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The Debate over Academies

The creation of Academies is one of England's most controversial education policies. Several strands of the theory underpinning Academies are sound:
  • providing the most generous resources for the neediest pupils,
  • allowing freedom of innovations,
  • installing the schools in "wow-factor" buildings.
But, over the last couple of years Academies have been investigated by OfSTED, by the Parliamentary Accounts Committee, by PricewaterhouseCoopers and by the TUC. It is clear from these investigations that Academies are more expensive than other schools and less accountable to parents.

Under the Schools Reorganisation Programme in Stoke-on-Trent, it is proposed to build five new Academies. There are, of course, opposing views on the issue. There are some who think that they are the answer to all the problems of inner-city education. There are others who oppose them as the embodiment of the privatisation of state education. Most of all, the citizens of Stoke-on-Trent do not want to be, once again, used as guinea pigs in an experiment that may or may not help their childrens' education.

There is no doubt that education standards in inner cities are, in some cases, abysmally low. But are Academies the answer? We attempt here to air both sides of the argument.

The pro-Academy argument

The Council's pro-Academies argument has been put forward in their publication Our City.

BUT ...

once again, the Council has blown it! Our City (September 2008, Northern Edition) published a link to the Council's website:

For a comprehensive list of questions and answers, please go to our website www.stoke.gov.uk/FAQBSF

Thinking that this would make our life much easier by not having to type out all their Q&As, we tried the link. Guess what?

404 Not Found

We reckon that the Council may have relaxed their monitoring of this site a bit. So, just for fun, and to keep them on their toes, we will list the dates and times when we tried the link and it failed. We will continue this until someone in the Council notices and arranges to have their comprehensive list posted.

21st September 2008, 09:51
22nd September 2008, 15:54
23rd September 2008, 10:46
24th September 2008, 16:37
25th September 2008, 10:44
26th September 2008, 21:17
27th September 2008, 13:00
28th September 2008, 16:45
29th September 2008, 17:16
30th September 2008, 09:37
01st October 2008, 12:07
02nd October 2008, 16:53
03rd October 2008, 21:36
04th October 2008, 12:12
05th October 2008, 21:56
06th October 2008, 11:04
07th October 2008, 15:35
08th October 2008, 13:56
09th October 2008, 22:05
10th October 2008, 19:10
11th October 2008, 13:47
12th October 2008, 16:53
13th October 2008, 13:05
14th October 2008, 12:04
15th October 2008, 09.27
Well, well, well. On 16th October we tried the link, and guess what?
IT WORKED!!
Three weeks and four days later. Congratulations!

Why, oh why does the Council seem to be incapable of getting even the simplest things right the first time??

We think that they may mean this page on their website, which really doesn't tell anyone very much:

http://www.stoke.gov.uk/ccm/navigation/education/building-schools-for-the-future/academies---frequently-asked-questions/

Anyway, back to the Council's published pro-Academies argument.

4 Our City september 2008

Your questions answered on ACADEMIES

Our (possibly cynical) thoughts on
Your questions answered ...
THE city's Building Schools for the Future programme includes the proposal for five new Academies. But what are Academies and how will they be run? Below we look at a sample of the questions parents, teachers, governors, and of course, pupils will want answered.


The Council looks at a sample of questions. What about all the other questions? Why did the Council leadership decline to send any representatives to the debate held on Academies on Saturday 13th September 2008? What are they hiding? Why has there been no consultation as to whether the people want Academies or just improved schools? Or even proper information packs that detail all the arguments?
What are Academies?
Academies are publicly funded independent local schools that provide education.They are schools for pupils of all abilities established by sponsors from business, faith or voluntary groups.


"They are schools for pupils of all abilities ...". Yet they have the power to exclude the more disruptive pupils (which is not granted to non-Academies), who are then sent to the other non-Academy schools in the City, thus being able to artificially boost the Academy performance at the expense of others.
Why involve sponsors in running Academies?
Sponsors challenge traditional thinking on how schools are run and what they should be like for students. Sponsors can give extra focus and sharpness to the management of Academies.


Just a thought: Is there any reason why HAVOC should not sponsor an Academy? Voluntary group? Yes. Ticked box Challenge traditional thinking? Definitely. Ticked box Extra focus and sharpness? Absolutely. Ticked box Three boxes ticked! The NHS/PCT is thinking of sponsoring an Academy in the City without committing any funds. We would be able to make a better offer - we would commit our whole kitty, which at present stands at £10.24. Any takers?
How will an Academy improve education for the children it serves?
The unique combination of independent status, governance arrangements, sponsorship, leadership models, buildings and any specialism adopted all help to give students the broadest possible education. An Academy will also provide a curriculum designed to suit each young person's needs.


