78-502: Sawston Village College is an academy school in Sawston , Cambridgeshire , England . It was previously the first community college in the country and the first Village College . It was founded in 1930 and realised the vision of Henry Morris , then Chief Education Officer for Cambridgeshire . In 1924, Henry Morris wrote a Memorandum on the Provision of Education and Social Facilities for
156-500: A private sponsor who could be an individual (such as Sir David Garrard , who sponsors Business Academy Bexley ), organisations such as the United Learning Trust , mission-driven businesses such as The Co-operative Group or outsourcing for-profit businesses such as Amey plc ). These sponsors were expected to bring "the best of private-sector best practice and innovative management" to academies, "often in marked contrast to
234-614: A "special category" separate from the Senmon Gakkō and given different regulations to them. Under the ordinance, many private institutions became vocational Senmon Gakkō . In modern Japan, the Senmon Gakkō are tertiary specialist schools for vocational education with two years of study. The majority of them are private. There are also other private specialist schools in Japan called Senshūgakkō . These offer curricular subjects such as computer programming , languages and bookkeeping . There
312-458: A designation process where they were required to pass benchmarks and demonstrate achievement in their desired specialism, while also raising between £20,000 and £50,000 in private sector sponsorship. Passing the process gave designated schools specialist status in one of 10 or 15 available specialisms and an optional curricular rural dimension . Two of the 10 or 15 specialisms could be combined to form one specialism. The reward for specialist status
390-749: A full list of active academy sponsors. In 2019 there were 5,539 primary academies in England, of which 514 were forced away from local authority control after being failed by Ofsted . The Department for Education (DfE) paid out at least £18.4m to the academy trusts taking on these schools. The parents, governors and local authorities had no say in how this money was spent or how the assets were used. Since 2013–14, more than 300 primary academies have been rebrokered (receiving government setup money again) or moved between trusts. In 2017–8, seven trusts running primary schools closed leaving all their schools in search of another sponsor. This leads to uncertainty and expense as
468-512: A goal of delivering effective and affectionate education while granting equal opportunities of education to adults, children and teenagers. They may also be an alliance between schools and services rather than one institution (e.g. the DE Brede School in Amsterdam is a collaboration between three separate primary schools). Brede schools do not receive additional funding on a national level, nor
546-581: A government trial. Since 2011, secondary schools in England no longer need to designate or re-designate for specialist status and can gain specialisms beyond the 12 originally available in the specialist schools programme. Academy schools , which were specialist schools at this time, were already unrestrained in their choice of specialism. The United Kingdom's specialist schools programme has attracted other countries toward specialisation. Any state secondary school in England, whether they are local authority -maintained or independent from their control, can become
624-561: A long period of time. In some countries such as Germany and the Netherlands, education specialises when students are aged 13, which is when they are enrolled to either an academic or vocational school (the former being known in Germany as a gymnasium ). Many other countries in Europe specialise education from the age of 16. The Nazi Regime established new specialist schools with the aim of training
702-467: A number of academies open and reporting successes, the programme continues to come under attack for creating schools that are said to be, among other things, a waste of money, selective, damaging to the schools and communities around them, forced on parents who do not want them, and a move towards privatisation of education "by the back door". The introduction of academy schools was opposed by teachers' trade unions and some high-profile figures within
780-417: A specialist school. Unique types of specialist school include City Technology Colleges , early academy schools, University technical colleges , studio schools and maths schools . Schools that operate specialist education programs exist in all Australian states and territories. These schools are typically associated with the arts or elite sports programs. In South Australia , specialist schools cover
858-554: A specialist vocational curriculum. These are known as specialised schools. In 2011 over half of the public schools in Singapore were niche schools . These schools are specialist schools for extracurricular and unconventional subjects such as fencing , music, the performing arts and uniformed grouping . Specialist curricular areas are known as niche areas, niche domains or simply a niche, and niche schools are entitled to select up to five per cent of their intake in these areas. In 2013,
