In association with:
school leaders survey 2014 Browne Jacobson
foreword I remember vividly walking into the Department for Education (DfE) the day after Michael Gove took over as Secretary of State for Education in 2010. Symbolically, a modern coffee bar for visitors in the waiting room had disappeared. In its place was an austere Victorian school desk.
In so many ways this small rearranging of the furniture in the DfE waiting room was a preview of the much bigger shift in education policy we have experienced in the last four years, with austerity and a focus on academics at its core. And what a shift it has been. Throughout this coalition government, schools have been at the sharp end of farreaching change, from the expansion of multi-academy trusts, to the ongoing reforms to the curriculum and examinations, to the overhaul of the special educational needs funding and framework. With these reforms come additional pressure on schools, not only in planning and preparation, but staff training, communication to pupils and parents, and managing the transition processes that inevitably comes with change.
Br ian Lightman
Much of this has been said before and I am not repeating it here to gain sympathy for over-worked school leaders and teachers, but rather to put into context the survey results on the following pages. These results reflect the climate of uncertainty, austerity and ongoing change in schools. Yet by nature school leaders are optimistic and this also is evident in the findings. Perhaps the fact that twice as many school leaders are positive about the educational prospects for their students is a sign that they are beginning to seize hold of the opportunity to play a leading role in developing a genuinely self-improving system. ASCL has been pleased to support Browne Jacobson in carrying out this survey. By the same time next year, we will have had a general election and the education landscape may be shifting yet again. One thing we can be sure of is that school leaders will continue to focus on the job at hand – providing the best possible education for the pupils in their care.
Adding to that is the reality of shrinking education budgets, as employer pension and national insurance contributions continue to rise with no correlating increase in funding. There is widespread agreement of the need for a national fair funding formula though achieving this, in spite of the best intentions, has proved Brian Lightman is General Secretary of The Association elusive. of School and College Leaders
About ASCL The Association of Schools and College Leaders is the recognised professional association for secondary school and college leaders and system leaders, including those working in multi-phase academy trusts and teaching school alliances. ASCL provides its 18,000 members with personal advice and guidance, one-to-one support, and the opportunity to be part of an influential network of education leaders. See www.ascl.org.uk
Page 2 I school leaders survey 2014
executive summary Welcome to the report on the findings of our second annual survey of school leaders. What is particularly interesting this year is the opportunity to look back and see how opinions and attitudes have evolved since our 2013 survey. We were also delighted that ASCL supported the 2014 survey by distributing it to its members.
N ick MacKenzie
Whilst the pace of new reforms may have slowed over the last year the landscape for our schools is fast evolving. The economic climate combined with current education policy means our school leaders certainly have lots to contend with. Whether it is concern around the impact of the new SEN framework on schools’ budgets or dissatisfaction with the government’s funding policy in general, schools are clearly concerned about their finances. What is perhaps striking is the response by schools to these challenges with 71% of secondary school leaders compared to 36% of primary school leaders identifying cutting costs as a major priority. It was also interesting to see fundraising identified as a major priority by 10% more school leaders than income generation through trading. Whilst there is interest in trading it is clear many still feel inhibited by the obstacles. It will be interesting to see how schools resource their approach to raising funds through fundraising. Will they rely on existing staff or bring in expert support from outside to improve their chances of success? There are some interesting findings on the impact of the introduction of performance related pay in September 2013. Few school leaders reported a positive impact on staff morale, student outcomes or recruitment and retention of staff. It may be worth reflecting on whether this is because the policy is unlikely to achieve these intended outcomes or perhaps whether it is more to do with the way it has being implemented by schools to date? If you would like to discuss our findings please do get on touch.
