To download the questions and answers that relate to the national Academy Programme as a pdf please click here
Q. What are Academies?
A. Academies are publicly funded independent local schools that provide a first class free education and aim to raise standards of achievement in areas of deprivation. They are all ability schools established by sponsors from business, faith, public sector or voluntary groups working with partners from the local community. The Secretary of State announced on 10 July 2007, that future Academies (i.e. not including those with a signed agreement - but, they could if they wished), will be required to follow the National Curriculum Programmes of Study in English, Maths, Science and ICT. This is different to the previous model whereby Academies had to teach English, Maths, Science and ICT to all pupils and the curriculum had to be broad and balanced. The National Curriculum as a whole has been made more flexible to accommodate the kind of innovation that Academies have enjoyed.
Q. Why involve sponsors in running Academies?
A. The different perspective that sponsors can bring to both the basic curriculum and curriculum extension and enrichment activities is key to promoting the culture of achievement which all good schools share. Sponsors can give extra focus and sharpness to the management of Academies. Sponsors do not make a profit and Academies cannot and do not charge fees.
Q. I understand there is a new Sponsorship Model. Can you explain the process?
A. Sponsors of the early Academies were required to provide 10% of the capital costs of a new building, capped at a maximum of £2 million. These sponsorship funds were not payable “up-front”, but over the lifetime of a building project.
In July 2006 the endowment model of sponsorship was announced. Sponsors, as the norm, establish an endowment fund worth £2m (or £1.5m for the fourth or subsequent Academy for sponsors of multiple Academies), with a minimum of £500,000 payable in the first year. Payment of the endowment will normally be over five years. Academy Trusts use the revenue generated from the endowment to counteract the impact of deprivation on the communities they serve.
Q. How will Academies make a difference to pupil achievements?
A. The PricewaterhouseCooper 4th annual report on Academies suggests that the unique combination of their independent status, governance arrangements, sponsorship, leadership models, buildings, and the specialism adopted is a key enabler of their success: “Whilst other schools have access to some of these enablers, the unique feature for Academies is, in a sense, that they have the capacity to utilise them all.”
Q. Who runs an Academy?
A. The governing body and the Principal have responsibility for managing the academy. In order to determine the ethos and leadership of the Academy, and ensure clear responsibility and accountability, the sponsor always appoints the majority of the governors. This is the case even when a local authority is acting as a co-sponsor for wider purposes. The number of governors on an Academy governing body is not prescribed, but the expectation is for the body to be relatively small.
Q. Who sits on an Academy’s governing body?
A. Like other state-funded schools, Academies also have stakeholder governance. They all have a parent governor, a local authority appointed governor, and the Academy Principal in an ex-officio capacity. Academies may also have a teacher governor (either elected or appointed); a staff governor (either elected or appointed) and may include community representatives. As trustees the governing body has a public duty to act in the interests of the academy and not the sponsors. Their accountability will be similar to many maintained schools.
Q. How are Academies accountable?
A. The governing body of an Academy is accountable to the Secretary of State through the requirements of the funding agreement. The funding agreement requires the governing body to publish proceedings of its meetings. As charitable companies, Academies must also prepare and file annual accounts with the Charity Commission, prepare an annual report for the Charity Commissioners, and ensure that their accounts are independently audited.
We want academies to be at the heart of their communities, and expect them to be established in consultation with local stakeholders.
Q. What is different about Academy governing bodies?
A. Although there are many similarities between the governing bodies of good LA maintained schools and Academies, there are also important differences. As independent schools, Academies are set up as charitable companies to give sponsors and governors broader scope and responsibility for ethos, strategic direction and challenge in order to tackle the entrenched low standards in the most deprived areas of the country. For example, in Academies, Governors have responsibility for:
- Employment of Academy staff
- The appointment of the Principal
- Administration of the Academy's finances
- Authorisation of any appointments or changes to terms and conditions
- Approval of personnel policies and procedures.
Q. What happens to staff at a school replaced by an Academy?
A. Where Academies replace existing schools there will in many cases be a transfer of undertakings under the Transfer of Undertakings (Protection of Employment) Regulations 1981 (TUPE). In such cases, the staff of the closing school have the right to transfer to the academy on their existing terms and conditions, as set out in the Teachers' Pay and Conditions document.
