manchester 12 G Becoming an academy – Belvedere Academy, Toxteth 13 Annexes G Academy facts and figures 19 G Q&A 20 G Glossary: types of state school 22 G Further info – contacts websites, bibliography 23 02 Academies and independent schools: prospectus 1.Introduction This is a prospectus to encourage successful the state at a level comparable to other local independent fee-paying schools in England to schools, so no fees are paid by parents. But they play a greater role in creating a world class differ from other state schools in that they are educational system for all children and young supported and managed by independent people. sponsors. It sets out the case for sponsoring or supporting Following a recent policy change, successful an academy. It also sets out how a successful independent schools are not required to provide independent day school might itself become an a cash endowment when sponsoring an academy. academy in order to broaden its intake and This allows the independent school as sponsor to spread educational opportunity to all local concentrate on the role it is uniquely placed to children where there is a need for more high fulfil: applying its professional expertise in quality school places. matters of teaching, learning, enrichment, ethos and organisation to enable the new academy Fee-paying and non fee-paying schools in to thrive. England have developed in relative isolation over the past century and more. Each sector has This is not a one-way street. The benefits are its distinct strengths. The academies programme reciprocal. Once the academy is open, major provides a new opportunity for successful benefits flow in the other direction, as the parent independent schools to play a role in the direct school gets opportunities for learning and management of state-funded schools to replace exchange with the new academy, and with a low-performing schools and promote new wider network of state and non-state schools. opportunities for disadvantaged pupils. The staff and young people of both schools, and the wider community, all gain. Academies are a new type of state school, established in areas of educational disadvantage, Many successful independent schools are already and demonstrating independence, leadership and sponsoring academies, and playing a direct role in innovation whilst working in partnership with their management. These schools have found other local schools and children’s services. that, without compromising their own success, Academies receive all their revenue funding from or unacceptably diverting their own resources Academies and independent schools: prospectus 03 derived from parents’ fees, they can successfully The academies programme offers a once-in-a- contribute towards major improvements in generation opportunity to break down the education which benefit a wider community than historic divide between the state and private their own school. A number of successful sectors of education in England. This prospectus independent day schools are choosing to go a sets out how your own school can engage. further step and themselves become academies, ceasing to charge parental fees, with a mission to make their excellent education more widely available than in the past. PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES 04 Academies and independent schools: prospectus 2.Why academies? Academies are all-ability state schools with a 2007, concluded that “performance is improving mission to transform education. They are set up faster in academies than in other types of school, where the local status quo in secondary including those in similar circumstances”. The key education is simply not good enough, or where achievements of academies to date are set out at there is a demand for new school places. They are later in this document. established and managed by independent As of September 2007 there are 83 academies sponsors, and funded by the Government at a open in 49 local authorities, with a further 50 level comparable to other local schools. They are projected to open in September 2008. The not maintained by the local authority, but they sponsors include educational foundations, are set up with its full consent and collaborate philanthropists, businesses, private school trusts closely with it and other schools in the area. and the faith communities, all with the full No fees are paid by parents. backing of local authorities. The Government is Some academies are brand new schools in areas committed to establishing 400 academies as part needing extra school places. Others replace weak of the creation of a world class education system. or under-performing schools; as a broad rule of It regards scaling up the programme as a key thumb, the Government is prepared to consider contribution to this ambition, and has committed as a potential academy project any secondary sufficient resources to ensure that it will happen. school where in 2007 fewer than 30% of pupils Each academy is unique. Because of the gained five or more good GCSEs including English programme’s focus on fitting each academy to its and maths. A third category is day schools which community and circumstances, their success has were fee-paying but want to become academies been sustained as the programme has expanded, in order to transform their contribution to local and there is every reason to believe that this will education by expanding and broadening their continue to be the case. pupil intake to the benefit of all local students. Strong, ambitious leadership, effective management, high aspirations for all pupils and good teaching are essential ingredients in the success of schools. They are also stimulating a culture shift in ethos and expectations. Where academies replace challenging schools it will inevitably take time to transform standards, but almost all academies are demonstrating year on year improvement substantially above the national average. The National Audit Office’s evaluation of academies, published in February Academies and independent schools: prospectus 05 3.Why should successful independent schools engage with academies? This prospectus is directed at fee-paying schools complement the skills or mission of the which have been a focus of excellence in independent school sponsor. education in England for decades if not far longer. G There is no need for the parent school to It is an invitation to them to get involved, because spend any of its own fee income, nor to it will be of mutual benefit. dilute its provision for its own pupils. More than 20 independent schools – or their Instead the parent school can contribute sponsoring trusts – have already engaged with what it is best placed to offer – leadership, the academies programme. As the case studies expertise, time, staff training and indicate, there are a range of motivations, but the development, shared facilities and activities, common threads are these: a strong focus on excellence and developing human potential. G The academies programme offers a unique opportunity to get involved at the ground G Sponsoring schools see their partnership floor in a major educational venture - with the new academy as reciprocal, setting up, shaping and nurturing a new bringing long-term benefits to the parent school – and transferring the key school through opportunities for: characteristics of excellence (“the DNA”) of G staff to work closely with colleagues who the parent school to a brand new school. are equally passionate about education G The venture can develop within a secure but whose experience is mainly single- funding environment, where the state sector; guarantees the core start-up and recurrent G students to work and learn together in an costs. There is no need to turn away children expanded, and often socially more mixed, who could benefit but cannot meet community. thresholds of ability or income. G Many independent school sponsors believe G Where beneficial the Government will also that setting up a new academy helps to fulfil help to match potential independent school the original vision of their founders, to sponsors with co-sponsors, able to 06 Academies and independent schools: prospectus provide excellent education for the whole In short, the programme establishes an community rather than mainly to the opportunity to do something big, important, new children of those who can afford expensive and worthwhile in education, which benefits all fees. those directly involved, contributing to the healthy development of our whole society. PHOTO REDACTED DUE TO THIRD PARTY RIGHTS OR OTHER LEGAL ISSUES Academies and independent schools: prospectus 07 4.What are the options for getting involved? There are three main types of involvement for a body, setting goals and standards, determining fee-paying independent school in the academies academic, curriculum and admissions strategy, programme.