Becoming an Academy ‘‘‘‘

Heads of converted schools talk about how they made the change

www.education.gov.uk/academies

Contents4 The decision to convert WhyweappliedforAcademystatus Whatit’sdoneformyschool Whattoconsiderbeforeapplying

9 The conversion process Howweconsultedstaff,parentsandgovernors Howwemanagedtheconversionprocess Howwemanagedournewfundingarrangements

12 Working relationships Ourrelationshipwiththelocalauthority Howwesupportotherschools ThesupportwereceivedfromDfE

Heads upChangingthestatusofyourschoolisabigstep,especiallywhenitinvolvesextraresponsibility.Butthegainscanbegreat,includingcontroloveryourbudget,curriculumandeventheschoolyear.

We’vetalkedtoheadteacherswhoseschoolshaveconvertedtoAcademystatusaboutwhatitmeantforthem.Whydidtheydecidetoconvert?Howdidtheymanagetheprocessandcopewitheverythingfromlegalpaperworktonewfundingarrangements?Howdidtheyconsultwithstaffandparents?Andwhat’stheirrelationshipwiththeirlocalauthoritylikeafterthemove?

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Name:JonathanBishopSchool:BroadclystAcademyPrimarySchool,nearExeterPrevious status:PrimarycommunityschoolSize:420pupils

Name:KevinEveleighOBESchool:BarnbyRoadSchool,NewarkType:PrimaryPrevious status:PrimarycommunityschoolSize:430pupils

Meet the heads

Name:PaulGazzardSchool:StBuryanAcademyPrimarySchool,CornwallPrevious status:FoundationschoolSize:122pupils

Name:LesleyGraceSchool:SeatonAcademy,CumbriaType:Primary(3–7)Previous status:Part-maintainedSize:224pupils

Name:HelenHydeSchool:WatfordGrammarSchoolforGirlsType:SecondaryPrevious status:Voluntary-aidedSize:1,260pupils

Name:MikeSandemanSchool:ArthurMellowsVillageCollege,PeterboroughType:SecondarywithsixthformPrevious status:FoundationschoolSize:1,555pupils

Name:IanWiddows(deputyhead)School:GilesAcademy,nearBoston,LincsType:Secondary(11–18)Previous status:Foundationschool(Secondarymodern)Size:1,030pupils

Name:AlanYellupSchool:WakefieldCityAcademyType:SecondaryPrevious status:FoundationschoolSize:720pupils

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Converting to Academy status is a big move for any school. Here, heads discuss how they came to their decision, the benefits for their schools and what you should consider before converting.

Why we applied for Academy statusKevin Eveleigh:Forus,itwasaboutautonomy.Wewantedtofocusonourownschoolinitiativesandthosedidn’talwaysmarryeffectivelywithlocalauthoritypriorities.

Jonathan Bishop:Thatwasourmainreasontoo.Weweredevelopingapersonalisedcurriculumthatsuitedtheneedsofourpupils,whileourlocalauthorityhadmoreofaone-size-fits-allapproach.Academystatusallowsustobeinnovativewithouthavingtojustifywhatwe’redoingateverystage.

Alan Yellup:There’snoone-size-fits-allineducation.Forus,thefreedomtopersonalisethecurriculumaroundpupilstokeepthemengagedwitheducationwascrucial.Wealsowantedthefreedomto

improvepayandconditionsforourstaffwithouthavingtoanswerforwhywe’vedoneit.

Helen Hyde:It’salsoabouttheabilitytobeabletodothingsmorequicklywithoutwaitingforapproval–forexample,wecanappointsomeoneandissuecontractsonthesameday.

KE:Onapurelypracticalnote,wehadtofindbettervaluebecausewehadjustpaidtohavethreenewclassroomsbuiltandcouldn’taffordtobuyallofthelocalauthorityserviceswehadusedpreviously.Wealsowantedtoprotectourstaffing,particularlyateamofbrilliantteachingassistants.

Mike Sandeman:Schoolsthatdowell,likeours,cangetoverlookedinfundingdiscussions.BecausewearenotproblematicandseemtobedoingOK,resourcesarepumpedelsewhere.WesufferedunderfundingoveralongperiodandAcademystatusallowedustotakecontrol,andhopefullymaketherightdecisions.

AY:We’reinachallengingarea,soeverypennyofresourceisimportanttoustomakeadifferenceforourpupils.Academystatusenablesustoputthemoneywhereitsuitsourneeds.

