mike crowhurst nathaniel bellio - academy ambassadors · 2019-12-17 · mike crowhurst nathaniel...
TRANSCRIPT
Growing a school chain
Mike Crowhurst
Nathaniel Bellio
1 Introduction context
2 Lessons learnt from existing chains
3 Key questions for potential chains to
consider
4 Questions further resources
2
Agenda
1 Introduction context
Since 2010 NSN has supported around 70 of the more than 400 open and
approved free schools
Most of these new free schools are now being established by existing
Multi-Academy Trustsschool chains
The DfE define a school chain as having gt3
schools
Evidence suggests that school chains can
benefit from a number of
advantages in terms of increased leadership
capacity opportunities to
share good practice and financial efficiencies
However only just over half of academies
exist in school chains
3
Source Education in Chains Reform 2015
2 Lessons learnt How fast should school chains grow
4
Central infrastructure becomes necessary
but may outpace financial resources
Economies of scale lessen financial
pressures
Very large sponsors need to undergo
further reorganisation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Size
Ch
alle
nge
Cottage industry
Growing infrastructure
Sustainable sponsor Large sponsor
Initial growth
particularly difficult for non-school
starters Source DfE research
2 Lessons learnt How fast should school chains grow
5
0
10
20
30
40
50
60
70
80
90
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10Yr 11
of schools
of years after initial launch
Source NSN research
Different school chains have
pursued different rates of
growth
Growth is unlikely to follow an
even rate most chains have
seen steady expansion followed
by a lsquobig bangrsquo at certain
points
Some chains that have
expanded very quickly have
had problems maintaining the
quality of their provision
However the DfE have not
found evidence that chains of a
certain scale or growth
trajectory are more likely to
underperform
2 Lessons learnt Which schools should they contain
DfE research suggests that high performing sponsors are more likely to
contain a mix of sponsored and converter academies
New free schools and academies are also an option
Perception that it is easier to start a new school
successfully than to turnaround existing schools
Primary only sponsors face greater financial challenges
as a result of smaller
revenue base 6
13 5 11
42 6 11
0102030405060708090
100
Mixed types ofacademies
PredominantlyConverter Academies
PredominantlySponsoredAcademies
Academy type
Source DfE research
lsquoHigh
performingrsquo
chain
lsquoLower
performingrsquo
chain
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
1 Introduction context
2 Lessons learnt from existing chains
3 Key questions for potential chains to
consider
4 Questions further resources
2
Agenda
1 Introduction context
Since 2010 NSN has supported around 70 of the more than 400 open and
approved free schools
Most of these new free schools are now being established by existing
Multi-Academy Trustsschool chains
The DfE define a school chain as having gt3
schools
Evidence suggests that school chains can
benefit from a number of
advantages in terms of increased leadership
capacity opportunities to
share good practice and financial efficiencies
However only just over half of academies
exist in school chains
3
Source Education in Chains Reform 2015
2 Lessons learnt How fast should school chains grow
4
Central infrastructure becomes necessary
but may outpace financial resources
Economies of scale lessen financial
pressures
Very large sponsors need to undergo
further reorganisation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Size
Ch
alle
nge
Cottage industry
Growing infrastructure
Sustainable sponsor Large sponsor
Initial growth
particularly difficult for non-school
starters Source DfE research
2 Lessons learnt How fast should school chains grow
5
0
10
20
30
40
50
60
70
80
90
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10Yr 11
of schools
of years after initial launch
Source NSN research
Different school chains have
pursued different rates of
growth
Growth is unlikely to follow an
even rate most chains have
seen steady expansion followed
by a lsquobig bangrsquo at certain
points
Some chains that have
expanded very quickly have
had problems maintaining the
quality of their provision
However the DfE have not
found evidence that chains of a
certain scale or growth
trajectory are more likely to
underperform
2 Lessons learnt Which schools should they contain
DfE research suggests that high performing sponsors are more likely to
contain a mix of sponsored and converter academies
New free schools and academies are also an option
Perception that it is easier to start a new school
successfully than to turnaround existing schools
