Dave - PowerPoint Presentation

Slide1

Dave Baker, CEO and Executive Headteacher12th December 2016

Growing an all-through multi-academy trust

– a case studySlide2

Aims of This SessionProvide an overview of

some current

national and regional

contextual

factors

in education

Consider implications for

m

ulti-academy

t

rusts

Consider The Olympus Academy Trust as a case study

Consider

some scenarios and leadership

attributes

needed

Review

some publications and consider their implications for leadership development

in the context of a MATSlide3

Personal HistoryStudied French and German at Bristol University 1982-6Trained to teach at Bristol University 1986-7Taught Languages at Brislington School, Bristol 1987-90Head of Languages at St Mark’s School, Bath 1991-3

Head of Languages at The Sir Bernard Lovell School 1993-7

Assistant Headteacher at The Sir Bernard Lovell School 1997-2000

Deputy Headteacher at The Sir Bernard Lovell School 2000-2004

Completed National Professional Qualification for Headteachers 2001

Headteacher at Bradley Stoke Community School 2004-11

CEO & Executive Headteacher, The Olympus Academy Trust 2011



Elected Member, South-West Headteacher Board 2014

What next??Slide4

Predicting the futureSlide5

MAT FactorsStrong leadership is paramountMulti-academy trusts are not about individuals… but individuals are very importantSome anecdotes about the role of individuals in MATsStrong governance is paramountMATs are like families – how?

How important is infrastructure?

How can you create capacity ahead of need?

Where is the blueprint for success?

Quality of teaching is paramount

What’s in a name?Slide6

National ContextMulti-academy trusts (MATs) will become the norm between now and 2020MAT members will be local to one another or will have geographical hubs to be most effective – “intentional design” of local and regional landscapeMATs may be single phase e.g. primary but are increasingly more likely to have a mixed economy to include primary, secondary, special, PRU, Studio School, UTC in order to reflect the range in any given areaThere will be MAT mergers and acquisitions in the months and years aheadCurrent financial climate for education and raised expectations about learner outcomes will accelerate the move into larger groups as a stand-alone existence will become untenable for most

The

power of the group to negotiate, create economies of scale, be self-managing in relation to school improvement and support, offer appropriate pathways for all students, relate to the community…

MATs who sponsor schools facing challenge will be supported but will also be held to account about progress and outcomes

The Trust must be seen as separate from the institutions and needs two tiers of accountability to be effectiveSlide7

Implications for you?Viability – what if MATs need to be 12000 learners in size?Mixed MATS – what if your Trust becomes primary and secondary? Where will primary expertise come from?What if your Trust takes on a PRU or special school?What does alignment look like when it moves beyond sharing between 2 schools?How will this affect your Trust’s school improvement strategy?How will you create capacity to support and improve more schools when they join the Trust?What are the implications for your current role and your potential future role(s)?

What are the implications

for

schools already in the Trust?

What new roles will be needed?Slide8

Implications?Slide9

Implications?Slide10

“Your integration is my fragmentation”Forced academisation for all was an unhelpful development and would

require sensitive collaboration and a patient

approach – however, you are naïve if you think the need to consider looking seriously into membership of a multi-academy trust has gone away with the government’s recent “change of heart”!

– leaders of successful schools are naturally fearful of distraction, disruption and change: “I do what I do well so why should I change?”

– autonomy v alignment (and loss of control?)

– perception of “land grab” and empire building?

– fear of not wanting to be left out

The law requires rapid

intervention in failing schools

A different approach is needed with good and outstanding schools

– Inflexibility and control through “tight” structures may be tempting for short-term gains but will thwart real long-term growth and will be an obstacle to good and outstanding schools wanting to

join existing MATs

MATs and

Teaching School alliances can provide new ways of working and new paths into and through

leadership – opportunities as well as challenges!

