The process is the same, but special schools must send the following to SpecialSchool.REORGANISATION@dcsf.gsi.gov.uk:
Mainstream schools have a separate email address.
This really depends on how the school decides to apportion the work. Some smaller schools have delegated tasks to different staff, including governors. It is important to identify what needs to be done, and by when – and then make a decision as to who is best placed to lead on that area of work.
The headteacher / governing body must have a clear vision for the trust as this will lead to securing strong partners with the necessary skills and expertise. In many cases another member of staff or governor have taken the lead in taking the school through the trust school process. The headteacher does not necessarily need to do everything, but does need to know everything that is happening.
The governing body becomes the admissions authority, but the admissions policy must comply with the admissions code. In the case of special schools there is absolutely no change to admissions due to the way in which students with a statement of special educational needs are allocated places.
Yes - a school can join the supported schools programme with the intention of becoming a trust school, and then decide to pause or even stop at foundation status.
Foundation status bring more autonomy and self-governance, allowing the school to take control over its destiny.
Trust status bring the benefits of foundation status, but also formalises the partnership with external partners. This means that the school has a sustained relationship with organisations which can bring skills and expertise to the school, and this relationship is at an organisational level. The school and partners have a shared vision focused on raising standards, which will make a difference for the school and the community.
There are many organisations which want to partner with different types of schools. The decision with who to partner with depends on a number of factors, but it’s about selecting an appropriate partner, rather than just any partner.
The school and partner have to have a shared ethos and they also identify mutual benefits for the partnership, as this will make the partnership effective and sustained. Special schools have partners which include local and national businesses, further education colleges, primary care trusts, charitable groups, community groups and even independent schools.
No – the LA has to be kept informed at every stage of the process, and will be a stakeholder in the consultation process, but the governing body is the decision-maker. The LA can refer the proposals to the schools adjudicator if the consultation process has been inadequate, or the LA believes that by becoming a foundation or trust school it will be detrimental to standards.
No – Trust schools are LA maintained schools, and therefore involved in all LA plans for school organisation.
The expectation is that the trust will be permanent, but there is the facility for other schools and other partners to leave or join the trust at any time. If the trust partnership is not working then the trust can be removed – a majority of the governing body can publish proposals at any time to remove the trust. The Secretary of State also has the power to remove a trustee is the trustee has acted in a way incompatible with the aims and objects of the trust, or the trustee is liable to harm the reputation of the school.
Legal fees are estimated at between £3000-£5000, depending on how complex the trust will be. There has in the past been financial support from the government to cover start-up costs, but the level of funding is always dependent on ministerial approval and ministerial priorities.