About
Good schools are vital to our individual and collective wellbeing and prosperity, and are vital for the foundation of a fair and cohesive society. Strong schooling enables us to cope with the uncertainties of life, develop our potential, and extend our opportunities. Good schools also work to correct underlying inequalities, and to advance other shared social and economic objectives.
The Academies Commission is a major inquiry into whether the increasing academisation of our schools advances these goals. It follows a rapid increase in the number of schools converting to academy status with numbers swelling from 203 to 2,619 (January 2013) since the coalition government came to power.
With the speed of academisation exceeding all expectations, much of the debate has been retrospective with operational policy being created ‘on the hoof’. What has been notably absent, in government policy and media, think tank and academic comment, is analysis of the implications of mass academisation. What are the unique features of an entirely academised system and what impact these will have on young people’s educational outcomes?
The Academies commission will broadly examine:
- The implications of complete academisation for school improvement and pupil attainment
- How improvement and attainment can best be secured within an academised system
- The model and incipient outcomes from a school improvement perspective, focusing on issues of accountability, due diligence, and outcomes for pupils.
- Emerging trends, risks, and related questions, concentrating on public interest.
The Commission will develop a practical but compelling vision for the future of UK Academisation. Chaired by Christine Gilbert, the Commission brings together a breadth of perspectives and a wealth of experience with Commissioners drawn from across the political spectrum, academia, private and third sectors. The inquiry will run for 9 months reporting towards the end of 2012.
I do hope that the key role of School Governors will not be underestimated yet again.
Hi Andrew and Steven. Many thanks for your question and interest in the Commission. Issues of governance are central to the Commission and we are keen to include the role and views of School Governors as a key stakeholder group. We will be opening the formal call for evidence in the next few weeks so do keep looking at the website for news of how to submit evidence.
I have concerns about the lack of communication/parental engagement that some Academies have. Will parents’ views be sought? Since september 2012 my daughter’s Academy hasn’t entered into any communications with me about concerns that I have about health and wellbeing of my daughter and other pupils. I’m not the only one either. Many children are being removed from the school and sent elsewhere and many parents aren’t even considering the Academy. We have only the one high school in our town! There seems to be NO ONE to complain to about the Academy. This needs to be changed. It is frustrating and extremely upsetting and worrying situation. Please help.
I am chair of governors at a converter academy and wonder if governors will be represented o. The commission and have their views considered?
It would I assume be a good idea to engage with the National Governors Association on this investigation. Secondly if the Commission is investigating academisation perhaps it might be as well to investigate why in relative terms the majority of schools are not moving forward according to the latest figures from Government, for examply in Oxfordshire less than 30 school( most secondary but not all) have progressed the first steps towards becoming an academy. That leaves about 320 schools not moving on this agenda. Perhaps it would be a good idea to check out why? before assuming that mass academisation is in fact a reality?
Hi Stan, as per the previous reply, we will indeed be considering why schools are not moving towards academisation and we are very interested in the regional variation here. Also, the National Governors Association are a key group we will bring in to give evidence.