Primary only sponsors face greater financial challenges
as a result of smaller
revenue base 6
13 5 11
42 6 11
0102030405060708090
100
Mixed types ofacademies
PredominantlyConverter Academies
PredominantlySponsoredAcademies
Academy type
Source DfE research
lsquoHigh
performingrsquo
chain
lsquoLower
performingrsquo
chain
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
1 Introduction context
Since 2010 NSN has supported around 70 of the more than 400 open and
approved free schools
Most of these new free schools are now being established by existing
Multi-Academy Trustsschool chains
The DfE define a school chain as having gt3
schools
Evidence suggests that school chains can
benefit from a number of
advantages in terms of increased leadership
capacity opportunities to
share good practice and financial efficiencies
However only just over half of academies
exist in school chains
3
Source Education in Chains Reform 2015
2 Lessons learnt How fast should school chains grow
4
Central infrastructure becomes necessary
but may outpace financial resources
Economies of scale lessen financial
pressures
Very large sponsors need to undergo
further reorganisation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Size
Ch
alle
nge
Cottage industry
Growing infrastructure
Sustainable sponsor Large sponsor
Initial growth
particularly difficult for non-school
starters Source DfE research
2 Lessons learnt How fast should school chains grow
5
0
10
20
30
40
50
60
70
80
90
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10Yr 11
of schools
of years after initial launch
Source NSN research
Different school chains have
pursued different rates of
growth
Growth is unlikely to follow an
even rate most chains have
seen steady expansion followed
by a lsquobig bangrsquo at certain
points
Some chains that have
expanded very quickly have
had problems maintaining the
quality of their provision
However the DfE have not
found evidence that chains of a
certain scale or growth
trajectory are more likely to
underperform
2 Lessons learnt Which schools should they contain
DfE research suggests that high performing sponsors are more likely to
contain a mix of sponsored and converter academies
New free schools and academies are also an option
Perception that it is easier to start a new school
successfully than to turnaround existing schools
Primary only sponsors face greater financial challenges
as a result of smaller
revenue base 6
13 5 11
42 6 11
0102030405060708090
100
Mixed types ofacademies
PredominantlyConverter Academies
PredominantlySponsoredAcademies
Academy type
Source DfE research
lsquoHigh
performingrsquo
chain
lsquoLower
performingrsquo
chain
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt How fast should school chains grow
4
Central infrastructure becomes necessary
but may outpace financial resources
Economies of scale lessen financial
pressures
Very large sponsors need to undergo
further reorganisation
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24
Size
Ch
alle
nge
Cottage industry
Growing infrastructure
Sustainable sponsor Large sponsor
Initial growth
particularly difficult for non-school
starters Source DfE research
2 Lessons learnt How fast should school chains grow
5
0
10
20
30
40
50
60
70
80
90
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10Yr 11
of schools
of years after initial launch
Source NSN research
Different school chains have
pursued different rates of
growth
Growth is unlikely to follow an
even rate most chains have
seen steady expansion followed
by a lsquobig bangrsquo at certain
points
Some chains that have
expanded very quickly have
had problems maintaining the
quality of their provision
However the DfE have not
found evidence that chains of a
certain scale or growth
trajectory are more likely to
underperform
2 Lessons learnt Which schools should they contain
DfE research suggests that high performing sponsors are more likely to
contain a mix of sponsored and converter academies
New free schools and academies are also an option
Perception that it is easier to start a new school
successfully than to turnaround existing schools
Primary only sponsors face greater financial challenges
as a result of smaller
revenue base 6
13 5 11
42 6 11
0102030405060708090
100
Mixed types ofacademies
PredominantlyConverter Academies
PredominantlySponsoredAcademies
Academy type
Source DfE research
lsquoHigh
performingrsquo
chain
lsquoLower
performingrsquo
chain
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt How fast should school chains grow
5
0
10
20
30
40
50
60
70
80
90
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5 Yr 6 Yr 7 Yr 8 Yr 9 Yr 10Yr 11
of schools
of years after initial launch
Source NSN research
Different school chains have
pursued different rates of
