I am very often asked by overseas colleagues What are Academies all about. So here is an explanation.
Introduction
School academisation represents one of the most significant structural reforms in English education over the past two decades. This report examines the academy model, its implementation, and key implications for the English school system.
What is an Academy?
Academies are state-funded schools that operate independently of local authority control. Unlike traditional maintained schools, academies have greater autonomy over their curriculum, finances, staffing, and governance structures while remaining publicly funded and free to attend (Department for Education, 2022). Academies are established through funding agreements directly with the Secretary of State for Education, bypassing local authority oversight.
There are several types of academies. Converter academies are typically high-performing schools that voluntarily convert to academy status to gain additional freedoms. Sponsored academies are usually underperforming schools that convert with support from an academy sponsor—often a business, university, or educational charity. Multi-academy trusts (MATs) operate multiple schools under a single governing structure, allowing for shared resources and expertise across institutions (West & Wolfe, 2019).
Implementation and Scale
The academy programme began in 2002 under the Labour government as the “City Academy” initiative, initially targeting failing schools in disadvantaged areas. The Conservative-Liberal Democrat coalition government dramatically expanded the programme from 2010, introducing converter academies and actively encouraging all schools to convert (Greany & Higham, 2018).
By 2024, approximately 80% of secondary schools and 40% of primary schools in England had converted to academy status, representing over 9,000 schools serving more than 4 million pupils (Department for Education, 2024). This transformation has fundamentally altered the landscape of English education, shifting from a system primarily governed by local authorities to one dominated by autonomous institutions.
Key Arguments and Evidence
Proponents argue that academisation improves educational outcomes through increased autonomy, innovation, and accountability. They contend that freedom from local authority bureaucracy enables schools to respond more effectively to local needs and implement evidence-based practices (Policy Exchange, 2020). Some studies have shown modest improvements in outcomes for sponsored academies, particularly those replacing failing schools.
However, critics raise concerns about democratic accountability, equity, and system fragmentation. Research by the Education Policy Institute suggests that overall, academy conversion has had minimal impact on student attainment, with significant variation between different types of academies (Andrews et al., 2021). Critics argue that the programme has created a fragmented system with reduced democratic oversight and increased inequality between schools (Ball & Junemann, 2012).
Current Challenges and Future Directions
The academy system faces several ongoing challenges. Financial sustainability remains a concern, particularly for smaller academies lacking economies of scale. Questions persist about the quality and capacity of oversight, with some high-profile academy failures highlighting weaknesses in the accountability system. Additionally, teacher recruitment and retention issues affect many academies, particularly those in challenging circumstances (Worth & Faulkner-Ellis, 2022).
The government continues to promote academisation as its preferred model for school improvement, with recent policy emphasizing the growth of strong multi-academy trusts. However, debate continues about the optimal balance between autonomy and accountability in the English school system.
Conclusion
Academisation has fundamentally transformed English education, creating a more autonomous but fragmented system. While the policy has achieved its goal of reducing local authority control over schools, evidence for improved educational outcomes remains mixed. Future success will likely depend on developing more effective accountability mechanisms and ensuring all academies have access to high-quality support and governance.
References
Andrews, J., Perera, N., & Sellen, P. (2021). The impact of academy conversion on pupil outcomes. Education Policy Institute.
Ball, S. J., & Junemann, C. (2012). Networks, new governance and education. Policy Press.
Department for Education. (2022). Academy trust handbook. HMSO.
Department for Education. (2024). Academy conversions and performance tables. Gov.uk.
Greany, T., & Higham, R. (2018). Hierarchy, markets and networks: Analysing the ‘self-improving school-led system’ agenda in England and the implications for schools. UCL Institute of Education Press.
Policy Exchange. (2020). The next phase of school reform: Academy trusts and system leadership. Policy Exchange.
West, A., & Wolfe, D. (2019). Academies, the school system in England and a vision for the future. Educational Review, 71(1), 47-62.
Worth, J., & Faulkner-Ellis, H. (2022). Teacher labour market in England: Annual report 2022. National Foundation for Educational Research.