The governance arrangements of Academies specifically reduce the community's representation on the Board of Governors. Good for local education? Don't think so! Why are other non-Academy schools not allowed to provide a curriculum designed to suit each young person's needs?
Why can't we just have a new school?
Academies offer increased choice for parents, new ways of educational thinking, and challenges. They will also play a key role in helping the regeneration of the city.


Unfortunately, parents in the north of the City will have reduced choice if they do not want to send their children to Academies. Out of four schools in the Northern Cluster, two will be Academies and one is Faith-based. Where is the choice in that? Why can't new ways of educational thinking be applied to maintained schools?
Who pays for the upkeep and maintenance of an Academy?
The Department for Children, Schools and Families funds an Academy, although it operates as an independent school.


Aha! Here's part of the answer. The Council will not be responsible for the upkeep of these schools. So the more Academies, the better!
Are Academies bound by the same OfSTED rules and regulations as local authority schools?
The DCSF has ab agreement with OfSTED that they will carry out a monitoring inspection of new Academies in their fifth or sixth term with a full published inspection within the third academic year.


So, more than two years without the public being allowed to know what is going on. Suit SoTCC down to the ground!
For a comprehensive list of questions and answers, please go to our website www.stoke.gov.uk/FAQBSF

And, last if not least, the infamous non-functional web link!

So much for the Council's (or is it Westminster's?) official line. Minimal information and imposition of a form of education that is at best experimental.

There are two very distinct ways to improve a school:
  • The hard way is to enhance the quality of teaching through extra training and rigorous self-evaluation and by improvements in the way pupils are treated. These tasks take years to accomplish and are difficult to sustain.
  • The easy way is to change the pupils it recruits and alter the examinations by which it is judged. If Academies, as is their right, begin to discourage needy "slow learners" or those with behavioural or emotional difficulties and seek to attract, in their place, easier pupils, their results will improve.
We know which way we, and, we suspect, the majority of those in Stoke within the teaching profession would prefer. We suspect that SoTCC and Serco have decided, whether under pressure from Central Government or not, to follow the easier route.

The anti-Academy argument

Academies put Schools in the hands of Sponsors
  • Creating Academies involves the transfer of publicly funded assets to the control of an unaccountable sponsoring body, set up as a company limited by guarantee. Sponsors receive the entire school budget directly from the Government.
  • Sponsors have responsibility for all aspects of the Academy, including staff appointments, pupil admissions, curriculum and governance arrangements.   
  • For a £2m stake, sponsors receive enormous benefits, for example school buildings and grounds, Academy supply contracts, advertising, developing the kind of workers they need.
Academies threaten fair Admissions procedures
  • Academies are independent schools operating under the national Government’s oversight. This national structure has the potential to disrupt fair and efficient admissions arrangements within local authorities and in neighbouring authorities. Academies have the ability to effect schools’ capacity to achieve a balanced pupil intake through the provisions enabled by central Government.
  • Academies are responsible for their own admission arrangements, subject to the approval of the Secretary of State. This ability to undermine the operation of a comprehensive education system could re-introduce a damaging selection process. Pupils with special educational needs, those who are learning to speak English as an additional language and those whose home circumstances are difficult, could be further disadvantaged in these situations.
  • The facility to give priority to children of a particular faith means it is possible for Academies to refuse places to local pupils.
  • As Academies receive considerably more capital funding than community or foundation schools, they have the potential to destabilise local admissions by sending the message that they are better than maintained schools.
Academies have a damaging effect on other local Schools
  • Academies are designed to replace schools facing challenging circumstances. The initiative is based on the idea that to close and re-open schools will automatically remove the problems that existed.
  • Local Authorities may have to make up any shortfall in funding from the sponsor or DfES. This is likely to be at the expense of other local schools, many of which are in need of substantial funding. Academies have already received more money from the DfES than was originally planned.
  • Academies cost more than comprehensive schools - £21,000 per pupil place, compared to £14,000, according to the House of Commons Education and Skills Committee.
  • Where originally sponsors were asked to provide up to 20 per cent (capped at around £2m) of the capital costs for each Academy, this is now providing only 8 per cent or less. All future costs are guaranteed by public money. 
  • Academies may undermine the support local authorities can give to other schools by refusing to participate in collaborative projects organised by the authority to support learning. 
  • Academies damage the operation of local democratic accountability and make it difficult for parents to make representations or seek advice on educational issues from their elected councillors who have no responsibility for academies.
Academies threaten children’s entitlement to a broad and balanced curriculum
  • The Government has said that Academies, "can combine a greater flexibility over the curriculum with the sponsorship and expertise of religious, private or voluntary sector contributors..." The curriculum in Academies is therefore likely to be susceptible to being influenced by the ethos of the sponsoring bodies. 
  • Very few of the announced Academies have an arts subject as a specialism. The NUT is concerned about the influence of some faith groups on the curriculum, in particular on sex and relationships education.
  • The facility to give priority to children of a particular faith additionally means that it is possible for Academies to refuse places to local pupils.
Academies undermine the independent role of School Governors
  • The constitution of the governing body of an Academy is not prescribed and the DfES advice suggests that a typical governing body of an Academy might consist of five or six sponsor governors, one Local Authority or council governor, one staff governor, one teacher governor, the head teacher and one or more parent governor.    
  • Sponsors may want to ensure that sponsor governors have a majority on the governing body.
  • The Times Educational Supplement’s investigation of the accounts of Academies highlighted the influence that sponsors have over the spending of school funding and the governing body. In several cases the accounts showed that the majority of directors of the company, which manages funding from the DfES and the sponsor, and are also governors, have been appointed by the Sponsor.
Academies threaten Teachers’ pay and Conditions of Service
  • Academies, as independent schools, can operate outside the School Teachers’ Pay and Conditions Document. It is the responsibility of the Academy to agree levels of pay and conditions of service with its employees and to employ appropriate staff numbers.
  • Whilst teachers in Academies which replace existing schools have their conditions protected on transfer, newly appointed teachers are often placed on separate contracts that involve longer working hours and less favourable working conditions. Having teachers working on different contracts can lead to a divided, two-tier workforce.
Academies are exempt from the Freedom of Information Act
    This would, of course, prevent the Council from receiving many unwanted communications!

