MultiAcademy Companies MACs Content The context The Model What we are learning What Ofsted are saying Some challenges for the future Number of Academies in England ID: 574407
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Slide1
The Archdiocese of BirminghamMulti-Academy Companies(MACs) Slide2
Content The contextThe ModelWhat we are learningWhat Ofsted are saying
Some challenges for the futureSlide3
Number of Academies in England (including free Schools, Studio Schools and University Technical Colleges - UTCs)May 2013 – 51% of Secondary, 7% of PrimaryMay 2014 – 55% of Secondary, 12% of Primary
May 2015 – 63% of Secondary, 16% of Primary
August 2016 – 66% of Secondary, 20% of PrimarySlide4
The Context – Multi-Academy Companies (MACs)
From 37 Academies in 6 MACs – October 2013
From 57 Academies in 11 MACs - October 2014
To 85 Academies in 16 MACs – September 2015
To 93 Academies in 17 MACs – September 2016
Almost half of the Schools in the DioceseSlide5
The Context 238 Schools (202 Primary Schools and 36 Secondary Schools)80,000 children13 Local AuthoritiesMACs
50% of Secondary Schools and 38% of Primary Schools
DATE
ACADEMIES
MACs
October 2014
57
11
April 2015
77
15
September 2016
93
17Slide6
The Model – Key Characteristics A Family of Catholic Academies.A MAC consists of individual Academies run by a Board of Directors (with Local Academy Committees).The Catholic character and ethos of each School is protected by a binding legal framework of conversion documents.Slide7
LeasesArticles of AssociationBirmingham Archdiocese Academy Model
Supplemental Funding Agreements
Master Funding Agreement
Single Member
BANAT
Secretary of State
Trustees
(Landowner)
MAC
Academy Committee
Academy Committee
Academy Committee
Academy Committee
Schemes of DelegationSlide8
Strategic
Board of Directors
Foundation Directors (in the majority by 2) - 8 minimum - appointed by Bishop
Principals - 2 maximum or 1 Executive Principal
Staff Directors - 2 maximum - elected
Parent Directors - 2 elected or appointed
Basic Total = 14
Strategic
Core Committees of Directors
Dealing with: mission, strategy,
standards, provision, resources
and services
Board of Directors delegates
some
local responsibilities to Academy Committees
+
MAC Business Manager
managing the Services TeamSlide9
Local
Academy Committee
Local matters
Catholic life
Day to day e.g. H & S
Staffing appointments below P and VP
Unique identity
Local community
Traditions
Academy Foundation Representatives (in the majority by 2) - 7 minimum – appointed by Bishop
Academy Parent Representative - 2 maximum - elected or appointed
Academy Staff Representative - 2 - elected
Principal of the Academy - 1
Basic Total = 12
Delegated
some
local responsibilitiesSlide10
Benefits Local Catholic Schools working formally together for the common good.Boards of Directors forming a strategic vision for the future development of Catholic Education locally.
High quality leadership formation developments
, including mentoring, coaching, acting leadership roles, internships and secondments.
‘Faith Benefits’
(Liturgical celebrations, INSET days)Slide11
Benefits Provides a “structural solution” for any potential under-performing school to be supported within a MAC. Alternative to “sponsorship”. The MAC can be strengthened by Good and Outstanding schools.Real opportunities for Primary and Secondary staff to work better together. Including teachers working within and appreciating the setting and context of other Schools –
impacting on curriculum offer and teaching and learning.
Securing
best value
in the use of finance and resources.Slide12
Extracts from MAC Mission and Aims Dominic Barberi MAC-’’By putting Christ and the teaching of the Catholic Church at the centre of the educational enterprise the Company & Academies' roots: pupils' spiritual, moral, social and cultural development; the quality of teaching and learning; and the formation of culture and of our society, in Him
.’’
St John Bosco MAC-
’’Promote effective collaboration to further enhance the quality of middle level leadership and management, and subject leadership across the MAC
.’’
All Saints Catholic Collegiate ‘’To provide a seamless Catholic education for all children and young people aged 0-19 years.’’
The Newman Catholic Collegiate ‘’Our shared vision of life respects the uniqueness of all students, supporting their families, engaging them in their communities, and offering them unconditional love, so that they may achieve their potential and live life in its fullness.’’
Missions and AimsSlide13
Extracts from MAC Mission and Aims Christ the King Catholic Collegiate: ‘’We aim to provide strong sustainable Catholic provision from 3 to 18 years of age for this part of Staffordshire.’’
Christ the King Catholic Collegiate: ‘’The directors, academies and
headteachers want to protect and preserve Catholic 3 to 18 education in this area for future generations
.’’
Our Lady of Lourdes Catholic MAC: ‘’Our schools retain their individual identities but share resources, staffing, facilities and services for the mutual benefit of all our
students’’
Missions and AimsSlide14
What we are learning Supported conversion works best.Need for support early on - the main challenges are in the first 12 months. Importance of the ‘right’ appointment at Board level.
All about ‘relationships’!!
Building a supportive network of MACs (‘Mentoring a MAC’).
One size does not fit all!!
