1. Independent Schools Q: WHAT CONTRIBUTION COULD THE BIGGEST AND MOST SUCCESSFUL INDEPENDENT SCHOOLS MAKE TO THE STATE SCHOOL SYSTEM? It should firstly be noted that there are inherent issues
best pupils from the state sector; rather, they would be
with this question. It is difficult to see a mechanism by
taking those who are the most deprived.
which schools could be labelled in this way. Size does not necessarily equate with profitability. Very small changes in pupil numbers can have a significant impact on budgets and margins. There may be reasons why one school appears to be cash rich or poor at any given time and is likely to be part of a complex picture,
Accordingly, this proposal provides up to 10,000 new ‘good’ school places for no additional cost to the Government. It finds places for children without the considerable costs of opening new schools. It also drives forward the social mobility agenda.
comprising matters such as the timing of capital
A number of independent schools were encouraged
projects.
to work and sponsor failing state-funded schools in
As to the way in which schools with capacity could make the most significant contribution to the government’s stated objective of creating more good school places, a proposal has been put forward by the Independent Schools Council that schools with spare capacity will offer their places to the government. This would operate on the basis that the school receives the standard state sector funding which would ordinarily run with the child, and the independent school making up the difference.
the mid to late 2000s. Some of these sponsorship arrangements have been very successful, including, as the Green Paper indicates, schools such as the London Academy of Excellence. However, there have also been a significant number of failed partnerships. Some of these reflect geography (schools too far away from each other), ethos and skills, among, no doubt, other factors. The grave concern now is that we would not wish to risk committing the same mistakes again. Any sponsorship requires much work and commitment from both sides to be effective – it is not and should
It is believed that 10,000 such places could be
never be viewed as being a tick box exercise to secure
facilitated, saving the Treasury an estimated £2,000
charitable tax reliefs, but is a serious undertaking and
per child. Such a saving could make a very significant
any proposed sponsorships going forward should be
impact. Some local authority funded pupils are already
very carefully scrutinised.
placed within independent schools, and this proposal could see this opportunity extended to thousands more. Even further savings could be possible if children who might otherwise be placed in social care were instead matched to an appropriate place in an independent boarding school. These proposals may avoid the need for costly new free schools. It is understood that the places would be on the basis of a means tested analysis, so that those benefitting would be from the most deprived families. Accordingly, it is factually incorrect that this would be a way in which independent schools ‘cream off’ the
In light of the above, for those schools which consider that they have the skills, capacity and drive to sponsor academy schools, it is generally felt that this is more likely to be successful where a group of different schools or organisations come together as cosponsors. In terms of partnerships generally, the most value can be added where schools are able to tailor their partnerships and collaborations to suit their local situation, needs and capabilities. This requires flexibility, trust, and mutual respect and understanding.
Q: ARE THERE OTHER WAYS IN WHICH INDEPENDENT SCHOOLS CAN SUPPORT MORE GOOD SCHOOL PLACES AND HELP CHILDREN OF ALL BACKGROUNDS TO SUCCEED? Independent schools currently provide support in a raft
providing resources such as bursar support, back office
of different ways including bursaries, extra-curricular
functions, collective purchasing, working on projects
activities, specialist teaching (e.g. classics), university
such as “Shine to Deliver” Saturday schools for gifted
preparation, soft skills training, leaders on boards of
and talented children, support in transport provision,
maintained sector schools and multi-academy trusts,