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#1733086064535936-585: Is a state-funded school which is directly funded by the Department for Education and independent of local authority control. The terms of the arrangements are set out in individual Academy Funding Agreements. 80% of secondary schools, 40% of primary schools and 44% of special schools are academies (as of October 2023). Academies are self-governing non-profit charitable trusts and may receive additional support from personal or corporate sponsors, either financially or in kind. Academies are inspected and follow
1014-595: Is a small part of their educational provision. A large number of charter schools in the United States are specialized schools. In 2015, a study evaluated the diversity between charter schools in 17 cities. The ratio between specialized charter schools and non-specialized charter schools in these cities was found to typically be around 50/50. 55 per cent of enrolled students attended non-specialized charter schools while 45 per cent attended specialized charter schools. There are also two other main types of specialized school in
1092-544: Is a special school for students with high needs. Students with high needs are defined as those with "significant physical, sensory, neurological, psychiatric, behavioural or intellectual impairment". In 2010, students with high needs accounted for three per cent of the student population in New Zealand. The specialist schools can be day specialist schools or residential specialist schools. Day specialist schools teach years 1–13, with students allowed to attend until they reach
1170-548: Is also linked to the wider debate in the education sector as to the benefits or otherwise of the growing role of religion in the school system being promoted by the New Labour government in general, and Tony Blair in particular, with many academies (one estimate puts it at "more than half" ) being sponsored either by religious groups or organisations/individuals with a religious affiliation. A parliamentary report in 2015, entitled "Free Schools and Academies", recommends that "In
1248-507: Is known as a multi-academy trust , although sometimes the terms academy group or academy federation are used instead. An academy chain is a group of trusts working together under a shared management structure. An academy is an independent state school governed by the Academy Agreement it makes with the Department for Education , and at that point it severs connections with the local education authority. The current advisory text
1326-560: Is published by the Department for Education. The city academy programme was originally based on the programme of City Technology Colleges (CTCs) created by the Conservative government under Margaret Thatcher in the 1980s, which were also business-sponsored. From 2003, the Government encouraged CTCs to convert to academies; did so (for example, Djanogly CTC is now Djanogly City Academy )
1404-615: Is the Academy and free school: master funding agreement dated March 2018. The governors of the academy are obliged to publish an annual report and accounts, that are open to scrutiny and inspections. All academies are expected to follow a broad and balanced curriculum but many have a particular focus on, or formal specialism in, one or more areas such as science; arts; business and enterprise; computing; engineering; mathematics; modern foreign languages; performing arts; sport; or technology. Although academies are required to follow some aspects of
1482-680: Is the legal vehicle that enables schools to work together in a group in a single legal entity. The trust, therefore, creates the capacity for school improvement. As the legal entity, the trust can also create the conditions and the culture of improvement.” They also highlight the impact academy trusts have made in tackling the attainment gap in areas of the country such as the North. Academies have continued to be controversial, and their existence has frequently been opposed and challenged by some politicians, commentators, teachers, teachers' unions, and parents. Even after several years of operation and with
1560-465: Is there a centralised model of brede schooling, with funding and policy being decided locally. In Rotterdam for example, brede schools are integrated into the education system. In addition to primary schools, pre-schools and secondary schools can also be brede schools. There are over 1,200 brede schools. In the 1990s, the majority of breed schools were located in areas which were historically deprived, namely those with significant levels of migration. In
1638-600: Is those sporting organisations that deliver specialist programs to a narrow selection of schools, such as Cricket Australia 's Specialist School Program to three Western Australian schools. The Victoria State Government defines specialist schools as schools which specialise in subjects and also schools which specialise in special needs teaching. In Canada, there have been specialized schools in Calgary , Toronto and Niagara Falls . These schools, also known as niche schools and alternative schools , are usually selective, however
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#17330860645351716-414: The 50% Rule requiring them to allocate at least half of their places without reference to faith. In terms of their governance, academies are established as companies limited by guarantee with a Board of Directors that acts as a Trust. The Academy Trust has exempt charity status, regulated by the Department for Education . The trustees are legally, but not financially, accountable for the operation of
