Sherborne Schools Partnership: Collaborating for Quality Education

3. Buckland Newton CofE VC Primary School Sherborne Abbey CofE VC Primary School Sherborne Primary School St Andrew's CofE VC Primary School St Mary's CofE VC Primary School The Gryphon School ThornfordCE VA Primary School Sherborne Learning Centre

4. Who are we • Seven schools serving the Sherborne area • Mix of primary and secondary schools • Mix of an academy, maintained, community and Church of England Schools • 2700 pupils from 0-19 years • Alarge specialist workforce of 184 teachers (151 fte); 292 non-teaching staff (158 fte) • A combined budget of £13.2 million expenditure • All part of the Sherborne pyramid

6. Academies and MATs What is an Academy? • Academies are state-funded schools, which are independent of the Local Authority. • Academies receive their funding directly from the Education Funding Agency (an agency of the Department for Education) rather than from local authorities so academies can choose how best to spend that money on the provision of education. • Academies are required to follow the law and guidance on admissions, special educational needs and exclusions as if they were maintained schools. • There are 6,033 academies including 3750 primary and 2092secondary. What is a MAT – a Multi Academy Trust? • A Multi-Academy Trust is a single academy trust that governs a group of schools through a single set of trustees (the directors of the company). • It is set up by a group of schools, usually a local collaboration, that share a common ethos and vision. Each school is an Academy but together they operate as one trust.

7. The journey so far • Since 2014 the Sherborne Schools’ Partnership have discussed possibilities • Watching the changing education landscape with academies and the role of Local Authorities • MATs are best designed locally and bespoke • Honest SWOT analysis and building trust • In 2015 all the schools met formally and agreed a Memorandum of Understanding • In January 2016 a PSIB (Project Steering and Interim Board), with a Governor and Head of each school, was set up to lead further development • Detailed due diligence work has been undertaken through 2016 • Applications to proceed were made to the DFE and to the Diocese of Salisbury – these were granted January 2017 • It is the Governing body of each School who make the decision on whether to become an academy as part of the SAST

8. Our Values

9. The agreed Mission To be a special collaboration of high performing primary, secondary and alternative provision schools seeking to ensure an excellent and sustainable 0-19 education for children within our community across West and North Dorset. To build upon the existing good relationships across the Sherborne Schools’ Partnership and the Sherborne small schools’ cluster and develop as a family of schools working together to strengthen each school and inspire our young people and their families. To have a shared commitment to creative and innovative learning opportunities, high aspirations and leadership, and academic success within inspiring schools, alongside developing the personal attributes for everyone (children and staff) to thrive at every stage of their learning journey.

10. Some challenges along the way • Building confidence and supporting each other • Taking over syndrome • Other schools being interested • All of the SSP staying together • Changing Government policy • Managing realistic expectations • Funding • Business vs Education

11. The potential benefits – 8 aspects • Students will make even better progress and improved outcomes • Preserving, protecting and enhancing what we have • The schools have the experience, expertise and quality to operate as a MAT • Even better teaching and learning • It will provide the resources to support outstanding teaching and learning • High impact school to school leadership support • More integrated and co-ordinated support for students and families • Securing and managing resources and facilities to sustain high quality provision

12. Benefits Even better experiences, opportunities and progress • Academic progress • Destinations • Shared ownership • Understanding • Transition • Cores skills - RWM Even better teaching and learning • Sharing practice • Tracking and assessment systems • Joint moderation • Shared approaches with SEND and PP students • Subject groups • CPD and leadership

13. Benefits Preserving, protecting and enhancing what we have • Common ethos and philosophy • Local ownership and design • Evolution of SSP • Distinct character preserved • Village primary school • No change to uniform, school name, admissions • Aspiration and being outward looking Existing experience, expertise and quality • Strong alliance • Experienced and committed Governors • Successful schools • Continuity of leadership • Academy experience • Independent experience

14. Benefits Support for students and families • Consistency of approach • Early intervention • Parent support • Attendance and behaviour • Commissioning support • Personal qualities of children School to school support • School improvement focus • Outward looking • Supporting each other • Supporting other schools • Opportunities for staff • Developing middle and senior leaders

15. Benefits Even better resources for teaching and learning • Curriculum freedoms • Pastoral and classroom support • Recruitment and retention of staff • Share and collaborate • Teaching School status Resources and facilities • Target local needs • Quality purchasing • Shared support services • Economies of scale • Student recruitment • Commercial opportunities • Budget savings • Access to academy capital funding

16. How does it work? What changes? • Smooth transition for children, parents and staff • The design is for individual schools to retain their character • The main changes are with governance, leadership and finance functions • Each school has a LGB and a Head – responsibilities are delegated to run each School • An Executive Group of all HTs will meet regularly • The funding formula is the same plus an additional ESG (grant) – there is a top slice to pay for central functions eg finance, HR

17. Governance

18. Key principles of governance • The Board of Trustees represents the interests of all schools and all children. • Trustees are appointed to match the required skill set. • Local Governing Bodies are crucial in representing the interests of the school community, supporting and challenging the school and in holding each Headteacher to account. LGBs retain current balance of membership including parents. • All are volunteers.