The decision to convert

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KE:It’snotneworextramoney.It’sjustourexistingallocationbutcomingstraighttous.Ifeltifwecouldmanagethatmoneyandgetabetterdealforourchildren,weshould.Wearenotarichareaorawealthycatchment,farfromit.

Lesley Grace:Wealreadymanagedalotofourownbudget–Cumbriaallowsallschoolstodothis–butwewerestillspendingtoomuchtimefocusedoncompliancewithlocalauthorityinitiativesthatweren’tnecessaryorrelevant.

Ian Widdows:WewantedanextensiontothefreedomswealreadyhadasafoundationschoolandwelikedtheideaofhavingadirectlinktotheDfEwithouthavingtofirstworkthroughthelocalauthority.

MS:Yes.WewerealsoaFoundationschool,sowewereusedtomakingdecisionsonoutsourcingservices.BecominganAcademywasanaturalprogression.

What it’s done for my school JB:Wearesavingalotofmoney–forexample,ournewpayrollsystemcostshalfwhatthelocalauthoritycharged.Wecanploughthatmoneybackintoteaching.

KE:That’sright.Wehavemorecontrolovertheallocationofourresourcestomeetourownneeds.So,notonlydowenothavetolayoffanyteachingassistants,wehaveemployedanextrateacherandI’vebeenabletopromoteoursecretarytobecomeabusinessmanager,freeingupmytimefromofficework.

Paul Gazzard:We’vebeenabletoappointanextrateacherandsetupanextraclass.Asaresultallourclasses–whichusedtobeabout28pupilseach–arenowreducedtoanaverageof20.Everyclassnowhasafulltimeteachingassistant,whichwaspreviouslynotthecase.

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Do schools need to consult before converting?

Yes,youarerequiredtocarryoutaconsultationtoaskiftheschoolshouldbecomeanAcademy.Therearemanydifferentwaysinwhichthiscanbedoneinordertogiveinterestedpartiesachancetorespondandaskquestions.Examplescanbefoundintheconversionguide(availableontheDfEwebsite).

Can teachers’ pay and conditions be changed?

Whenaschoolconverts,staffareentitledtotransferunderthesameemploymenttermsandconditions.However,onceopen,youmayconsultwithstaffandtheirunionrepresentativesonpossiblechanges;forexample,thiscouldbeoverdifferenttermtimesorthelengthoftheschoolday.

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AY:Pupilwelfareisveryimportantinourinnercityschool.Havingcontrolofallourresourcesmeanswecanhireadedicatedstaffmemberwhowillbeonsiteeverydayandgooutandmeetfamiliesandsupportparents.

KE:We’vealsobought£4,000ofinstrumentstoexpandmusicprovisionandimprovedourCPDprogrammeforstaff.Aswellasthat,wehavefinancialcertainty.WeknowourbudgetwellinadvancefromSeptembertoJulyanditmatchesourImprovementPlan.

LG:Schoolgovernancehasimproved–wehavenobigcommitteesanymore,eachofourtrusteeshasresponsibilityforspecifictasksandareasofwork.Decisionmakingiseasierandmoreaccountable.

HH:It’sputthe“fun”backintoeducationforus.WearefreetoinnovateanddevelopsystemsandproceduresthatareappropriatetotheneedsoftheschoolwithoutgoingtotheLEAforapproval.

AY:Whilefocusingonthecoresubjects,wecanalsopersonalisethecurriculumtomeettheindividualneedsofpupils.Forexample,ifapupilwantstodothreesciencesatGCSEinsteadofone,wecandothat.

JB:Animportantfreedomforusisbeingabletodevelopprojectsincollaborationwithotherschoolsandhighprofilecorporatepartners.ThisincludesanICTprojectthatwillenableourstudentstocontinuetheirlearningathomeinnewandexcitingways.

“ We are free to innovate and develop systems and procedures that are appropriate to the needs of the school.”

Helen Hyde, Watford Grammar

School for Girls

How will the role of governors change if we became an Academy?

TheprinciplesofgovernancearethesameinAcademiesasinmaintainedschoolsbutthegoverningbodyhasgreaterautonomy.

