E-ACT response to Ofsted Letter Following the publication of Ofsted’s letter summarising its inspection of sixteen E-ACT academies, David Moran, E-ACT CEO said: “Ofsted’s inspections confirm that E-ACT’s performance must improve and that standards in some of our academies are not acceptable. No-one should be in any doubt about E-ACT’s commitment to the task of improvement. That commitment is driven by E-ACT’s mission to break the link between poverty and under-achievement. Substantive change began last May, following the Financial Notice to Improve, resulting in significant changes to E-ACT’s financial controls and governance. Over the past two terms we have begun root and branch reforms under new leadership, with some key successes. Crucially, going forward, we are focusing our resources and support where we are best placed to make a difference. This will include support on the ground, in the classroom and the introduction of an information sharing system so that the data from each of our academies is clear and readily available to all across the group. The 24 academies that are remaining with E-ACT will be fully engaged with all that we have to offer. A commitment to high standards is worth something only when matched by the will to deliver high standards, and ultimately when those standards become the norm. That’s exactly how E-ACT is approaching this new phase.” Notes to Editors: E-ACT’s profile: • E-ACT works in some of the most challenging communities in England • over 50% of our primary and secondary students receive Free School Meals (26.2% and 26.7% national average respectively) • Over 25% of our primary and secondary students speak English as an additional language (national average of 13% and 17.5% respectively). Notable E-ACT successes in the last 12 months: • In only two years Blackley and Ilminster E-ACT academies have both reached ‘Good’ under EACT’s sponsorship, with both predecessor schools being judged as ‘Inadequate’ • E-ACT’s Heartlands Academy has remained ‘Outstanding’ for its third consecutive inspection • KS2 attainment has increased by 8 percentage points from 2012 • Only one E-ACT primary academy is below the DfE attainment floor standard for 2013 compared to 5 in 2012 • Ilminster Avenue E-ACT primary academy is amongst the most improved school in the country, increasing its headline attainment from 32% to 78% this year • There has been an increase of 2.5 percentage points from 43.4% (2012) to 45.9% (2013) against the headline attainment measure of students achieving 5 A*-C at GCSE including English and mathematics
1
• • •
North Birmingham Academy was recent celebrated as being one of the top 100 Most Improved state schools based on GCSE results from 2013 Five of the sixteen academies inspected had teaching that was rated ‘Good’ or ‘Outstanding’ Ten out of the 16 academies inspected did not identify governance as weak. Indeed, several academies were praised for their governance
Ofsted report: From 27 January – 7 February Ofsted inspected 16 E-ACT academies. Whilst the overall outcome of these inspections deemed that E-ACT needs to have greater impact, the individual inspection reports did recognise areas where we are now having a positive impact on performance, academies, including: a) Our role in providing additional support on subject specific areas, including appointing National Leaders of Education (The Parker, Hartsbrook, Parkwood, Chalfont Valley, Sherwood, Ilminster, The Winsford, West Walsall) b) The challenge and support provided by us (The Parker, Blackley, Parkwood, The Winsford, Burnham, Chalfont Valley, Shenley, Sherwood, Ilminster, Heartlands) c) Our role in providing regular and accurate data and commissioning external reviews on the academies’ performance, and using this information to set challenging targets for performance (Blackley, Parkwood, The Winsford, Heartlands, North Birmingham Academy, Shenley, Sherwood) d) The actions taken to strengthen the effectiveness of governance within the academies including governor training on understanding data and deploying National Leaders of Governance to support development (Purston, Parkwood, Chalfont Valley, Reedswood, Shenley, Sherwood, Ilminster) The attached report provides further detail on E-ACT’s operations, including changes made over the past year.
