Working with the DfE: How the RSC and HTB will work with you. Beverley Annables, Team Leader, DfE Academies Group

Transcription

1 Working with the DfE: How the RSC and HTB will work with you Beverley Annables, Team Leader, DfE Academies Group Debbie Usherwood, Team Leader, East Midlands and Humber RSC Office

2 You ve already heard about Jenny s role as RSC. The role of the Regional Schools Commissioner (RSC): Has overall responsibility for the academies programme within East Midlands and the Humber Is supported and advised by a Headteacher Board (HTB) Responsible for: The performance of open academies Approving converter/sponsored academy proposals Approving new provision proposals Approving Free Schools proposals Approving significant change proposals from open academies Ensuring a high quality sponsor market in the region

3 Headteacher Board (HTB) The HTB s role is to challenge and advise the RSC, bringing local sector knowledge/ expertise. They meet fortnightly on a Thursday to discuss projects and support Jenny with her decisions. The constitution of HTBs A minimum of six members on each board Four places will be elected to HTBs by other academy heads Two members appointed by SoS/RSC HTBs able to co-opt other members (on approval from SoS) Members of the East Midlands and Humber HTB Christine Abbott Chris Beckett Andy Burns Hugh Howe Christine Linnitt Geoff Lloyd South Hunsley School and Sixth Form College, East Riding of Yorkshire Recently retired from Deepings Academy, Lincolnshire Redhill Academy, Nottingham Beauchamp Academy, Leicester Holywell Primary School, Loughborough Recently retired from Tuxford Academy, Nottinghamshire

4 What you can expect from us. We will Provide each sponsor/trust with a named contact within the Department this person will be your sponsor relationship manager and will be your link with the RSC, Ministers and the wider Department Advise on plans for growth/talk to you about capacity Identify potential schools or academies to join your trust Facilitate links with system experts eg o o o mentors academy ambassadors Education Advisers Support the development of relationships with the Teaching Schools Alliance and National College support, eg NLEs/NLGs etc

5 What we expect from you. We expect you to Provide an honest assessment of the performance of each academy in your MAT Submit regular updates/data on academy performance Inform us if things are going wrong and work with us to put them right quickly, eg where you have challenging schools/talk to us about your improvement plans Work with us to consider the future of your MAT, growth or consolidation Provide us with case study material/good news stories If you are a good/outstanding trust but not yet a sponsor work with us to think about taking that step For higher performing trusts act as mentors, share best practice and support our Sponsor Development Programme

6 Sometimes things go wrong and when that happens we will intervene We will do that quickly so that impact on pupils is minimised Intervention can be informal or formal Informal activity can include strengthening governance arrangements or brokering additional support Formal activity could result in the use of the SoS s formal powers as set out in the funding agreement (FA) and articles of association of an academy trust or putting a new sponsor in place. Before we do that, we will review a trust s/school s performance over time using public data and results. For example is the academy: Below the floor standard/has it been for a long period of time Ofsted category 4 (serious weaknesses or special measures) Is the school on an upward/downward trajectory How long has the academy been open and with the trust We will then discuss the issues with the trust/school

7 Informal Intervention The first stage of informal intervention is support and challenge to the sponsor/ (M)AT and can include: Meeting with the (M)AT to challenge/support on strategies for improvement Reviewing the academy improvement plan and providing feedback Brokering access to additional expertise Recommending partnership with a stronger organisation Educational adviser visits to suggest improvement strategies Monitoring improvements by assessing termly performance data

8 Formal Intervention Formal intervention is initiated where a (M)AT has failed to drive improvement or has not adequately responded to informal intervention. It refers to any action taken under the terms of the funding agreement or articles of association and can include: Issuing a pre-warning notice notifying the (M)AT of the RSC s concerns and requesting an action plan Taking further action if the trust does not respond appropriately, eg issuing a Warning Notice Terminating the funding agreement

9 What are the different roles of RSC and Ofsted RSC and Ofsted have very different roles Ofsted as the regulatory inspectorate and the RSC acting in the name of the SoS to secure improvements in underperforming schools. Ofsted s role is to independently assess a school s performance to an agreed framework and provide assurance it is performing to the required standards. Where standards have been assessed as inadequate or requiring improvement Ofsted will monitor progress. It is the role of the RSC to intervene when standards (as assessed by Ofsted) or in relation to other accountability measures (such as national floor standards) are not met. In this way, RSCs use Ofsted s independent judgements to inform their decisions about whether and how to intervene and to determine what the most effective form of support might be and who should provide that support.

10 The Education and Adoption Bill: Coasting schools/academies Makes a new group of maintained schools eligible for intervention coasting schools. The Bill also ensures the same coasting definition applies to academies. A school is coasting when it is not consistently ensuring that children reach their potential. The definition is based on performance data over 3 years, not a single Ofsted judgement. No school will be identified as coasting until the end of RSCs will have the discretion to make judgements about whether and how to act in coasting schools - some coasting schools will have the capacity to improve, some may need support and becoming a sponsored academy will be the best solution for others. Primary schools - In 2016 fewer than 85% of children achieve the new higher expected standard at the end of primary and pupils fail to make sufficient progress and - an interim measure for 2014 and 2015 of fewer than 85% of pupils achieve level 4 in reading, writing and mathematics and below the median percentage of pupils make expected progress in reading, writing and mathematics Secondary schools - in 2016 below a level set against the new progress 8 measure and - an interim measures for 2014 and 2015 of fewer than 60% of pupils achieve 5 A*-C including English and mathematics and the school has a below median score for the percentage of pupils making expected progress.

11 The Education and Adoption Bill: what does it mean for inadequate schools/academies? The Bill places a duty on the SoS to make an academy order for all inadequate schools. Where an academy order is made, the Bill removes the requirement for consultation on whether a school should become an academy. However it also introduces a requirement to consult on the sponsor choice for certain schools (i.e. church schools) and places a duty on sponsors to communicate with parents about their plans for school improvement during the conversion process. It puts the governing body and local authority under a duty to progress conversion where an academy order is made using the powers in the Bill. It also gives the SoS the power to give directions to do with conversion in these circumstances. It gives the SoS the power to revoke an Academy Order where necessary.

12 The Education and Adoption Bill: what does it mean for inadequate schools/academies? cont d Provides RSCs with the same power as local authorities already have to give warning notices to maintained schools. Introduces flexibility around warning notices so there is no time limit for compliance and removes the appeal mechanism to Ofsted. It also gives RSCs the same power as local authorities already have to require the governing body of a maintained school to enter into arrangements with a view to improving the school. The Bill gives RSCs the power to give directions about the make-up, remit and duration of any LA-appointed IEB, including the power to take over responsibility for IEB members. Finally, the Bill provides RSCs with consistent powers to take action in inadequate academies, including moving them to a new sponsor where necessary.

13 Questions?