OnconvertingtoanAcademy,thecurrentgoverningbodyestablishesanAcademyTrust–acharitablecompanylimitedbyguaranteeresponsibleforthestrategicoversightoftheAcademy,withcontrolovertheschool’slandandotherassets.Theresponsibilitieswillbesimilartothoseinmostmaintainedschools.

Thegoverningbodycancontinuetodelegatefunctionstocommittees,theprincipaloranyotherholderofanexecutiveoffice.ThegoverningbodycanalsobuyinadditionalskillsandservicessuchasHRsupportortrainingforgovernors.

Governorsshouldnotgetinvolvedintheday-to-daymanagementoftheschool.

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HH:Wevaluetheflexibilitytoprocurelocallyandgetbestvalue.Ifweneedabuildingrepair,it’sdonewithinhours.Atenderforbiggerjobscanbeinplaceindays.Wecanalsochoosetojoincommunitypartnershipsthatbringrealvaluetoourstudentsandlocalschoolsandnotjointalkingshopsthathavenorealbenefit.

KE:Iagree.IlikebeingabletochoosetheeducationinitiativesIwanttogetinvolvedinandcanignorethosethataren’trelevant.AllmymeetingsareabouttheschoolIworkinandthechildrenIknow.

QWhat does the conversion process involve?

Theconversionprocesshasbeenmadeassimpleaspossible.Thekeystepsareexplainedinourconversionguide(availableonthewebsite).Thisprocessdiffersslightlyaccordingtothetypeofschoolandwhoownsthebuildingsandland.

Asaminimum,youmust:

• createacompanybyregisteringyourTrustwithCompaniesHouse;

• establishanewbankaccountfortheTrust,sothattheAcademycanreceivefunding;and

• transfer,renew,purchaseorprocurenewcontracts,servicelevelagreements,licencesandinsurance,asappropriate.

SchoolscanseekfurtherassistancefromtheirnamedcontactintheDepartment.

Are there financial rules that academies must adhere to?

TheAcademies Financial Handbook(2006)setsoutguidelinesforAcademyfinancialarrangements.ThecurrentversionisavailableonlinefromthepublicationssectionoftheYoungPeople’sLearningAgency’s(YPLA’s)websiteatwww.ypla.gov.uk

What to consider before applyingPG:Thebiggestthingyouneedisconfidence.Itisimperativethatthegoverningbodyhasthis.Theremustbeconfidencethattheseniormanagementcandeliveranimprovementtothepresentcurriculum,andbenefittheschoolfinancially.

IW:Yes.Youneedtobesureofyourreasonsforchangingandhowthatcomesoutoftheaimsoftheschool–andcommunicatethisclearlytoallyourstakeholders.

MS:Academystatusdoesmeanmoreresponsibilityandaccountabilityfallsonyou.Youhavetobesurethisiswhatyouwantandmakethecallwithyourseniorteamandcolleagues.

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JB:Iagree.However,Iwouldn’tbeoverawedbypeopletellingyouwhatyouneedtoconvert.They’reprobablytryingtoselltheirservices.Youdon’tneedadetailedbusinessplanortheservicesofalargeaccountancyfirm.Agoodsolicitorwillguideyouthroughthewholeprocess.Youdoneedtoallowtime–atleastthreemonths–andstafftohelpyougathertherequiredinformationandprocessthepaperwork.

AY:Youneedtoallowenoughtimeandresource–thereisalotofdocumentationandit’stoomuchforanyonepersontodealwith.Myadvicetoanyheadwouldbetodelegateresponsibility.

KE:Alsoconsiderwhetheryouneedtoprovideofficecoverifyourexistingofficestaffaretiedupwiththepaperwork.Iwouldrecommendvisitingaschoolthathasconvertedinyourareaandseeinghowtheymanagedtheprocess.

LG:Appointgoodsolicitorsearlyintheprocess–theywillguideyouthroughallthetechnicalandcontractualwork.Andmakesureyourstaffcontractsandjobdescriptionsareuptodateandcompletereadyfortransferandthatyoursuppliersarenotifiedofyourchangeofname.

HH:Communicationisvital–youneedtotalktoyourstaffregularlythroughout,makingsuretheirquestionsareanswered.

AY:That’sright.Establishanopenandhonestprocessandthinkabouthowyouwillconsultyourstaff,parentsandstakeholders,includingtheunions–invitethemintotheprocessratherthantryingtoblockthemout.

IW:Considerthetimingofyourconversioncarefully,soyoudon’thavetoomuchtodooveranyholidayperiod,whenmanypeopleareunavailable.

