Creating sustainable schools
The Vision
A family of unique schools providing
outstanding education in the heart of our
communities
Our vision is to retain as many church schools
as possible serving local communities. They will
promote the distinctiveness of church schools,
create a sense of belonging, a common purpose
and mutual support. Partnership with local
churches and mission communities will be
crucial.
The role of the Diocese
Respond to the many challenges faced by schools
Support and set a clear, consistent vision and strategy for schools
– and small schools in particular, by encouraging schools to work
together.
Recognise that schools are likely to continue to engage in
partnership with other schools on a number of different levels.
Encourage moves towards exercising governance through
different models of partnership and collaboration.
Support from the local church / mission communities
Challenges and Opportunities for
Local Schools
What are the main issues?
•Raising standards
•Sustainability – budget, finance,
buildings
•Recruitment and succession
Key local data findings
Pupil forecasts
•Changing school population
•School rolls projected to fall by 6.5% over the next 4 years.
This represents an expected fall in pupil numbers in over
two thirds of our schools.
•Admissions for 2015-16 show half of our schools admitted
fewer than 10 pupils and almost a quarter fewer than 6
pupils.
School type
School Type [Nat Soc sub division] Number of Schools
210+
8 schools
(22%)
Small (111 – 209)
23 schools
(33%)
Very Small (Less than 110)
72 schools
(42%)
Headcount of Pupils
2223
3430
4388
Diocese is unique in that a significant majority (92%) of our
primary schools fall into the category of Small or Very
Small, with 75% of our pupils being taught in these schools.
Nationally, 65% of C of E Schools are small, but 60% of
pupils are taught in schools that are larger.
School standards
• Impact of new legislation
Ofsted data
Ofsted Outcome
Church Schools Cumbrian Schools
Schools
Nationally
Outstanding
17%
15%
20%
Good
77%
71%
62%
Requires Improvement
5%
10%
16%
Inadequate
1%
4%
2%
Ofsted Outcomes All Schools July
2015
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
Our Schools
Cumbrian Schools
Schools Nationally
Headteacher recruitment and governance
• The recruitment and retention of headteachers is an ongoing
concern with 35 headteacher vacancies in the last 3 years.
• Many local schools now face real difficulties in recruiting
experienced and outstanding leaders.
• The average number of applications for headship was only 5.
• 1 in 4 schools needed to re-advertise to recruit a headteacher.
• Planning for succession. How many governing bodies will need
to seek a new head in the next 5 years? How many heads nearing
retirement?
• Governor vacancies and capability / capacity
School budgets
•Backdrop is one of limited financial resources and constraints.
Total
Surplus Total
Deficit Net Balances (£)
Balances (£)
Balances (£)
2013-14
£11.120m
-£2.707m
£8.413m
2014-15
£9.661m
-£4.940m
£4.721m
Difference
-£1.459m
-£2.233m
-£3.692m
•Secondary school issues
•Historically, LAs with a significant proportion of rural schools have been amongst
the most poorly funded.
•Rural 210+ and Rural Small schools have a lower Spend per Pupil than their
urban counterparts, but Rural Very Small schools have a higher spend per pupil
than Urban Very Small Schools. Very Small schools tend to be more expensive,
spending roughly £1,000 (actually less in Cumbria) more per pupil than 210+ and
Small schools. (Working Together Report)
•Flat budget and staff cost increases will mean 15% reduction over 5 years.
•Increase building liability less money
Where next?
•Small and Very Small schools bring a range of benefits
but they also face significant challenges.
•Some governing bodies may feel that on their own they
lack the capacity, flexibility and resources to continue
delivering a high quality of education.
•Urgent need for governing bodies to address issues of
sustainability and to take broad strategic decisions
Partnership and collaborative
working has the potential to address
some of these challenges
‘The pattern of education in England is
shifting. Schools that once were islands
are becoming connected. Indeed, it is
increasingly rare to find outstanding
schools that do not have a web of links
with other schools.’
NCSL Prepared to Lead 2011
Shaping a model of collaboration
that responds to local needs and
circumstances
• Understand the context and demographics of
your school
• Annual self-review (Working Together)
• Build upon existing partnerships and networks
CASL
• Provide regular opportunities for staff, governors,
parents and children to be involved in multischool partnership activities
• Plan strategically
• Learn from others
• Develop an action plan to prioritise and clarify
Alternative models
•Partnership
•Collaboration
•Federation
•Multi-Academy Trust (Cluster
Model)
What can we learn from others?