There is no great hurry –

leaders should take their

time to decide what is best for

their schoolSlide11

Outstanding leaders have:

clear and unshakeable principles and a sense of purpose

vigilance and visibility

courage and conviction

predisposition to immediate action, letting nothing slip

insistence on consistency of approach, individually and across the organisation

drive and determination

belief in people

an ability to communicate

leadership by example

emotional intelligence

tireless energy

12 Outstanding (Secondary) Schools/OfstedSlide12

Leading Change SuccessfullyYou need:VisionCommunication skillsAbility to take people with youTeam building skills

Ability to show how how it could be

Step by step planning

Ongoing monitoring and

review

In a growing multi-academy trust, leaders need to be agile and flexible for phases of change and growthSlide13

OAT in the national MAT contextSlide14

The Growth Dilemma

24

Challenge

1

2

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

Size (schools)

Cottage industry

Growing infrastructure

Start to benefit from economies of scale & gain confidence

Achieving sustainability can become a strong motivation for expansion

Sustainable sponsor

High

challenge

for start-ups

Large sponsor

Life is easy if you are school-based?!

Infrastructure required but isn’t always affordable Slide15

Some context aboutBradley Stoke Community SchoolBrand new school opened in 2005 (1st cohort left in 2012)900 students Y7-11

and

220 in post

16

Oversubscribed

on application for places in Y7 every

year

Appointed over 150 staff and

grew

the school from scratch

Joint specialisms: Performing Arts and Languages expressed as themes: Performance and Communication

Over 100 community groups also use the school facilities

Shared timetable within Concorde Partnership for KS4 option courses and all post 16 courses (3

schools, a UTC

and

a college

)

Judged

outstanding

by Ofsted in 2009 and then

good

in 2013 with outstanding behaviour & safety and outstanding leadership &

managementSlide16
Slide17

Bradley Stoke context contd.First school in the country to achieve the Gold Award in the Parental Engagement Quality StandardDesignated a Lead Behaviour School in 2010 (1 of only 20 nationally)

High attendance (above 94%) and low exclusions

Strong GCSE outcomes in 2010 and 2011 (67% EM and 88% 5A*-

C)

Added

capacity to leadership team in 2011 in readiness for supporting others (additional

Deputy Headteacher)

Approached in September 2011 about taking on interim responsibility for leading Abbeywood, having supported through “notice to improve” phase – Headteacher took on Executive role and Deputy Headteacher took on Associate Headteacher role

Became an academy (as founder member of The Olympus Academy Trust) in January 2012

Olympus registered as a sponsor in 2012 in readiness for

“sponsoring” Abbeywood

Community

School

Highest ever GCSE outcomes in 2016 and P8 = +0.28

Awaiting inspection now

…Slide18

Some context aboutAbbeywood Community SchoolHistory of low achievement and poor reputation in the community as Filton High SchoolMoved into brand new buildings

in

September 2010

Ofsted “notice to improve” in October 2010

School capacity of 1200+ but only

700

on roll

Best ever GCSE outcomes (41% EM and 58% 5A*-C) in 2011 but improvement not rapid enough

Best ever A level outcomes (delivered through Concorde Partnership timetable arrangements)

Headteacher left at 24 hours’ notice in September 2011

Interim Executive leadership arrangements started in October 2011 for the rest of the

year in the first instanceSlide19
Slide20

Ofsted inspection in December 2011 resulted in special measuresNew expectations were introduced in January 2012 to establish a new climate for learning:Mobile phones banned during the dayNo outdoor clothing in the buildingReinforcement of uniform and equipment needsZero tolerance of not following instructionsForensic analysis of teaching and learningTeachers able to focus on teaching not controlRemoval of inadequate teaching

was a high priority

(

inc.

redundancy)

Budget brought under control (e.g. removal of surplus teacher time)

Empowering middle leaders to take control – better access to progress data, tracking, monitoring, support, challenge and accountability

Support, tracking and intervention for vulnerable groups and SEN

Ofsted monitoring

visits: satisfactory and then good progress

Abbeywood context contd.Slide21

The road to sponsorshipDespite special measures, morale at Abbeywood was bizarrely high as the decline had halted – a brutal inspection was the watershedGovernors opted to develop the partnership into a multi-academy trustAn application process to the DfE prepared the way for academy conversion for September 2012 but it didn’t happen until January 2013

This enabled 4 redundancies and 2 voluntary severances

47% 5A*-C EM and 78% 5A*-C in 2012, with best ever A levels

Abbeywood

had an in-year deficit of £

600,000 – how would this be resolved?

