LK INNOVATE

By Dr Lokman Khan, Bradford

1. Introduction
2. Stakeholder Experiences:
3. Conclusion:

Introduction

The introduction of academies in England, state-funded schools with greater autonomy, sparked intense debate. Their impact on the education system and teacher well-being remains a complex and contested issue. This report delves into relevant reports, stakeholder experiences, and research to analyse their effectiveness and potential drawbacks.

Intended Purpose:

Academies were established to address concerns about underperforming schools and offer greater flexibility in curriculum, staffing, and resource allocation. Aims included:

• Improved academic performance: Raising attainment and narrowing the attainment gap.
• Increased innovation and diversity: Allowing schools to tailor education to local needs.
• Greater accountability: Holding schools directly responsible for their performance.

Arguments for Success:

• Improved performance: Studies suggest academies, particularly those in challenging areas, outperform maintained schools in GCSE and A-level results. This is partly attributed to increased autonomy in curriculum design and leadership flexibility.
• Innovation and specialization: Academies can tailor programs to specific needs, offering specialized curriculums in STEM, arts, or vocational training. This caters to diverse student interests and can prepare them for specific career paths.
• Parental choice and accountability: Increased diversity in school options empowers parents to choose based on their values and priorities. Academies operate under stricter accountability measures, potentially driving performance improvement.

Arguments for Failure:

• Widening inequality: Critics argue academies exacerbate social segregation, attracting affluent families and leaving disadvantaged areas with struggling schools. This can create a two-tiered system with unequal access to quality education.
• Increased pressure on teachers: Autonomy comes with increased workload and accountability for teachers. Concerns exist about longer work hours, complex paperwork, and pressure to meet performance targets, leading to stress and burnout.
• Lack of transparency and accountability: While academies are accountable to the Department for Education, some argue their governance structures lack transparency and public scrutiny, potentially hindering effective oversight and accountability.

Stakeholder Experiences:

Teachers:

• Mixed opinions: Some appreciate the autonomy and resources, while others feel pressured by accountability and workload. A 2023 National Education Union survey revealed 63% of academy teachers felt more stressed than their counterparts in maintained schools. However, some appreciate the freedom to innovate and design curriculum.
• Concerns about workload: Increased bureaucracy and performance pressures can be stressful.
• Limited career progression: Academies can create closed systems, hindering career advancement outside the trust.

Parents:

• Positive experiences: Parents of students in high-performing academies often report satisfaction. Many parents value the choice and specialization offered by academies, while others express concerns about the potential for elitism and limited options in certain areas.
• Concerns about selection: Some worry about selective enrollment practices creating unfair advantages for certain students and concerns about the potential for elitism and limited options in certain areas.
• Limited choice: Parents in areas dominated by academies may have limited options. Academies can create closed systems, hindering career advancement outside the trust.

Conclusion:

Academies in England are a complex issue with both potential benefits and drawbacks. While they have contributed to improved performance in some areas and offer valuable specialisation, concerns exist about widening inequality, increased pressure on teachers, and lack of transparency. A nuanced approach is necessary to address these concerns while optimising the benefits of academies. The impact of academies on England’s education system is complex and multifaceted.

While some have seen improvements, concerns about equity, accountability, and teacher pressure remain. Moving forward, it’s crucial to:

• Monitor performance closely: Ensure all academies are held accountable for meeting national standards.
• Address equity concerns: Mitigate potential segregation and ensure fair access to high-quality education for all.
• Support teachers: Provide resources and training to manage workload and thrive in the academy system.

The debate on academies continues, and further research and evaluation are needed to determine their long-term impact and ensure they truly serve the intended purpose of improving education for all in England.

Dr Lokman Khan

25 February 2024

©️Copyright: Dr Lokman Khan, 2024