AY:KnowthefactsandbepreparedtocounterthemythologysurroundingAcademies.Therewereallsortsofscarestoriescirculatinghere–forexample,thatteacherswouldbeforcedtoteachatotherschoolsandthattrusteeswouldbepersonallyliablefortheschool’sfinances,noneofwhichhadanybasisinfact.

JB:Andbepreparedthattheworkdoesn’tendwhenyouopenasanAcademy.Youwillneedtoputinalotofeffortonceyouhaveconvertedinsettingupnewsystemsandnegotiatingwithsuppliersandgenerallybeddinginallthenewarrangements.

QDo we cover the full cost of the conversion to an Academy?

DfEwillpayaflat-rategrantof£25,000totheschool’sbankaccount.Thisisacontributiontothecostandyouareexpectedtomakeupanyremainingcosts,butthiscanbekepttoaminimumifcarefullymanaged.Wehavealsoproducedmodellegaldocumentation(availableonthewebsite)whichcanhelptoreducelegalcosts.

Inexceptionalcircumstances–forexample,ifyouareinvolvedinaPFIcontractandneedadditionallegaladvice–moresupportcanbeagreed.

How will ownership of the land work if we become an Academy?

InmostcasesAcademieswilltakealonglease(125years)onthepubliclandfromthefreeholder.Inthecaseofprivateland,theownerandtheAcademyTrustneedtoreachanagreement.Thiscouldbeviaaninformalagreementorviaaleasearrangementsimilartotheoneabove.Amodelfundingagreementandleasedocumentscanbeviewedonourwebsite.(Continued on p10)

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Once you’ve decided to go for Academy status, what next? Here, heads share their experiences of the conversion process, from consulting staff and parents to working out their funding allocation.

How we consulted staff, parents and governors PG:Westartedoffbytalkingtotheseniorgovernorswhohelpedusreassurestaffthattheywouldbepaidaccordingtothenationalpayscalewithoutanychangestotheirconditionsofserviceorpensions.Oncestaffwerereassuredabouttheirpayandconditions,theywereverykeentohavetheextrafreedom.Wesatdownwiththeminabigmeetingwhereeveryonewasabletosaytheirpiece.Wealsospoketothepupilsandassuredthemthatthechangeswouldnotaffectthematall,exceptinpositiveways,suchasmoreresourcesandsmallerclasses.

KE:Inourcase,wetalkedtotheseniorleadershipteamfirsttotestthewaterandtalkedtostaffbeforeweannouncedanyplans.Thenweaskedthegovernorstolookatit,invitingeachofthemtogivetheirhonestopinioninaspecialmeeting–beforeweputittoavote.

LG:Wetalkedtostafffirst.Theywerefullyonboardinseeingthebenefitsofgreaterfinancialandoperationalfreedom–weansweredallthequestionstheyhadaboutTUPEandreassuredthemthattheirpayandconditionswouldnotbeaffected.

MS:Ourstafflikedthefactthathavingfullcontrolofourownbudgetswouldfreeupextraresourceandactuallyprotectusagainstfuturecuts.

HH:Wefacedstrongresistancefromtheunions,especiallyoverTUPE,butbyhavingopenchannelsofcommunicationwewereabletokeepstaffonboardandgaintheirsupportforchange.

LG:It’simportanttoincludetheunions–forexample,GMBaskediftheycouldcomeintotalktostaff,sowemadearoomavailableeventhoughwehavenoGMBmembers.

The conversion process

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MS:Inourschool,wepreparedabriefingdocumentsettingoutourproposalsandsentitouttoallinterestedpartiesandstakeholders,includingtheunions,forcomment.

KE:Yes.Wedidsomethingsimilarbyputtingtogetheralistof“prosandcons”ashonestlyaspossible.Thatsamelistwasavailabletoparents,staffandgovernorsthroughout.

JB:It’salsoimportanttokeeparecordofdiscussionsandmakethemavailableafterwards.Wekeptminutesofallthemeetingsweheldandwereveryopenandtransparentthroughout.