19. Governance • Members • Shareholders, Trustee / Governor Appts • Trustees / Directors • The Governing Body for all the Schools • Local Governance • The Local Governing Group will focus on teaching and learning, standards and achievement, community and safeguarding

20. Members, Trustees and LGB • 6 members – 3 Foundation • 12 Trustees – 6 Foundation; Exec Head • 12 max local governors in each school - membership balance to reflect existing proportions; no local level sub-committees.

21. Members and Trustees designate

24. St Mary’s LGB Current 13 Governors Future 12 Governors • 3 Foundation Judith Hayward, John Summers, Vacancy • 1 staff Gary Siggins • 2 parent Andy Hayward Vacancy • 5 LGB Derek Bailey, Dick Bennett, Pauline Briggs, Richard Weekes, Vacancy • Headteacher Emma Grunnill • 5 co-opted – 4 currently • 2 foundation - 0 currently • Headteacher – 1 • 1 Ex-Officio - 1 currently • 1 CSA – 1 currently • 1 staff – 1 currently • 2 parents – 1 currently

25. SAST and School Leadership roles Executive Head – SAST wide • Improvement • Partnership • Expansion • Consistency • Collaboration • Outward facing/networks • Strategic development • Lead spokesman • Coaching and leadership development • Trustees and Local Governance • Commercial and financial focus • Evaluation and quality assurance • Accountable • Line manage the Heads • Lead the Executive Group School Headteacher • School improvement • Day-to-day operations • School budget • School performance • Curriculum/T&L • Staffing • Children/Students • Behaviour • Parents and local community • Culture and ethos - SMSC • Work with the LGB • Self evaluation • Accountable for School • Member of the Executive Group

26. SAST Appointments • SAST roles shaped and decided by the PSIB • Need to have core posts “in waiting” to allow preparation work and a smooth transition • Executive Head a full time role • Factors included resources available, expertise, understanding of the setting and ethos, advert internally, application, references and interview • Head of Finance and Head of HR

27. Staffing Continuity • Employed by the MAT – same contract • Employment conditions unchanged – TUPE • New appointments MAT contract • Pensions – TP and LGPS continue • Union and professional association representation unchanged • Continue to use Dorset Payroll • Behaviour support, SEND, Admissions, School transport continues through Dorset Possible Opportunities • Work more widely in/across other schools (with agreement) • Hub for teacher training, professional development, leadership training and school to school support

28. Other possible developments • IT links • Estates • Operations • Commercial • CIF bid for capital improvements

29. Possible Risks • It can be difficult to establish effective, collaborative governance if the schools within your MAT are a considerable distance from each other. Our schools are geographically close and serve a distinct area. • As a MAT with some new Members and Trustees it is possible the dynamics may shift as time passes. The aims and ethos of the MAT and schools will be preserved through the articles of association. The majority of Trustees are existing governors in the schools. • The LA provides support – this has been declining due to funding changes and new Government Policy • The unknown future of educational funding – this is the same whether an academy or not. There are possible economies of scale as a MAT. • If a school within the MAT struggles to maintain standards, you could find that your school’s reputation suffers as a result. Schools and the MAT will be working to ensure that all schools are supported and successful.

30. Realities • The number of schools that have now converted provides security for the future • There may be limited opportunities for new MATs- schools will have to join existing MATs • Future funding levels will be a challenge for all schools • Future capital investment appears to be as likely as an LA school or as an academy • Relationships with the LA will be retained – the LA view remains that there are Dorset children in Dorset schools whatever their actual status; subsidisedcapital funding from Dorset County is now very limited • The Diocese is supportive of academy conversion and the MAT • Applications for school growth funding (additional place need) is made irrespective of school designation • We have the capacity, capability and ambition to take on this role

31. Timelines

32. Next Steps • Schools are now in a position to share in detail the proposals for the SAST including • A Proposal Guide • The Memorandum of Understanding • The Development Strategy • The Scheme of Delegation • Through February, March and early April there were will further information sharing and consultation with staff and stakeholders • For new potential academy schools there is formal consultation (TUPE) with staff and professional associations/unions • INSET Day – Friday 17 March; Parent Meeting for each School • The Governing Body of each school makes the final decision on whether to become an academy and to join the SAST • SAST could be established during the Summer Term of 2017 subject to consultation and the decisions of each Governing Body

33. The future A Beacon Distinctiveness Preserved Linked to regional and national networks Established Teaching School StSS Growth Secured additional resources Improved performance Excellence