1794-751: The DfE and inform the Regional Schools Commission. Governors open consultation with parents and staff, and with this information make a decision as to whether to proceed. Assuming they do, the Regional Schools Commissioner approves the decision to join the selected trust and the Secretary of State issues an academy order. The school staff to are transferred to the MAT in accordance with TUPE regulations, and land and commercial assets are transferred from
1872-458: The Fresh Start programme in a speech by David Blunkett , then Secretary of State for Education and Skills , in 2000. He said that their aim was "to improve pupil performance and break the cycle of low expectations''. The chief architect of the policy was Andrew Adonis (now Lord Adonis, formerly Secretary of State at the Department for Transport ) in his capacity as education advisor to
1950-516: The Government of Singapore 's education policy has been based on diversifying curricular provision between its schools. There are four government designated specialist schools offering a specialist education in chosen areas of the curriculum. These fee-paying schools , officially named specialised independent schools , specialise in either applied learning, mathematics, science, sport or art. There are also four other independent specialised schools with
2028-777: The House of Commons questioned Henry Stewart, of the Local Schools Network, and Rachel Wolf, of the New Schools Network , on accountability and funding of academies and free schools. The Committee was review a report by the Auditor General, Managing the Expansion of the Academies Programme (HC 682), which had identified that in 2011-12 £96,000,000 had been diverted from supporting under-performing Local Authority schools to
2106-503: The Ministry of Education set a goal for every Singaporean school to have a niche by 2017. Schools are awarded niche status after demonstrating achievement in their desired niche and are rewarded with extra funding from the Ministry. Primary niche schools are called school-based excellence schools. There is a successful small tradition of specialized schools for particular curricular areas in
2184-543: The National Curriculum , they are otherwise free to innovate; however, as they participate in the same Key Stage 3 and GCSE exams as other English schools, they teach a curriculum very similar other schools, with only small variations. Like other state schools, academies are required to adhere to the National Admissions Code, although newly established academies with a faith designation are subject to
2262-708: The School Standards and Framework Act 1998 . The school pays a proportion of its central funding to the MAT for shared services but can in theory take better measures to ensure best value. Whilst still in the fairly early stage of development, supporters pointed to emerging data showing "striking" improvements in GCSE results for academies compared to their predecessors, with early results showing that "GCSE results are improving twice as fast in academies as in state schools". In an article in The Observer , that regarded many of
2340-598: The Senmon Gakkō Rei . This ordinance required the schools to seek approval from the Ministry of Education for their name, location, teaching staff, admission quotas, academic year, fees, curriculum and regulations, and those that failed to receive approval were closed down. The schools also needed permission to hold examinations from the Ministry of Justice . The ordinance also expanded the term specialist school to include Japan's prestigious Imperial Universities and also military academies, although both of these were put in
2418-977: The Toronto District School Board has recently scrapped its old admission arrangements and have made its specialized schools enrol students based on the students' interest in attending the school. In the 1990s, the Chinese government addressed demands for a trained workforce by establishing selective specialist schools. The main type of specialist school is the key school . These are primary and secondary schools serving academic children. Schools can be designated with key status by meeting requirements in facility and teaching quality. Between 15 and 20 per cent of Chinese schools satisfied these criteria in 1999. China has established Confucius colleges and classrooms across 87 countries. The Ministry of Education has also identified 3,916 middle schools and primary schools as specialist schools for youth football. In Japan,
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2496-596: The Countryside, with Special Reference to Cambridgeshire . Morris wrote that: The introduction of the Education Act (1918) raised the school leaving age from 12 to 14. This would overwhelm the existing education system within the local rural villages, which grouped all ages of children together into large class sizes. Morris' vision of a school indivisible from its community still holds true today at Sawston, his first village college. Its circa 1060 pupils aged 11 – 16 share
2574-673: The Government's claims for academies with scepticism, journalist Geraldine Bedell conceded that: The article singles out the cited academy, Mossbourne Community Academy in Hackney , as "apparently the most popular [school] in Britain – at least with politicians" and "the top school in the country for value-added results". Since the early stages of the academies sector, the sector has grown substantially, and as of January 2022, more than half (53%) of all pupils in England are educated in an academy, and academies account for 39% of primary schools (40% of