The Model is not a fixed Model!!!!Slide15
Strategic Analysis – Some Key Strengths (1) The Business Structure of the MAC including the development of its own Accountancy, Human Resources and Information Technology departments(Bishop Cleary)
Vision and Direction: clearly defined Vision with 6 key focus areas (Lumen Christi)
Professional development is a strategic focus of the MAC: reflected in Appraisals, CPD Portfolios and 360 approach to professional development
(
Painsley
)
Strong focus on individual School Standards and Catholic Life: Deployment of School Improvement Partners provides external perspective (St. Nicholas Owen)
Areas of StrengthSlide16
Strategic Analysis – Some Key Strengths (2) Collaboration is improving the quality of Catholic Life/quality of teaching and learning across the MAC(St. John Paul II)
Effective Board who have developed over time and are now gaining experience across a broad range of issues and challenges(Pope John XX111)
Good culture of openness: Good evidence of open and challenging discussions and good communication channels between Directors and all main boards
(Our Lady of Lourdes)
Areas of StrengthSlide17
Strategic Analysis – Some Key Strengths (3) Academy Committees share a clear understanding of roles and responsibilities and delegated authority relating to School Finances(All Saints)
Excellent development of Assessment Systems across the MAC
(St. John Bosco)
Good culture of openness: Good evidence of open and challenging discussions and good communication channels between Directors and all main boards
(Our Lady of Lourdes)
Areas of StrengthSlide18
Key areas for further development (1) Induction session for new Directors and Academy Representatives (Managing Change!).Academies need a ‘route map/checklist’ in the period prior to conversion.
Finance: Support and advice with financial challenge and decreasing budgets. There is a need for CPD in areas of Finance and Business
for Directors and Academy Committees.
Promote and establish a
clear direction on Raising Standards across the MAC: Collective responsibility and accountability.Slide19
Key areas for further development (2) Middle Leaders: Promote effective collaboration to enhance the quality of Middle Leadership at all Schools.Roles and responsibilities of Directors and Academy Committees: need to clarity on the various accountabilities.Increased clarity on such areas as
Performance Management of Principals and Disciplinary and Complaints procedures.
Develop website
to include more information on School to School support within the MAC.Slide20
Conversion process to a MAC in Archdiocese
Registration
School governing body pass a resolution in favour of academy conversion and submits copy of governing body minutes and Approval Appendix A to
diocese
Following
diocesan letter
of approval
the
school
completes online
DfE
registration form and also submits
application to convert form to
DfE
A named contact in Department for Education (
DfE
) contacts the school and supports them through the conversion process
School
governing body starts the consultation required by legislation with interested parties - staff, parents,
pupils
CoG
distributes Board/Committee application forms
Identify solicitors
Notify local authority of intention to convert to multi academy
Secretary of State approves school proposal and issues Academy
Order
Application to convert/ pre-approval checks
Achieve Funding Agreement
School submits grant claim to
DfE
and receives £25,000 grant to cover costs associated with the conversion
process
School finalises
academy conversion documents
based on
Diocesan model documents.
The MAC is registered with
Companies House.
School agrees leasing arrangements for the school land and
buildings with diocese.
G
overning
body complete the TUPE process.
School completes required consultation with interested parties.
7. School submits the Funding
Agreement. .
Opening
1. EFA provide school with indicative funding letter.
2.
DfE
sign and seal Academy funding agreement.
3. School puts new financial systems and contracts in place.
4. School completes academy registrations e.g. with exam bodies.
5.. School opens officially as an Academy
Overall process can typically take between 3 and 4 months Slide21
What Ofsted are saying 28 Academies Inspected since conversion.
Grade 1
Grade
2
Grade 3
Grade 4
Previous Grade
1 (4%)14 (50%)
13 (46%)
0Academy Grade
3 (11%)
20 (71%)
5 (18%)
0
11 Academies have improved their grade.
15 Academies have stayed the same.
1 Academy has moved from Grade 1 to Grade
2
1 Academy has moved from Grade 2 to Grade 3Slide22
What Ofsted are saying 28 Academies Inspected since conversion.Grade profile Good or Outstanding moves from 54% (15 Schools) to 82% (23 Schools)Slide23
What Ofsted are saying St. Joseph’s, Staffordshire – “The Academy has benefited immensely from the support provided by The Newman Catholic Collegiate. The Academy has improved well under the strong leadership of senior staff and Academy Board members and it continues to improve “Our Lady’s, Stoke on Trent – ‘’Well-focused sharing of resources within the multi-academy company (MAC) enabled the school to tackle leadership and teaching issues successfully.’’
Our Lady’s, Stoke on Trent – ‘’There is a well-managed programme of professional training, including internal support for newly appointed teachers from within the MAC. This has strengthened overall performance. Assessment skills are greatly improved and expectations are high.’’Slide24
What Ofsted are saying Bishop Milner, Dudley - Strong links have been established with the Principals of the other academies within the Multi-Academy Company. These have enabled leaders to improve the arrangements to support students when they join the academy at the end of Key Stage 2, to develop provision for modern foreign languages in the curriculum and to share professional development opportunities for teachers and leaders’Slide25
What Ofsted are saying Bishop Walsh, Sutton Coldfield, Academy Directors and Representatives that govern the School challenge and support leaders well. They are fully involved in making purposeful strategic plans. Academy Representatives bring a wide range of professional experience which informs and enhances the School’s development.Slide26
Some Future Challenges Support for new and emerging MACs (Mentoring a MAC).Likely future demand and the support that this will need.Standards and Accountability.Managing the relationship with the DFE/Regional Schools Commissioner.
Responding to the changing educational landscape