How could we

bring in additional interim leadership capacity in both

schools?

Perceptions of “losing” leadership at Bradley Stoke

….

But then:

60

% 5A*-C EM in 2013 and 59% in 2014 – most improved school in the

region

ACS over-subscribed in Year 7 in September

2014, 2015 and 2016

ACS inspected in October 2014 – “Good” in all

areas

Stronger

GCSE outcomes in 2016 and first ever Oxbridge entrant – P8 = -

0.07Slide22

Some Scenarios…Imagine the difference in working in a “sponsored” academy (school) where behaviour is considered inadequate (bottom 5 in the country!) compared with a “lead” school which is one of 20 lead behaviour schools nationally. Please consider which leadership styles to use and whether the approach is different in each context:How would you lead teaching and learning in each of those contexts either with a teaching team or the whole staff?If you were a middle or senior leader in either school, what would be your thoughts and concerns about taking on a leadership role across both schools or based in the other school?How would you feel about alignment of practice and roles v maintaining individual school identity depending on which school you were in? What are potential issues to confront as a leader?

What about governance and accountability – would the approaches be the same in each school?

How would you approach students and parents/carers about opportunities for shared learning and courses in the other school?

Are there certain leadership styles you are likely to use more in one school than the other?Slide23

Our Context – Primary PhaseShortage of primary school places in Bradley StokeSouth Gloucestershire Council asked OAT to change BSCS to 4-18 schoolPrimary Phase (not a separate school) opened in September 20152 local primary schools joined us in January 2015, one sponsored (Meadowbrook), one convertor (Charborough Rd)Focus on developing structures within the Trust (horizontal and vertical!)Slide24

Our Structure prior to September 2016

The Olympus Academy Trust

: a company limited by guarantee. Registered in England: Company Number: 07844791

Registered Office

: Bradley Stoke Community School, Fiddlers Wood Lane, Bradley Stoke, South Gloucestershire, BS32 9BS.

An exempt charity subject to charity rules. Regulated by the Department for Education.

£720b

£64b

Board of Directors

Members

Bradley Stoke Community School

Abbeywood Community School

The Olympus Academy Trust

(OAT)

Charborough

Road

Primary School

Meadowbrook Primary SchoolSlide25

7 schools… over 550 staff… approx. 4000 learners…Slide26

A Local TrustSlide27

Myths and Legends about joining OAT“The Olympus Academy Trust is a remote, national organisation that doesn’t understand local issues.” The Trust is a local charity which is responsible for all its schools. We are the Trust and the Trust is the schools – it is not remote or national!“It’s all about making money!”

OAT is a charitable

organisation, not for profit

 Board of D

irectors appointed as volunteers with particular

specialisms

 All money made goes back into the Trust to provide for the learners.

“We’ll have to re-apply for our own jobs and some jobs will go.”

There may be some changes but staff won’t have to apply for their own jobs. Employees have protection of employment rights under TUPE.

“We won’t be allowed to work with existing partners.”

Not true

– BSCS and Abbeywood are in the Concorde Partnership. Charborough Road is in the Meta4 group. Schools decide!Slide28

The Concorde Partnership5 partner organisations:

Bristol Technology and Engineering Academy

Abbeywood Community

School

Bradley

Stoke Community

School

Patchway

Community

College

Bristol

Technology &

Engineering

Academy

South

Gloucestershire and Stroud

College

A38/Filton Avenue Campus

WISE Campus

More organisations = more choice for youSlide29

The Olympus Academy Trust– what do we stand for?MissionTo support and enable all students to believe in themselves, achieve their full

potential and

develop the skills needed to succeed and enjoy life

.