2652-513: The Labour Party, such as former party leader Lord Kinnock . Lord Kinnock criticised the academies scheme, saying that they were a "distortion of choice" and risked creating a "seller's market" with "schools selecting parents and children instead of parents selecting schools". The House of Commons Education and Skills Select Committee reported in March 2005 that it would have been wiser to limit
2730-632: The Prime Minister in the late 1990s. Academies were known as City Academies for the first few years, but the term was changed to Academies by an amendment in the Education Act 2002 . The term Sponsored Academies was applied retroactively to this type of academy, to distinguish it from other types of academy that were enabled later. By 2024, about 80% of state-funded secondary schools were academies or free schools, and about 40% of primary schools were academies. Sponsored Academies originally needed
2808-774: The United Kingdom, the term specialist school refers to a school with an emphasis or specialist focus on a certain field or area of the curriculum, with these specialised areas being called specialisms. British specialist schools intend to act as centres of excellence in their specialism. Specialist schools have been present in the primary, secondary and further education sectors. There have been specialist schools in England, Scotland and Northern Ireland, but none in Wales. In England, secondary specialist schools may select up to ten per cent of their yearly student intake for aptitude in their specialism provided that it includes either
2886-417: The United States, the magnet school and alternative school. Magnet schools are public schools which specialise in a particular course or curriculum. There were 3,497 of these schools in the United States during the 2019/2020 academic year . Alternative schools are educational establishments with untraditional methods and curriculae, including a specialised curriculum. There were 10,900 alternative schools in
2964-418: The United States. Specialized schools for a variety of subjects such as the performing arts or science exist in some cities, with specialized vocational and technical schools being the most typical. Most of these schools are highly selective, and are often referred to as exam schools. The term specialized school is also used to refer to boarding schools for children with special needs , as boarding provision
3042-445: The academies programme, followed by a further £400,000,000 in the financial year 2012-13. The Committee also questioned Chris Wormald , then Permanent Secretary at the Department for Education , who admitted that the Government had deliberately chosen to remove money originally allocated to support under-performing schools. Chris Wormald stated, "The Government took a very conscious decision that its major school improvement programme
3120-462: The academies sector responded to the challenges of the COVID-19 pandemic showed how strong and sustainable trusts are a resilient and protective structure for pupils and schools. Sector experts such as Leora Cruddas, Chief Executive of the sector body Confederation of School Trusts, support the concept of academy trusts being the ideal vehicle for school improvement, as, unlike in local authorities, “it
3198-490: The academy proposal from its inception but wants the scheme to go further. This accord was reflected in a remark made by Conservative spokesman David Willetts in 2006: I am more authentically Andrew Adonis than Andrew Adonis is. In 2004, the Liberal Democrats were reported as being "split" on the issue and so decided that academies should not be mentioned in the party's education policy. The position of Phil Willis ,
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3276-424: The academy. The Trust serves as the legal entity of which the school is part. The trustees oversee the running of the school, sometimes delegating responsibility to a local governing body which they appoint. The day-to-day management of the school is, as in most schools, conducted by the head teacher and their senior management team. In Sponsored Academies, the sponsor is able to influence the process of establishing
3354-413: The age of 13, however there are many specialist schools in the primary sector of education, with specific types including partnership schools, Dalton schools and brede schools/community schools. Brede schools (broad schools), also known as extended schools or community schools, combine education with important parental and children's services such as childcare and community health centres , and follow
3432-413: The age of 21. There are currently 28 such schools across the country, although they may hold satellite classes in mainstream schools to provide their specialist services in a normal educational environment. Residential specialist schools are for high needs students with a "slow rate of learning". Places are offered only when a student has a Specialist Education Agreement or when their needs cannot be met by
3510-610: The arts, gifted and talented programs, languages , agricultural schools , science, technology, engineering and mathematics , advanced technology project schools, sports schools , and trade training centres. In Victoria , examples of specialist government schools include those focused on science and maths (e.g. John Monash Science School ), performing arts (e.g. Victorian College of the Arts Secondary School ), sports (e.g. Maribyrnong Secondary College ), and leadership and enterprise (e.g. The Alpine School). An alternative model
