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  Introductory seminars – September 2009

 • 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

 • To provide guidance for submitting a strong Expression of Interest to

  join the Supported Schools Programme

 • To share practice and provide opportunities for networking
Trust schools

Are:                                 Not to be confused with:
Maintained foundation schools        • Independent schools
supported with a charitable          • GM schools
foundation (trust)                   • Academies

Are treated in the same way as all
local authority schools - National
Curriculum, funding, asset
management, Ofsted, school
organisation, LA intervention etc
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
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
Implications of foundation status

 A foundation school is a ‘maintained school’ with access to Local
 Authority retained funding and services

• More flexible local membership

• Ability to set their own agenda and determine business

•    Strategic and accountability role remains unchanged

 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
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
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
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
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
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)
                     Structure of the trust
                          The trust - a company limited by guarantee with
                          charitable status which holds the land for the purposes
 which act as
                          of the school(s)
members of a
    trust or
                            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                                                                      Local
                    Parent             governors –           Foundation
    governors –                                                                 Authority –
                    governors –         headteacher            (trust-
    appointed by                                                                appointed by
                    elected by           and others          appointed)
    the governing                                                                 the local
                    parents            elected by the        governors
    body                                                                          authority
Examples of trust impact - 1

•    ContinU Trust – support from Barnardos’s 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
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

• 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.
Trust status process – foundation status plus……

The governing body leads the process through 5 stages:
1. Decisions on who to work with and how
2. Consultation with stakeholders
3. Publication of statutory proposals
4. A formal decision to implement
5. 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.
Trust School Partners

 • Over 350 organisations supporting 200+ live trust

 • 1000 further partnerships in discussion with schools.

 • The school’s governing body decides which
 organisations to invite as trust partners.
Identifying partners

 • Professional networks
 • Education Business Links Consortia
 • Corporate Social Responsibility (CSR)
 • Work Related Learning contacts
 • New contacts
Securing partners

 • Visioning days

 • Memorandum of understanding

 • Trustee job description
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
Partner support

• Trust & Foundation Schools
• National Education Business Partnership Network
• Business in the Community
• British Chamber of Commerce
• StemNet
• Federations of Small Businesses
• Education Business Links Consortia
• Business Links
• National Council for Voluntary Organisations
• Do-It (volunteer bank)
• Charities commission
Our support

• Brokerage
• Partner Website
• Trustee Handbook
• Partner Events
• Partner e-network
Rebecca Ledger:
Tel: 020 7802 0705
Trust school case study
Refreshment break
Discussion groups

1. Briefly introduce yourself and your school .
2. What are your reasons for considering trust status? How would you
   use trust status to raise standards (the trust vision and focus).
3.   Who would be your trust partners? Which skills and areas of expertise
     would they bring to support the school improvement strategy ?
4.    Are you able to transfer any learning / ideas from the school case
5.    Do you have any potential barriers to becoming a trust school? Share
     strategies for success.
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.
Lessons Learnt and 10 Top tips
1.   Investigate the benefits / responsibilities of foundation status.

2.   Provide sufficient time to establish a clear vision and focus for the trust

3. Have a clear understanding of the role and contribution of partners,
select carefully - clarify expectations and keep them involved.

4.   Decide who will be the ‘project manager’ (internal or external) – but
     ensure the headteacher and governors remain involved.

5.    Be aware of any barriers to progress (eg unions, staff pensions, land
     transfer) and address theses early.

6. Draft a timeline for implementation, track and monitor progress.

7. Ensure consultation is wide and effective, with the intention of bringing
   key people on board.

8.   Make sure the paperwork is ‘by the book’.

9.   Use the resources on the TFSP website and the assigned consultant.

10. Don’t be afraid of working at the ‘leading edge’ - emphasise what you
    are doing is in the best interests of the school and the community.
The national picture

• 200+ 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
The Expression of Interest
•Strong trust proposals - 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 date is 9th November 2009 – followed by 14th December
2009 and 8th March 2010.
Further information


Enquiries : Consortium office
            Tel : 020 7802 0967

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