growth
Growth is unlikely to follow an
even rate most chains have
seen steady expansion followed
by a lsquobig bangrsquo at certain
points
Some chains that have
expanded very quickly have
had problems maintaining the
quality of their provision
However the DfE have not
found evidence that chains of a
certain scale or growth
trajectory are more likely to
underperform
2 Lessons learnt Which schools should they contain
DfE research suggests that high performing sponsors are more likely to
contain a mix of sponsored and converter academies
New free schools and academies are also an option
Perception that it is easier to start a new school
successfully than to turnaround existing schools
Primary only sponsors face greater financial challenges
as a result of smaller
revenue base 6
13 5 11
42 6 11
0102030405060708090
100
Mixed types ofacademies
PredominantlyConverter Academies
PredominantlySponsoredAcademies
Academy type
Source DfE research
lsquoHigh
performingrsquo
chain
lsquoLower
performingrsquo
chain
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt Which schools should they contain
DfE research suggests that high performing sponsors are more likely to
contain a mix of sponsored and converter academies
New free schools and academies are also an option
Perception that it is easier to start a new school
successfully than to turnaround existing schools
Primary only sponsors face greater financial challenges
as a result of smaller
revenue base 6
13 5 11
42 6 11
0102030405060708090
100
Mixed types ofacademies
PredominantlyConverter Academies
PredominantlySponsoredAcademies
Academy type
Source DfE research
lsquoHigh
performingrsquo
chain
lsquoLower
performingrsquo
chain
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt Which schools should they contain
7
High performing sponsors stress the importance of proximity between schools
to allow for effective collaboration and shared resources
It is possible to achieve this through
Multiple clusters in
different areas
Single cluster
within one area
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt People and leadership
Responsibilitiesdemands
of CEOs change
significantly as their
chain grows
Role moves from internal
operational management
of the chain towards
the lsquobig picturersquo of its
development and external
relations
CEOs increasingly need to
facilitate collaboration
that takes place without
them being involved
8
of CEOs working week spent on
Source Hill NCSL 2012
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt People and leadership
The shape of leadership structures within high performing chains is broadly
similar though varies by size
Investing in strong
financial planning
skills possibly from
the business world is
critical
Hub
directorsExec
Principals may
be necessary as
chain grows
Heads of school
nurtured as future
leaders Heads of school and other SLT
deployed flexibly across the chain
HR issues become
increasingly
important as chain
grows in size
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt Governance
Governance should be driven by your vision for the relationships that
schools in the chain will have with each other and the central team
10
Source Hill NCSL 2012
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
2 Lessons learnt Governance
Most chains adopt broadly similar governance structures However the locus of
decision making within them varies
Takes key decisions
affecting schools
across the chain
Accountable to central board of
directors Some key individuals
may also sit on Board of Directors
Central committees consider issues across
particular schools ndash eg performance
Scheme of delegation
determines degree of
autonomy
Directors
may be
represent
ed here
Schools
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
3 Key questions for potential chains
What is your
proposed approach
What are the
associated
challenges
How do you plan to
mitigate against
these
Scale and rate of
growth
Schools within the
chain
Relationship
between schools
and the chain
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum
4 Questions further resources
bull Hill et al The growth of academy chains implications for leaders and
leadership NCSL 2012
httpderaioeacuk145361the-growth-of-academy-chains5B15Dpdf
bull Grotberg amp Robb Education in Chains Reform 2015
httpwwwreformukwp-contentuploads201503Education-in-
chainspdf
bull Hutchings et al Chain Effects The impact of academy chains on low income
students Sutton Trust 2014
httpwwwsuttontrustcomwp-contentuploads201408chain-effects-
july-14-final-1pdf
bull What does a high performing sponsor look like DfE 2014
httpwwwtagmydoccomdllQRYNgn6o
bull New Schools Network Academy Ambassadors Forum
httpwwwnewschoolsnetworkorgnode3286academies-ambassadors-
forum