Agenda item

5.1

The Committee received a report of the Director of Business Strategy, People Services, providing an update on academisation in Sheffield.  The report was supported by a presentation from Pam Smith (Head of Primary and Targeted Intervention).

5.2

Ms Smith provided contextual information on the spread of academies across the City, the number of academy conversions to date, the definitions of the different school types, the range of multi-academy trusts, and where they were situated.  She referred to the improvement priorities for South Yorkshire, the KS2 results by school type, the new academies which had been built using Basic Need Grant funding since 2011, the Capital Programme and academies, the building condition and academies, and concluded by referring to the future priorities.

5.3

Members of the Committee raised questions, and the following responses were provided:-

·             Of the 94 Local Authority maintained schools across all sectors in the City, only two were secondary schools, with the remainder being either primary or special schools.

·             Whilst the overall decision in terms of whether a school converts to an academy is with the school’s Governing Body, there would be some level of discussion with the Local Authority, as part of the process, predominantly in terms of requesting support with regard to setting out priorities.  The Local Authority did not have the power to refuse requests by schools to convert to academies on the basis that it was Government policy.

·             Whilst the decision as to who would sponsor a new school rested with the Regional Schools Commissioner and his/her advisers, the Local Authority was involved as it was expected to administer the bidding process, in the case of new schools, for prospective sponsors.  Also, whilst the Local Authority does not decide the sponsor, it could express an opinion with regard to the quality of the bids.

·             It was accepted that there could be issues regarding the long-term sustainability of individual schools being sponsored by small trusts.  However, if any such concerns were identified, officers of the Local Authority would meet with colleagues in the Department for Education, and the Regional Schools Commissioner, to discuss this with them.  The Local Authority would always provide support to such schools to ensure they were viable.

·             Whilst there were issues in terms of the amount of the Building Condition Grant allocated to the Council reducing as more schools converted, and subsequently, more pupils transferred to, academies, the Local Authority would request due diligence on both sides with regard to the long-term viability of those schools in poor condition.

·             Learn Sheffield would continue to work in partnership with all schools and academies, therefore there would still be a clear process, which the Council could access and assess key information. The level to which academies engaged with this varied.

·             A number of academy trusts, such as Oasis, sponsored academies in disadvantaged areas across the country.  The Council ensured that these academies were monitored alongside the maintained schools sector, on issues such as the increase in exclusions. This could be investigated by the Council, through the Performance and Analysis Service.

·             The increase in the percentage of pupils, at Key Stage 2, achieving the expected standard in reading, writing and maths, from 2016 to 2017, was very positive, and was the culmination of a five-year concerted effort to improve such standards.  This had involved the Local Authority working closely with all schools and academies, and in partnership with the Teaching Schools and Learn Sheffield, and had resulted in a steady year on year improvement.

·             All schools were continually monitoring their future, with the majority of schools, particularly community schools, being reasonably relaxed in this regard.  Regardless of their status, all schools continued to work on being good or better, and to improve pupil outcomes year on year.  However, there was a need for the Local Authority to look at all forms of partnership working in the light of changes to the national funding formula.

·             Information, including data, on how the improvements in KS2 outcomes had been driven by more community schools converting to academies, would be circulated to Members of the Committee.

·             Details of bids made by schools to the Condition Improvement Fund (CIF) were published on the Department for Education website.

·             The Local Authority did not gain anything when a school converted to an academy, but would lose an element of funding in terms of the reduction in pupil numbers in maintained schools.

·             Maintained schools requiring capital investment from the Council would be included on a waiting list, and would be required to provide the business case for that investment.

·             In terms of Sheffield’s national rankings with regard to final outcomes in 2017, at Key Stages 4 and 5, the City was in the third quartile at KS4 and the second quartile at KS5, out of a total of 150 local authorities. 

5.4

RESOLVED: That the Committee:-

(a)      notes the contents of the report now submitted, together with the information reported as part of the presentation and the responses to the questions raised; and

(b)      requests the Executive Director, People Services, to:-

(i)          write to Learn Sheffield, requesting confirmation on their policy regarding academy conversions; and

(ii)         submit reports to a future meeting of the Committee on:-

(A)       school funding;

(B)       capital programme; and

(C)       the linkages between academies and local neighbourhood priorities.