Poor performing schools will be the test for new academies policy

The watchword for the new academies is independence. Schools that are set free from day-to-day local authority or central control tend to thrive. There has been a tendency to micro-manage schools and all the indications are that this is going to stop - which is a very positive move. The majority of middle to high-performing schools who now have the opportunity to win their independence again would be foolish not to grab this chance with open arms.

However, lower performing schools do still need more intensive support and intervention. As a sponsor the organisation I lead already works in some areas where, historically, standards have been poor both academically and in terms of the fabric of school buildings. Academies formed in these circumstances need significant support, advice, and resources to help turn them into high-performing schools. This process can take up to five years. These schools will be the real test of the new Government’s plans. It is in these schools where all the arguments about social mobility and creating a fairer society are put to the test. And this is where Government needs the courage and resources to direct sponsors and others to make radical changes and overturn the poor expectations and poor performance of the past.

We have seen some of the early academies demonstrate astonishing success in transforming poor performing schools - Mossbourne in Hackney is just one example. This focus on transforming the poorest performers, often in the poorest communities, must continue.

 High-performing

Another one of the new Education Secretary’s  opportunities is to encourage more ‘pairing’ between the highest performing schools and their less successful neighbours. There are numerous examples where good schools work closely with weaker partners to share best practice and inject vigour into schools that have fallen behind. To be blunt this is also a cheaper option than sending in an army of expensive external consultants.

Parents

But what of parents who want to take the opportunity to establish their own ‘free’ schools? There are some groups who have the experience and the time required to make this work. However, I suspect there are many more aspirational parents who want to put their stamp on a local school and establish an ethos and direction – without the onerous day-to-day responsibility of running the establishment. In these schools there will be opportunities for organisations such as E-ACT to support parents to make sure they get and help run the type of school that they want their children to attend, while having reassuring advice and professional support in making key decisions.

Primary academies

This is particularly relevant to the primary sector which for the first time is being invited to take part in the academies programme – something which I have argued for over many years. There is significant scope for primary schools to work together in chains of academies, potentially linked to high performing secondary schools. Where rural or isolated primaries face funding difficulties, and potential closure, becoming part of an academy chain could be a lifeline. Sponsors provide education advice, finance and other ‘back office’ functions, offering them a sustainable and long-term future.

Making the transition from primary to secondary school is, of course, critical to many pupils’ success. Too often children thrive in a small primary setting only to be overwhelmed by a secondary school. It’s a tragedy that so much potential is lost when pupils transfer aged 11 to poor or mediocre secondary schools. The test of the new policy’s success will be to break that pattern for good.

‘Radical traditionalism’

Finally, I hope that the new schools will embrace some of the traditional standards that really do make a difference. Running a good school is not as complex as some would have you believe. Strong discipline, standards of behaviour, attendance, uniforms, all help create a school society where people respect each other and learn well. If we re-introduce this ethos in our schools it will be a radical-traditional triumph.