growing a school chain mike crowhurst nathaniel bellio
TRANSCRIPT
Growing a school chain
Mike CrowhurstNathaniel Bellio
1. Introduction / context
2. Lessons learnt from existing chains
3. Key questions for potential chains to consider
4. Questions / further resources
2
Agenda
1. Introduction / context
Since 2010 NSN has supported around 70% of the more than 400 open and
approved free schools
Most of these new free schools are now being established by existing Multi-Academy Trusts/school chains
The DfE define a school chain as having >3 schools
Evidence suggests that school chains can benefit from a number of advantages in terms of increased leadership capacity, opportunities to share good practice and financial efficiencies.
However, only just over half of academiesexist in school chains.
3
Source: Education in Chains, Reform, 2015
2. Lessons learnt: How fast should school chains grow?
4
Central infrastructure becomes necessary
but may outpace financial resources.
Economies of scale lessen financial
pressures
Very large sponsors need to undergo
further reorganisation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Size
Challenge
Cottage industry
Growing infrastructure
Sustainable sponsor Large sponsor
Initial growth
particularly difficult for non-school
starters Source: DfE research
2. Lessons learnt: How fast should school chains grow?
5
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10
Yr 11
0
10
20
30
40
50
60
70
80
90# of schools
# of years after initial launch
Source: NSN research
Different school chains have pursued different rates of growth.
Growth is unlikely to follow an even rate; most chains have seen steady expansion followed by a ‘big bang’ at certain points
Some chains that have expanded very quickly have had problems maintaining the quality of their provision.
However, the DfE have not found evidence that chains of a certain scale or growth trajectory are more likely to underperform.
2. Lessons learnt: Which schools should they contain?
DfE research suggests that high performing sponsors are more likely to contain a mix of sponsored and converter academies.
New free schools and academies are also an option. Perception that it is easier to start a new school successfully than to turnaround existing schools.
Primary only sponsors face greater financial challenges, as a result of smaller revenue base. 6
Mix
ed
typ
es o
f a
ca
d-
em
ies
Pre
do
min
an
tly
Co
nve
rte
r A
ca
de
-
mie
s
Pre
do
min
an
tly
Sp
on
so
red
Aca
de
-
mie
s
Academy type
0%20%40%60%80%
100%
135 11
426 11
Source: DfE research
‘High performing’ chain
‘Lower performing’ chain
2. Lessons learnt: Which schools should they contain?
7
High performing sponsors stress the importance of proximity between schools, to allow for effective collaboration and shared resources.
It is possible to achieve this through:
Multiple clusters in different areas
Single cluster within one area
2. Lessons learnt: People and leadership
Responsibilities/demands of CEOs change significantly as their chain grows
Role moves from internal,operational managementof the chain towards the ‘big picture’ of itsdevelopment and externalrelations
CEOs increasingly need to facilitate collaboration that takes place withoutthem being involved
8
% of CEOs working week spent on:
Source: Hill, NCSL, 2012
2. Lessons learnt: People and leadership
The shape of leadership structures within high performing chains is broadly
similar, though varies by size:
Investing in strong financial planning skills, possibly from the business world, is critical
Hub directors/Exec Principals may be necessary as chain grows
Heads of school nurtured as future leaders
Heads of school and other SLT deployed flexibly across the chain
HR issues become increasingly important as chain grows in size
2. Lessons learnt: Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team:
10
Source: Hill, NCSL, 2012
2. Lessons learnt: Governance
Most chains adopt broadly similar governance structures. However, the locus of
decision making within them varies:
Takes key decisions affecting schools across the chain
Accountable to central board of directors. Some key individuals may also sit on Board of Directors
Central committees consider issues across particular schools – e.g. performance
Scheme of delegation determines degree of autonomy
Directors may be represented here
Schools
3. Key questions for potential chains
What is your proposed approach?
What are the associated challenges?
How do you plan to mitigate
against these?
Scale and rate of growth
Schools within the chain
Relationship between schools
and the chain
4. Questions / further resources
• Hill et al, The growth of academy chains: implications for leaders and leadership, NCSL, 2012
http://dera.ioe.ac.uk/14536/1/the-growth-of-academy-chains%5B1%5D.pdf
• Grotberg & Robb, Education in Chains, Reform, 2015 http://www.reform.uk/wp-content/uploads/2015/03/Education-in-chains.pdf
• Hutchings et al, Chain Effects: The impact of academy chains on low income students, Sutton Trust, 2014
http://www.suttontrust.com/wp-content/uploads/2014/08/chain-effects-july-14-final-1.pdf
• What does a high performing sponsor look like? DfE, 2014 http://www.tagmydoc.com/dl/lQRYN/gn6o
• New Schools Network: Academy Ambassadors Forum http://www.newschoolsnetwork.org/node/3286/academies-ambassadors-forum