Foundation school - FAQs

What is the biggest benefit when becoming a foundation school?

Most schools believe that the greater sense of ownership is the biggest benefit as a foundation school. They have found that:

The relationship with the LA becomes more one of equals. This leads to a sharper and more focused decision making process
There is an energising effect if the change to foundation status is managed so that the whole school community become involved in the future direction of the school
They are often able to establish a more effective relationship with parents and the local community
The opportunity to play an important role in the schools’ forum, admissions forum and other LA groups enables them to have a greater impact on the local decision making process
The opportunity to network with schools across the country gives school leaders a broader outlook

Specific benefits with admissions include the following:

The greater control means that schools have the opportunity to determine their own admission policy and arrange their own admission appeal panel. Special schools may be able to have a greater influence on their admission policy
In any coordinated admission process the school must be kept fully informed and agree changes to the ranked order of admissions and waiting list movements if that is an LA responsibility in the coordinated scheme
In the admission appeal process it is a school representative who presents the school’s case which can be more effective than an LA representative
Although there is some additional administrative work which needs to be done in school, the information about potential entrants is very useful
That if the school is oversubscribed the governors admission committee must meet to agree the final list of offers but that this is not a burdensome meeting

How much additional work is involved for governors?

Our experience is that governors take the opportunity of foundation status to review their role in relation to their school an in particular appreciate the increased independence to determine the future direction of the school
Many governing bodies find that the impetus of becoming a Foundation school enables them to focus agendas and meetings more directly on to school improvement and strategic issues
Our experience is that governors feel more comfortable with pursuing an active relationship with the local community with regard to lettings for example, as the school is in a better position to respond to the needs of other groups
The governing body can control its own workload more effectively as the need to respond to every LA directive is removed
There is no requirement to have a LA clerk which means that the governing body can determine the agenda

What about health and safety issues - are governors vulnerable?

As with the employer status the governing body has the legal responsibility for health and safety issues. This can be managed by:

Having good risk assessment strategies and management procedures for minimising risk
Ensuring that your staff induction procedures include information about how you manage health and safety matters and what the individual’s responsibility is
Ensuring that you have policies which relate to national guidelines where these exist, for example in the management of school trips
Setting up a health and safety committee. Many schools take this approach with representatives from all areas of the school community including governors, which reports to a committee of the governing body. This helps to raise awareness within the school and ensures that risks are identified and appropriately managed
Keeping up to date using your association. FASNA has good links with the Health and Safety Executive (HSE) and we use our newsletter to keep members informed of important issues
Using booklets published by the HSE specifically for schools

How might the relationship with the LA change?

As a foundation school you are more in control of the relationship
You are still a maintained school and therefore part of any LEA strategy to improve standards
You have a much more arms length relationship and are better placed to influence the decisions about SIPs for example
The relationship becomes more one of equals as foundation schools have the right to be represented on many statutory groups and through these are able to have a greater influence on LA decisions
If you do not grant the LA advisory rights you have more freedom in the appointment of staff. You should inform the LA of the shortlist for any deputy or headteacher appointment and consider their comments about any candidate. Experience shows that this is not a problem for schools.

What other help and advice is available?

The FASNA Practical Guidance pack contains more detailed information about the new responsibilities of a foundation school and about each stage of the process.

FASNA recommends that governors/schools read the guidance pack prior to first sharing the idea of going foundation and the governors meeting to discuss whether to go out to consultation.

To obtain your copy of the FASNA Practical Guidance pack email: s.ferdinando@fasna.org.uk.