Leadership

Academy Schools’ Finances

This Public Accounts Committee report into academy schools' accounts claims that too often academy trusts are falling short of its expected high standards and that the DfE is too slow to react. It includes a failure to address excessive salaries paid to senior staff and inadequate rules governing related party business transactions involving £120m of public money. Leadership Briefing (140)

The report recommends that the Department now needs to make the Annual Report and Accounts more timely so that it can be used more effectively by stakeholders, including Parliament and parents, to hold the Department and academy trusts to account.

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      string(410) "... Trust like TSAT, which has high-performing grammar schools like The Rochester Grammar School and Holcombe Grammar School, as well as non-selective and comprehensive schools which were historically under-performing before we successfully turned them around (like The Victory Academy and The Portsmouth Academy), allowing for individual schools’ differences ..."
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      string(5752) "An ongoing but essential educational challenge school system leaders face is how to improve standards and enhance attainment while simultaneously reducing costs. The ultimate priority for educators is creating an environment for students to achieve their best and realise their potential, but – especially in times of tighter funding – it is also crucial to do this in the most efficient way possible. At the Thinking Schools Academy Trust (TSAT), we have developed and use a curriculum-based financial planning model which has been able to strike this balance. 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If a member of staff in a particular subject leaves halfway through the year, we know immediately whether we need to hire a full-time replacement, or if makes more sense to take on a teacher on a fixed, short-term contract.  Our leadership of The Victory Academy over the last three years shows it is possible to combine rigorous financial planning and rapid educational transformation. When the school (previously named Bishop of Rochester Academy) was taken over by TSAT in September 2015, it had been issued a financial notice to improve, which was almost entirely down to a staffing structure that did not match its curriculum, and was rated ‘Requires Improvement’ by Ofsted.  Our curriculum-led financial planning model has been at the heart of our transformation of the school – reducing costs by more than £2m over the last three years, and revolutionising academic standards. The school is now rated ‘Good’, and in October’s provisional Progress 8 results (+0.44 for all pupils) it was ranked the best non-selective school in Medway, with only three Grammar schools ahead of it overall. This shows just how far effective financial planning can go, and just how quickly it can make a tangible difference. Reducing costs and raising standards may seem like opposing forces to some, but our model shows they can work in a mutually-supportive way. Achieving efficiency and high-performance simultaneously is an important priority at the moment, particularly for academies that have recently been re-brokered by other trusts. Last year, it was revealed that the average cost to the taxpayer of a re-brokering was £131,000 in 2016, but we have shown that this process can lead to real savings rather than losses. Successful trusts taking over other academies is not the problem – it is the way it is done that is crucial. The flexibility of our financial model means its benefits can be reaped by a multitude of different types of schools. In a Trust like TSAT, which has high-performing grammar schools like The Rochester Grammar School and Holcombe Grammar School, as well as non-selective and comprehensive schools which were historically under-performing before we successfully turned them around (like The Victory Academy and The Portsmouth Academy), allowing for individual schools’ differences has real benefits. We are now developing our own framework for primary level, too.Of course, our curriculum-based financial planning model may not be the exact path that other academies and trusts choose to go down. Different schools have different priorities and circumstances. But the flexibility of the model, in giving Trust leaders an overview of the staffing requirements and curriculum needs of their various schools, is something that others can draw great inspiration from. The modelThe following steps are conducted in the autumn term, ready to be implemented in the September the following year.Step 1 – Understand your curriculum aims and pupil numbersIn most secondary schools, it is logistically possible for 30 students to be taught by one teacher; most school PANs (Published Admission Numbers) are divisible by approximately 30 for this very reason. Any allocation over this is a strategic decision on the allocation of finite resources within the school and must be closely linked to an understanding of your curriculum aims and finances available.Therefore, in Key Stage 3 the minimum number of classes in a Year group of 150 would be 5. 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Financial Management