3588-482: The borough. The programme of creating academies has also been heavily criticised by some for handing schools to private sector entrepreneurs who in many cases have no experience of the education sector: such as the Evangelical Christian car dealer, Sir Peter Vardy , who has been accused of promoting the teaching of creationism alongside macroevolution in his Emmanuel Schools Foundation academies. This
3666-553: The campus with adults who come to the college for a range of purposes: education, social activities, leisure and sports. The college has a partnership for community education and the arts, the Broadening Education Partnership, and a community sports centre. The college also has the only youth-led cinema in the country. Its pupils take responsibility for the function of the cinema – front of house, projection, business planning; for example, offering regular screenings to
3744-569: The case for schools in the Co-op Academies Trust (one of the larger business-supported trusts). They were expected to be creative and innovative because of their financial and academic freedoms, in order to deal with the long-term issues they were intended to solve. Originally all Sponsored Academies had to have a curriculum specialism within the English Specialist Schools Programme (SSP) . However, this requirement
3822-480: The education spokesman at the time, was summarised as: … there [are] no plans to abolish either city academies or specialist schools if the Lib Dems came to power, though "they would be brought under local authority control". In 2005, Willis' successor, Ed Davey , argued that academies were creating a "two-tier education system" and called for the academy programme to be halted until "a proper analysis can be done". At
3900-590: The first specialist schools were the Senmon Gakkō ( 専門学校 ) . These were officially defined during the Meiji era in the ordinance of 1879 as a tertiary institution which taught one curricular subject. However, in practice, the term defined private institutions which taught multiple subjects. Before they were allowed university status in 1918, being a Senmon Gakkō was the highest status that these institutions could achieve. An example of one of these specialist schools
3978-467: The funding agencies to account. The governors of a school are persuaded to consider academy status, perhaps in response to an approach by a multi-academy trust (MAT). They have two choices: remain with their current local authority , or join a multi-academy trust; converting to be a stand-alone trust ceased to be an option prior to 2018. If they were only given a 'satisfactory' (now referred to as 'requir[ing] improvement') Ofsted rating, they don't have
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#17330860645354056-520: The future Nazi Party elite and leaders of Germany: After the Second World War , Germany was separated into the capitalist West Germany and communist East Germany. In East Germany, a comprehensive system of education was established while in West Germany a specialised system was present. After German reunification in 1990, the former East Germany abandoned comprehensive education and implemented
4134-409: The lack of leadership experienced by the failing schools that academies have replaced" (known as predecessor schools). They were originally required to contribute 10% of the academy's capital costs (up to a maximum of £2m). The remainder of the capital and running costs were met by the state in the usual way for UK state schools through grants funded by the local authority. The Government later removed
4212-497: The local authority. The school can change its mind until documents are sent to the Secretary of State in order to be signed; this is usually around three weeks before the agreed conversion date. There are legal costs involved, and £25,000 is given to a converting academy to cover these costs. The local authority must grant a 125-year lease to the academy trust for the land. School land and playing fields are protected under Section 77 of
4290-537: The local community. On 1 June 2011, Sawston Village College gained academy status , effectively ending Cambridgeshire County Council's control and funding of the school. On 6 September 2012, 14:15 BST, one wing of the original college building was devastated by a fire. The Walnut gallery (a community meeting room), Main Staff Room, Sawston Public Library were destroyed, and the Henry Morris Hall (the assembly area)
4368-519: The meantime the Government should stop exaggerating the success of academies and be cautious about firm conclusions except where the evidence merits it. Academisation is not always successful nor is it the only proven alternative for a struggling school". In 2016 a major study by the Education Policy Institute found no significant differences in performance between academies and local council run schools. The original City Academy programme
4446-628: The new Academic year in September 2010. By 23 July 2010, 153 schools in England had applied for academy status, lower than the prediction that more than 1,000 would do so. In spite of the expanding Academy programme, in August 2010 Gove announced that 75 existing academy rebuild projects were likely to be scaled back. Nevertheless, by September 2012, the majority of state secondary schools in England had become Academies. Monthly updated information on existing academies and free schools, and applications in process,
