Schools becoming academies pros and cons

Research by the Education Policy Institute last year concluded that turning schools into academies doesn’t automatically improve standards, with primary and secondary schools in. The pros and cons of academy conversion.

Originally the financial benefits of academy status, and the associated benefits to the schools and their students, were incontrovertible. Relationship with the local authority.

Changing contracts and admission rules.

Should schools be turned into academies? Why do schools become academies? How many secondary schools have academies? Currently, 0out of 3secondary schools are academies, while 4of 17primary schools have academy status.

To discuss the pros and cons of the academy system, we asked experts on both sides of the debate to explain their opinion. The advantages of the school academy system.

Brian Crosby is the CEO of the Hope Learning Trust in York, an academy chain that runs several primary and secondary schools.

Alex Smythe is headteacher of Newcroft primary school in Leicestershire, which is set to convert and become part of a multi-academy trust of six schools on September. Schools will need new business managers to deal with the extra work. The government argues academies drive up standards by putting more power in the hands of head teachers over pay, length of the school day and term times.

They have more freedom to innovate and can. We are going through the pretence of a consultation period at the moment. OP, the main difference between becoming an academy and remaining under local authority control is that the school will have much more control of its budget than previously. After fierce push-back, the government completely U-turned and abandoned this policy.

More than 3primary schools across England have been forced to become academies in the last three years against a backdrop of mounting opposition from parents, a Guardian investigation has revealed. The day-to-day running of the school is with the head teacher or principal, but they are overseen by individual charitable bodies called academy trusts and may be part of an academy chain. Post general election will education face a drastic shake-up or will academisation remain the only show in town?

This article sets out perceived advantages and disadvantages of MATs. It also refers to research on the growth of academy chains, and looks at what schools have said about joining or forming MATs. Schools rated ‘inadequate’ by Ofsted are always issued with academy conversion orders, as the Government argues that schools improve twice as quickly when they become academies.

More and more schools are choosing to join a multi- academy trusts (MAT) which the government believes are the way forward for secondary education. Taibah Khan evaluates the pros and cons.

At a time when many schools have broken away from local authority control, the MAT concept involves individual schools teaming up to support one another.

There are two types: converter academies (those deemed to be performing well that have converted to academy status) and sponsored academies (mostly underperforming schools changing to academy status and run by sponsors). Lots of schools have bid to become academies, been declined and have reapplied.

So something must make sense! My experiences are of one academy which was a drastically failing school has been given a top achieving sponsor school and is turning the reputation round quite significantly.

One thing that has. We summarise the differences between academies and maintained schools, and link to information on academy funding. Academies are becoming very popular.

We also give a brief overview of research into the impact of academisation, and link to articles on the pros and cons of academy status and how to become an academy. Governors and school leaders should carefully consider the pros and cons of how being an academy might affect how the school operates, and thereby enable it to, or hinder it from, delivering the best quality education for its pupils.

Schools that are already academies may have further structural decisions to make as well. The school has more flexibility in who it can hire, not constrained by national agreements between unions and governments. Overall, the public debate needs to move on from academies versus local authority schools and recognise that there are strengths and weaknesses in both.

Now that the pressure to academise all schools is off, the government should focus its efforts on building school capacity in areas where the system is currently letting children down. Some schools choose to become academies.

If a school funded by the local authority is judged as ‘inadequate’ by Ofsted then it must become an academy.