2
E-ACT Report 1 – The background and context in which E-ACT operates E-ACT exists to break the link between poverty and underachievement. We work in some of the most challenging communities in England in schools which have historically failed to deliver a good education to the children attending them. On any measure chosen, E-ACT academies face significant challenges compared with other MultiAcademy Trusts, Local Authorities or the national averages. The tables presented on the next page highlight: 1. 50.9% of children at E-ACT secondary academies are in receipt of Free School Meals compared to a national average of 26.7% - that’s nearly twice the national average. 2. 54% of children at E-ACT primary academies are in receipt of Free School Meals compared to a national average of 26.2% - that’s more than twice the national average. 3. 31.2% of children at E-ACT secondary academies speak English as an additional language compared to a national average of 13% - that’s more than twice the national average. 4. 26.2% of children at E-ACT primary academies speak English as an additional language compared to a national average of 17.5% - that’s one and a half times the national average. 5. On all other indicators including: special educational needs and prior attainment children at EACT academies start their educational experience disadvantaged compared to others. Key characteristics
Name of academy National average Burnham Park Crest Boys Crest Girls DSLV Dartmouth Forest Heartlands Leeds East Leeds West North Birmingham Oldham North Parkwood Purston
% Free School Meal eligibility 26.7 34.4 56.8 59.5 23.8 30.9 33 79.3 68 51.2 73.1 69.7 59.3 45.7
% in minority ethnic groups 23.5 41.7 97.9 98.2 9 6.1 3.1 94.7 39.5 9.7 73.1 98.5 54.6 1.4
% first language not English 13 18 88.1 87.2 3.7 4.1 1.2 79.6 33.9 2.9 32 97.4 40.8 0.5
% School Action 12.1 16.6 19 33.6 11.6 10.8 23.1 16.3 23.1 19.2 10.9 15.4 22.2 27.4
Total pupils on roll 990 643 596 813 1027 356 315 811 572 1058 948 773 753 403
No of Y11 students 108 103 159 199 79 76 135 91 163 175 175 153 94
KS2 Average Point Score 27.8 27 23.6 25.2 27.2 26.9 26.2 25.4 25.2 26.5 24.8 25.5 23.5 27.3
3
Shenley Sherwood The Parker Trent Valley West Walsall Willenhall Winsford
65.3 29 59.3 38 57 26.1 41.7
20.9 12.6 54.6 3.9 68.6 20.4 4.3
5.5 1.8 40.8 1.9 60 11 0.3
0 16.5 22.2 18.5 18.1 5 13.2
899 419 872 901 860 1506 1026
121 99 178 194 159 265 242
26.8 27.7 27.4 26.4 25.8 26 26.4
E-ACT Average/Total
50.9
40.6
31.2
17.2
778
2968
26.0
Key characteristics
Name of academy National average Blackley Chalfont Valley Dartmouth DSLV Greenfield Ilminster Ave Mansfield Green Merritts Brook Nechells Reedswood St Ursula's E-ACT Average/Total
% Free % in % first School minority language Meal ethnic not eligibility groups English 26.2 27.7 17.5 67.7 23.4 11.2 48.5 33.3 20.4 30.9 6.1 4.1 56.7 13.6 7.8 57.7 12.7 8 77 21.2 12.3 61.7 98.5 75.4 65.9 33.6 14 72.4 88.2 64.6 45.8 76.9 70.2 9.4 10.8 0 54.0
38.0
26.2
% School Action 10.6 13.6 1.3 10.8 2.1 11.5 17.1 21.7 11.1 9.8 21.8 0
Total pupils on roll 251 337 95 132 366 339 223 400 192 219 444 234
11.0
271
32 11 23 25 29 27 57 20 26 44 3
KS1 Average Point Score 15.3 14 11.7 15.7 14.6 12.6 12.5 12.6 11.9 11.9 14.2 20.3
297
13.8
No of Y6 students
2. The successes and achievements made by E-ACT Academies. a) Ofsted Inspections Across E-ACT, of the nine schools that are currently judged as ‘Good’ or ‘Outstanding’, two (Blackley & Ilminster E-ACT Academies) were previously judged ‘Inadequate’ as predecessor schools and have made this dramatic improvement over a two year period. Of the remaining seven, one improved from ’Satisfactory’ to ‘Good’, one remained ‘Outstanding’, four remained ‘Good’, and one was a new school that opened as a Free School. Of the 12 academies currently judged as ‘Requiring Improvement’, one was previously judged ‘Inadequate’ (Burnham Park E-ACT Academy) and has made this improvement in 22 months, 10 have remained static, and one was first inspected as an E-ACT academy (previously an independent school).