MS:Werananopenforummeetingforparentswhoweresupportiveonthewhole–theyjustwantedinformationandreassurance.Wehad47parentsattendthemeetingand13writtenreplies,10ofwhichwerepositive,twolukewarmandonesuggestedwewereconvertingbecauseAcademyheadsgetmorepay.Thathurt!Mostoftheconcernsweencounteredweremisconceptions.Forexample,someparentswereconcernedbecausetheyassociatedpreviousAcademieswithfailingschools.OnceweexplainedthatdifferencebetweenthenewandoldAcademies,parentswerefullysupportive.

How we managed the conversion process KE:Choosingtherightlegalfirmwasourmostimportantdecisionintheprocess.Wechoseafirmthathadpriorexperienceofconversionandcheckedouttheschoolstheyclaimedtohaveconvertedandlookedforprimaryexperience.Besuretoquestionthem–arrangeameetingandalwaysinvolveyourfinanceofficer/bursar/businessmanagerandchairofgovernors.

LG:Oursolicitorshelpedustohandlemosttechnicalaspectsofconversion,includingcomplyingwithcharitylaw,thecommercialtransfer,lease,TUPEandthefundingagreementwiththeDfEandregistrationwithCompaniesHouse.Ourlawyersalsoadvisedusongovernanceandformingatrust.

KE:The£25,000conversiongrantwereceivedwasvital.Wespentitonthesolicitorsandnewsystemsforpayrollandfinance,toproducethelevelofaccountsrequiredforacompanylimitedbyguarantee.

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Q(Continued from p8)Weexpectmostschoolstoconvertwithaslittledisturbanceaspossible.AcademiescantransferlandownedbythegoverningbodytotheAcademyTrustwhichisastraightforwardprocess.ItisalsopossibleforexistingFoundations(suchasthoseatmanyvoluntary-aidedschools)tocontinueholdingland,providingtherearenolegalrestrictions.

Will we get more money as an Academy?

Youwillreceivethesamelevelofper-pupilfundingasamaintainedschool,withadditionalfundingtocoverservicesthatarenolongerprovidedbythelocalauthority.TheGovernmentisclearthatconvertingshouldnotresultinafinancialadvantageordisadvantagetoschools,thoughtheywillhavegreaterfreedomonhowtheyusetheirbudgets.

Can we convert with a budget deficit or surplus?

Yes.However,ifyouhaveasignificantdeficit,applicationsmaybepostponeduntilithasbeenmanageddowntoareasonablelevel.Schoolswithsurplusbalancescancarrytheseoverwhentheyconvert.

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LG:Yes.Ifoundthatthegrantwegottocoverconversioncostsiswhatitcost.Wedidn’thavetospendfromourownbudget.

JB:Wedecidedtogothroughafullduediligenceexercise.Wesetupaworkingpartyonthegoverningbodytolookattherisksandpotentialcostsofchangingstatusacrosseverythingfromfundingtogroundmaintenanceandreportback.Iwroteapapersummarisingtheresults,withlotsofsupportinginformation,afterwhichweputittoavoteofthegovernors.Becausewewentthroughsuchathoroughprocess,wehadgood,robustanswersforallthequestionstheunionsaskedusandwereabletofullyjustifywhatweweredoing.

MS:Myadvicewouldbetostartearlyandallowenoughtimeandresourcetocompletetheprocess.WewereamongthefirsttoconvertinSeptember2010andwehadtodoalotoverthesummerholidays.Theprocessshouldbemuchsmoothernow!

IW:Iwouldalsoadviseheadswhoareconvertingtolookatexistingservicesyoubuyfromthelocalauthoritywithoutaformalcontract/agreement.Inparticular,checkhowmuchnoticeyouneedtogiveifyouwanttocancel.

KE:Onethingthathasprovedeasierthanweexpectedisbuyinginourownservices.OnceyouconverttoAcademystatus,youbecomeacustomerandyouhavethepowertonegotiatedeals.We“cherrypicked”someoftheexcellentservicesstillonofferfromourlocalauthorityandshoppedaroundfortheothers.WeevenboughtsomefromsecondaryAcademiesinourarea.

IW:Wearestillintheprocessofbuyinginservices.Wehavecontinuedtobuysomefromthelocalauthority,suchasmusicservicesandFSMassessment.Butweareabouttoswitchtoacheaperbroadbandproviderofferingfivetimesthespeed.

How we managed our new funding arrangements LG:WeusedthereadyreckonerontheDfEwebsitetoworkoutwhatourfundingwouldbe.Itgaveusanaccurateestimateofthemoneythelocalauthoritytakesfromourbudgettospendonourbehalf.GovernorsandstafffounditmadeaverypowerfulcaseforconversiontoAcademystatus.