These are fairly damning indictments of the Academy programme. It must be left up to parents and the community to decide whether they wish their childrens' schools to become Academies. Indeed, a precedent has been set in Sheffield, where parents at Parkwood High School have been given the opportunity to vote on proposals for the school to become an Academy.

Once again, we must remind SoTCC and Serco that they are responsible to the citizenry of Stoke-on-Trent, and that the views of the electorate, after an open, honest and informed debate, must be observed.
The imposition of dogma has not, does not, nor will ever work.

A little bit about Academies
derived from The Great City Academy Fraud by Francis Beckett, Guardian
Education News & Features 03/042007.

The City Technology programme was established by the Education Reform Act 1988. Fourteen City Technology Colleges (CTCs) and one City College for the Technology of Arts (CCTA) were opened in urban areas across England in the period 1988 to 1993. "The purpose of the CTCs was to provide a broadly based secondary education with a strong technological element offering a wider choice of secondary school to inner city children aged 11-18" (DCSF).

One trouble with CTCs, said Labour's Education Spokesman Jack Straw in 1990, was that sponsors were "second-order companies whose directors were interested in political leverage or honours".

When Labour reinvented CTCs and called them City Academies, exactly the same thing happened, only on a far bigger scale and in a much more organised way. The scheme became entwined with the growingly controversial area of political party funding. Household-name companies have refused to support Academies - even those companies that support education. That leaves a ragbag of secondhand car salesmen, evangelical Christians, advertising agencies, churches and a few others. Some want a place where young people can be taught their religious notions, others a training ground for their future staff, others still a PR bonus - and some, it has to be said, are honestly sure they are doing good.

Their interests are reflected in the very large proportion of academies that have Business and Enterprise as their specialism. Seven of the first forty six have it as the sole specialism, and another nineteen have it as one of two or three specialisms, making twenty six in all with a Business and Enterprise specialism - well over half.

Two million pounds, a fraction of the likely capital cost of an academy, turned out to be far too much, even though the state was going to pick up the tab for the running costs in perpetuity. Quite soon, the money expected from sponsors had quietly become "up to £2m".

And then, ever so quietly, three dread words were added: "in cash or in kind". Help "in kind" means almost anything - say the services of an elderly executive, too senior to fire and too tired to be any use, the value of whose time, generously estimated, can be marked down as a generous contribution to our beleaguered education system.

There are sponsors who do put in the full amount. But £2m is still a drop in the ocean - especially when you remember that a corporation can claim tax relief for the money, reducing its real contribution to an estimated £1.2m.