Q. Do pupils attending an Academy follow the national curriculum?
A. The Secretary of State announced on July 10, 2007, that from that date, new academy funding agreements would require academies to follow the National Curriculum Programmes of Study in English, Maths, Science and ICT (earlier Academies have to teach English, Maths, Science and ICT to all pupils and the curriculum had to be broad and balanced). The National Curriculum as a whole has been made more flexible to accommodate the kind of innovation that Academies have enjoyed.
Q. On what basis do Academies admit pupils?
A. Academies are required by law to cater for children of all abilities.
The School Admissions Code (the Code) that came into force on 28 February 2007 applies to all maintained schools and Academies when setting their admission arrangements for September 2008 and subsequent years.
Admissions authorities and governing bodies must ensure that their admission arrangements and other school policies are fair and do not disadvantage, either directly or indirectly, a child from a particular social or racial group, or a child with a disability or special educational needs. This applies equally to Academies and other state funded schools.
Research conducted by NFER on behalf of the Local Government Association found that Academies appeared to be situated in areas where the community populations included higher proportions of children eligible for free school meals (FSM); with special educational needs (SEN); of black or ethnic minority origin; and of lower key stage 2 (KS2) ability. Moreover, it found that Academies admit higher proportions of: pupils eligible for FSMs; pupils with special educational needs; and pupils with lower levels of Key Stage 2 attainment than the proportions of these groups living in the local postcode districts.
Q. What about children with SEN?
A. Academies must have regard to the SEN code of practice and statutory guidance on inclusion. An Academies independent status, does not affect parents' rights to appeal to the SEN and Disability Tribunal. Research conducted by NFER on behalf of the Local Government Association found that Academies admit higher proportions of pupils with SEN compared to the proportions living in the local postcode districts.
Q. What about the level of exclusions in Academies?
A. The Department's policy on exclusion is absolutely clear and both maintained schools and Academies operate under exactly the same guidance. We are committed to backing head teachers' authority when a pupil's behaviour warrants exclusion.
Academies are established in disadvantaged areas where it is most important that every young person ahs access to a first class education. Some Academies have inherited a large number of disruptive pupils and need to establish good behaviour in order to raise attainment.
At the opening of an Academy exclusions may rise initially as the new ethos and behaviour policy brought into the school is enforced in its early days, but as the academies become established the proportion of exclusion tends to drop, suggesting that they have got on top of behaviour and things are improving. Academies as a group continue to be the fastest improving schools for academic performance in the country. They are turning around the life chances of some of the country's most disadvantaged children. The annual School Census shows that there is a downward trend in permanent exclusions.
Permanent exclusions in academies:
% of school population
2002/03 0.96
2003/04 0.83
2004/05 0.67
2005/06 0.55
Many open Academies have exclusion rates no higher than the rest of their Local Authority. Academies play an active part in their local admissions system, and have regard to the SoS's guidance on exclusions.
Q. What about collaboration with other schools?
A. As well as transforming the life chances of pupils enrolled in them, Academies can help drive system-wide improvements through collaboration with other schools. Many established Academies have developed positive links with schools in their area and are keen to offer support to them, or to learn from them. Our expectation is for all Academies to work collaboratively with their neighbouring schools.
Q. Ofsted Inspection of Academies - What is the process?
A. The year after each Academy opens, Ofsted will inspect and report on progress. Ofsted send a letter to the Academy with a result of their monitoring visit which is published on their website.
In the third year after opening, there will be a full section 5 Ofsted inspection. Ofsted inspections of Academies are carried out on the same basis as for all other state funded schools.
If the Department for Children, Schools and Families - DCSF and Ofsted are satisfied with the Academy’s progress, the monitoring regime will be reduced to a much more light-touch approach, in line with the principle of tailoring support and challenge to need.
To date 16 Academies have had full OFSTED inspections. One Academy – Mossbourne – has been graded as outstanding in every single respect. Four others have been graded as good, with the remaining 11 graded as satisfactory. Key to the future success of the Academies is their leadership and management. On this indicator, two Academies have been graded outstanding, 11 good and three satisfactory.