Vision

High levels of personal development and well-being alongside academic progress for all students within The Olympus Academy Trust

Each academy within the Trust to be recognised as a centre of learning excellence and an integral part of its local community

Innovative learning environments with high quality teaching, learning, resources and support with an emphasis on its specialism(s)

The Trust’s core values, developed to promote respect and the skills for life-long learning

Sustainable links built with the community and the skills needed for learners’ future paths developed with collaboration locally, nationally and globally

Successful engagement with parents/carers to support learner progress, well-

b

eing and achievement, encouraging and responding to the different voices within our community

To be considered an employer of choice for staff by valuing commitment, creativity, diversity and flexibility; enabling outstanding performance; providing continuous professional development and promoting a high quality of work lifeSlide30

OAT – What Next?We were hoping that Patchway Community College would join in January 2017 but are waiting for funding to support them and they have recently been inspected and now require special measuresWinterbourne International Academy needs a new Trust and is very local to us

We need to grow in order to afford the school improvement capacity we need

We have adopted new leadership and governance structures within OAT in preparation for becoming an organisation with 8+ schools. We have appointed more specific primary leadership and expertise at Trust level.

We have started to move towards notional hubs which will be used in the first instance to coordinate support services by locality, to create economies of scale

Those who join now will help shape what the next phase looks like

We continue to refine schemes

of delegation and decision-making frameworks – loose or tight? Which decisions can e.g. Headteachers make in isolation?

Streamlining

of leadership structures between Trust and schools to create leanness and efficiency –

this will strengthen us in the face of funding

challenges

Outcomes, outcomes, outcomes…

Succession planning for key posts within the Trust

….Slide31

Board of Directors

(Trustees)

Education Strategy & Standards

Committee

Audit & Risk

Committee

Remuneration

& Nominations Committee

Finance &

Resources

Committee

Committee structure across the Trust

Teaching and Learning

Well-Being

Academy Council

(or Local Governing Body)

CEO

: is a trustee, unless

s/he chooses

not to be

Trustees (Directors)

now all

Member-appointed

Limitations on local authority influenced

Members

and

Trustees

The Olympus Academy

Trust

2-Tier Governance

Structure

Chairs of Local Governing Bodies

Academy Council

(or Local Governing Body)

Academy Council

(or Local Governing Body)

Academy Council

(or Local Governing Body)

Academy Council

(or Local Governing Body)

Academy Council

(or Local Governing Body)

Academy

Council

(or Local Governing

Body)Slide32

GovernanceSkills audit – are the right people in the right places?2 tiers of accountability – can the Board hold the local governing body to account?Are all the compliance, finance, Health and Safety and HR issues being dealt with at Board level so that the local governing body can focus on student outcomes and well-being?Is recruitment planned so that weak governors do not just continue by default and so that higher level knowledge, skills and experience are brought into the Trust?

What induction and mentoring is planned to ensure that the joining school’s governing body can function effectively?Slide33

Governance framework in place

Contents

1

General

2

Constitutional Issues

3

Board and Committee Members

4

Boards and Committees

5

Reporting, Decision Making and Record Keeping

6

Positions of Office

7

The Executive Management Team

8

Glossary of Terms

Appendices

A

Board and Committee Membership Policy

B

Role Profile for Members / Directors / Trustees / Governors

C

Board and Committee Member Responsibilities

D

Code of Conduct for Board and Committee Members for Board and

Committee Members

E

Gifts and Hospitality Policy

F

Board and Committee Member Expenses Policy

G

Board and Committee Performance, Training and Development Policy

H

The Olympus Academy Trust Structure Diagram

I

Terms of Reference for the Trust Board

J

Terms of Reference for the Group Board

K

Terms of Reference for the Academic and Well-Being Committee

L

Terms of Reference for the Audit and Risk Committee

M

Terms of Reference for the Finance and Resources Committee

N

Standards for Effective Meetings

O

Urgency and Efficiency Policy

P

Openness Policy

Q

Board and Committee Member Use of IT Equipment Policy

R

Role Profile for the Chair of Directors

S

Role Profile for the Vice Chair of Directors

T

Role Profile for Committee Chair

U

Role Profile for Committee Vice-Chair

V

Role Profile and Person Specification for the Head of Governance

W

Terms of Reference for the Executive Management Team

X

Delegation of Authority to the Executive

Governance FrameworkFormalised yet FlexibleSlide34

Governance roles working effectively and skills able to support growth

Board of Directors

Headteachers and Head of Business

Local Governing Bodies (and their chairs) and chairs of committees

Chair of Directors

Executive Headteacher

(Chief Executive)