4
Of the schools judged as ‘Inadequate’, the majority are in their second year of operation as an E-ACT academy (5th term). The exceptions are Crest Boys and Girls (4.5 years), Leeds East (2.5 years), TVA (5.5 years) and Willenhall (26 months). b) Achievement Key Stage 2 Our performance across the chain was strong at KS2. There was a 14.5 percentage point increase across the chain and the gap between E-ACT overall and the national average is closing rapidly. Key points: • 2013 attainment outcomes (L4+ combined in reading, writing and mathematics) have increased by 14.5 percentage points from 2012 • Four academies met or exceeded the 2012 national average for headline attainment • Only one academy is below the DfE attainment floor standard for 2013 compared to five in 2012 • On average, academies results were very close to the outcomes they projected - there was a 1.4 percentage point difference between projected and actual outcomes • There were some very strong individual improvements across the chain from an attainment perspective: o Greenfields has built on its already strong performance in 2012, to reach 90% L4+ combined (some 10% higher than the national average combined figure in 2012) o Ilminster Avenue has increased headline attainment from 32% to 78% this year – it is amongst the most improved schools in the country o Dartmouth has increased attainment by 12% points to 83% Key Stage 4 There has been an increase of 2.5 percentage points from 43.4% (2012) to 45.9% (2013) against the headline attainment measure of students achieving 5 A*-C at GCSE including English and mathematics. The highest performing for progress in English is Crest Girls, where 86% made expected progress; and for mathematics it was Heartlands at 78%. c) Individual Academy successes •
In a recent (Feb 2014) Inclusion Quality Mark assessment of Parkwood Academy, the report stated that Parkwood Academy is outstanding in its inclusion policy and practice, and leadership is outstanding.
•
North Birmingham Academy was recent celebrated as being one of the Top 100 Most Improved state schools based on GCSE results from 2013
e) In the last monitoring DfE visit of The Oldham Academy North, it was reported that: “Teachers clearly demonstrate high expectations and this creates a positive learning climate in which students are interested and engaged. Relationships in the classroom were also very positive and pupils were clearly secure in their learning. A very positive behaviour for learning strategy is evident in both
5
English and maths lessons. The Ofsted report of July 2013 made reference to a relentless drive to improve teaching which had resulted in teaching being good overall with an increasing proportion that is outstanding. Our learning walks supported that very positive judgment” f)
In the most recent Special measures monitoring inspection of The Crest Boys' Academy, HMI reported that:
”Many developments have taken place since the end of the summer term 2013. Students recognise and appreciate the rapid changes. The Executive Principal provides a clear vision for the future of the boys’ academy. His leadership is well measured and he is well supported by senior and middle leaders. They have high expectations and a realistic understanding of the academy’s areas for improvement and strengths.” g) Improvement has also been acknowledged by both DfE through ABPD visits and Ofsted through S5 and S8 inspections including: Crest Girls; Forest; Dartmouth; DSLV; Willenhall
6
3. The changes made at E-ACT by the Board of Trustees and the Executive Management Team and the impact this has had. a) Governance and Operational Systems In February 2013 the Education Funding Agency (EFA) carried out a review of financial governance and operational systems at E-ACT. The subsequent report highlighted a number of areas of concern and issued E-ACT with a Financial Notice to Improve (FNtI). The Board of Trustees took swift action to address the FNtI and concerns around the operational systems at E-ACT. This included a change in the senior leadership of E-ACT. In response to the FNtI a Programme Management Office (PMO) was established to develop and implement a robust action plan which addresses all of the issues raised by the EFA and our auditors, KPMG. The progress of the plan has been closely monitored by Trustees, senior civil servants and KPMG. The most recent evaluation (January 2014) by the EFA external assurance team stated: “The new executive management and leadership at Board level has responded well to the challenge. They have brought a structured, positive and transparent approach to getting improvements agreed and implemented.” There has been a renewed focus on effective communication throughout the organisation, delivering clear, honest and open messages, reinforcing to all our stakeholders what it is we do and why we do it. Trustee Recruitment The Board held a national, open and transparent recruitment process in June 2013 which received a good response. From the 23 applications received, eight candidates were shortlisted for interview on 4 and 5 July by the Nominations & Governance Committee and three new trustees were formally appointed by the Board on 12 July 2013. The recruitment was skills-targeted based on an assessment of the needs of the current Board, and carried out through self-assessment and Nominations & Governance Committee review. The Trustee Board has changed significantly since the original visit from the EFA in February. In summary, two trustees have resigned; two trustees’ terms of office were not renewed by the Board; one trustee stepped down from the Board following their first term of office; and three new trustees have been appointed to the Board. Clarifying Roles and Responsibilities A draft scheme of delegation and financial delegation was taken to the Audit & Risk Committee meeting on 28 June and the July Board meeting for initial Trustee discussion. At this meeting, the Board requested that a consultation exercise be carried out with all Chairs of Governors, Principals, and Head Office staff, for their thoughts and input into the draft scheme of delegation and financial delegation. This consultation took place from 4 – 25 September, and the final versions were approved by the Board on 4 October 2013. The documents have been circulated to all Chairs of Local Governing Bodies and Principals, and it has been mandated that these documents are itemised at their next respective Local