So what do sponsors contribute, if not money? The Specialist Schools and Academies Trust (SSAT) explained. A sponsor, it said, will "animate the academy's vision, ethos and management structures". Well, that's almost as clear as Stoke's referendum question!

By April 2005, desperation to find private sponsors reached fever pitch, so much so that the government adopted the cheap trick of a cut-rate offer if you buy more than three. Sponsors have been told that if they fund three academies, the "price" for each one thereafter will be only £1.5m rather than the standard £2m.

In return for that upfront cash towards the capital costs of the new school, sponsors are given more or less absolute control of the curriculum, ethos and staffing. The government will provide the remainder of the money, typically about £23m.

In 1996 the luckless Des Smith, a headteacher who also did some work for the SSAT, was caught by a newspaper promising that honours could be lined up for supporters of the academy programme. Ministers and SSAT luminaries rushed to tell us that Smith was an ignorant nobody (the SSAT had been paying him a £500 a day consultancy fee). They then hung him out to dry - he spent a day in police cells. Ten months later, police told him he would not be charged.

By then, six academy sponsors had been honoured under Labour, and three more had been offered peerages, only to see the offer withdrawn when newspapers started to talk about buying honours. They were deemed unsuitable to be peers. The NUT's booklet Academies: Looking Beyond the Spin commented "It seems strange therefore that they have been deemed to be suitable to sponsor academies and consequently have considerable influence over pupils' education in these academies."

Even with this sort of inducement, sponsors proved very hard to find. A few expressed an interest, only to withdraw as they saw the depth of local hostility. Those who stayed were remarkably reluctant actually to part with cash. In May 2006, the Guardian reported that most of them had not paid the £2m. Four academies that had been open for nearly a year had not received a penny from their sponsor. With 27 academies up and running, sponsors had paid up only £26m.

It's partly for this reason that the government suddenly announced a revolution in the way the academy programme was to be run. Sponsors would no longer have to put any money at all upfront. Instead they are invited to make "endowments" over the years.

"Also announced today is a new sponsorship model for Academies which will help strengthen the long-term investment of sponsors in Academies through new charitable endowment funds. The change will mean sponsor contributions - which remain the same - will in future go into long term endowments to be spent on the school's educational needs and to counter the impact of disadvantage. Thanks to savings made by a more cost-effective building and procurement process through Building Schools for the Future, the sponsorship contribution is no longer required for building costs". (Parent power and new independent report give fresh backing to Academies, DCSF 27 July 2006)

[So, the Sponsors don't have to make any contribution to building costs any more! Whoopee! For a bit of fun, as a piece of mind-numbing Government propaganda, this document is worth a read. It can be found here.]

Education Secretary Ruth Kelly once made a totally fatuous remark that we need business sponsors because "business doesn't tolerate failure". By then the search for business sponsors was self-evidently failing, and other sponsors - churches, charities, even the much-despised local authorities - were being dragged in to take their place.

There is a strong relationship between sponsors and the companies that make their profits out of privatising services like schools and hospitals. Sponsors often hire these companies to run academies, as 3Es was appointed to run Bexley Business Academy. And it is these companies, as the register of interests of MPs and Lords shows, which tend to complete the slightly grubby circle by employing former ministers and officials as parliamentary advisers. There is nothing to stop former education minister Lord Filkin being a director of Serco, which manages schools, or Charles Clarke, former education secretary, being a non-executive director of LJ Group, which is seeking work under the government's Building Schools for the Future programme, the main driver of the city academy programme. But it adds to the atmosphere in which some sponsors pulled out when they saw the strength of local and national opposition. Those who stay the course often feel victimised and misunderstood by the media. "It's a lot of hard work and you have the press continually doubting your motives," says Steve Chalke, founder and boss of Christian charity the Oasis Trust. And that, no doubt, is true, but is it surprising?

Yet for the sake of this moth-eaten contribution from the private sector, unenthusiastic parents and local authorities are encumbered with a school which need form no part of a local education strategy, and which is entirely exempt from the body of education law built up since 1944.

While Academies were supposed to replace failing schools, they have all too often disrupted the life of well-loved schools against local wishes, with the aid of bullying tactics which emanate straight from the top. Of course parents may object to a proposed Academy, and sometimes they even get their way, but they are then made to feel as though they have deprived their patch of millions in education investment, which in a sense they have. The deal is that they can either have the school which the government and sponsor wish to impose on them, or they can go to hell.

