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Title: TRUST%20AND%20FOUNDATION%20SCHOOLS


1
TRUST AND FOUNDATION SCHOOLS
2
Aims
  • To provide an overview of Trust and Foundation
    Schools and
  • the opportunities they offer
  • To explore key features of a Trust the vision,
    focus and partners , and
  • how the Trust can support the school in
    raising standards

3
Trust Schools
  • Are
  • Maintained Foundation Schools supported with a
    charitable foundation (Trust)
  • Therefore
  • Are treated in the same way as all local
    authority schools- National Curriculum, funding,
    asset management, Ofsted, school organisation, LA
    intervention etc.
  • Not to be confused with
  • Independent Schools
  • GM Schools
  • Academies

4
The Aim of Trust Schools
  • To use the experience, skills and expertise from
    other schools and professions as a lever to raise
    standards in schools
  • A different way of using partnerships which are
  • non-threatening and for mutual gain
  • at organisational level
  • formalised
  • sustained

5
Trust school models
  • Single schools
  • Clusters of schools vertical and horizontal
  • And now
  • Open trust schools expanding to include
    additional schools
  • Federations moving into trusts
  • Town-wide trusts
  • Promoters of new schools
  • Sponsors of academies
  • National Challenge trusts

6
VA VC Schools links with the Trust Trust
Partner Requirements
  • The Trust model legally must have at least One
    School which is not a
  • VA/VC or Independent school
  • Community Schools Foundation
    Trust School Registered.
  • The Trust then holds the Title deeds to Land
    and Assets
  • One other External partner of the Trust is
    required e.g. Business, Public, Charity, HEI. FE
    etc
  • VA/VC Schools become partners of the Trust. The
    Trust do not hold their Title deeds
  • VA/VC Schools do not have to undertake any
    consultation processes.

7
VA VC Schools links with the Trust-2
  • Options for VA/VC Schools
  • The existing foundation (or trustees) of the
    VA/VC school act as the Trust for a number of
    Trust Schools
  • The Foundation or trustees of the VA/VC school
    become members of a shared trust
  • The foundation / trustees of the VA/VC school
    become members or trustees of a shared trust (as
    above) but with reciprocal arrangements for
    giving the Trust some influence over the
    voluntary school

8
VA VC Schools links with the Trust- 3
  • Option 2
  • The simplest way to achieve this is for the
    foundation for the voluntary school to be invited
    to nominate trustees to become members of the new
    Trust.
  • When the Articles for the Trust are drawn up by
    the solicitors the membership option of the
    individual VA/VC schools is incorporated.
  • Examples of Trusts with VA/VC schools as members
  • Samuel Whitbread (Bedfordshire East BEST) 3
    VA/VC
  • Ossett (Wakefield) with 3 VA/VC
  • Sharnbrook (Bedfordshire) 19 Schools with 7
    VA/VC Schools (1 member 1 Vote)

9
Implications of foundation status
  • A foundation school is a maintained school
    with access to local authority retained funding
    and services

10
Governance
  • More flexible local membership
  • Ability to set their own agenda and determine
    business
  • Strategic and accountability role remains
    unchanged

11
Governance
  • How is it different?
  • The governors are the employer
  • The governors are the admitting authority
  • The governors / the trust holds the land assets
    on trust

12
The governors are the employer
  • How is it different?
  • Teachers are protected by all national agreements
  • The terms and conditions of service for non-
    teaching staff are secure
  • All pensions are secure

13
The governors are the Admitting Authority
  • The role of the governors in respect of
    admissions
  • Admissions authority
  • Independent appeals
  • Must secure compliance with the new Code of
    Practice

14
Ownership of the land assets
  • The school estate, buildings land
  • The LA transfers the ownership of the buildings
    and land to the trust/foundation schools who must
    use it for educational purposes
  • Legislation in respect of the disposal of school
    playing fields still applies
  • As a maintained school they are still included in
    the LA Asset Management Plan

15
Governor responsibilities
  • The governors are responsible for health safety
    at the site
  • The governors are responsible for setting the
    school budget
  • Secondary schools must hold the FMSi standard and
    may choose to be audited each year.
  • All schools are still audited by the LA