Roles and lines of responsibilitySlide35

Governance – the right people and the right skills

Governance roles working effectively and skills able to support growthSlide36

Governance processes and communication channels effective

Opportunity to increase income

Board of Directors

Local Governing

Body

Local Governing

Body

Board

Committees

Committees

Committees

Formal Reporting through Key Decisions and Achievements

Informally Sharing Best PracticeSlide37

Unique or Aligned?Policy alignment – separate, hybrid or Trust policies – vital!Responsibility payments and pay scales/job descriptions – alignment will be essentialContracts of employment for new staff – flexibility for the Trust and protection for staff in a larger group

Branding and marketing – consistency of approach to uniform and logo to avoid perceptions of Trust hierarchy (e.g. blazers v polo shirts) – use of external support?

Consider the implications of decisions on the other school(s)

Alignment of financial procedures and policies – how will you run your finances with more than one school

? We top-slice 5% of GAG funding.

Concept of central services and separation from “lead school” roles to help overcome perceptions of “takeover”

Methods of consultation with staff and their professional associations?

Involvement of students in shared developmentsSlide38

LeadershipHow can you create leadership capacity for when a school joins?How can you plan for new roles beyond one school, how will you backfill and how will you plan for succession?Plan for teaching and learning outreach roles in order to provide support in your new school, following an audit of qualityIf in close proximity, plan opportunities for shared staff training and events

Consider moving key leaders between schools for cultural change within the school(s) and for their own development

Earned autonomy for schools and leaders – what does it mean?

Coordinate school calendars, times of school days, staff meeting schedules, INSET dates, theme days – all are opportunities for training by stealth through sharing

Manage expectations of stakeholders and the wider community to avoid: “They stole our Headteacher!”

Be as open as possible and involve staff in plans for change

Be clear about which battles are worth fighting and stand firm!

Don’t avoid difficult decisions – they will come back to bite youSlide39

CEO

1 FTE

Executive Headteachers

0.4 FTE x2

Lead

Practitioners

0.2 FTE x5 (English and Maths

x2, Science x1)

Data & Assessment

Lead

0.2 FTE

Head of

Business Operations

1 FTE

Finance Manager

35

hours per week

Finance

Administrative

Support

0.5 FTE

Head

of

Human

Resources

1 FTE

Admissions Lead

25

hours per week

Operations Manager

(Premises)

1 FTE

Strategic ICT Lead

0.2 FTE

ICT Technical Lead

1 FTE

ICT Operations Lead

1 FTE

ICT network Technicians

2 FTE

ICT Apprentice

30

hours per week

Executive

PA

1 FTE

Safeguarding Lead

0.1 FTE

Clerk to Board

8

hours per week

Marketing & Communications

Lead

12

hours

per week

Health & Safety Lead

0.2 FTEOAT Central Leadership

Structurefor 2016-17Slide40

Other Functions Provided From Central CostsAll Payroll costs

OAT Governance costs

OAT Staff Recognition Event

Annual

Accounts

+ other audit

costs

Internal Audit

CPD for OAT

central staff

OAT Marketing

and Website

Judicium

(HR Legal Advice)

VWV

Retainer (Legal Advice)

Legal

Fees as needed

Stationery/Copying

Furniture for OAT staff

IT licences for OAT staff

Such as finance and budget systems etc.Slide41

New OAT Leadership Structures

Olympus 1

Olympus 2

Executive

Headteacher

CEO

Executive

Headteacher

Sch

1

Sch

5

Sch

2

Sch

3

Sch

4

Sch

6

Sch

7

Sch

8

Executive Headteachers’ Group

SLT Development Group

Specialist Subject Meetings

Middle Leader Development

Induction for new staff

Head of Business Operations

Head of HRSlide42

OAT – Standardised, Aligned or Autonomous?Standardised Aligned

Autonomy (examples)

Single Employer

Key central Policies

HR/Finance/Compliance

IT & IT Support

Governance and Trust Board

Agenda - (principal reports)

Calendar –

INSET/14-19

Concorde

Attendance

Budget and reporting

Post

16

Safeguarding

Exam boards P16

Raising Achievement

Maths

Product Design

Ofsted

Planning

Parents Evening

Inclusion and SEND

Behaviour policy

Safeguarding

Risk

registers

Data

Curriculum 14-19

Promotion and branding

Leadership structure

Academy SEF

– lesson

observation

Areas of Quality

First

t

eaching

–

signature pedagogy

Curriculum (

SoW

)

Assessment and reporting

Roles and Responsibilities (leadership and faculty)EnglishRaising Achievement / Intervention

Year 11/10 Mocks / moderation Slide43

OAT – How do we Ensure Consistency? Key Function

No

Task

1

2

3

4

5

6

7

8

9

Governance

Propose changes to the Governance structure, Terms of Reference, Schemes of Delegation



2.