AY:Wealsousedthereadyreckoner.Itwasprettyaccurateinpredictinghowmuchmoneywewouldhaveinourcontrol.

JB:Iagree.Whatitsaidwaswhatweendedupgettinginfunding.Usingourexistingbudgetinformationandthefiguresfromthereadyreckoner,wemodelledanewbudgetbasedonbuyingmostofourservicesinourselves.Weusedthistoprovetoourstakeholdersthatwewouldbenoworseofffinancially,aswellasgainingallourextrafreedoms.

PG:Ourlocalauthoritygaveusanestimateofourfundingwhichwasreasonablyaccurate.Wehaveboughtinafinancialreportingpackagewhichfitsourneedsverywell.Thewholeprocesswentfairlysmoothlyforus.

“ Once you convert to Academy status, you become a customer and you have the power to negotiate deals.”

Kevin Eveleigh, Barnby Road School

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KE:Ourfundingagreementwascompletedwithinthetimelines,mainlythankstothesolicitorsandtheDfErepcontinuallyexplainingthe“legaljargon”insimpleterms.

LG:It’sreallyimportanttohaveaclearideaofyourexistingfinancesbeforeyoustart.Askyourlocalauthorityforafullbreakdownofwherethemoneygoes,soyoucancalculateyourcarryforwardandpredictfuturespend.Thisreallygaveusconfidencethatwecoulddoit.

AY:Wehadtopushourlocalauthoritytogiveusafullbreakdownofallgrantmoneyandmakesurewewouldgetallthefundsweweredue.Butwewerealwaysconfidentthatwewouldhavemoremoneyavailabletospendonpupilssimplybecausewewouldnolongerneedtobuyserviceswedidn’tneed.

LG:Controlling100percentofthemoneyallocatedtous,wefeelwe’reinthebestpositiontofacethefuture,eveniftherearebudgetcuts.Thelocalauthoritycan’tclawbackmoneyfromusasitmightfrommaintainedschools.

IW:Iagree.Iwouldjustcautionthatyouneedtokeepaneyeonthemoneyyougettoensureyouarereceivingallthatyoushould.Attimes,Ihavefounditdifficulttoidentifywhetherwehavereceiveditornot.

LG:Asfarascapitalfundinggoes,conversionhasmadenodifferencetoourentitlement.Theonlydifferenceisaslightgapbeforethenewarrangementsareinplace.Butweweren’tworriedaboutthat.Weknewthatiftheroofblewoff,wehadinsurancetocoverit.

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QHow is Academy funding calculated?

TheGeneralAnnualGrant(GAG)fundingwillbebasedontheleveloflocalauthorityfundingalreadycalculatedfortheschool.GrantpaymentstoAcademiestoreplacelocalauthorityservicesdependonthelevelofcentralspendinthelocalauthority.Thiscanvaryconsiderablyfromareatoarea.

Ourwebsitehasan“AcademiesFunding”pageexplainingthisinmoredetail,alongsidealistofcentralservicesthatyoumaybeexpectedtoprovide.ItalsoincludesareadyreckonerwhichenablesschoolsconsideringconvertingtocalculatetheleveloffundingtheyshouldreceiveasanAcademy.Italsoallowsthemtocomparethiswiththefundingtheycurrentlyreceive.

ThiswillgiveschoolsanestimateoftheamountofgranttheywillreceiveinrespectoftheiradditionalresponsibilitiesasAcademies.

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Heads discuss how converting to Academy status has affected their working relationships with local authorities and local schools.

Our relationship with the local authority KE:Ourauthoritywantedasmuchofourcustomaspossibleandeachdepartmentsentsomeoneouttoustodiscusstheservicesorpartsofservicestheycouldoffer.Ifanythingwehaveacloserrelationshipthaneverbefore,weremainacountystateschoolifnotalocalauthorityone!

IW:That’sright.Thedifferenceiswearenowcustomersandweinsistongettinghighqualityserviceandvalueformoneyinourdealingswiththelocalauthorityandotherexternalbodies.

JB:It’smoreofapartnershipnowbecausetheyneedustobuyservicesbackfromthem.Thelevelofservicehasgoneupwhilethecostshavegonedown.Wecontinuetobuyservicesfromtheminareaswheretheyhavestrongcredentialssuchashealthandsafetyandinternalaudit.

