1. Summary 1.1 This publication provides non-statutory guidance from the Department for Education. It has been produced to help proposer groups to make an application to open a special free school. Expiry or review date 1.2 This guidance will be reviewed before July 2018. Who is this publication for? 1.3 This guidance is for: Local authorities Potential proposer groups
4. Information for all applicants to consider before applying Who to to before you apply 4.1 Applications are assessed against the criteria and only the strongest will be successful. It is therefore essential that you consider the following sources of support and advice in preparing your application: The New Schools Network (NSN) - The New Schools Network is an independent charity that receives a grant from the Department for Education to provide free advice, guidance and resources to those hoping to open free schools. NSN can also put applicants in contact with previously successful groups. Groups currently running a standalone school (whether maintained or academy), or one or more maintained schools (even if they are in a federation), should take careful advice on governance arrangements as the transition to being a multi-academy trust is significant. You can find more information on the NSN website . Regional Schools Commissioner - Potential applicants may choose to contact the relevant Regional Schools Commissioner (RSC) to discuss their proposal. Local authority – Potential applicants should also talk to the relevant LA before applying. 4.2 A list of documents and websites providing detailed information to support you in developing your application can be found in Section 8 – Further information and key documents.
the specification) and can still deliver a sufficient curriculum, including an overview explanation of how you would approach making savings; To do this you should explain the actions you would take to reduce costs, the reasons for these actions and the reason you have prioritised the actions as you have. You should explain how your amended plans would continue to support delivery of your education vision and plan, and any changes you would have to make to the education plan; If you have any existing schools you should also tell us briefly whether you intend to use any of your existing staff in this school and if so, how this will work in practice. We will also assess the quality of the staffing structure through the extent to it includes an appropriate balance of roles, experience and expertise across the senior leadership team, middle managers, subject leaders, teachers, support staff, personal coaches etc; You have credible contingency plans to adapt your staffing structure and still deliver a sufficient curriculum if income were less than expected; The changes proposed, if there were a reduction in income compared to the specification, would result in an affordable, good quality education plan which would be consistent with your vision for the school; and reflective of its particular characteristics. How much you should write: We would usually expect Section D3 to be 5 to 10 pages long. Section D4: The school will be welcoming to pupils of all faiths/world views and none, and will develop students’ skills in leading healthy lives and being active citizens 7.15 Applicants must demonstrate: That the school will be welcoming to pupils of all views and none; and show how the school will address the needs of all pupils and parents; How the curriculum will prepare children for life in modern Britain including through the teaching of spiritual, moral, social and cultural (SMSC) education. Consideration must be given to relevant issues, for example how the school will teach PHSE, adhere to the Prevent Duty and have appropriate policies on safeguarding and welfare;
Demonstrate that you have access to individuals with strong relevant education expertise (for example, strong school improvement experience, a head teacher of a school that meets the definition of a strong track record as outlined in section 5, page 21) and finance expertise with specific and sufficient time commitments; Demonstrate that you have access to individuals with specific and sufficient time commitments and relevant experience in as many of the following as possible: Education of pupils with special educational needs; Managing school finances; Leadership; Project management; Marketing; Human resources; Safeguarding and health and safety. Conduct a skills gap analysis of your pre-opening group (including your existing governors/trustees if you already run one or more schools, as they will be in place during pre-opening) and complete Table F1(b); Include the CV of your principal designate if you already know who this is and of your executive head if you will have one. If you do not yet have a principal designate (and likewise if you intend to have an executive head but they are not yet recruited), you should provide a timeline and strategy (less than one page) for your planned recruitment exercise(s). 7.27 You will be rated more highly if: The individuals with education and finance expertise form part of your core applicant group; Individuals with expertise in most of the additional areas listed under the heading above form part of your core applicant group, and have a strong track record in their areas of expertise; You already have individuals in your core applicant group who would make strong trustees once the school is open (or who are currently strong trustees/governors at your school(s)) and they have excellent school finance, leadership and/or other relevant experience; You illustrate a clear understanding of the required capacity and have secured sufficient time commitments from each individual.
This is an umbrella term for a number of checks that will be made on those applying to establish a free school. The checks enable us to ensure that only suitable individuals are able to set up and run a free school. Early years foundation stage (EYFS) The (EYFS) sets the standards for the learning, development and care of children from birth to five years old. All schools and Ofsted-registered early years providers must follow the EYFS and they are assessed against it. Education and Skills Funding Agency (ESFA) The ESFA is part of the Department for Education. It funds all academies; maintained schools through local authorities; other training for 16 to 19 year olds; and students with special educational needs and disabilities between the ages of 16 and 25. ESFA usually leads on capital acquisition and property costs, as well as overseeing spend on necessary works and fit out. Education, health and care (EHC) plan An education, health and care (EHC) plan describes a child or young person's special educational and other needs and the outcomes they are working towards achieving. The EHC plan specifies the special educational provision and any related health provision and social care provision a child should receive. The local authority will usually issue an EHC plan if it decides, following a statutory assessment, that all of the special help a child or young person needs cannot be provided from within the resources of the school or other educational institution. These resources could include money, staff time, and special equipment. EHC plans are available from birth up to age 25. The distinctive vision, values, and principles that inform the way a school is run. ethos If you want your school to have a distinct ethos aligned with a particular faith and you want to make this explicit, you can describe your school as having a faith ethos. This could then be reflected within the vision for the school, the values the school represents and the importance placed on particular beliefs. Having a faith ethos does not entitle free schools to any additional freedoms other than in making faith a genuine occupational requirement when hiring a senior leader. free schools See religious designation. Financial viability