Nottingham Roman Catholic Diocesan Education
Chairs of
The Becket
St Edmund
St Edwards
St Patricks
Nottingham Roman Catholic
Diocesan Education Service
• A Company Limited by Guarantee
• Consists of “Foundation Directors” and “Trust Directors”
• Directors have a balance of educational and business skills
• Is able to sponsor “200 List” and “300 List” schools, targeted
by the DfE for “Transformation”
• Currently have 3 schools in the Diocese on these lists
• Intervention has already begun to support them
• Work is based on DES and on 1st April 2012, all employees
will be TUPEd to the new company.
South Nottingham Catholic Academy Trust
• A Company Limited by Guarantee
• All Head Teachers and Chairs of Governors of the Local
Governing Bodies
• Up to 4 Parent directors selected from amongst the parent
governors of the trust schools
• Has 3 Foundation Directors appointed by the Bishop, one of
whom is the Dean of the deanery the schools serve
• Includes our partner school head as an “active” observer
South Nottingham Catholic Academy Trust
• Each School submits a “School’s Report” to the Exec. Committee
• Has responsibility for the collaborative action of the schools in
the Trust
• Has legal responsibility for employment issues and finance, with
these delegated to agreed levels
• Standard Agenda items relating to the schools:
• Standards and Target Setting
• Attendance and Exclusion
• Admission Policies
• Financial Statement of the Trust and Schools
South Nottingham Catholic Academy Trust
• The Becket Family of Schools
– Secondary – The Becket School
– Primary
• St. Edmund Campion
• Blessed Robert Widmerpool
• Our Lady and St. Edwards
• St. Patrick’s
These schools cross Nottingham City and County boundaries.
One Primary has not yet Decided to joining the Trust but remains part of
the family of schools.
One Primary is shared with another Secondary School, with which it will
convert, while remaining part of both families.
We became a Multi Academy Trust on 1st September 2011.
A partnership of equals.
• Each school receives its individual G.A.G. Allocated
by DfE dependent on pupil numbers, currently at
• Each school retains individual Local Governing Body,
with conversion “as is” and delegated powers
• Each school retains its own individual identity, whilst
working in close partnership with the other members
of the Academy Trust.
Starting Off
• Early conversations important; there is still a lot of
“misinformation”. We are discussing “Conversion”
and not “Transformation”.
• Be clear over the benefits and issues, including the
capacity of the school
• Share information about the process with partner
schools and give reassurances and support where
Why Consider Academy Status?
Estimate £330K difference in funding
for Secondary School (c.9%+ of
Financial and academic years aligned
SEN funds allocated, potentially
Estimate £120K difference in funding
for 1 form entry primary school
Freedom from National Curriculum
‘Cushion’ from staff reduction
Opportunity to source provision
Funded at LACSEG
The Educational landscape is
changing; staying the same is not an
Grants paid directly; not “top sliced”
Control of one’s own destiny
Insurance paid
Potential Concerns
TUPE: transfer of undertakings
(protection of employment)
Changes to the school day and to school
Pay and Conditions of new staff
Loss of funding to L.A. and other schools
Curriculum freedoms and staffing
Academies not recognising professional
Loss of support and advice from the LA;
capacity of the school
Distinctive Issues Relating to a
Catholic School
Land Transfer and Ownership.
– Problems with shared campuses and leasing arrangements
– Transfers from multi-occupancy sites
Guarantee of rights and responsibilities under 1944 Act
Trusteeship and Governance
Curricular freedoms
Effect of Academy Status on the Common Good
Addressing the concerns
Explicit aims within the TUPE process (not •
to worsen terms and conditions unless
there is an ‘economic, technical or
organisational reason)
Explicit ‘no change’ within Funding
Agreement; application with “no
measures” meaning that staff pay and
conditions are protected
Unaffordable to change school day or
term because of availability of staff for
work 39 weeks, 1265 hours
Governance will remain largely unchanged
Pupil Premium will be aimed at supporting
schools in poorer areas
Intend to develop rather than diminish the •
Full recognition of professional
Bound by School Admissions Code and
SEN Code
L.A. Capacity and Structure are changing
anyway: what support there is can still be
The Catholic School
• One Diocesan Academy Trust for all schools
• “Cluster” model to incorporate both primary and secondary schools and
strengthen relationships
• Explicit parameters over “no measures”, collaboration and policy
• Distinctive identity, including admissions, secure
• Legal issues now resolved
• The Diocese would retain the collectivism previously supported through
the L.A.
The Process
• Register an Interest with the DfE; no commitment at
this stage.
• Governors resolve to pursue Academy Status.
• Governors resolve to apply for an Academy Order.
Consider issues raised in consultation.
• Upon receipt of the Order, instruct legal
representatives. Determine signatories, not to
include the final Funding Agreement.
The Process
• Determine finance system, bank and accountants (if MAT,
better together).
• Compile list of assets and contracts.
• Approve draft Funding Agreement, Articles of Association and
Memorandum of Understanding. If MAT, resolve membership
of Executive Committee.
• Governors meet to approve final Funding Agreement in the
month before conversion. If resolved, also resolve to appoint
accountants. Also hold inaugural meeting of the Executive
• Academy order to conversion: 3 months
Working Together
• Important that the family of schools remains intact
• Explore creatively the opportunities which M.A.T. conversion
may bring
• Always present conversion as a M.A.T. not as individuals
• Share consultation process, at least to ensure a common
Land complexities
School capacity
Finance system
Relationship with L.A.
“Moving goalposts”
Clarity over delegation
Moving Forward
• Establish relationship between Executive Committee and
Local Governing Bodies; Scheme of Delegation crucial.
• Establish processes for schools to contribute to costs, while
enabling schools to retain control over full G.A.G.
• Shared appointments between schools or across the M.A.T.
• Shared learning activity and support
Moving Forward
• Opportunity to share or support HR and Finance
• Common banking and finance systems
• Office Managers/ Business Leaders collaborate for effectiveness and
efficiency across the M.A.T.
• Consistent and Co-ordinated Outreach work to mutual benefit
• Development of improved and co-ordinated spiritual, personal and
academic support for the young person from age 3 to age 18.
Problems Faced and
• Within Primary Schools the limitations in personnel meant that the bulk of
the administration fell to Head Teacher and Office Manager.
• A positive outcome was a strengthening of relations between all schools.
• A time consuming process – don’t convert over a holiday!
(or at least make sure that governors are available)
• Budgetary and legal processes were out of the comfort zone for some
schools; trustworthy advice was vital from legal and finance professionals
Any Questions?
Thank you for listening
Tony Glover - Head Teacher
The Becket School: A Catholic Voluntary Academy
[email protected]
Karen Rich - P.A. to the Head Teacher; Leader of
Partnership Working
[email protected]
Daniel Moore – School Business Leader
[email protected]

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