PG:Ourlocalauthorityworkedwithusconstructivelyandwithfullcooperationandgoodspirit.Therewasnovisiblehostilitytowardsourmove.

KE:Localauthoritieshavebecomepragmatic,theyhavelittlechoice.Theyactuallycongratulatedusonconverting,acceptingthatwehadtomaketherightchoicesforourowncommunity.Andwehaveboughtbackthebestservicestheyoffer.Forexample,weemployagardener,amemberofthekitchenstaffandasitemanagerfromthecentre.

MS:BecarefulnottopresentAcademystatusasanti-localauthority.It’saboutaschool’sabilitytoreviewwhatwebuyin.Westillusesomeofthecouncil’sservicesbutwheretheprovisionispoororinadequatetomeetourneeds,wedon’t.

LG:Ourexperiencewasabitdifferent.Wewereoneofthefirsttoconvertandwefoundthelocalauthorityveryslowtoengageintheprocess.Ourlegalteamhadtopushtoorganisethecompletionofdocuments.Havingsaidthat,westillusethebuyingpowerofthelocalauthorityforenergy.

Working relationships

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MS:Ourrelationshipwiththeseniormanagementofthelocalauthorityisstrong.Theyweredisappointedaboutusleavingbuttheyunderstood.WehavehadtheirsupportandcommitmenttokeepuswithinthefoldasmuchaspossibleandIhavemadeasimilarcommitmenttothem.

How we support other schools LG:Thereisflexibilityinhowyoudothis.Inourcase,ratherthanfocusingononeschool,wehelpseveralbysharinggoodpracticethroughtheAssessingPupils’Progressschemeandweoperateasacentreofexcellenceforteacherswhowanttocomeandseewhatwedo.

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QWhat happens if there is a capital emergency at the Academy? Would it have to cover costs?

Youarerequiredtotakeoutinsurance,atspecifiedminimumlevelsofcover,toprotectagainstpotentialcapitalemergencies.InexceptionalcircumstancesAcademiescanseekanEarmarkedAnnualGrantfromtheYPLAforemergencies,inthesamewaythelocalauthoritycanpayamaintainedschoolacontingencypayment.

Will Academies have to take on Local Government Pension Scheme liabilities?

IfapensionfundismanagingadeficitthenthistransfersfromthelocalauthoritytotheAcademy.However,theCharityCommissionhasadvisedthatthisliabilitydoesnotmeantheAcademyistradingwhileinsolvent,becausethedeficitisbeingreducedbythecontributionsmade.ThecommercialtransferagreementavailableonourwebsitesetsouttheDepartment’spositionthatpensiondeficitsonlyapplytotheAcademy’seligibleemployees.However,thereisnosetprecedentintheLocalGovernmentPensionSchemeregulationsforthetreatmentofdeficits.SchoolsshouldcontacttheirlocalpensionauthorityassoonastheystartconsideringAcademystatus.

MS:That’sright.Wearesimplycontinuingtheworkwealreadydosupportinglocalschools,includinghelpwithmanagementandleadership.

AY:That’sthesameforus.Wewerealreadysupportingseveralschoolsinourarea,includingprimaryschools.

KE:WemadeanoffertotheSchoolImprovementServiceandtheyselectedourcurrentpartner.Weworkedwiththeschoolheadtodecidewhatprioritieswecouldhelpwith.Someofourworkisveryhandson,usingourleadingteacherswiththeirpupils,someofitissharingpracticeandsupportingCPD.Thereisabitofextraworkinvolvedbutstaffreallyenjoyitandhopeitwillmakeadifference.

HH:Inourcase,wearedirectlysupportingalocalprimaryandwearehelpingmorethanadozenschoolswhoareintheprocessofconverting,speakingtoheads,financedirectorsandgovernors.

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The support we received from DfE KE:ThehelpandadvicefromtheDfErepwasexcellentthroughout,hewasindailycontactwithourselves,thelocalauthorityandoursolicitors,guidingandadvisingtheschoolalongthewayandhelpinguskeeptotheextremelytighttimelinesinvolved.Thiswasespeciallyimportantforaprimaryschoollikeourswithasmallofficestaff.

LG:Ouradvisorwasanexcellentsupport.Shehelpedusthrougheachstageoftheprocessandalwaysgotbacktoustoanswerqueries.Shelinkedwithoursolicitorstoformanexceptionallystrongteam,workingwithustoensuretheconversionwassuccessfulandourneedsweremet.

