What’s it all about?
I have long been aware that once you mention you are a teacher everyone you meet seems to have a strongly held opinion about education. While this fact can be frustrating, and even annoying when some of their expressed viewpoints are ill informed, no one should be surprised that people are willing to talk about schools whenever the opportunity arises. After all, hasn’t everyone been to school? School remains for the majority of people the one element of the universal state systems of law, health and education that we have more direct contact with. It occupies a unique position in our lives, having provided sustained, day-to-day, contact for us as pupils. For many it is even re-lived when we repeat the whole experience again as a parent. No wonder it elicits strong beliefs. These opinions are based upon significant, personal experience.
For someone who can quite literally say that ‘I never left school’, I have, however, noticed a slight change in recent years when people, from outside ‘the industry’, talk to me about education. Of course, there are still many who want to tell me how they think Maths should be taught, or what should be included in the history curriculum, but there is now some hesitation when talking about the organisation of schools. It quickly becomes clear that a lot of people outside of education are still trying to get their heads around exactly what academies and multi academy trusts are.
The reason for this is obvious. From the Academies Act being passed in 2010 there has been a remarkable change in the education landscape. The trickle of schools leaving Local Authority control in the immediate aftermath of the Act has now become a major flow that has seen a substantial growth in both the number of schools that are academizing and the pace at which this transformation is taking place. As we stand today more than three quarters of high schools and over half of primary schools nationally are now academies. It has been a radical change taking place over a relatively short period of time. As we stand at the moment though, most adults are more familiar with the old pre-academy system rather than the new world that increasing numbers of pupils are seeing today. This balance will of course change over time, but right now there is a lack of knowledge and understanding about what academies are all about.
As someone who has been working in an academy for over 8 years and who was instrumental in driving the move away from local authority control it will come as no surprise to you that I am hugely in favour of a Multi Academy led structure and approach to the education of our pupils. That is not to say that it doesn’t have weaknesses. Of course it does, but we shouldn’t fail to remember that this sea change is still in its infancy. We are still finding our feet, learning on the job and carefully steering the ship with very little historical experience and expertise to refer to as we navigate our way along the journey.
When we take into account the bad press that has rightly been reported about excessive executive pay and the failings of some Trusts to prove themselves as financially or educationally viable it is important to note that the rational for moving away from Local Authority control is ethically sound.
Academy trusts are education charities that are set up purely for the purpose of running and improving schools. Trustees have strict duties under charity law and company law. Trustees are not paid – they are not allowed to run the trust for their own ‘private’ interest but are required to advance education for public benefit. They are required to uphold the Principles of Public Life.
As education charities, academy trusts are not allowed to make profits or distribute profits to trustees or members. They also have to follow strict rules on conflicts of interests. All surpluses are invested into the front-line to improve the quality of education.
The truth is Trusts are held to account to a higher standard than local authority "maintained schools". Not only that but the obligation of transparency and accountability is also much greater.
Trusts are required to have an independent audit annually and to publish their accounts. They are also required to disclose senior pay in their accounts. If the ESFA (Education and Skills Funding Agency) investigates a trust, the investigation report is published on the government’s website. There is no similar requirement on local authorities to publish investigation reports or tell you how much senior staff like head teachers get paid.
When everything is considered it all comes down to one major point. Trusts have to improve schools. If they fail in this duty then there are consequences. Academies can be removed from them. For maintained schools of Local Authorities this is never an option. Once in a Local Authority, always in the same Local Authority. Trusts have to be successful in order to survive!
The huge motivation this fact provides when coupled with the moral purpose that permeates the teaching profession becomes an indomitable force. It encourages collaboration and shared practice and it helps deliver greater efficiencies. Trusts can facilitate the movement of teachers and leaders to another school to help improve the quality of education where that school is struggling – and these moves are more likely to be to schools with more disadvantaged pupils. Now isn’t that really having an impact upon levelling up.
I am grateful for the fact that blind opposition to academies per se is certainly diminishing. I would prefer to believe that this is due to people being converted by the significant benefits that they can see academisation offers rather than them just giving up in the face of overwhelming numbers of schools leaving local authority control. Whatever the reason, I firmly believe that the Multi Academy framework that now cris crosses our country should be celebrated and not dismissed. There are undoubtedly still underperforming MATs out there, but this is only temporary because the processes to deal with them are in place. This means that every school has the chance to find a MAT that is right for them. A suitable partner who they can grow and prosper with.
In years to come I have no doubt that leaders who have been involved in building and establishing this new national educational system will be seen as pioneers. It isn’t in the bracket of exploring new frontiers in far off extremes of the globe, but it has nevertheless demanded certain levels of courage or even bloody mindedness. For us to have reached this stage is testament to the principles associated with wanting to provide the best possible education for our pupils. For the successful, sustainable MATs this has been the driving force that has kept them going, kept them on track and kept them believing. Long may it continue.