Trust SchoolsTrust Schools

Jo ThomasJo ThomasTrust Schools Division, DfESTrust Schools Division, DfES

Trust SchoolsTrust Schools

Jo ThomasJo ThomasTrust Schools Division, DfESTrust Schools Division, DfES

Why Trust Schools?Why Trust Schools?Why Trust Schools?Why Trust Schools?

• Aim for all schools to be strong self-Aim for all schools to be strong self-confident schools with a distinct ethosconfident schools with a distinct ethos

• Freedoms of VA and foundation modelsFreedoms of VA and foundation models

• Experience, energy and expertise from Experience, energy and expertise from partnerspartners

• Stable, sustained and long term Stable, sustained and long term partnershipspartnerships

• Can support collaboration – 14-19 / ECMCan support collaboration – 14-19 / ECM

• Aim for all schools to be strong self-Aim for all schools to be strong self-confident schools with a distinct ethosconfident schools with a distinct ethos

• Freedoms of VA and foundation modelsFreedoms of VA and foundation models

• Experience, energy and expertise from Experience, energy and expertise from partnerspartners

• Stable, sustained and long term Stable, sustained and long term partnershipspartnerships

• Can support collaboration – 14-19 / ECMCan support collaboration – 14-19 / ECM

What are Trust Schools?What are Trust Schools?What are Trust Schools?What are Trust Schools?

• Maintained foundation schools supported Maintained foundation schools supported by a charitable Trust (formed by by a charitable Trust (formed by universities, business partners, community universities, business partners, community groups etc.)groups etc.)

• Primary or Secondary plus SpecialPrimary or Secondary plus Special

• Either as an individual school or as a Either as an individual school or as a group of schoolsgroup of schools

• Maintained foundation schools supported Maintained foundation schools supported by a charitable Trust (formed by by a charitable Trust (formed by universities, business partners, community universities, business partners, community groups etc.)groups etc.)

• Primary or Secondary plus SpecialPrimary or Secondary plus Special

• Either as an individual school or as a Either as an individual school or as a group of schoolsgroup of schools

CharacteristiCharacteristics of Trust Schoolss of Trust SchoolsCharacteristiCharacteristics of Trust Schoolss of Trust Schools

• An option for every schoolAn option for every school• Maintained schools – funded by the local authorityMaintained schools – funded by the local authority• Trust holds assets, Governing Body employs staff and sets Trust holds assets, Governing Body employs staff and sets

admissions (in line with law and Admissions Code)admissions (in line with law and Admissions Code)• Will adhere to National Curriculum / School Teachers’ Pay Will adhere to National Curriculum / School Teachers’ Pay

and Conditions Documentand Conditions Document• Trust may appoint the majority or minority of governorsTrust may appoint the majority or minority of governors• Governing body and headteacher remain the strategic Governing body and headteacher remain the strategic

leaders accountable for the operation of all aspects of the leaders accountable for the operation of all aspects of the schoolschool

• An option for every schoolAn option for every school• Maintained schools – funded by the local authorityMaintained schools – funded by the local authority• Trust holds assets, Governing Body employs staff and sets Trust holds assets, Governing Body employs staff and sets

admissions (in line with law and Admissions Code)admissions (in line with law and Admissions Code)• Will adhere to National Curriculum / School Teachers’ Pay Will adhere to National Curriculum / School Teachers’ Pay

and Conditions Documentand Conditions Document• Trust may appoint the majority or minority of governorsTrust may appoint the majority or minority of governors• Governing body and headteacher remain the strategic Governing body and headteacher remain the strategic

leaders accountable for the operation of all aspects of the leaders accountable for the operation of all aspects of the schoolschool

Characteristics of TrustsCharacteristics of TrustsCharacteristics of TrustsCharacteristics of Trusts

• Trusts must:Trusts must:– be incorporated charities – subject to be incorporated charities – subject to

regulation by the Charity Commission and not regulation by the Charity Commission and not able to make a profit;able to make a profit;

– have exclusively charitable objects, including have exclusively charitable objects, including the advancement of education; the advancement of education;

– promote community cohesion.promote community cohesion.

• Trusts can be formed by one organisation Trusts can be formed by one organisation or several different partnersor several different partners

• Trusts must:Trusts must:– be incorporated charities – subject to be incorporated charities – subject to

regulation by the Charity Commission and not regulation by the Charity Commission and not able to make a profit;able to make a profit;

– have exclusively charitable objects, including have exclusively charitable objects, including the advancement of education; the advancement of education;

– promote community cohesion.promote community cohesion.

• Trusts can be formed by one organisation Trusts can be formed by one organisation or several different partnersor several different partners

The Role of the TrustThe Role of the Trust

• Appoint governorsAppoint governors

• Hold the land and assets of the school ‘on Hold the land and assets of the school ‘on trust’trust’

• May provide services on a not for profit May provide services on a not for profit basisbasis

• Significant furtherSignificant further scope to take fuller rolescope to take fuller role

• Appoint governorsAppoint governors

• Hold the land and assets of the school ‘on Hold the land and assets of the school ‘on trust’trust’

• May provide services on a not for profit May provide services on a not for profit basisbasis

• Significant furtherSignificant further scope to take fuller rolescope to take fuller role