Curriculum-Based Accounting

2 Jul 2018

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      string(5590) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.EXECUTIVE HEADTEACHERS: WHAT’S IN ANAME?KeywordsExecutiveHeadteachers,schoolsystem, self-improvement,responsibility,schoolworkforce,strategicpriorities,governancestructures,competenciesSummaryThis study by NFER, the National Governors’ Association (NGA) and The Future LeadersTrust (TFLT), looks at a range of policy and practice developments relating to executiveheadteachers (EHTs).EHTs are becoming increasingly prevalent as the self-improving school system matures. There areover 620 in the school workforce today, and the number recorded in the School Workforce Censushas increased by 240 per cent between 2010 and 2014. The role is still evolving locally and nationally.As EHTs take responsibility for ever more schools in England, their role will be crucial to theeffectiveness of multi-school-groupings in the self-improving school system.Key Findings: ■ WWith currently around 620 executive headteachers (EHTs) in the school workforce, working withat least 970 schools, EHTs are a key part of the school leadership landscape. However, the remitand responsibilities of individuals working as EHTs varies in terms of the number of schools theywork with, the structures linking those schools (e.g. academy trusts, federations), whether theyhave substantive headship in any of those schools (or not), and the schools’ strategic priorities. ■ The roles of EHTs are distinctive from traditional headteacher (HT) roles in requiring higher levelsof strategic thinking; greater emphasis on coaching, delegating and achieving change throughothers; and capacity to look outward. ■ Data on EHTs must be improved, but numbers are clearly increasing (by 240 per cent since 2010).There may be demand for at least 3200 more EHTs by 2022.Recommendations for national system policy ■ The self-improving school system is creating complex governance structures to support itself.Such a system requires an increase in leadership capacity within groups of schools. ■ More clarity is needed at a national level around the true scale of the role and the purpose ofEHTs in a school-led system. ■ The DfE should facilitate a profession-led definition of executive headship with associated skills,competencies, organisational structures and indicative remuneration – allowing for a range ofappropriate operating models. ■ As a new level of system leadership, executive headship removes leaders from directlyoperational roles. Workforce planning must account for this, so sufficient numbers of leadersprogress upward to fill both traditional HT/Head of School (HoS) roles and EHT positions.Week Commencing 25th July 2016http://www.nfer.ac.uk/publications/EXEC01/EXEC01.pdfhttp://www.nfer.ac.uk/publications/EXEC01/EXEC01.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ Guidance should be produced to enable governing boards to consider what role an EHT mightplay, and whether to appoint one. ■ The role and effectiveness of EHTs should be carefully evaluated and kept under review, as thisnew and expanding leadership role develops. ■ National data recording systems need to be developed to more accurately record informationabout EHTs’ current and previous posts, and associated accountability arrangements. ■ More research is needed to explore the role of Head of School (HoS) and CEO to furtherunderstand how they relate to EHTs.Recommendations for governing boards ■ An EHT is not interchangeable with a HT. Governing boards should review the school(s)leadership structure including pay when introducing additional posts, such as an EHT. Theyshould actively decide whether to add a level of strategic leadership and must consider who willstep into the HoS (or similar) role. ■ Job descriptions should clearly define the purpose, expected benefits and remit of the EHT roleand distinguish these from those of the HoS/HT and, if present, the chief executive officer (CEO).A scheme of delegation should outline the roles and responsibilities of different leadership tiers –for each EHT post. ■ An effective HT will not automatically be an effective EHT. Those recruiting an EHT should focuson finding an individual whose perspective, experience and competencies align with their vision.Recommendations for developing the workforce ■ More professional development for aspirant and current EHTs is needed. This should include:leadership and change management theory; managing across school phases; managing humanresources and finances in a larger business; and building partnerships. ■ Collaborative networks should be promoted and developed nationally to support EHTs to shareand improve practice. ■ Action should be taken to understand and address the reasons why women are under-represented in executive headship as compared with the proportion of women in the headteacherpopulation. ■ Those planning progression pathways should consider how aspirant EHTs can acquire a breadthof practical experience and how to attract more women to the role.WEB LINKExecutive Headteachers: What’s In A Name?http://www.nfer.ac.uk/publications/EXEC01/EXEC01.pdf"
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Leadership

Executive Headteachers: What's In A Name?