Q. Are sponsors responsible for providing new buildings?
A. No. The Academy building programme forms an integral part of Building Schools for the Future (BSF) - the Government’s major initiative to renew the entire secondary school estate across England over a 15 year period. BSF is managed by Partnerships for Schools - a non-departmental public body.
The condition of school buildings varies, so BSF involves a combination of rebuilds and refurbishments, and Academies form part of this pattern.
Where there are strong educational reasons to accelerate building work for an Academy, this can be done as a priority project within BSF. If an Academy is agreed for an area which will not be part of the BSF programme for some years, the buildings will be delivered via a special “national framework” for Academies set up by Partnerships for Schools. The process of procurement under this framework is managed by the sponsor, the local authority and Partnerships for Schools together.
Q. Do all Academies open in new buildings?
A. Academies will sometimes open in their renewed buildings, though most Academies begin life in predecessor school buildings in advance of a building project (for example, of the 36 Academies opened in September 2007, only six opened in new buildings). In addition, some Academies will replace schools that have already been rebuilt or refurbished.
The expectation is that the Academy will be in new or refurbished building within three years of its opening, but there will be cases where it is appropriate for this period to be extended.
Q. Why are we allowing the Local Authorities to become Sponsors of Academies?
A. Academies exemplify the new role of local authorities as “commissioners” rather than “providers” of schools. The vast majority of Academies are, in effect, jointly commissioned by the DCSF and local authorities. Local authorities are increasingly becoming engaged in the strategic planning of multiple Academies in their localities, within their wider school rebuilding and transformational strategies. The Government is ready to engage with local authorities who wish to consider multiple Academy projects as part of their strategies for transforming educational standards and opportunity.
All Academies have a local authority nominee on their Governing Body – for Academies that are jointly sponsored by a local authority, they will normally have two governors.
Q. What is the Local Authority’s role vis a vis Academies?
A. Academies are not “maintained” by the local authority in the traditional manner, but are nonetheless part of the wider family of schools and other educational institutions in their area and we strongly encourage appropriate collaboration.
Academies exemplify the new role of local authorities as “commissioners” rather than “providers” of schools. Most Academies are, in effect, jointly commissioned by the DCSF and the relevant local authority on a partnership basis. This includes agreement between the DCSF, the local authority and the sponsor on the size, specialism and age range of the Academy; and other essential elements including admissions and provision for special educational needs. Academies are required to work within the Admissions Code of Practice and participate in local Admissions Forums.
Q. What role do Local Authorities play in setting up an Academy?
A. Local Authorities are involved throughout the delivery of an Academy. In the vast majority of cases:
- The Office of the Schools Commissioner discusses any schools which meet Academies criteria with the relevant Local Authority before any steps are taken to identify sponsors.
- Once the school and sponsor have been identified the Department works with the LA and sponsor to develop the vision and specification for the Academy in a formal Expression of Interest. This Expression of Interest has to be signed by the Local Authority.
- After this stage the project moves into feasibility and implementation stages before opening. The LA has a seat on the Project Steering Group and is usually responsible for setting up the Design Steering Group.
- The Department has a statutory duty formally to consult LAs before opening an Academy.
Q. What evidence is there to show that Academies are working?
A. There is a large body of evidence that shows that academies are working – KS3 results; GCSE results; independent reports from the NAO, PricewaterhouseCooper and Ofsted.
The National Audit Office report on Academies (Feb 2007) found that:
- GCSE performance in Academies has improved compared with predecessor schools.
- GCSE performance is improving faster in Academies than in other types of school, including those in similar circumstances.
- Taking account of both pupils’ personal circumstances and prior attainment, Academies’ GCSE performance is substantially better, on average, than other schools.”
The 2007 PwC Academies Evaluation found that: “The general picture in relation to pupil performance in Academies is one of overall improvement against a range of indicators at Key Stage 3, Key Stage 4 and post-16 levels. Furthermore, Academies’ progress in terms of pupil achievement has generally exceeded corresponding improvements at a national level and amongst similar schools.”
Q. Haven't you had trouble finding sponsors for Academies?
A. No. We are continuing to develop academies by engaging new sponsors in some highly innovative academy partnerships in some of the most challenging communities. Given the remarkable enthusiasm shown by existing and potential sponsors and by local authorities, we are confident that 400 Academies are achievable, and that they will come to play a decisive and highly positive role in our national education system. Discussions are ongoing with a number of potential sponsors and interested local authorities (LAs).