JB:DfEwereverysupportive.Wewereearlyconverterssoweneededclarificationonissuesthatwerestillbeingdecidedandhadtogorightuptoministers.Buttheymadesurewegotanswersasquicklyaspossible.

IW:WorkingwiththenamedadvisorattheDfEhasbeenveryhelpful.Weallclearlysharedaninterestinmakingthiswork.Sinceconversion,ourmaincontacthasbeenwiththeYPLAandthishasbeenusefulintermsofknowingwhotogotowithquestions.

KE:Yes.TheYPLAtookoverwheretheDFEagentfinishedandyouhaveimmediatecontactwithyourYPLAofficer.

What support is available to Academies if they get into financial difficulty?

Likeallschools,Academiesareexpectedtomaintainstrictbudgetarycontrolsandarerequiredtobalancetheirbudgets.TheAcademyreceivesongoingGAGfundingwhichcoverstherunningcostsoftheschool.TheYPLAmonitorstheAcademy’sfinancialpositiononbehalfoftheSecretaryofState,andwillinterveneifadeficitoccursorappearslikely.Itwillprovidearestructuringplantobringcostsandincomebackintobalanceandcanprovidecontingencyfundingifabsolutelynecessary.

Do we have to support another school?

Yes,asmanyschoolsarealreadydoing.Forsuccessfulschools,anessentialpartofconvertingtoAcademystatusisagreeinginprincipletosupportanotherschooltoraisestandards.Schoolsshouldincludetheirinitialplansintheirapplication,andtheirnamedcontactintheDepartmentwilldiscussthesewiththem.Theprocessprovidesheadteachersandgovernorswiththeflexibilitytodecidetheexactnatureofthissupportastheywillknowwhatisbestfortheirschoolandlocalarea.

Q

“ Our advisor linked with our solicitors to form an exceptionally strong team.”

Lesley Grace, Seaton Academy

‘‘‘‘ Becoming an Academy | 15

www.education.gov.uk/academies

Next stepsTofindoutmoreaboutbecominganAcademy,visitwww.education.gov.uk/academies,whereyoucanreadthelatestinformationanddownloadanapplicationform.Ifyouwouldliketotalktoheadswhoseschoolshavealreadyconverted,emailusatacademy.conversion@education.gsi.gov.uk.Orcontactthefollowingorganisations,whocanputyouintouch.

Independent Academies Association

www.iaa.uk.netemail:iaainfo@iaa.uk.net

Foundation, Aided Schools and Academies National Association

www.fasna.org.ukemail:l.hoptroff@fasna.org.uk

Specialist Schools and Academies Trust

www.ssatrust.org.ukemail:info@ssatrust.org.uk

Becoming an Academy: Conversion process1. Registration • Registeryourinterestusingtheonlineform

• AnamedcontactinDfEwillworkthroughtheconversionprocesswithyou

• Governingbodystartstheconsultationrequiredbylegislationwithinterestedparties(canstartlaterbutmustbecompletedbeforeFundingAgreement)

2. Application to convert/ pre-approval checks

• YourgoverningbodyandFoundation(ifrelevant)passaresolutioninfavourofAcademyconversion

• SubmityourapplicationviatheDfEwebsite

• Discussyourplanstosupportanotherschooltoraisestandardsorconvertingwithina“chain”withyournamedDfEcontact

• Localauthority/governingbodystarttheTUPEprocess

• SecretaryofStatewillbeaskedtoapproveyourproposal

• OnapprovaltheSecretaryofStatewillissueAcademyOrdersandreleasea£25,000granttoyourschool

3. Achieve Funding Agreement

• FinalisegovernancedocumentsbasedonDfEmodeldocumentsprovided

• RegistertheAcademyTrustwithCompaniesHouse

• Agreeleasingarrangementsfortheschoollandandbuildings

• Localauthority/governingbodycompletetheTUPEprocess

• Governorscompleterequiredconsultationwithinterestedparties

• SubmittheFundingAgreementtotheSecretaryofStateforapproval

4. Pre-opening • Putnewfinancialsystemsandcontractsinplace

• CompleteAcademyregistrations,e.g.withexambodies

Average period is 3–5 months from

registration to opening

Becoming an Academy | 16