7
Governing Body meetings so that all are made aware of the delegated limits of authority within which they must operate. Amending E-ACT’s Governing Document The E-ACT Board approved a new version of the E-ACT Articles of Association at their meeting in July, based on the DfE Model Articles and including a transition article whereby there will be a phasing out of Chairs of Local Governing Bodies on the Board following their first term of office. E-ACT and the DfE have now reached an agreed version of the Articles (including the transition article), with an in principle approval from the DfE. Strengthening Local Governance Creating a robust offer for our Local Governing Bodies (LGB) – there has been significant progress in developing our support and challenge for LGBs. This has included: the creation and distribution of academy specific ‘Ofsted Ready Packs’, the provision of FFT Governor Data Dashboards, the publication of our scheme of delegation via an interactive web environment, the development of ITTs for governor training and centralised clerking, a coordinated governor recruitment response and campaign and the creation of standardised LGB reports, templates and calendared expectations of returns from LGBs to Head Office. The work of the Local Governance Steering Group (comprised of Chairs of LGBS, Principals and Executive Management) has strongly supported these developments. Developing models of effective governance – as part of our renewed focus on the importance of governance, we are reviewing, through the external reviews and other sources of information, the effectiveness of each of our LGBs. This is reported as a standing item to the Nominations and Governance Committee. Where there are concerns about the effectiveness of an LGB, the governance team have engaged and deployed National Leaders of Governance to support governors. In the more extreme cases, we have intervened and through working with outstanding Chairs of LGB created a merged LGB. This is evidenced in the very recent merge of Mansfield Green, Nechells and Heartlands LGBs. The Deputy Director for Governance and Values worked with the Chairs of Nechells and Heartlands and the Executive Principal to develop a proposal, and engage governors through a consultation. b) School Improvement In June 2013 an E-ACT school improvement model was developed and for the first time a school improvement budget of £1.5M was created to support, challenge, intervene and accelerate school improvement across E-ACT. The model, shown below, is based on significant research from the Institute of Education, Warwick University, DfE, NfER in the UK and Boston College and Vanderbilt University in the United States.
8
Since September 2013, we have: o o o
o o
Taken decisive and pre-emptory action where necessary and have changed the leadership at six academies; Conducted external reviews at 21 E-ACT academies; Funded direct interventions in individual academies as well as chain wide interventions across our weakest academies. Chain wide interventions have included: the National Maths Partnership; Ruth Miskin Literacy; and external assessment experts quality assuring assessment practice; Introduced a chain wide Education Data Strategy designed to strengthen how academies make best use of education data to drive improvement in pupil outcomes; Built/building clusters around our most effective Principals and stronger academies: Heartlands; Bristol Cluster; Burnham Park and Parker; and TVA and Parkwood.
h) Evidencing the Impact As the Ofsted report correctly highlights that the impact of these changes over the last two terms is yet to be evidenced in the student outcomes at our academies. What is evident from the individual academy Ofsted reports as part of the Intensive Inspection Program is some significant strengths which E-ACT is providing our academies.
9
Ofsted Intensive Inspection 27 January – 7 February From 27 January – 7 February Ofsted inspected 16 E-ACT academies. The table below are extracts from each Ofsted report which report on the positive impact of the support of the sponsor, a summary of which includes: a) The impact of support brokered into the academies by the sponsor, including providing subject specific areas of support and appointing National Leaders of Education (The Parker, Hartsbrook, Parkwood, Chalfont Valley, Sherwood, Ilminster, The Winsford, West Walsall) b) The effectiveness of the sponsors overall support and challenge to the academies (The Parker, Blackley, Parkwood, The Winsford, Burnham, Chalfont Valley, Shenley, Sherwood, Ilminster, Heartlands) c) The support from the sponsor in providing regular and accurate data and commissioning external reviews on the academies’ performance, and using this information to set challenging targets for performance (Blackley, Parkwood, The Winsford, Heartlands, North Birmingham Academy, Shenley, Sherwood) d) The actions taken to strengthen the effectiveness of governance within the academies including governor training on understanding data and deploying National Leaders of Governance to support development (Purston, Parkwood, Chalfont Valley, Reedswood, Shenley, Sherwood, Ilminster)
1
Academy The Parker E-ACT Academy
The Purston EACT Academy
Hartsbrook E-ACT Free School E-ACT Blackley Academy
Effectiveness • The sponsor knows the academy well. • The education adviser makes regular visits to the academy and offers support and challenge. • The sponsor arranged support for the mathematics and science departments through consultants; both consultants had a positive effect. • There has been a significant change since April 2013 and the academy’s education adviser is visiting the school regularly. • The trust is now offering training, for example, governors have had training to support them in understanding data. • Action has also been taken to strengthen the senior leadership team but the academy does not currently have a substantive Principal. • The trust has recently responded with increased monitoring, extra support and the services of a National Leader of Education. • • •
Parkwood Academy
• •
• •
The Winsford EACT Academy
• • • •
Burnham Park EACT Academy
• •
Chalfont Valley EACT Academy
•