4524-629: The new trust will rebrand and parents must pay for new school uniform. New rules, staff and systems are set in place. Specialist school Specialist schools , also known as specialised schools or specialized schools , are schools which specialise in a certain area or field of curriculum. In some countries, for example New Zealand, the term is used exclusively for schools specialising in special needs education , which are typically known as special schools . Specialist schools often have admission criteria making them selective schools as well. Specialist schools have been recognised in Europe for
4602-437: The performing arts, visual arts, physical education , sports or modern foreign languages . There was a near-universal specialist system of secondary education in England in 2011, with 96.6% of English state secondary schools having specialised. Under the specialist schools programme which ran from 1993 and 2006 until 2011, secondary schools pursuing specialist school status in England and Northern Ireland had to go through
4680-482: The power to make the decision. The governors assess the MATs available and willing to take them on. Ethos and values, geographical mix of schools and practicality, how individual schools have succeeded in retaining their identity, value for money, and the trust's capacity to support the development of schools and staff are all factors that are compared. The governors then select a partner trust. They then register interest with
4758-488: The previous year. and, at 1 November 2013, it stood at 3,444. The Education Funding Agency monitors financial management and governance of academies. In March 2022, a report by parliament's Public Accounts Committee found that academy trusts paying a staff member more than £100,000 had increased from 1,875 to 2,245 in 2020–2021 from the previous financial year. The committee concluded that lack of financial transparency undermined parents' capacity to hold school leaders and
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#17330860645354836-451: The primary school population), 80% of secondary schools (79% of secondary school pupils) and 43% of special schools (40% of special school pupils). This growth in the academies system coincides with the improvement of Ofsted judgement across schools, with 88% of all schools rated Good or Outstanding, an improvement from 68% in August 2010. Research from the University of Nottingham into how
4914-526: The programme to 30 or 50 academies in order to evaluate the results before expanding the programme, and that "the rapid expansion of the Academy policy comes at the expense of rigorous evaluation". The Select Committee was concerned that the promising results achieved by some academies may be due to increased exclusions of harder-to-teach pupils. They noted that two Middlesbrough academies had expelled 61 pupils, compared to just 15 from all other secondary schools in
4992-584: The requirement for financial investment by a private sponsor in a move to encourage successful existing schools and charities to become sponsors. Sponsored Academies typically replaced one or more existing schools, but some were newly established. They were intended to address the problem of entrenched failure within English schools with low academic achievement, or schools situated in communities with low academic aspirations. Often these schools had been placed in " special measures " after an Ofsted inspection, as has been
5070-543: The same rules on admissions, special educational needs and exclusions as other state schools and students sit the same national exams. They have more autonomy with the National Curriculum , but must ensure their curriculum is broad and balanced, and that it includes the core subjects of English, maths and science. They must also teach relationships and sex education, and religious education. They are free to choose their specialisms . The following are all types of academy: An academy trust that operates more than one academy
5148-472: The school, including its curriculum, ethos, specialism and building (if a new one is built). The sponsor also has the power to appoint governors to the academy's governing body. The Labour Government under Tony Blair established academies through the Learning and Skills Act 2000 , which amended the section of the Education Act 1996 relating to City Technology Colleges . They were first announced as part of
5226-786: The schools in their local area. In South Africa, a specialist school is an ordinary school with a focus on teaching an offered particular specialised field of curriculum. There are established agricultural schools, commercial schools, trade schools, technical schools, secondary art schools and, since 2018, sports academies . Minister of Basic Education Angie Motshekga has led an initiative to introduce specialist schools since 2015, when schools of specialisation were opened in Gauteng . These schools have an English-medium education and are located near townships . Specialist schools for mathematics and science have also opened to improve South Africa's educational standard in these subjects. Since 1987,