author Nick MacKenzie Partner – Education 0121 237 4564 nick.mackenzie@brownejacobson.com
About Browne Jacobson Browne Jacobson solicitors offers a unique range of education advisory and HR services underpinned by legal expertise, and is independently recognised as one of the leading education teams in the country. We are an approved partner of the IAA, NGA and NASBM and currently support in excess of 1,000 schools and academies across the country from a five office network. If you wish to find out more please visit our education portal at www.education-advisors.com
Page 3 I school leaders survey 2014
school leaders survey 2014 I Page 3
key findings Three quarters of school leaders (75%) are unhappy with the government’s funding policy for education
Half (55%) of all school leaders have earmarked reducing costs as a major priority over the coming academic year, rising to 71% amongst secondary school leaders
One in four school leaders (27%) would like the option to borrow funds from the private sector
Twice as many school leaders (21%) are optimistic about the educational prospects for their pupils compared to 12 months ago
The vast majority of school leaders (82%) are planning to divert funds from their overall budgets to top up their notional SEN budgets The government’s aim to reduce the number of children taking term time holidays appears to be working with 42% of school leaders reporting a fall in the number of applications being made by parents More than one-third (38%) have increased the number of fines they have issued to parents for taking their children on unauthorised leave
Two-thirds (64%) of school leaders report that staff morale has remained broadly the same or has improved over the last twelve months
about the research Research for the School Leaders Survey 2014 was carried out between 8 September and 26 September 2014. 467 school leaders took part in the survey, of which 47% were headteachers. The remainder included Chief Executive Officers, Managing Directors, Executive Principals, Principals, Executive Headteachers, Deputy CEOs, Deputy MDs and Principals, Assistant Principals, Finance Directors and Business Managers. 49% of schools that took part were maintained and 51% academies and of the total 45% were primary with 53% secondary. All percentages quoted in this report have been rounded to whole numbers. Where the results do not add up to 100%, this may be due to rounding. Browne Jacobson is grateful to all the school leaders who have generously participated in this study.
Page 4 I school leaders survey 2014
funding frustration School leaders remain unhappy with the government’s funding of education. As school leaders grapple with balancing the books our latest research will make for sobering reading. Despite the government’s commitment to ring fence education budgets, three quarters of school leaders (75%) remain dissatisfied with its funding policy. Contrast this with 2013 when just over half (57%) said they were unhappy. The biggest grievance appears to be amongst secondary school leaders with half (49%) saying they were very dissatisfied – a rise of nearly three-fold from 17% just twelve months ago.
Even leaders at the government’s much vaunted academy schools are feeling the pressure; in October 2013 14% of academy school leaders were very dissatisfied with the government’s funding policy. That figure has more than doubled to 36% twelve months later. The decision not to proceed with a fairer national funding formula for schools for the time being will have only added to the growing frustration felt by many school leaders despite the promise of a £350m cash boost to the poorest schools. With government ministers already warning schools of a tougher financial environment to come this growing frustration seems only set to intensify.
Q: How satisfied are you with the Government’s funding policy? (%)
10
Base: 466 respondents
2013 Maintained 2014 Maintained
10
Very dissatisfied
32%
40%
36%
2020+465 +345+220 +170== +390+370 200+100 +320 +490 +170== +400 +500 0%
2013 All 2014 All
Dissatisfied
40%
24%
2%
2013 Secondary 2014 Secondary
10
Satisfied
25%
0%
2013 Primary 2014 Primary
10
+400 +410 +180== 1010+250 +410 +330 40+0+240 440 +380 +140== +400 +360 1%
2013 Academy 2014 Academy
Very satisfied
39%
10%
37%
22%
40%
49%
+404 +390 +180== 1020+240 +390 +360 1%
0%
24%
10%
Page 5 I school leaders survey 2014
20%
39%
30%
40%
50%
60%
36%
70%
80%
90%
100%
school leaders survey 2014 I Page 5
a matter of priority Understandably reducing costs has become an even greater priority this year compared to the 2013-14 academic year. Around half (55%) of all school leaders have earmarked reducing costs as a major priority compared to 40% last year. However it appears that secondary school leaders in particular are placing greater focus on this area over the coming year; 71% of secondary school leaders identified it as a major priority compared to 36% of primary school leaders. As a result 43% of leaders see raising additional funds through fundraising and applying for grants as a major priority in the next 12 months whilst around one-third (35%) are also seriously looking at carrying out a staff restructuring programme. Around one in four (24%) of secondary school leaders are also looking to re-direct funds from back office to front line services, which is twice as many as their counterparts in the primary sector.
When asked if school leaders would like the freedom to borrow funds from the private sector three quarters (72%) rejected the idea although a significant minority (27%) would be keen. Amongst secondary schools one third of leaders were in favour. A similar number (30%) saw fundraising through trading activities as a major priority but they clearly face many challenges with around two-thirds (63%) citing lack of time as a major obstacle. This was most prevalent amongst primary school leaders with 71% citing it as a major obstacle as opposed to 58% of secondary school leaders. Other major obstacles identified were the limited resources for schools to trade (44%), limited expertise (35%) and the commercial risks involved (34%).