16
The Trust
  • A separate entity from the Governing Body
    strategic and accountability role remains
    unchanged.
  • An Incorporated Charity
  • The trust has 2 objects
  • the advancement of education (the trust focus)
  • community cohesion
  • The trust has 2 responsibilities
  • appoints some governors (minority or majority)
  • hold the land and assets on trust for the
    benefit of the school(s)

17
Structure of the trust
Trust partners Organisations which act as members
of a trust or appoint individual members
The trust - a company limited by guarantee with
charitable status which holds the land for the
purposes of the school(s)
Trust members determine the objects of the
trust and appoint governors
Trustees - administer the trust on a day-to-day
basis and appoint some governors to the school (s)
Community governors appointed by the governing
body
Parent governors elected by parents
Foundation (trust-appointed) governors
Local authority appointed by the local authority
Staff governors headteacher and others elected
by the staff
18
Community Foundation Trust
School
  • The process of becoming a Trust School has 2
    elements
  • Acquiring Foundation Status
  • Setting up a Charitable Trust
  • Schools can combine the processes to achieve both
    at the same time and so become a Trust School
  • Trust Status can however be completed in 2 stages
  • Acquire Foundation Status, and then later
  • Go through the process to become a Trust School

19
Trust status process foundation status plus
  • The governing body leads the process through 5
    stages
  • Decisions on who to work with and how
  • Consultation with stakeholders
  • Publication of statutory proposals
  • A formal decision to implement
  • Implementation
  • The trust must be set up during stages 1-4 in
    preparation for stage 5.
  • Foundation and trust status can be acquired at
    the same time.

20
Benefits of trust status
  • A model of collaboration which offers the most
    opportunities.
  • Addressing local and specific needs.
  • Using the knowledge and expertise of partners
    which can contribute to the school improvement
    agenda.
  • Greater opportunities for the school /
    community.
  • Strengthening leadership and governance new
    perspectives.
  • Perpetuating good practice / supporting others.
  • Opportunities for greater efficiency economies
    of scale.
  • Opportunities for bringing more investment into
    the school(s)
  • Part of the national agenda choice
    diversity White Paper.

21
Benefits to partners
  • Contribution to Corporate Social Responsibility
    Agendas (CSR)
  • Staff morale, retention development
  • Access to wider networks
  • Sustainable relationship
  • Research and training development opportunities
  • Good media and PR opportunities
  • No financial contribution is required

22
Trustees / Partners
  • The Governing Body selects the partners it wants
    to work with, and the number of partners
  • Size, constitution and operation of the Trust is
    determined by the Governing Body (consider fit
    for purpose and manageability)
  • Legally there must be a minimum of 2 trustees
  • Partners can come from all walks of life egg
    HEI, FEI, business, charitable group, community
    group, non-commercial organisations etc
  • LA members and officials can be trustees
    (limited to maximum 20 representation of any LA
    organisations)

23
Trust School Partners
24
Background
  • Over 350 organisations supporting 225 open trust
    schools.
  • 1000 further partnerships in discussion with
    schools.
  • Wide range of backgrounds business,
    universities, further education, public
    voluntary sector
  • Number of partners, trust members trustees
    vary
  • The schools governing body decides which
    organisations to invite to become trust partners

25
Identifying partners
  • Professional networks
  • Education Business Links Consortia
  • Corporate social responsibility (CSR)
  • Work related learning contacts
  • New contacts

26
Securing partners
  • Visioning days
  • Memorandum of understanding
  • Trustee job description

27
Partner support
  • Trust Foundation Schools www.trustandfoundations
    chools.org.uk
  • National Education Business Partnership Network
    www.nebpn.org.uk
  • Business in the Community www.bitc.org.uk
  • British Chamber of Commerce www.chamberonline.co.u
    k
  • StemNet www.stemnet.org.uk
  • Federations of Small Businesses www.fsb.org.uk
  • Education Business Links Consortia
    www.feblc.org.uk
  • Business Links www.businesslink.gov.uk
  • National Council for Voluntary Organisations
    www.ncvo-vol.org.uk
  • Do-It (volunteer bank) www.do-it.org
  • Charities commission www.charity-commission.gov.uk

28
Our support
  • Brokerage
  • Partner website
  • Trustee Handbook
  • Partner events
  • Partner e-network
  • Contact
  • Rebecca Ledger rebecca.ledger_at_ssatrust.org.uk
    020 7802 0705

