Select committee inquiry
School Partnerships and Cooperation
Closed
What the inquiry looked at
“The Education Committee is examining School Partenerships and Cooperation and the differing forms of school partnership and cooperation, and whether they have particular advantages and disadvantages; Please click the link below to see the original terms of reference for this inquiry. Original terms of reference for this inquiry Publication of School partnerships and cooperation”
The committee's words, from the inquiry page on parliament.uk ↗.
What the government said
4th Report - School Partnerships and Cooperation - Volume II (Volume II Additional Written Evidence)
No government response is linked to this report.
4th Report - School Partnerships and Cooperation - Volume I (Volume I: Report, together with formal minutes, oral and written evidence)
The government responded on 20 January 2014.
Summary written by Accountability Index from the government's response.
The government agrees with much of the Committee's thinking on school collaboration but favours multi-academy trusts, and declines to widen Primary Chains Grant eligibility, give Ofsted powers to inspect academy chains, or restore Independent State School Partnership seed corn funding.
- On the form of partnership, it agrees schools are best placed to choose, but thinks this is "best achieved through multi-academy trusts" and believes "weak schools should be required to join partnerships under the leadership of a strong sponsor".
- It will not give Ofsted power to inspect academy chains, saying it is "not convinced that there is additional value" beyond existing powers to inspect groups of academies.
- On academies leaving chains, it is "not convinced of the benefit" of exit without trust board consent, but "will consider" reflecting the process of leaving a multi-academy trust in guidance.
- It commits to a survey of academies' support for other schools in January 2014, with a full analysis "by mid-March", and to share findings on geographical proximity with sponsors "in the spring".
Read the government's response ↗ Read the report ↗ Report an error
How the inquiry ran
Each dot is a dated item listed on this page, from the inquiry's opening on 13 March 2013 to its close on 6 November 2014.
- Oral evidence 2 sessions
- Report 2 reports
- Government response 20 Jan 2014
What it recommended 16 recommendations · 8 conclusions
1Properly handled, school collaboration offers benefits to all schools involved.
Recommended (the committee's words)
Properly handled, school collaboration offers benefits to all schools involved. The Government should continue to promote this message so as to reassure reluctant governing bodies and promote equality of esteem among all participants.
2We believe that while there are tensions between competition and collaboration, these are largely creative...
Concluded (the committee's words)
We believe that while there are tensions between competition and collaboration, these are largely creative tensions. Collaboration between schools is growing in many forms within a competitive school system.
3Although evidence on the impact of school partnerships seems positive, it would still benefit from...
Recommended (the committee's words)
Although evidence on the impact of school partnerships seems positive, it would still benefit from robust evaluation, particularly aimed at identifying what works and why. Given the importance of a school-led improvement system to its vision, we recommend that the Government embed evaluation into further initiatives relating to school partnership and collect systematic evidence on ‘what works’.
4We believe that, in common with the Government’s view of the education system, schools are...
Concluded (the committee's words)
We believe that, in common with the Government’s view of the education system, schools are best placed to identify the most effective ways to work with other schools, based on their particular history, ethos and challenges. Schools should be able to adopt models of partnership and co-operation that suit their needs within a legislative and policy framework that is as non-prescriptive as possible.
5We believe that school partnerships with clear lines of accountability and some element of obligation...
Concluded (the committee's words)
We believe that school partnerships with clear lines of accountability and some element of obligation are more likely to be successful in achieving gains from collaboration.
6The Government’s publication of similar schools data is a useful first step but much more...
Recommended (the committee's words)
The Government’s publication of similar schools data is a useful first step but much more needs to be done to make this an effective resource for schools. In particular, the data should highlight schools’ strengths and weaknesses so that schools find it easier to form partnerships where both parties can challenge and be challenged to improve. We recommend that the DfE review the presentation of similar schools data in consultation with schools in order to provide richer and more easily accessible information on possible partners.
7It is regrettable that, in establishing the similar schools data system, the Department for Education...
Concluded (the committee's words)
It is regrettable that, in establishing the similar schools data system, the Department for Education did not adopt a model more like the original ‘families of schools’ and then use the familiar name to help achieve buy-in from schools.
8The preponderance of the evidence we received suggests that partnerships in which all members are...
Concluded (the committee's words)
The preponderance of the evidence we received suggests that partnerships in which all members are located within close proximity are most likely to be effective. The DfE should bear in mind the significance of this when identifying sponsors for academies and should ensure that the advantages of geographical proximity are set out in relevant guidance on school partnerships and cooperation more generally.
9We are concerned that the Government’s definition of a “reasonable travelling distance” has not been...
Recommended (the committee's words)
We are concerned that the Government’s definition of a “reasonable travelling distance” has not been sensibly applied to the similar schools tables. We recommend that the definition is altered to become “within an hour’s drive” (ie 30 to 50 miles depending on location).
10We note that in rural and coastal areas the number of suitable partner schools within...
Recommended (the committee's words)
We note that in rural and coastal areas the number of suitable partner schools within an hour’s drive may be very limited. We recommend that the Government set out how the similar schools model applies to schools in rural and coastal areas and assess the applicability of the collaborative model to remote schools.
11We agree with the Government that it would be incorrect and confusing for Ofsted to...