Q: To what extent is each of the following likely to be a major priority over the next 12 months? (%) Base: 462 respondents
43 35
30
27
Staff restructuring
Raise funds through trading
Formal shared services
19 8
Redirecting funds from back office to frontline
Borrow funds from EFA/LEA/Trust/ Foundation/Diocese
Page 6 I school leaders survey 2014
Raise funds through fundraising
55 Benchmark or reduce costs
the new SEN framework The new Special Education Needs (SEN) framework, introduced in September 2014, was billed as the most significant change to SEN provision in schools for over 30 years but our survey has highlighted a catalogue of concerns over its introduction and long term implications. Overall two-thirds of school leaders are worried about the extra pressure the framework will place on their schools with 31% very concerned - concerns that cut across all school types. Specific concerns centre on the impact the reforms will have on classroom cohesion, parental expectations, availability of specialist expertise, multi – agency integration and teacher workloads. However the biggest concerns centre, once again, on funding levels; the majority of school leaders (68%)
are dissatisfied with the government’s national funding formula to determine the level of financial support available to SEN pupils and a further 84% unhappy with the notional SEN budgets they have been allocated. Under the current funding approach (introduced in April 2013) each schools’ funding, on top of their basic perpupil funding, expects them to meet up to £6,000 of the extra costs for children with SEN. However it appears that the majority of schools sense a shortfall with the introduction of the new SEN framework and are already gearing themselves up to divert funding earmarked for other children to support SEN provision; eight out of ten school leaders (82%) said they would have to dip into their mainstream budgets to supplement their notional SEN budgets. This is most prevalent amongst primary schools with 91% saying they will have to siphon off funds.
Q: Are you expecting to use funds from your overall budget to supplement the notional SEN budget? (%) Base: 461 respondents
Yes
No
Unsure
100%
91%
90%
88%
82%
80%
77%
76%
70% 60% 50% 40% 30% 20% 10% 0%
18%
14% 3%
Maintained
12%
9%
9%
3%
Academy
Page 7 I school leaders survey 2014
Primary
7%
7%
6%
Secondary
All
school leaders survey 2014 I Page 7
confidence levels School leaders continue to work in a climate of uncertainty and are concerned about the impact the government’s overarching education policy will have on both schools and pupil outcomes, according to our survey. Half of those surveyed (54%) said they were less certain about the impact education policy would have on their school. However there are signs that the mood may be changing as levels of uncertainty show encouraging signs of improvement with only 17% of our sample significantly less certain about the impact of government policy on their schools compared to 35% a year ago, a trend that cuts across all school types. It is another mixed picture when it comes to assessing the educational prospects of pupils. Whilst there are some encouraging signs with around one in five (21%) of all school leaders more optimistic about their pupils’ prospects, concerns do remain. Around half of all maintained school leaders (46%) are less optimistic but equally worrying is the divide between primary and secondary schools with half of all secondary school leaders (52%) less optimistic compared to only 26% amongst primary schools. Once again our research paints a gloomy future when it comes to school finances with 69% of school leaders less optimistic about their financial prospects now compared to a year ago, a rise of 11% on 2013 figures. It is a pattern that was repeated across the educational spectrum with the greatest levels of pessimism felt amongst secondary schools with 78% less optimistic of which one–third (33%) were significantly less optimistic. Interestingly the biggest percentage rise was amongst academy schools; 68% of those surveyed were less optimistic about their future finances, a rise from 49% in 2013.
Q: How do you rate your current level of uncertainty affecting your establishment as a result of education policy compared with 12 months ago? (%) Base: 465 respondents 6% 3% Maintained
33% 37% 20%
3% 5% Academy
43% 35% 14%
6% 4% Primary
42% 29% 18%
2%
3% Secondary
36% 43% 17%
4% 4% All
38% 37% 17% 0%
10%
20%
Significantly more optimistic More optimistic Broadly the same
Page 8 I school leaders survey 2014
30%
40%
Less optimistic Significantly less optimistic
50%
Q: How do you feel about the educational prospects of the children/young people at your organisation compared to 12 months ago? (%) Base: 463 respondents 50%
47%
40%
37%
41%
41%
39%
39% 33%
33% 30% 24%
25%
24%
23%
20%
19% 16% 13%
10%
0%
11%
8%
7%
8%
3%
1%
Maintained
Academy
Significantly more optimistic
3%
2%
Primary
More optimistic
2%
1%
Secondary
Broadly the same
All
Less optimistic
Significantly less optimistic
Q: How do you feel about the financial propospects of your organisation compared to 12 months ago? (%) Base: 459 respondents 100%
67%
68%
57%
78%
69%
90% 80%
Broadly the same
70%
Significantly more/ more optimistic
60%
Significantly less/ less optimistic
50%
31%
40% 30%
26%
23%
24%
20%
18%
10%
6%
0%
Maintained
Page 9 I school leaders survey 2014
9% Academy
12% Primary
4% Secondary
7% All
school leaders survey 2014 I Page 9
take it or leave it! More than one-third (38%) of school leaders surveyed have increased the number of fines they have issued to parents for taking their children on unauthorised leave since the ban on term-time holidays was introduced in September last year.