Governing Body of a Trust SchoolGoverning Body of a Trust SchoolGoverning Body of a Trust SchoolGoverning Body of a Trust School• Remains strategic and accountable leaderRemains strategic and accountable leader• Stakeholder model of governanceStakeholder model of governance• Trusts appoint a minority or majority of Trusts appoint a minority or majority of

governorsgovernors• Parents continue to make up 1/3 of governing Parents continue to make up 1/3 of governing

bodybody• Parent Council mandatory if Trust appoints Parent Council mandatory if Trust appoints

majoritymajority• Trust appointed governors could be members of Trust appointed governors could be members of

the organisations involved or individuals not the organisations involved or individuals not directly associated with itdirectly associated with it

• Remains strategic and accountable leaderRemains strategic and accountable leader• Stakeholder model of governanceStakeholder model of governance• Trusts appoint a minority or majority of Trusts appoint a minority or majority of

governorsgovernors• Parents continue to make up 1/3 of governing Parents continue to make up 1/3 of governing

bodybody• Parent Council mandatory if Trust appoints Parent Council mandatory if Trust appoints

majoritymajority• Trust appointed governors could be members of Trust appointed governors could be members of

the organisations involved or individuals not the organisations involved or individuals not directly associated with itdirectly associated with it

How is the decision taken?How is the decision taken?How is the decision taken?How is the decision taken?

• School driven but following consultation with the School driven but following consultation with the local authority, parents and other local stakeholderslocal authority, parents and other local stakeholders

• Existing governing body decides whether to acquire Existing governing body decides whether to acquire a Trust and who they want to work witha Trust and who they want to work with

• Governing body decides whether the Trust should Governing body decides whether the Trust should appoint majority or minority of governorsappoint majority or minority of governors

• Under certain circumstances, local authorities able Under certain circumstances, local authorities able to refer the decision to the Schools Adjudicatorto refer the decision to the Schools Adjudicator

• School driven but following consultation with the School driven but following consultation with the local authority, parents and other local stakeholderslocal authority, parents and other local stakeholders

• Existing governing body decides whether to acquire Existing governing body decides whether to acquire a Trust and who they want to work witha Trust and who they want to work with

• Governing body decides whether the Trust should Governing body decides whether the Trust should appoint majority or minority of governorsappoint majority or minority of governors

• Under certain circumstances, local authorities able Under certain circumstances, local authorities able to refer the decision to the Schools Adjudicatorto refer the decision to the Schools Adjudicator

Some myth-bustingSome myth-bustingSome myth-bustingSome myth-busting

• Trust schools will Trust schools will notnot be able to select the be able to select the best pupilsbest pupils

• Trusts are Trusts are notnot a means for inappropriate a means for inappropriate organisations to run schoolsorganisations to run schools

• Trusts are Trusts are notnot about privatising state about privatising state schools by the back doorschools by the back door

• Trust schools will Trust schools will notnot be able to select the be able to select the best pupilsbest pupils

• Trusts are Trusts are notnot a means for inappropriate a means for inappropriate organisations to run schoolsorganisations to run schools

• Trusts are Trusts are notnot about privatising state about privatising state schools by the back doorschools by the back door

Why do schools want Trusts?Why do schools want Trusts?Why do schools want Trusts?Why do schools want Trusts?

“It will facilitate a network of schools sharing best practice and combining resources to improve opportunity”

Secondary school, Essex

“We want an ICT partner to support our Technology College ethos”

Secondary school, Leicestershire

“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

Where are we now?Where are we now?Where are we now?Where are we now?

• 28 pathfinders involving nearly 50 schools announced28 pathfinders involving nearly 50 schools announced• Most would like their Trust to be formed of more than Most would like their Trust to be formed of more than

one type of partner - Business and Higher Education one type of partner - Business and Higher Education Institutions most popular partnersInstitutions most popular partners

• Schools in initial conversations with partners and working Schools in initial conversations with partners and working through draft Toolkitthrough draft Toolkit

• Legislation – Royal Assent expected in November, Legislation – Royal Assent expected in November, provisions commenced and regulations made in early provisions commenced and regulations made in early summer 2007summer 2007

• Further information at: Further information at: http://findoutmore.dfes.gov.uk/2006/09/trust_schools.htmhttp://findoutmore.dfes.gov.uk/2006/09/trust_schools.htmll

• 28 pathfinders involving nearly 50 schools announced28 pathfinders involving nearly 50 schools announced• Most would like their Trust to be formed of more than Most would like their Trust to be formed of more than

one type of partner - Business and Higher Education one type of partner - Business and Higher Education Institutions most popular partnersInstitutions most popular partners

• Schools in initial conversations with partners and working Schools in initial conversations with partners and working through draft Toolkitthrough draft Toolkit

• Legislation – Royal Assent expected in November, Legislation – Royal Assent expected in November, provisions commenced and regulations made in early provisions commenced and regulations made in early summer 2007summer 2007

• Further information at: Further information at: http://findoutmore.dfes.gov.uk/2006/09/trust_schools.htmhttp://findoutmore.dfes.gov.uk/2006/09/trust_schools.htmll

DiscussionDiscussionDiscussionDiscussion

• Similarities with Foundation schools

• Working with pathfinders

• What might COGs’ role be in supporting schools considering Trust status?

• What further information / training is needed?

• Similarities with Foundation schools

• Working with pathfinders

• What might COGs’ role be in supporting schools considering Trust status?

• What further information / training is needed?