A lot has been said and written about the proposal in the government’s White paper, Educational Excellence Everywhere, for a fully academised system. Opponents point out that one size does not necessarily fit all, and wonder why schools which are doing perfectly well under local authority control should be forced to become academies. These are good points and we would urge the government to relax the compulsory requirement when it brings forward its White paper proposals.

We would strongly encourage ministers to allow federated groups of maintained schools alongside multi-academy trusts. Groups of schools have the potential to create the conditions for deep and sustainable partnerships that build professional capacity, collaborative learning and joint practice development, and have collective responsibility for pupils’ outcomes.

In the meantime, however, I’d like to set out the top 10 challenges of the proposed fully academised system, as I see them, and suggest some solutions:

1. It should take time - we must not rush
   There is a risk that the proposal for a fully academised system will result in leaders and governors rushing to make decisions for their school. We should not rush. Rushed decisions are likely to be poor decisions. It is absolutely imperative that leaders and governors make decisions based on an assessment of the options, the evidence and in the light of a robust due diligence process.
    
2. There is the need for better safeguards in the system
   There are concerns about conflicts of interest. Research commissioned by the Commons Education Select Committee into actual and potential conflicts of interests in academy trusts and sponsor arrangements concludes that they are common in academies just as they are in maintained schools. Conflicts of interest cannot always be eliminated - but they must be mitigated. The research finds that regulatory frameworks around academies have been strengthened in recent years but that we need more safeguards in the system.
    
3. There may not be enough teachers - or leaders
   Whatever the structure of our school system, if we don’t have enough high-quality teachers and leaders, it will fail. There is a risk that the government will put all its energy into structures and pay insufficient attention to the supply and recruitment of teachers. It is absolutely essential that the government ensures we have sufficient teachers - and leaders - in our system.
    
4. There may not be enough money
   We are pleased that the government is consulting on a national funding formula, but we remain deeply concerned that the overall level of funding is insufficient. Is there enough money to sustain our education system into the future? Many have argued in the past few weeks that the cost of academisation will be significant. If the system is to move forward in this way, the government must commit to meeting these costs in an overall secure and sustainable funding system.
    
5. It could become a distraction
   Many have argued that moving towards a fully academised system will be a distraction from the job of improving schools and securing good outcomes for children. Surely there are more immediate things that need our attention? There is the here and now of the English Baccalaureate, Progress 8, changes to primary assessment, qualification reform, assessment without levels, massive funding pressures and now funding reform - a tidal wave of change. Strong partnerships between schools may be one way in which we can support one another through these turbulent times.
    
6. The system could fragment - or lead to isolationism
   Some have proposed that small primary schools (particularly those in rural areas) are under threat and that the government has not thought through the systems of support for small or isolated schools. This is potentially a huge challenge. How can we use the vehicle of multi-academy trusts to address some of the issues of isolationism that these schools already experience. How do we create the conditions for deep partnership for these schools - who probably need it most of all?
    
7. The final result could be giant, inflexible monopolies
   Have we properly articulated what we think the “end state” of a fully academised system might be? Might it in fact be powerful, giant monopolies - the supermarket chain argument - that are impossible to regulate? It is fundamentally important that there is a robust system of oversight and scrutiny with strong powers of intervention. In order to get this right, the government must ensure that there is sufficient capacity in the office of the regional schools commissioners.  
    
8. There could be a crisis of legitimacy
   There is a concern that schools overseen by charitable trusts rather than public authorities may not be accountable to the communities they serve. And the removal of the requirement to have elected parent governors on trust boards compounds this concern. There could be a crisis of legitimacy in our education system as parents and the public feel disconnected from local schools and lose confidence. So how do we ensure that multi-academy trusts remain connected and accountable to communities? Perhaps the answer lies in more powerful models of parent and community engagement.
    
9. There may be insufficient controls on publicly owned land
   Some opponents of multi-academy trusts argue that what is happening is a “land-grab”, where land held in public ownership is being transferred to charitable companies. This concern is heartfelt and real. Is it enough that the freehold of land is retained by the authority, which offers a lease to the academy or multi-academy trust? Are the safeguards sufficient here? There is still a job to do for the government to reassure the public that land transfers, in principle, retain the land in public ownership.
    
10. It is both something and nothing - in the end, not a bang but a whimper
    What if we put all our efforts into a fully academised system and in the end it makes no difference? Outcomes for children and young people do not improve? The government tells us that there is evidence that multi-academy trusts improve standards. Opponents tell us that there is no evidence at all, or the evidence is not secure. This is probably not evidence-based policymaking and only time will tell. Perhaps now is the moment to think about how we create the conditions for deep and mature partnerships that give us the best chance of success.

Leora Cruddas is director of policy for the Association of School and College Leaders and tweets at @LeoraCruddas

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