by René Lavanchy
ACADEMY schools do not have a special effect on children’s performance, according to a Government-commissioned report into the performance of the flagship schools programme.
In a detailed report examining their performance since the first academies opened in 2002, consultants PricewaterhouseCoopers found a complex picture of increases in exam grades accelerating past other schools in some cases and falling behind in others; numbers of excluded pupils going up in absolute terms but falling in relation to other children; and academy buildings voted the best and worst aspect of the school by large numbers of different pupils.
The National Union of Teachers said the report reinforced their argument for abolishing the 130 academies to end what they see as a two-tier education system. Acting general secretary Christine Blower said: “Despite the Government’s spin, the report clearly states that there is insufficient evidence that academies are a model for school improvement.
“All the features that PwC identify as positive in relation to Academies have little to do with the so-called “academy effect” and everything to do with headhunting, significantly increased resources compared with those of other schools, and flexibilities allowed to teachers that should be enjoyed at all schools.”
The report’s authors found that academies more often than not enjoy a faster rise in exam grades than the country as a whole – but rejected the idea that this was due to the academy model. “The diversity across individual academies suggests that, rather than a simple uniform “academy effect”, there has been a more complex and varied process of change taking place,” they said.
But academies performed disappointingly in some areas. From 2006 to 2007, they suffered an average drop in grades for A-Level and other sixth form qualifications, while grades rose in England as a whole.
The report raised several concerns about academy admissions. In 2002, 46 per cent of academy pupils were from poor enough backgrounds to claim free school meals, but by 2007 this had fallen by nearly a quarter to 35 per cent. Academies use banding, in which they set reasoning tests for prospective pupils, in order to select a broad range of abilities. This could actually deter pupils from poorer and non-British backgrounds, the report found.
John Bangs, the NUT’s head of education, commented: “The way you select is, if the kid can’t make the band, they can’t get into the school. They skew the admissions of kids into other schools. The implicit arguments for a proper review of admissions procedures is a bloody good idea.”
Not all academies recognise trade unions, and pay and conditions are at the discretion of their management.
The Department for Children, Schools and Families, which plans to create at least 400 academies, welcomed the report. Schools minister Jim Knight said: “This PwC report shows academies are improving results at a faster rate than the national average and that sponsors bring added value thanks to strong leadership and drive. The report says that governance in academies is generally good and the quality of leadership is generally very good.”
Mr Knight denied that academies’ success was at the expense of neighbouring schools, and added that they were popular with parents, with three applicants for every academy place.