22 Jul 2016

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Leadership Briefings 10.11(119)"
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      string(5893) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.THE CHALLENGES FACING SCHOOLS ANDACADEMIESKeywordsChallenges,schools,academies,budget, schoolleaders, financialstrategies,support,future funding,standardsSummaryThis research by HCSS Education has found that balancing the budget is becomingsignificantly more difficult for 78 per cent of schools and academies. The report exploreswhether school leaders have financial strategies and support in place, why deficits occurand what tends to lie behind this when it happens. It also looks at how these issues can beaddressed.With increasing costs, uncertainties over future funding with the ever-present pressure on schoolleaders to deliver high standards all having a signficiant effect on the sector.When asked what their main budgetary pressures were, increasing staffing on-costs came out on topas the main reason for both schools and academies (90 per cent).Funding pressures (80 per cent) followed by falling pupil numbers (26 per cent) were the next tworeasons why both schools and academies are finding it difficult to balance their budgets.Yet, despite finding budgets more difficult to manage, it was surprising to discover that 13 per centof maintained schools and academies do not have 3 to 5-year budget plans in place. This might bedown to a lack of support, as a third of schools and academies say they lack the appropriate supportthey need with budget planning and forecasting.An overwhelming 93% of schools and academies report that funding is decreasing, with half ofthose saying it is decreasing significantly. To break this down further, over half (55%) of academiessurveyed stated that funding is decreasing significantly, while 48% of schools reported the same.The drop in funding clearly has had a negative effect on finances as more than a third of schools andacademies say they have suffered a budget deficit in the past three years.The research found that academies were more likely to have suffered a budget deficit (42%) thanmaintained schools (32%).When asked how they are finding managing their finances, almost 8 in 10 schools and academies saybalancing their budget is becoming ‘significantly more difficult’. In fact, 81% of academies and 76% ofschools reported that it was becoming considerably more problematic.Staying.53% of academies said they don’t think it’s easier to manage their budgets compared to theirexperience as a maintained school, and 65% of schools are also worried that it would not be easier.Week Commencing 13th June 2016http://www.hcsseducation.co.uk/sites/default/files/Balancing%20the%20Books%20-%20online.pdfhttp://www.hcsseducation.co.uk/sites/default/files/Balancing%20the%20Books%20-%20online.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.While both schools and academies recognise that academies have greater freedom to makedecisions on their budgets, many respondents stated that academies still face the same financialpressures as maintained schools.Some academy respondents saw the loss of local authority support as a reason why it was harder tomanage budgets,  as well as the requirement for more complicated auditing  and regulation.Main Findings: ■ 13% of maintained schools and academies do not have a 3-5 year budget plan in place. ■ 35% of schools and academies have suffered a budget deficit  in the past  three years. ■ Balancing the  budget is  becoming ‘significantly  more difficult’ for 78% of schools and academies. ■ Increasing staffing on-costs is the main reason why both schools and academies struggle tobalance their budgets. ■ Funding pressures and falling pupil numbers are the next two top reasons why both schools andacademies are finding it difficult to balance their budgets. ■ 50% of schools and academies state that funding is ‘decreasing significantly’. ■ 31% of schools and academies do not feel that there is adequate support in place to help withbudget planning and forecasting. ■ Just over half of schools and academies are ‘very concerned’ about the future of their finances. ■ 61% of Schools and academies agree that it’s not necessarily easier for academies to managetheir budgets over maintained schools. ■ The main way schools and academies are generating savings and additional income is throughtighter controls on procurement and expenditure such as equipment and educational materials(82%), followed by hiring out facilities and buildings (64%). ■ The survey found that 9 in 10 schools and academies are ‘concerned’ or ‘very concerned’ aboutthe future of their finances. 55% of academies are very concerned, 35%  concerned and only 3%feel positive, whereas 49% of  maintained schools are very concerned, 44% are concerned,  andonly 4% feel positive.Conclusions: ■ The results from the survey highlight that funding pressures and employee costs are forcing mostschools and academies to reduce spending on key educational materials and resources, which Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.worryingly could have a"
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Leadership