5304-444: The specialised education of West Germany. In modern Germany, education becomes specialised from the age of 13, with students attending either academic schools known as gynmnasiums or vocational schools. Vocational specialist schools and academies offer vocational qualifications. In the Netherlands, many specialist schools exist within the public education system. Education is specialised between vocational and academic schools from
5382-704: The subsequent election, Academies were supported by all three main political parties, with a further cross-party initiative to extend the programme into primary schools currently being considered. In 2010 the Conservatives and Liberal Democrats coalition government announced plans to expand the academy programme with the Academies Act 2010 . In May 2010 the then Education secretary Michael Gove wrote to all state schools in England inviting them to opt out of Local Authority control and convert to Academy status. Gove also stated that some academies could be created in time for
5460-406: Was Waseda University , which opened in 1882 as Tōkyō Senmon Gakkō ( 東京専門学校 ) but was given its current name after claiming university status in 1902 (the school did not receive official recognition as a university until 1920 and instead remained a private college). In March 1903, the government increased its oversight over the Senmon Gakkō through Imperial Ordinance 61, officially called
5538-739: Was a 2003 conversion. Academies differ from CTCs in several ways; most notably, academies cannot select more than 10% of pupils by ability, whereas CTCs can. Academies have been compared to US charter schools , which are publicly funded schools largely independent of state and federal control. A number of private and charitable organisations run groups of academies, known as Multi-Academy Trusts (MATs). These major operators include ARK Schools , Academies Enterprise Trust , E-ACT (formerly Edutrust Academies Charitable Trust), Emmanuel Schools Foundation , Harris Federation , Oasis Trust , Ormiston Academies Trust , Tauheedul Education Trust and United Learning Trust . The Department for Education publishes
5616-425: Was a £100,000 government grant alongside an additional £129 in funding for every student enrolled to the school. Every three years, schools had to renew their status and re-designate. Re-designation brought with it the possibility of a second specialism and high performing specialist status ; both of these would grant additional funding. Selected primary schools joined the specialist schools programme in 2007 as part of
5694-474: Was attacked for its expense: it cost on average £25m to build an academy under this scheme, much of which was taken up by the costs of new buildings. Critics contend that this is significantly more than it costs to build a new local authority school. Some operators are paying senior staff six-figure salaries, partly funded by central government. In December 2012, the Public Accounts Committee of
5772-544: Was flooded from the hosepipes. The staff evacuated the pupils. Everyone was accounted for, and there were no casualties. The incident is thought to have been an act of arson. Children from the following schools generally start attending Sawston Village College at age 11: Students continuing in Further Education beyond 16 generally attend one of the following: Academy (English school) An academy school in England
5850-412: Was previously a system of specialist schools for teacher training which consisted of normal schools , higher normal schools and colleges of arts and sciences . In 2002, former prime minister Yasuhiro Nakasone recommended establishing new specialist schools "to train prospective education professionals", with these schools being "separate from ordinary universities". In New Zealand, a specialist school
5928-806: Was removed in 2010. By May 2010 there were 203 Sponsored Academies in England. The Academies Act 2010 sought to increase the number of academies. It enabled all maintained schools to convert to academy status, known as Converter Academies and enabled new academies to be created via the Free School Programme . At the same time the new Conservative-led Coalition Government announced that they would redirect funding for school Specialisms [i.e. Technology College Status ] into mainstream funding. This meant that Secondary Schools would no longer directly receive ring-fenced funds of £130K from Government for each of their specialisms. One way to regain some direct control over their finances and retain specialist funding
6006-491: Was the academies programme." In December 2018, the Sutton Trust published a report on the effectiveness of MATs in improving the performance of disadvantaged children, with its authors noting that "Our five-year analysis of sponsor academies' provision for disadvantaged pupils shows that while a few chains are demonstrating transformational results for these pupils, more are struggling." The Conservative Party has supported
6084-496: Was to become a Converter Academy and receive all of their funding direct from Government, with the possibility of buying in services at a cheaper rate. This, along with some schools wanting more independence from local authority control, meant that many state secondary schools in England converted to academy status in subsequent years. By April 2011, the number of academies had increased to 629, and by August 2011, reached 1,070. By July 2012 this number reached 1,957, double that of
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