Growing a school chain

Mike CrowhurstNathaniel Bellio

1. Introduction / context

2. Lessons learnt from existing chains

3. Key questions for potential chains to consider

4. Questions / further resources

2

Agenda

1. Introduction / context

Since 2010 NSN has supported around 70% of the more than 400 open and

approved free schools

Most of these new free schools are now being established by existing Multi-Academy Trusts/school chains

The DfE define a school chain as having >3 schools

Evidence suggests that school chains can benefit from a number of advantages in terms of increased leadership capacity, opportunities to share good practice and financial efficiencies.

However, only just over half of academiesexist in school chains.

3

Source: Education in Chains, Reform, 2015

2. Lessons learnt: How fast should school chains grow?

4

Central infrastructure becomes necessary

but may outpace financial resources.

Economies of scale lessen financial

pressures

Very large sponsors need to undergo

further reorganisation

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24

Size

Challenge

Cottage industry

Growing infrastructure

Sustainable sponsor Large sponsor

Initial growth

particularly difficult for non-school

starters Source: DfE research

2. Lessons learnt: How fast should school chains grow?

5

Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10

Yr 11

0

10

20

30

40

50

60

70

80

90# of schools

# of years after initial launch

Source: NSN research

Different school chains have pursued different rates of growth.

Growth is unlikely to follow an even rate; most chains have seen steady expansion followed by a ‘big bang’ at certain points

Some chains that have expanded very quickly have had problems maintaining the quality of their provision.

However, the DfE have not found evidence that chains of a certain scale or growth trajectory are more likely to underperform.

2. Lessons learnt: Which schools should they contain?

DfE research suggests that high performing sponsors are more likely to contain a mix of sponsored and converter academies.

New free schools and academies are also an option. Perception that it is easier to start a new school successfully than to turnaround existing schools.

Primary only sponsors face greater financial challenges, as a result of smaller revenue base. 6

Mix

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Sp

on

so

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Aca

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Academy type

0%20%40%60%80%

100%

135 11

426 11

Source: DfE research

‘High performing’ chain

‘Lower performing’ chain

2. Lessons learnt: Which schools should they contain?

7

High performing sponsors stress the importance of proximity between schools, to allow for effective collaboration and shared resources.

It is possible to achieve this through:

Multiple clusters in different areas

Single cluster within one area

2. Lessons learnt: People and leadership

Responsibilities/demands of CEOs change significantly as their chain grows

Role moves from internal,operational managementof the chain towards the ‘big picture’ of itsdevelopment and externalrelations

CEOs increasingly need to facilitate collaboration that takes place withoutthem being involved

8

% of CEOs working week spent on:

Source: Hill, NCSL, 2012

2. Lessons learnt: People and leadership

The shape of leadership structures within high performing chains is broadly

similar, though varies by size:

Investing in strong financial planning skills, possibly from the business world, is critical

Hub directors/Exec Principals may be necessary as chain grows

Heads of school nurtured as future leaders

Heads of school and other SLT deployed flexibly across the chain

HR issues become increasingly important as chain grows in size

2. Lessons learnt: Governance

Governance should be driven by your vision for the relationships that

schools in the chain will have with each other and the central team:

10

Source: Hill, NCSL, 2012

2. Lessons learnt: Governance

Most chains adopt broadly similar governance structures. However, the locus of

decision making within them varies:

Takes key decisions affecting schools across the chain

Accountable to central board of directors. Some key individuals may also sit on Board of Directors

Central committees consider issues across particular schools – e.g. performance

Scheme of delegation determines degree of autonomy

Directors may be represented here

Schools

3. Key questions for potential chains

What is your proposed approach?

What are the associated challenges?

How do you plan to mitigate

against these?

Scale and rate of growth

Schools within the chain

Relationship between schools

and the chain

4. Questions / further resources

• Hill et al, The growth of academy chains: implications for leaders and leadership, NCSL, 2012

http://dera.ioe.ac.uk/14536/1/the-growth-of-academy-chains%5B1%5D.pdf

• Grotberg & Robb, Education in Chains, Reform, 2015 http://www.reform.uk/wp-content/uploads/2015/03/Education-in-chains.pdf

• Hutchings et al, Chain Effects: The impact of academy chains on low income students, Sutton Trust, 2014

http://www.suttontrust.com/wp-content/uploads/2014/08/chain-effects-july-14-final-1.pdf

• What does a high performing sponsor look like? DfE, 2014 http://www.tagmydoc.com/dl/lQRYN/gn6o

• New Schools Network: Academy Ambassadors Forum http://www.newschoolsnetwork.org/node/3286/academies-ambassadors-forum