Concluded (the committee's words)
We agree with the Government that it would be incorrect and confusing for Ofsted to label outstanding schools differently according to their excellence in supporting other schools, when they deliver just as good levels of education to the pupils in their care. We strongly support Sir Michael Wilshaw’s proposal for an excellent leadership award to be given to school leaders rather than schools, as the highest accolade available to headteachers and only for those who support underperforming schools in disadvantaged communities.
12We regret that no one has yet devised a workable model of school accountability that...
Concluded (the committee's words)
We regret that no one has yet devised a workable model of school accountability that incentivises schools to form partnerships, whilst preserving school level responsibility and retaining the impetus to maximise their pupils’ performance. We see the potential of such an approach and encourage further efforts to generate an appropriate model.
13We believe that the Government should provide funding to help schools meet the costs associated...
Recommended (the committee's words)
We believe that the Government should provide funding to help schools meet the costs associated with taking part in collaboration. We are concerned that the existing funding incentives are concentrated too narrowly on the academy sponsorship route. The Government should widen this funding to help meet the costs associated with formalising other partnerships. In particular, we recommend that the Government widen eligibility for the Primary Chains Grant to help schools cover the cost of forming School Partnerships and Cooperation 41 federations, since many would benefit from working in partnership without leaving local authority control.
14We recognise the challenges posed by the nature of funding for Teaching Schools but the...
Concluded (the committee's words)
We recognise the challenges posed by the nature of funding for Teaching Schools but the take-up rate of the Teaching School Programme suggests that concern about the limited period of funding has not deterred schools from participating. We believe that the DfE has adopted the right approach in providing funding only to help with start up costs with the expectation that they become self-sustaining organisations thereafter.
15Independent schools and state schools have much they can do for and usefully learn from...
Recommended (the committee's words)
Independent schools and state schools have much they can do for and usefully learn from one another. We welcome the Government’s steps to promote closer links between the independent and maintained education sectors, but consider that academy sponsorship is not always the right engagement model for such partnerships. We recommend that the Government re-introduce targeted seed corn funding to encourage the establishment of sustainable Independent State School Partnerships.
16Local authorities still have a critical role to play in a school-led improvement system, in...
Recommended (the committee's words)
Local authorities still have a critical role to play in a school-led improvement system, in particular through creating an “enabling environment” within which collaboration can flourish. We welcome Ofsted inspection of local authorities’ school improvement services which has acted to highlight the importance of this role. We also support the new system which is emerging with recognition that the expertise lies within schools but with local authorities as part of the picture. The role of local authorities is still evolving and some clarification of what is expected of them is needed. We recommend that the Government set out clearly the role of local authorities in helping to broker school-to- school partnerships and acting as champions of all parents and children, with particular reference to academies in their region.
17We recommend that the DfE and NCTL take steps to identify and designate system leaders,...
Recommended (the committee's words)
We recommend that the DfE and NCTL take steps to identify and designate system leaders, such as National Leaders of Education and Teaching Schools, in areas where they are currently lacking. This should be coupled with increased incentives for existing system leaders to work in the areas of greatest need. Coordination of system leadership may well be better achieved at a sub-regional or local level than at the national level and we recommend that DfE and NCTL explore such an approach.
18The Government should set out how organisations in the middle tier will be held to...
Recommended (the committee's words)
The Government should set out how organisations in the middle tier will be held to account for strategic oversight of partnership working in all schools and how they will ensure that gaps are not allowed to develop or remain unfilled, particularly in rural and coastal areas.
19London Challenge and City Challenge, two of the most successful school improvement initiatives of recent...
Recommended (the committee's words)
London Challenge and City Challenge, two of the most successful school improvement initiatives of recent years, both relied heavily on the use of expert advisers. We recommend that the Department for Education make an assessment of the quality and capacity to provide this expertise within a school-led improvement system and ensure that schools are aware of where they can access such advice.
20We conclude that parents should be provided with information about the performance of academy chains,...
Recommended (the committee's words)
We conclude that parents should be provided with information about the performance of academy chains, as well as individual schools. We recommend that Ofsted be provided with the powers it needs to inspect academy chains.
21We recommend that the procedures for schools to leave academy chains by mutual consent are...
Recommended (the committee's words)
We recommend that the procedures for schools to leave academy chains by mutual consent are formalised and published. The Government should consider modelling them on those already in place for federations.
22It appears logical that in a mature education market, schools should have the flexibility to...
Recommended (the committee's words)
It appears logical that in a mature education market, schools should have the flexibility to move between partnerships where this is the right thing to do for their pupils. We recommend that the Government explain how a school consistently judged ‘Outstanding’ would be able to leave an academy chain where this is against the wishes of the chain management.
23We recommend that the DfE urgently review its arrangements for monitoring the expectation that converter...
Recommended (the committee's words)
We recommend that the DfE urgently review its arrangements for monitoring the expectation that converter academies support another school and implement more effective processes as soon as possible. We recommend that such processes include surveys of the schools which were promised support on converter academies’ applications forms, since this would give a more accurate picture of the support being provided.
24We recommend that the Government ensure outstanding converter academies are able to support other schools...
Recommended (the committee's words)
We recommend that the Government ensure outstanding converter academies are able to support other schools in the ways they think will bring about the best results. Some schools will wish to support others through models other than that of sponsoring another academy and this should be positively and actively encouraged by the DfE.
Evidence
Oral evidence sessions 2
- 3 Jul 2013No witnesses recordedparliament.uk ↗
- 19 Jun 2013No witnesses recordedparliament.uk ↗