Approve changes to the Articles or Funding Agreement (with EFA approval sought)



3.

Approve changes to the governance structure and scheme of delegation



4.

Appoint Directors





5.

Appoint Parent Directors





6.

Appoint the Chair and Vice Chair of the Board



7.

Appoint the Chairs of Committees



8.

Appoint the Chairs of Local Governing Bodies (LGB)



9.

Approve the appointment of Academy Directors



10.

Appoint the Internal Auditor



11.

Approve the appointment of Company Secretary & Clerk



12.

Review performance of the Board



13.

Review performance of Board committees and LGBs



Key:

Level 1: Members

Level 2: Board

Level 3: Board Committee

Level 4: Local Governing Body

Level 5: Executive Headteacher/CEO

Level 6: Head of Business Operations

Level 7: Headteacher

Level 8: Business Manager

Level 9: Budget Holder

COLUMN TICKED: Action to be undertaken at this levelSlide44

Logo AlignmentSlide45

Unique or Aligned?Slide46

2016-17 – New ApproachesWhich battles are worth fighting?Choice of website templatesCEO input to newsletters to get consistent Trust messages on a monthly basisAlignment through regular meetings with all Headteachers

Consistent approaches by taking key staff and leaders to events/conferences before implementing aligned approaches

Executive Headteachers ensure consistency

Leaders of themes and groups across the Trust – balance of Trust v school

inc.

marketing lead role

Speak to

all

staff annuallySlide47

Brand Recognition?Slide48

Branding and CommunicationDo have a look at the school and Trust websites (and prospectuses) and decide whether the consistency works:www.abbeywoodschool.com @abbeywoodschoolwww.bradleystokecs.org.uk

@

bradleystokecs

www.callicroftprimary.org.uk

@

callicroft

www.charboroughroadschool.co.uk

@

CharboroughRd

www.filtonhillprimary.co.uk

@

filtonhill

www.meadowbrookprimary.co.uk

@

mbkprimary

www.stokelodgeschool.co.uk

@

Stoke_Lodge

Do also have a look at social media presence and see that we are not yet aligned in the way we use e.g. Twitter:

Please contact us if you want to know more:

dave.baker@olympustrust.co.uk

@

MrDaveBaker

@

olympustrustSlide49

Key Marketing ChallengesHeads’ focus = school  CEO focus = the Trust – ongoing challengeReputations inextricably linked between Trust and schools – need to ensure bad news is shared and managed as well as good news. How?Reputation management, repair and damage

limitation – get a press release out before someone else puts their own spin on it e.g. “It was good but it felt like outstanding” (BSCS 2013 post-Ofsted)

Communicating the benefits of being part of the Trust

– advertising posts as Trust rather than school roles; recruiting ITT trainees across the Trust rather than to individual schools – starting to plan for a Trust Teaching School application, a Trust School Direct cohort, a Trust school improvement strategy…

Brand

management – what do you stand for and what do you not stand for i.e. values? In our case Olympus is not Oasis – common confusion!

What

would

happen about identity if we

merged

with another Trust?!Slide50

Horizon scanningNew information is being published and shared every week which is informative and challengingHave a look at a blog published by Robert Hill recently and see if you think there is anything relevant to what has been presentedSlide51

Be Bold!One of the problems with the education system we are working in is that multi-academy trusts are still

q

uite new so

there is no

blueprint…

I

t is a case, therefore, of designing a boat and building it, rather than simply choosing which boat to catch…

To be successful in the next few years, we are going to need a new generation of leaders who have

an aligned

sense of moral purpose

and shared values

which

see beyond individual schools and communitiesSlide52

Any questions?