Q. What progress has been made – how many Academies are there/will be established?
A. The Government is firmly committed to establishing 400 Academies. At present, there are 83 Academies opened in 49 local authorities with a further 50 projected to open in September 2008.
Academies – an overview of the facts
The first three Academies opened in 2002, and there are now 83 Academies open in 49 local authorities with 50 projected to open in 2008.
The Government is committed to establishing 400 Academies with at least 200 open or in the pipeline by 2010 (with 60 in London).
There are currently 8 all-through Academies (i.e. providing education for all ages from 3 to 19), with a further 6 in the pipeline.
2007 (provisional) GCSE results show the proportion of pupils in Academies getting five or more good GCSEs in the 36 Academies with predecessor schools has nearly doubled, compared to their predecessor schools in 2001 (an increase from 22% to 42.2%).
The proportion of pupils getting five good GCSEs including English and Maths in Academies in comparison to predecessor schools rose by 10.2% from 2001 to 2007 – compared to a national improvement rate of 7.4%.
At KS3, comparing Academy results in 2007 (37 Academies) with those of predecessor schools in 2001, Academies have improved their KS3 performance at twice the national average in English, maths and science. The proportion of pupils achieving level 5 has increased:
- in English by 22 percentage points (37.9% to 59.9%);
- in maths by 18.9 percentage points (from 40.1% to 59%); and
- in science by 15.1 percentage points (36.7% to 51.8%).
2007 KS3 results of Academies with results in both 2006 and 2007 (22 Academies) show that Academies are continuing to make significantly greater progress than the national average in English, maths and science.
- In English, the proportion of 14 year olds achieving Level 5 went up by 3.1 percentage points (ppts) to 61.5%; an increase 3 times greater than the national average of 1ppt.
- In maths, the proportion of 14 year olds achieving Level 5 did drop slightly by just 0.2 ppts to 63%, compared; compared to a national decline of 1.1ppts.
- In science the proportion of 14 year olds achieving Level 5 has seen an increase of 1.1ppts to 55.7%; just over 3 times the national average when compared with maintained schools.
To date 16 Academies have had full OFSTED inspections. One Academy – Mossbourne – has been graded as outstanding in every single respect. Four others have been graded as good, with the remaining 11 graded as satisfactory. Key to the future success of the Academies is their leadership and management. On this indicator, two Academies have been graded outstanding, 11 good and three satisfactory.
Academies overall are three times oversubscribed. The five brand new Academies, without a predecessor weak or failing school, have nearly six applicants for every place. Academies directly replacing previously weak or failing schools have more than two applicants for each place. Academies replacing weak or failing schools are now filling nearly 25% more places than the schools they replaced.
The 2007 School Census shows that the proportion of pupils with SEN (with and without statements) in Academies is 29.5% - compared to an average of 19.2% for all schools.
The 2007 School Census shows that the proportion of pupils known to be eligible for free school meals (FSMs) in Academies is 33.8% - compared to an average of 13.1% for maintained secondary schools.
Around half of the 100 most deprived Local Authority Districts in England will have at least one Academy in them by 2008. (Deprivation based on the rank (extent) of the 354 Local Authority Districts in England as listed in "The English Indices of Deprivation 2004" published by ODPM.)
Total attendance in Academies has risen and at a faster rate than corresponding improvements at a national level. In Academies for which data are available for both years 2006 and 2007, overall absence is down 0.82 percentage points to 8.35%; persistent absence is down 1.2 percentage points to 8.7%.
For all secondary schools, overall absence is down 0.4 percentage points to 7.76%, while persistent absence is down 0.8 percentage points to 6.9%.
PwC survey data confirm that most Year 7 pupils feel safe and believe that their work has improved since arriving at their Academy. 80 percent of Year 7 pupils indicated that their school work had improved since coming to the academy and a further 84 percent indicated that they felt safe at their academy during break and lunch time. The longitudinal survey data also suggest, on the basis of a number of key indicators, that the views of Year 7 pupils about their academy have improved significantly over the last few years.