Leaders make effective use of the support and challenge given by E-ACT, the multi academy trust which sponsors the school. E-ACT representatives visit the school each half term to monitor the school’s progress towards challenging targets set at the previous visit. A ‘score card’ system, with clear success criteria, is used to hold leaders to account and is effective in challenging leaders to improve the school rapidly. As a result, leaders are focused on their goal of making this the best possible school with the best possible outcomes for pupils. The sponsor is exerting a very effective strategic influence over the academy which is supporting its continued improvement. The skilled educational consultant attached to the academy is pivotal in this assuming the role of ‘critical friend’, facilitating training for staff and governors, reviewing the academy’s progress against key indicators and targets for achievement, behaviour and attendance and assessing the impact of leadership. The sponsor also brokers school- to- school support from other academy’s in the chain. The sponsor undertakes due diligence and compliance checks in relation to finance and safeguarding and provide human resource, legal and business management support services. Support and challenge for the academy from its sponsor is effective. E-ACT provides effective support and robust challenge to the academy. Regular visits from an education adviser involve reviewing data on academy performance and observation of practice in classrooms. The multi-academy trust has facilitated good opportunities for training of teachers including links with an effective academy elsewhere in the chain. E-ACT, the academy’s sponsor, provides a good level of support and challenge to the academy. Regular visits from the trust’s reviewer mean it has a good understanding of strengths and areas for development. Advisers from E-ACT multi academy trust provided the drive to commission the Executive Principal and the additional support that has been forthcoming from
1
•
•
• • Heartlands Academy
• • • •
Nechells E-ACT Academy
• •
North Birmingham Academy
•
Reedswood EACT Academy Shenley Academy
• •
• •
•
•
Sherwood
•
Amersham School. New systems and personnel are bringing effective challenge; the Executive Principal acknowledges this can be uncomfortable but she and governors recognise that the systems now in place support a more rigorous analysis of the school’s work. To increase the sustainability of improvement the E-ACT interim head of primary education is providing training for middle leaders to develop their role in improving teaching. E-ACT is addressing the training needs for governors by providing access to courses provided by Buckinghamshire local authority. At the time of the inspection an Improvement Board had been established with the aim of raising the school’s standards but it has not yet met. The academy sponsor, E-ACT, provides appropriate support for this outstanding school. It rightly believes academy leaders have the capacity to manage its own improvement Help and guidance is provided though, for example, external reviews, analysis of school data and advice about access to human resources. The sponsor provided funding to the academy so that they could appoint Lead Practitioners in a range of subjects The newly appointed Executive Principal has an accurate understanding of what needs to be done to raise pupils’ achievement. The recently appointed Executive Principal has very quickly gained a crystal clear understanding of the academy’s strengths and weaknesses. The Academy Trust has correctly identified leadership in this academy as strong. As a result, support has been limited to the trust’s regular programme of tracking and monitoring that is required of all its academies. This has included visits from the educational adviser, scrutiny of data on an eight-weekly cycle and an external review. The academy sponsor has provided some support that has had a positive impact on the academy, for example providing support to strengthen governance. The academy is challenged over its performance by the multi-academy trust through regular adviser visits to the school and through E-ACT’s representation on the governing body. Over the last year there has been a more significant focus from the trust on achievement and the quality of teaching and leadership. The multi-academy trust provides performance data compared to national average so that they performance of the school can be measured against national expectations. Reviews are carried out with the adviser in area subject areas identified as at risk of underperforming. This has led to recent changes in leadership of departments in English and mathematics, for example. The multi-academy trust has provided a range of training (to governors), for example in analysis of achievement data to enable governors to ask challenging questions from an informed position. The academy sponsor has provided effective support and challenge to the
1
Academy • •
• West Walsall EACT Academy
•
• Ilminster Avenue E-ACT Academy
•
•
•
academy, particularly over the last two academic terms. It has been instrumental in securing the leadership of the academy, in supporting governors and in brokering consultancy support into a number of subject areas. Challenging targets have been set for the standards students should reach and academy leaders report bi-weekly to the sponsor on the progress being made towards these. The academy sponsor has arranged for governors to be supported by a National Leader of Governance (NLG). The academy is heavily reliant on support from the sponsor as there are a number of areas where there is insufficient leadership capacity to bring about improvements without the sponsor’s help. This support was largely ineffective before April 2013, but is now being provided through the academy’s educational advisor and an outstanding academy rather than different educational consultants. Through the sponsor, academy leaders have been able to organise a wide range of support to improve leadership and teaching. Senior leaders have used their academy flexibilities and freedoms well to re-deploy an outstanding teacher from within the multi-academy trust. This is meeting the needs of pupils with high levels of need exceptionally well. External support provided by the academy chain is effective. In the last year, support to address compliance issues has freed senior leaders to successfully focus on improving teaching and pupils’ achievement. Where necessary, Governors broker additional support from the sponsor to meet the needs of the pupils.
