SEND The changing winds


of academisation Comment by PETER DOYLE, Policy Manager at BESA


The ‘academisation’ of the Education system refers to the transfer of schools away from Local Authority control towards independently run schools which are funded directly by central government. The Academy structure was first introduced by the Labour government in 2000, with the first Academy opening in England in 2002.


While the first academies were targeted for failing or struggling schools, the policy expanded significantly from 2010 under the Conservative-led coalition government. The Academies Act 2010 allowed any school to apply for academy status. This resulted in a paradigm shift in the structure of the schools system – in 2010 less than 1% of schools were academies, by 2024 44% of schools have now transferred to academy status.


Advocates for academisation argue that academies enhance the autonomy and flexibility of schools, enabling them to better cater to their students’ specific needs. They point out that, when academisation is done well, it has led to improved educational standards. However, opponents of the academy system contend that the success of academy conversions is mixed and claim that the move away from local authority control removes local democratic accountability.


The Labour manifesto provided some indication that the freedoms of academies – more specifically, the trusts which manage them – would be curtailed. Such as through stronger oversight of Trusts by Ofsted, and a reversal on Academy curriculum freedoms. There was no strong indication of whether there would be a change in approach from central government in facilitating the transition of schools from local authority maintained status to academies.


However, since coming to power, the position of the Government appears to have evolved. At the Confederation of School Trusts conference the Secretary of State said that the previous conservative Government had ‘tunnel vision’ on prioritising academies. Phillipson confirmed that the Department was looking into removing the de-facto ban on local authorities opening new schools which was introduced under the Gove era.


The forthcoming Child Wellbeing Bill will contain clauses which mandates academies to work with local authorities on admissions, place planning and special educational needs provision. There has long been frustration within local authorities that whilst academies are independent of their control, the local authority still holds responsibility for these areas.


The Department has since further curtailed the financial incentives available to schools seeking to convert to academies. Last month, Tes reported that the Department had removed the Trust Establishment Growth Fund. This fund was available to schools who applied to become academies to help with the associated costs of becoming an academy.


This suggests that there will be a realignment of the ‘academy first’ policy driven by the Conservatives during their 14 years in power towards greater oversight by the local authorities which academies reside in. Many commentators now believe that this will cement the school system being stuck in a two-tier system, with groups of schools ‘stuck’ in either trust or local authority control.


We expect the academisation process to slow down, which may yield interesting results. For instance, with the removal of financial incentives for academisation, fewer schools may convert to academy status. With fewer new academies entering the system, we could see the number of trusts decline as the trend of trust mergers continues. The implications of this for the system remain to be seen, but it is plausible that CEOs of some of the largest trusts could take on an increasingly powerful role within the sector.


With the potential slowdown in academisation, increased local authority oversight, and trust consolidations, strategies that were effective under the previous system may need significant adjustments. It’s crucial to stay informed and responsive to these changes, ensuring that your approaches are nuanced to cater to both academy and local authority contexts. By doing so, suppliers can remain well-positioned to support schools effectively, regardless of the direction the broader system takes.


January 2025


Marking key moments To kick-off the new term (and


2025!), ALEX HARRIS, Executive Producer at BBC Teach, looks ahead to three key events this month that you might be marking with your school. He also delves into the BBC Teach archive for resources that you could find useful for the start of the new year.


25 January is of course Burns Night (haggis, neeps and tatties at the ready). We have a new animation and assembly framework for primary schools celebrating Rabbie and his work. The film offers a brief overview of Burns’ life (telling the story of a turning point during when he nearly gave up writing), and a look at his key work (including ‘Auld Lang Syne’, which might still be ringing in pupils’ ears from New Year’s Eve).


The 80th anniversary of Holocaust Memorial Day takes place in 2025, with 27 January marking the liberation of Auschwitz- Birkenau, the largest Nazi death camp. The date has become internationally recognised as the day we remember the six million Jews murdered in the Holocaust, as well as the millions of other innocents killed under the Nazi regime, and the lives lost in subsequent genocides.


BBC Teach has a dedicated collection of resources for primary and secondary schools. It includes a new assembly framework for secondary schools which features a short film presented by Emma-Louise Amanshia. She meets John Hajdu MBE to hear about his experiences of surviving the Holocaust. During the film, John reflects on his experiences as a child in Hungary, separated from his mother who was sent to a concentration camp. He discusses the incredible bravery of his aunt who hid him in a cupboard to save his life. John’s remarkable story takes another turn when he is eventually reunited with his mother after the war.


Lunar New Year occurs on 29 January and – you guessed it – we have an assembly pack for primary schools to support your teaching. We also have a dedicated episode from the award- winning Musical Storyland series. ‘The Great Race’ is a musical re-telling of the ancient legend in which the order of the Chinese Zodiac was decided. The story is told by Nihal Arthanayake and accompanied by members of the BBC Philharmonic Orchestra. And from the archive, January could be the perfect time to look back on our winter-themed Live Lesson for 5 to 7 year-olds. We cover seasonal changes and how these impact on the wider world around us, including wildlife. There are also cross-curricular follow- on activities, including writing poetry using wintry words. A real winter warmer!


You can also keep dialling the temperature up by joining in with our Super Movers videos. These get children up and active whilst refreshing key literacy and numeracy skills. Perfect for topping up times-tables, grammar and punctuation knowledge after the winter break. From verb tenses and apostrophes to syllables and prefixes, your class will love these useful recaps, all with a sporty twist!


For older students, our 20th Century Icons series shines a light on the lives of great historical figures and their influence. The films are suitable for secondary students and include Dr Martin Luther King Jr (Martin Luther King Day is on 20 January), Marie Curie and Helen Keller.


What a way to start the year with both a reflection, and an opportunity to set the tone for a fantastic 2025.


www.bbc.co.uk/teach www.education-today.co.uk 23


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