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Trust Schools Jo Thomas Trust Schools Division, DfES

Trust Schools Jo Thomas Trust Schools Division, DfES. Why Trust Schools?. Aim for all schools to be strong self-confident schools with a distinct ethos Freedoms of VA and foundation models Experience, energy and expertise from partners Stable, sustained and long term partnerships

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Trust Schools Jo Thomas Trust Schools Division, DfES

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  1. Trust Schools Jo Thomas Trust Schools Division, DfES

  2. Why Trust Schools? • Aim for all schools to be strong self-confident schools with a distinct ethos • Freedoms of VA and foundation models • Experience, energy and expertise from partners • Stable, sustained and long term partnerships • Can support collaboration – 14-19 / ECM

  3. What are Trust Schools? • Maintained foundation schools supported by a charitable Trust (formed by universities, business partners, community groups etc.) • Primary or Secondary plus Special • Either as an individual school or as a group of schools

  4. Characteristics of Trust Schools • An option for every school • Maintained schools – funded by the local authority • Trust holds assets, Governing Body employs staff and sets admissions (in line with law and Admissions Code) • Will adhere to National Curriculum / School Teachers’ Pay and Conditions Document • Trust may appoint the majority or minority of governors • Governing body and headteacher remain the strategic leaders accountable for the operation of all aspects of the school

  5. Characteristics of Trusts • Trusts must: • be incorporated charities – subject to regulation by the Charity Commission and not able to make a profit; • have exclusively charitable objects, including the advancement of education; • promote community cohesion. • Trusts can be formed by one organisation or several different partners

  6. The Role of the Trust • Appoint governors • Hold the land and assets of the school ‘on trust’ • May provide services on a not for profit basis • Significant furtherscope to take fuller role

  7. Governing Body of a Trust School • Remains strategic and accountable leader • Stakeholder model of governance • Trusts appoint a minority or majority of governors • Parents continue to make up 1/3 of governing body • Parent Council mandatory if Trust appoints majority • Trust appointed governors could be members of the organisations involved or individuals not directly associated with it

  8. How is the decision taken? • School driven but following consultation with the local authority, parents and other local stakeholders • Existing governing body decides whether to acquire a Trust and who they want to work with • Governing body decides whether the Trust should appoint majority or minority of governors • Under certain circumstances, local authorities able to refer the decision to the Schools Adjudicator

  9. Some myth-busting • Trust schools will not be able to select the best pupils • Trusts are not a means for inappropriate organisations to run schools • Trusts are not about privatising state schools by the back door

  10. Why do schools want Trusts? “We want an ICT partner to support our Technology College ethos” Secondary school, Leicestershire “It will facilitate a network of schools sharing best practice and combining resources to improve opportunity” Secondary school, Essex “To ensure that the existing links between our schools are made permanent rather than relying on current relationships between key senior staff” Secondary school, Cheshire “We see Trust status as central to delivering the 14-19 programme which will present a particular challenge in this (semi rural) area” Secondary School, N Yorkshire

  11. Where are we now? • 28 pathfinders involving nearly 50 schools announced • Most would like their Trust to be formed of more than one type of partner - Business and Higher Education Institutions most popular partners • Schools in initial conversations with partners and working through draft Toolkit • Legislation – Royal Assent expected in November, provisions commenced and regulations made in early summer 2007 • Further information at: http://findoutmore.dfes.gov.uk/2006/09/trust_schools.html

  12. Discussion • Similarities with Foundation schools • Working with pathfinders • What might COGs’ role be in supporting schools considering Trust status? • What further information / training is needed?

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