1
4.
The future of E-ACT
On 26 February, the Board of Trustees approved the following resolutions: a) The Board resolve that the Board agrees to ongoing negotiations with the Secretary of State for Education and DfE (and, where appropriate, any relevant transferee sponsor) relating to a proposal to transfer the following ten academies listed to other sponsors: • • • • • • • • • •
Leeds East E-ACT Academy Leeds West E-ACT Academy Purston E-ACT Academy Sherwood E-ACT Academy The Winsford E-ACT Academy Forest E-ACT Academy Aldborough E-ACT Free School Hartsbrook E-ACT Free School Dartmouth E-ACT Academy Trent Valley E-ACT Academy
b) Subject to gaining clear terms of transfer agreements in relation to the treatment of reserves, managed service contracts, the impact of the reduction in top slice, and the indemnity provision, the Board delegates authority to grant approval of the financial terms of agreement of the transfer contracts for the academies listed above of this paper to the Strategic Review and Oversight Group. c) The Board delegate authority to the CEO to review the organisational structure, in consultation with the Executive Leadership Team, Executive Principals, Chairs of Governors and Trustees, and that the Strategic Review and Oversight Group are delegated authority to approve any proposed restructure based on a full assessment of its financial and organisational impact which may take place before the April Board meeting. To rationalise E-ACT, management developed an analysis, which has been based on the following strands of information: Fit to E-ACT Mission and Vision This strand of analysis sought to identify which academies most clearly fit into E-ACT’s core mission - to break the link between poverty and under-achievement. Factors considered within this included the % of pupils on Free School Meals, and the indices of deprivation (including a combined score in relation to income, employment, health deprivation and disability, education skills and training, barriers to housing and services, crime, and living environment). Geographic / Hub This strand of analysis reviewed the extent to which E-ACT academies are part of a geographic hub. This included: the distance between the nearest academy, the time taken to get between the two academies; whether the academy currently has a link to another E-ACT academy through an Executive
1
Principal; whether the academy is part of a combined Local Governing Body; and whether the academy is a primary/secondary feeder school. Getting to ‘Good’ This strand of analysis identified the length of time it is estimated that it will take to ensure a ‘Good’ Ofsted judgement at each academy, set against each academy’s current Ofsted judgement. Financial viability This strand of analysis reviewed the level of income generated from the 5% top slice; the investment in the academy to date (2013/14); the current forecast reserves (2013/14); whether the academy’s reserves will remain in surplus by 2016; the current occupancy levels of the academy (2013/14) and the three year trend; the school improvement fund that is essential and the school improvement fund that is desirable. The maps below show the locations of E-ACT academies pre and post transfer. Pre transfer
1
Post transfer
We have high expectation for all of our students in all of our academies and we will continue to do everything we can to ensure that: • • • • • • •
No E-ACT academy is under the attainment floor standard at primary or secondary. No further E-ACT academies are judged by Ofsted to be ‘Inadequate’. ‘Inadequate’ schools are ‘Good’ in 18 months. ‘RI’ schools are ‘good’ or better in 12 months. ‘Good’ schools are ‘Outstanding’ within 24 months. ‘Outstanding’ schools to world class and high attaining. School improvement solutions are driven (and derived) from academies themselves.
Trustees and I are committed to breaking the link between poverty and under-achievement and believe that through ‘disciplined collaboration’ across all E-ACT academies we will achieve this. E-ACT is moving forward with a renewed focus on our core mission, supported by strong operational systems, governance and clear objectives around rapid and sustained academy improvement.
1