One third (36%) of the 151 heads of primary and secondary schools surveyed cited this as the most important reason for becoming an academy. This was followed by the financial benefits (30%) and the perceived chance to achieve better outcomes (23%).
Other key findings from the survey include:
- Half of all head teachers at recently converted academies had already made changes to the school curriculum, while a further 20% expected to make changes over the next 12 months. Two thirds (63%) of primary schools had already exercised this freedom compared to one-third (37%) of secondary school academies;
- Fewer than one in ten schools (8%) have taken the opportunity to set their own staff pay and conditions;
- A lack of clarity over funding was seen by more than four in five respondents (82%) as an obstacle during or just after the academy conversion process. Other obstacles were dealing with land transfers (66%); managing additional responsibilities (63%); pension liabilities for support staff (62%); dealing with staff/union opposition (43%); and managing a diverse range of stakeholders (43%);
- Almost a third of head teachers (29%) believed that becoming an academy would have a “very significant” positive impact on pupil outcomes, while 44% said it would have a “fairly significant” positive impact;
- Close to half of heads of academies (46%) said conversion would allow them to target resources where they were most needed. More than a third (38%) said it would give them increased autonomy to act in the interests of students, while a similar percentage (37%) predicted it would allow curriculum innovation;
- One third (34%) said they would be looking in the next 12 months to create a group of academies. More than half (54%) said they would not be doing so;
- A quarter (27%) said they were looking to become an approved sponsor in the next 12 months.
Asked what they would spend more time on if they were to go through the conversion process again, half (52%) cited support for governors and the senior leadership team on academy finances.
Other popular answers were: income generation opportunities (40%); training governors on their roles and responsibilities (38%); and exploring formal arrangements with others schools and academies (29%).
Nick Mackenzie, Education Partner at Browne Jacobson, said: “The ultimate goal of the academies programme is clearly to drive up standards. Whilst it may be too early to assess its impact on achievement levels, Ministers will be buoyed by the news that the vast majority of head teachers envisage academy status as impacting ‘significantly’ on pupil outcomes.
“Whilst the Government has taken steps to simplify the conversion process, many clearly still face a myriad of challenges and obstacles that need to be addressed. The current level of support for governors on their new role, particularly in relation to their legal and financial responsibilities, appears to be wanting and could be unnecessarily exposing academies to risk. The need for greater support on exploiting income generation opportunities was also evident as was the need for greater clarity over funding.
“Reducing bureaucracy, supporting innovative practices and championing the benefits of collaborative working are essential if the academies programme wants to fully realise its potential and carry on winning many more hearts and minds.”