------------
Whilst we started out on this exercise with an open mind, in the course of researching this series of web pages it has become apparent to HAVOC that the Government, the City Council and Serco seem to want to ultimately force the citizens of Stoke to accept the five proposed Academies, at no matter what cost to other local schools and local communities. This is fundamentally wrong, and will simply reinforce the attitude amongst the Stoke electorate that there is a total democratic defecit in the City.

We call on Stoke-on-Trent City Council, the Elected Mayor and the Director of Children and Young People's Services to hold an honest, open and frank consultation exercise on the topic of Academies before it is too late.

Forget the propaganda!

We need to know the truth -

after all, it's
OUR CITY,
OUR
FUTURE!
------------
Also from Our City September 2008, this article that deserves some comment:

21st century schools to
transform whole city


NEW schools being built in Stoke-on-Trent under a £230 million investment programme will have far-reaching benefits affecting the regeneration of the whole city.
Thirteen schools fit for the 21 st century - including five ground-breaking academies -will play a central role in raising young people's aspirations, improving students' enjoyment of school, educational achievement and increasing skills levels to attract high-quality, high-paying employers to the area.
It's not a short-term vision, but one that has been developed by politicians and officers within the local authority, who - accepting the fact that doing nothing is not an option - have been working over the past five years towards transforming education in Stoke-on-Trent. Now, with plans in place to transform high schools in the city, the building blocks are in place to make the dream a reality.
Computer-generated plans for a new school at Chell show how iconic new buildings can not only transform education, but also the surrounding neighbourhood.
And while the effects on the environment will be substantial, the councillor in charge of driving the programme forward explained that ambitions for changes to the way Stoke-on-Trent thinks and works are just as monumental.
Portfolio Holder for Children and Young People's Services, Councillor Roger Ibbs, said: "It's hard to say but the education system has failed generations of children in Stoke-on-Trent.
"Now we have an opportunity to put it right. We need to radically change the education system and providing 21 st century facilities is just part of it.
"We have seen elsewhere in the country that new schools and academies have given young people a sense of ownership, that a new school is an investment in their future.
"Improvements in attendance and achievement at school have been dramatic. We need similar achievements in Stoke-on-Trent, and improving academic results at all levels is an important target.
"Stoke-on-Trent has proved it has tremendous assets in friendly people and a skilled and loyal workforce.
"We will build schools which will provide better skilled, better qualified people. This in turn will attract better quality jobs to the city. It's easy to see how important the investment in schools will be to the area's future. The future of education dovetails with the progress of the ongoing regeneration of the area."
Councillor Ibbs said detailed plans would soon be unveiled for the new schools and academies which will be built in Stoke-on-Trent, including the facilities they will offer. Sandon High School - the first of the new high schools to be opened in Stoke-on-Trent - is already up and running, providing pupils with the highest quality facilities.
 It is hoped the first academy in the city will be open in around three years' time.    
Councillor Ibbs added: "We have visited academies elsewhere in the country and seen at first hand the benefits to education and the wider community that these investments have made.
"One head teacher, at an academy in one of the most deprived areas of Bristol, said pupils had made tremendous strides, mainly because the new facilities helped them feel like 'special people' with a 'huge sense of pride.'
"I want to see that pride in Stoke-on-Trent's schools, and I am calling upon every member of staff and every parent to support our young people and encourage them to make the most of their schooling.
"That spirit will pay dividends for the whole city in the future."


The next issue of Our City will ask students at one of the country's new academies about the difference the investment has made to their education. How would you improve education in Stoke-on-Trent? Write to FREEPOST Our City or email ourcity@stoke.gov.uk

Whilst, for once, we agree with most of what Councillor Ibbs has said, most of what he refers to can be attributed to new schools, not to Academies. Sandon High School provides pupils with the highest quality facilities. It is not an Academy. "... pupils had made tremendous strides, mainly because the new facilities helped them feel like 'special people' with a 'huge sense of pride." Please note, Mr Ibbs, that it was mainly the new facilities that helped, not the fact that Bristol Brunel is an Academy.
  • Yes, we want the highest quality facilities.
  • Yes, we want the best possible education for the children of Stoke-on-Trent
  • Yes, we know that no change is not an option.
  • Yes, we know that improving academic results at all levels is an important target
  • Yes, we want schools which will provide better skilled, better qualified people
  • Yes, we want better quality jobs for the City
  • Yes, we understand that better education dovetails with the regeneration of the City
But what we do NOT understand is why we need Academies!
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Academies