Characteristics of successful partnerships and collaborations
•Trust
•Sense of shared identity – an inclusive community
•Common purpose
•Excellent communication
•Sustainability
•Cohesive Leadership
•Strong management infrastructure
•Freedom to innovate
What are the benefits?
• Professional development and leadership succession
• Sharing of expertise and resources
• Broader learning and social opportunities for children
• Focus upon performance and joint school improvement
• Greater flexibility and capacity within staffing
• Opportunities to share innovation and best practice
• Strengthens links between schools
• Business management and procurement
• Networking
• Greater opportunities for strategic governance
The value of each is determined by the type of
collaboration.
Dare to be different...
Be creative – ‘look up and don’t just use your own school. See
others within your community as well.’ (The Wolds Federation)
•West Tyne Federation: Four small rural primary schools work
together and plan exciting, innovative curriculum projects. Children
meet each week for a shared day and benefit from widening their
social experiences, and working with specialist teaching staff.
•Denton & Harlaxton CofE Primary Schools, Lincolnshire:
Ofsted highlight benefits to teaching from the many opportunities
teachers have to share expertise, assessment and training within
this small federation.
•The Trinity Federation of CofE Schools, Norfolk: Three church
schools providing exciting new opportunities for leadership &
management, teaching & learning, whilst retaining individuality and
distinctive Christian character.
Other ...
• A group of schools in an area of rural deprivation sharing
pastoral care, policies on inclusion, SEN expertise and
provision.
• Virtual Schools. Harnessing technology to ensure children
have access to the very best teaching.
Scottish Highlands and Islands.
• A school acting as collaborative learning community with a
unique and distinctive vision. A community in action.
Sharing expertise, resources and facilities. Strong emphasis
upon role of service in the wider community.
Barrow 1618 CofE Free School
‘There is a pressing need for schools to form effective structural
partnerships and collaborations if they are to survive into the future.
Offering a broad educational experience, whilst facing the challenge
of sustaining experienced leadership under increasing financial
pressure, is such that the days of the individual autonomous small
schools are numbered. It is only as our schools work together that
they will find the strength and resilience they need to continue to offer
an outstanding education at the heart of our local rural communities.’
Working Together The Future of Rural CofE Schools 2014
Structural partnerships and collaborations
enable rural schools to build capacity and
resilience.
DBE New priorities
1
Meet the challenge of ensuring school effectiveness
 Support headteacher succession planning and leadership in church schools,
 Monitor school effectiveness and offer support to schools
 Promote effective governance through better recruitment and induction and
building governor capability and capacity
 Have an active role in and support the development of local system leadership
2
Safeguard and develop the distinctiveness of church schools
 Promote Church school distinctiveness to staff and school leaders within a
changing landscape
 Continue to strengthen RE in schools,
 Improve SIAMS (church inspection) outcomes
3
Support fruitful, imaginative, and meaningful relationships
between schools, churches and families
 Ensure on-going support for schools within mission communities
 Engage with the development of the diocesan ’God for All’ strategy and its
implications for schools, academies and colleges
 Support ex-officio, pastoral and collective worship roles in schools
 Promote the development of after school clubs, fresh expressions in schools and
other outreach activities in all schools
4
Create pathways to secure the future of church school provision
 Develop clear vision and principles to promote the sustainability of church
schools
 Engage with and support schools dealing with present and future funding,
recruitment and pupil roll issues
 Consider opportunities for new church schools
 Secure the development and growth of diocesan academy trust(s)
5
Develop clear and effective systems of communication with partners, in
particular communicating the work and role of the Diocesan Board of
Education
 Explain to schools the work of the DBE
 Play a full and integrated role in diocesan leadership and structures
 Communicate effectively with existing and new diocesan structures
Proposed Board of Education Structure
Director of Education
Implement strategy and vision, policy
Develop links within diocese
Links with system leaders CASL
MAT growth
School Structures and planning
National Society /DBE Services
Admin Assistant to
Education Team
Deputy Director of Education
Monitoring of school effectiveness and
standards
Co-ordination of school support
Oversight of SIAMS
Christian distinctiveness
admissions
Succession planning and training
HR advice to schools
Consultancy team
Buildings and Finance Officer
Capital projects
Church and School Adviser to
Mission Communities
Governor recruitment and training
School governance
Church and school links incl clubs PSIS
MC support for schools / vision
Facilitate training clergy and lay
REACH
Points for discussion
1. Role of the diocese
2. Are there any key structural
assumptions
3. Minimum size?
4. ‘Value for money’
5. Community value and church links
6. Relationships with non-church
schools
7. Governor self-review process
8. Let’s get talking