29
Life after the Expression of Interest
  • EoI submitted July 2009
  • EoIs from all schools have first assessment by
    the Consortium
  • DCSF receives EoIs and Consortium report
  • DCSF carries out research into local conditions,
    future plans , eligibility etc. and compiles
    approved list
  • Letters sent out to all EoI schools at the end of
    term or beginning of the next to confirm
    acceptance, conditions, funding, agreements etc
  • Schools currently have 10,000 to assist in
    achieving Trust Status
  • Also have access to the support programme
    consultant, conferences, on-line etc
  • No additional funding comes with Trust Status

30
Lessons Learnt and 10 Top tips
  • Investigate the benefits / responsibilities of
    foundation status.
  • Provide sufficient time to establish a clear
    vision and focus for the trust
  • Have a clear understanding of the role and
    contribution of partners,
  • select carefully - clarify expectations and keep
    them involved.
  • Decide who will be the project manager
    (internal or external) but ensure the
    headteacher and governors remain involved.
  • Be aware of any barriers to progress (eg unions,
    staff pensions, land transfer) and address theses
    early.

31
Lessons Learnt and 10 Top tips
  • Investigate the benefits / responsibilities of
    foundation status.
  • Provide sufficient time to establish a clear
    vision and focus for the trust
  • Have a clear understanding of the role and
    contribution of partners,
  • select carefully - clarify expectations and keep
    them involved.
  • Decide who will be the project manager
    (internal or external) but ensure the
    headteacher and governors remain involved.
  • Be aware of any barriers to progress (eg unions,
    staff pensions, land transfer) and address theses
    early.

32
The national picture
  • 225 open trust schools from 1st September 2007
  • A further 400 schools working towards trust
    status
  • Schools submit an Expression of Interest to
    join the Supported
  • Schools Programme the trust focus must
    address raising standards
  • Regular opportunities to submit an Expression of
    Interest
  • Schools access start-up funding, consultancy
    support and many other
  • resources

33
The expression of interest
  • Schools must have strong trust proposals
  • Clear and succinct information emphasis on
    raising standards
  • Strong partners with relevant skills and
    expertise
  • Collaborative trust requires only one expression
    of interest
  • Hard copy signed by headteacher and chair of
    governors
  • Keep LA informed of plans
  • Key sections include
  • the vision and focus
  • partners (with appropriate skills and expertise)
    who, why and how?
  • outcomes for the school and community
  • Next closing dates are November 9th, December
    14th and March 8th.

34
Further Information
  • Ron Faulkner, South West Regional Team Leader
  • ronfaulkner_at_blueyonder.co.uk
  • Tel 01752 369522 Mobile - 07595 202025
  • Mary Neate, National School Support Manager
  • Mary.Neate_at_ssatrust.org.uk Tel 07738 195 762
  • Further information
  • Website
  • www.trustandfoundationschools.org.uk
  • Enquiries Consortium office
  • Tel 020 7802 0967
  • contact_at_trustandfoundationschools.org.uk

35
Examples of trust impact - 1
  • ContinU Trust support from Barnardoss to
    deliver the Early Family Intervention Service
    for 32 primary schools working with Connexions
    to target NEET learners.
  • New Brompton College Trust individual maths
    tutoring by Kent University students sports
    therapist funded by Kent University to work at
    the well-being centre.
  • Wolds and East Education Trust support from
    LSC, FE and LA with the 14 Skills Centre common
    timetable arrangements between schools.

36
Examples of trust impact - 2
  • Fosse Way Special School Trust - Bristol
    University supporting pupil classroom observation
    to improve behaviour management National
    Autistic Society providing CPD and fundraising
    training for trust coordinator.
  • Widewell School Education Trust Dyslexia Action
    has supported the one to one reading
    programme trust appointed governors have
    brought expertise in education and legal matters.
  • The Education Ossett Community Trust improved
    resources, access and opportunities for all
    students governing bodies of schools work
    creatively and collaboratively.