The Challenges Facing Schools And Academies

10 Jun 2016

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      string(5861) "Local Authority maintained schools.  By 2017, more than a quarter of all schools, and more than two thirds of secondary schools, had either chosen or been forced to become an academy (DfE, 2017).  Meanwhile, the second shift introduced since 2010 has been an expansion in the level of school to school support and partnerships, most significantly through Teaching Schools and Multi-Academy Trusts.  The self-improving system Based on an analysis of policy documentation it appears that the government has four criteria for the self-improving system: Teachers and schools are responsible for their own improvement; Teachers and schools learn from each other and from research so that effective practice spreads;The best schools and leaders extend their reach across other schools so that all schools improve;  Government support and intervention is minimised (Greany, 2014).While the first and last of these could be seen as taking existing quasi-market reforms to their logical conclusion, the middle two are arguably innovative, in that they seek to mitigate the negative impact of competition through a parallel focus on collaboration between schools, with successful system leaders acting as the mechanism for structuring these partnerships.  Hargreaves’s thinking on self-improving systems has influenced thinking and practice in England (2010, 2011, 2012a, 2012b).  He argues that simply freeing schools up and holding them accountable will not, in itself, ensure a self-improving system.  Instead, he proposes moving beyond the existing architecture of single self-managing schools by putting in place four ‘building blocks’:  clusters of schools (the structure); the local solutions approach; and co-construction (the two cultural elements); system leaders (the key people).  Hargreaves argues that by working together in deep partnerships these clusters – or families – of schools could realise benefits that individual self-managing schools cannot, although he recognises that forming such partnerships in a competitive environment is challenging for the leaders involved.  The spotlight on collaborationIt is important not to obscure a fundamental shift taking place in background of these developments: the expansion of academies, funded directly by central government rather than local authorities (LAs), coupled with wider cuts in LA funding, have decimated the role of local government in supporting school improvement and wider education.  It is this reduction in LA support that has arguably created the need for new forms of school to school collaboration (Greany, 2015), not least because it would be unfeasible for the central Department for Education to oversee England’s 21,000 schools if they operated in isolation.  What is equally clear is that, aside from any educational arguments for collaboration, the government sees Multi-Academy Trusts as a means of securing efficiency at a time of reducing public finances (DfE, 2016).      The development of partnerships and emerging evidence of impactSo it can be seen that the government’s reforms since 2010 have increased school autonomy, reduced the level of support from Local Authorities and increased the level of expectation on schools to collaborate: although the more recent shift towards MATs is now reducing school-level autonomy once again, by moving oversight to these new middle tier bodies.  But how have policy-driven partnerships developed on the ground and what is the evidence of impact?    A growing focus on school to school collaborationUntil the early 2000s it is arguable that, while there were individual examples of successful school partnerships, there was no one model of partnership that had proved consistently successful in terms of securing improved outcomes for children or addressing significant underperformance in schools (HoC Education Select Committee, 2013).  This was despite Labour providing significant funding for partnership-based programmes such as Networked Learning Communities, Excellence in Cities, Education Action Zones and Beacon Schools.  Part of the reason for this lack of impact may have been that these programmes tended to have broader aims than addressing school under-performance and often adopted a model of high performing schools transferring their ‘best practice’ to other schools, leading to resistance and weak knowledge mobilisation (Brown, 2015).  Nevertheless, it is possible to argue that these programmes laid the groundwork for collaborative cultures to emerge between schools after the fierce competition of the 1990s (Higham et al., 2009).  The journey towards a more system-wide focus on school collaboration was given shape and momentum by the London Challenge programme, which ran from 2004-11 (Ofsted, 2010; Rudd et al., 2011; Hutchings et al., 2012; Baars et al., 2014; Greaves et al., 2014).  Faced by the need to address systemic underperformance in the capital’s schools, the London Schools Commissioner, Sir Tim Brighouse, persuaded some of the capital’s most successful headteachers to support the ‘keys to success’ schools that had been identified as needing most improvement.  The rationale for this approach was that support from credible, serving leaders and teachers would be more effective than that from external consultants (Matthews and Hill, 2008, 2010).  These ‘consultant heads’ did not work alone; they drew on the capacity and resources of the staff in"
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Executive Leadership

System leadership and collaboration – a new skillset for leaders?

18 Apr 2018

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