Q: Since September 2013 has your organisation increased the number of parental fines it has issued? (%) Base: 460 respondents Yes (%)
38%
62%
All
56%
Secondary
Primary
Academy
No change (%)
Maintained
Base: 456 respondents
67%
44%
380+620=
Q: What effect has the new rules had on the number of absences granted by your organisation? (%)
65%
33%
440+560=
50%
35%
330+670=
79%
350+650=
210+790= 21%
Under the new rules, which were spearheaded by the former minister for education Michael Gove as a means of improving school attendance rates, schools can impose fines of up to ÂŁ60 for unauthorised absences. These can be increased to ÂŁ120 if the fines are not paid within 21 days. Schools have permission to grant unauthorised absences only in exceptional circumstances.
No (%)
36%
41%
32%
45%
40%
The findings demonstrate that the government’s policy appears to be working with schools more than willing to use the full force of their powers. 42% of school leaders reported a fall in the number of applications made by parents since the new rules came into force just over a year ago whilst 60% say the number of absences authorised have also fallen. The biggest change was amongst primary schools where 68% say the number of absences authorised has declined.
Decrease (%)
Page 10 I school leaders survey 2014
55%
All
68%
Secondary
59%
Primary
64%
Academy
Maintained
50%
60%
a matter of morale Despite the added pressures placed on schools as a direct result of reforms to the national curriculum, new SEN framework and the introduction of performance related pay, staff morale has been largely unaffected with 44% reporting it has stayed broadly the same whilst 19% registered an improvement over the last 12 months. However for one in three (37%) school leaders staff morale has been adversely affected. The falls were most prevalent amongst maintained school staff with 46% reporting morale had got worse compared to 25% amongst academy staff. When asked what effect the introduction of performance related pay has had on staff morale 42% said it had had a negative effect whilst half (50%) saying there had been no change. From 1 September 2013 schools were permitted to link teachers’ pay to performance with the belief that the new freedoms for schools would help them to recruit and retain the best teachers and thereby have a positive effect on pupil outcomes. The early evidence points to the changes as having had little effect at this stage according to school leaders.
Q: Compared to 12 months ago how would you rate staff morale at your organisation? (%) Base: 461 respondents
Somewhat improved Broadly the same Somewhat worse
2+15+373412C 7+16+52205C 5+17+432411C 3+15+45316C 4+15+44289C Significantly worse
2%
12%
Q: At your school what impact has the introduction of performance related pay had on the following: (%) Base: 464 respondents
Negative
Positive
37%
5% 7%
No change
Academy
53%
11%
5%
17%
43%
24%
6% 3% 15%
90% 80%
80%
78%
70% 60%
45%
Secondary
31%
50%
9%
50%
40%
42%
30%
4%
All
20%
0%
34%
16%
Primary
100%
10%
15%
Maintained
20%
When asked about its impact on pupil outcomes 80% said there had been no change; only 12% reported a positive effect. On recruitment and retention it was a similar picture with 78% reporting no change, only 5% reporting a positive effect and 17% a negative effect.
Much improved
12%
8% Staff Morale
17% 8%
Student Outcomes
Page 11 I school leaders survey 2014
5% Recruitment and retention
15%
44%
28%
school leaders survey 2014 I Page 11
the legal bit The information and opinions expressed in this report are no substitute for legal advice. It is guidance only, if in doubt please telephone 0115 976 6000. Š Browne Jacobson LLP 2014 – The information contained within this report is and shall remain the property of Browne Jacobson. This document may not be reproduced without the prior consent of Browne Jacobson.
Birmingham | Exeter | London | Manchester | Nottingham 0370 270 6000 www.education-advisors.com