37
Example The North Bedfordshire Schools Trust
  • A pyramid of 19 schools , which include Church
    schools, working in partnership to develop
    raise standards and improve 3-19 transition and
    progression.
  • Partners
  • Unilever Research opportunities in science
    technology mentoring
  • Capita SIMS common student assessment
    platform IT infrastructure
  • Bedford College personalised learning through
    tailored vocational academic courses
  • Cranfield University professional development
    for staff
  • A Councillor

38
Example - Harrold Lower School
  • A member of the North Bedfordshire Schools Trust
    (19 schools 1 upper,
  • middle, 15 lower schools)
  • The vision for the trust - to provide
    progression and continuity for 0-19
  • and beyond.
  • Partners
  • Unilever
  • Capita
  • Bedford College
  • Cranfield University

39
Example Barrs Court Special School
  • The vision for the trust is to become a strong,
    autonomous special school, where resources are
    used to raise standards. The trust will focus on
    helping facilitate tangible, beneficial outcomes
    of Every Child Matters.
  • Partners
  • Helping Hands Company/Symmetri Kit
    Herefordshire MENCAP
  • Herefordshire Growing Point The Elms School
  • Riverside Training Development Blackmarston
    School
  • Royal National College for the Blind
  • Midwest Rural Enterprise Community Interest
    Company

40
Example Fosse Way Special School
  • A 3-19 special school.
  • The vision for the trust is to ensure engagement
    until the age of 25
  • Partners
  • The National Autistic Society
  • Bristol University Department of Experimental
    Psychology

41
Example South Dartmoor Leading Practice Trust
  • Raising standards by building on existing
    partnerships, the schools
  • strengths and sports specialism.
  • Partners
  • Exeter University strengthen teaching
    learning joint staff appointments and research
    projects
  • Capita Childrens Services management of
    information systems student performance data
    trials of new software
  • TLO Ltd practical strategies to support
    independent learning (Building Learning Power
    / work of Guy Claxton)
  • EJW Glendinning Ltd support the sports
    specialism and governance

42
Example The School Partnership Trust
(Garforth Community College)
  • 1 secondary and 4 primary schools the trust
    will foster and strengthen
  • collaboration, contribute to community cohesion,
    and raise standards through creating a wider
    range of opportunities.
  • Partners
  • 4 Primary Schools expertise in early primary
    years early intervention strategies facilities
    expertise for extended services
  • Leeds Primary Care Trust childrens health and
    welfare expertise to deliver ECM strategic
    partnerships to support families and young
    people
  • Trinity all Saints HEI deliver Foundation
    Degrees alternative pathways 16-19 expertise in
    family, community and adult education

43
Example - Worle and Westhaven School
  • The trust will raise standards, participation,
    motivation and achievement through personalising
    learning to meet the outcomes of Every Child
    Matters
  • Partners
  • University of The West of England staff
    training accreditation students as
    researchers mentoring guidance for school
    leaders
  • ViTaL Partnerships student learning
    empowering students emotional mental health
    issues potential international research
  • Human Givens Institute access to psychological
    and neurological research
  • N. Somerset Council links with CYPS access to
    quality services
  • PCT healthy behaviours pupil achievement
    social inclusion

44
Trust Schools - Issues
  • Why should Business take over the School?
  • The Trust membership is set by the pre-existing
    Governing Body
  • Only those Partners selected by the school are
    Trustees
  • The structure of the new governing body is agreed
    in the Articles. (Minority/Majority appointments
  • The Governing Body are responsible for the
    management of the school as at present

45
Trust Schools - Issues
  • Why should the Trust be able to dispose of any
    land?
  • The school can seek to dispose of land but in
    most cases the permission of the Secretary of
    State is required. The LA may be granted a share
    of the funds raised.
  • The Trust holds the land on behalf of the
    community in the same way as the Local Authority
    did and must act just as responsibly
  • What is to stop the school becoming selective by
    the back door?
  • The school can set the admission arrangements ,
    but it has to act in accordance with the School
    Admissions Code and will not be allowed to
    introduce selection by ability.

46
Trust Schools - Issues
  • What about the protection of Staff, pay,
    conditions etc?
  • All staff are protected they will transfer under
    the provisions of the School Organisation
    (Prescribed Alterations to Maintained
    Schools)(England) Regulations 2007 (Paragraphs
    29 to 32 of Schedule 1)
  • Teachers are employed under the School Teachers
    Pay and Conditions
  • Support Staff terms and conditions are set by the
    Governors. Enables schools to address
    recruitment and retention. Pay has to be at
    least the National Agreement rates.
  • Support staff at Trust schools are allowed to
    continue to be in the Local Government Pension
    Scheme (LGPS) if the local authority, with the
    consent of the school governing body, has by a
    statutory resolution specified them to be
    eligible to belong to the scheme.
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