The focus in this Leader is on ASCL Council’s Funding Committee, which has a wide-ranging remit that includes all aspects of school and college funding.

Strength in numbers

After discussion about the current situation with the Pupil Premium, National Funding Formula (NFF) and funding cuts to post-16 education, at the December Council meeting, the Funding Committee issued the following position statements:

Pupil Premium

Secondary heads regret that the anticipated increase in Pupil Premium funding has not been realised in secondary schools. We understand why the primary phase has increased funding in order to prevent under-achievement but are concerned that there is no recognition of the need for continued intervention for those students for whom the gap still remains on transition.

School leaders require quality information in a sufficiently timely fashion in order to make appropriate decisions.

National Funding Formula (NFF)

There has to be an expectation that every school will be funded sufficiently to provide the following, enabling all students to make good progress. This means the need for:

• a suitable curriculum at an appropriate level for the ages and abilities of the students
• a safe and secure environment with appropriate levels of pastoral support
• a quality physical environment that supports the teaching and learning within the school

Schools need to have predictability about the rate of change of any NFF implementation. School leaders need to manage the change process without damaging the education or welfare of children in their care. We must have confidence that the end result will still enable school leaders to run successful and sustainable schools.

Post-16 funding

Education funding should be treated equitably from 0 to 18 years and not have a cut-off at 16 years, as at present. Reducing the funding for post-16 makes no sense given the raising of the participation age

Council focus

How is ASCL policy determined? ASCL policy is formed primarily through ASCL Council, and the elected members of ASCL Council have a key role in determining the direction of policy.

All Council representatives belong to one of five main committees – these are funding, pay and conditions, education, professional, and public and parliamentary. The committees receive reports from ASCL specialists, advise on ASCL’s response to consultations and new initiatives, and agree position statements (see: www.ascl.org.uk/position-statements) that are put to the full Council. These form the basis of ASCL policy.

There are also plenary debates with full Council to crystalise ASCL’s view on live issues; for instance, at the December Council debates took place on where the responsibility should lie for teacher training, and whether there is a need for a regional structure to oversee certain aspects of education. The outcome of these debates will be used to steer ASCL’s election manifesto and future policy development.

This is why it is so important that ASCL Council reflects the make up of its members – so that policy is agreed that reflects the needs, wishes and concerns of all groups of members.

Rachael Mattey has been headteacher of the 11-16 Isambard Community School in Swindon since it opened in 2007. She chairs ASCL Council’s Funding Committee and is the Council member for the south west region.

How would you describe your school?
Successful, happy, exciting and creative; when we started, we were brand new and inviting so we attracted a certain type of teacher who was full of ideas and up for doing things differently.

The challenge is to ensure that culture continues to flourish now that we’re an established school with accountability and government restrictions placed on us.

Has everything turned out as you planned?
The only thing that hasn’t worked as I envisaged is the private finance initiative (PFI) aspect. It was sold to me as a wonderful thing that meant I wouldn’t have to worry about buildings, catering or any of those bits, but it doesn’t work properly, so I actually spend far more time on those things than I did before. It costs far too much and everything takes an age.

What specific challenges does the school face?
The biggest problem in Swindon is aspiration. The children and parents tend to look at simply what’s required to take the next step; if they need Cs to go to sixth form college then that’s what they’ll aim for even if they are potential grade-A students.

We use assemblies, PHSE lessons and visiting speakers to chip away at it but the kids see their parents and grandparents having well-paid jobs without degrees or, in many cases, A levels. When I was a head in Luton, there was low-paid and low-level employment so you could use the economic argument for further education.

In Swindon, those arguments don’t apply; it’s the fastestgrowing town in Europe, with employers including big IT companies, car manufacturers and their supply chain businesses. It hasn’t been hit as hard as other places.

What’s top of the ‘to-do list’ for the ASCL funding committee?
We’re waiting for a consultation document on the Fair Funding Formula, and Pupil Premium and special needs funding are also on the radar.

Were you always going to be a teacher?
My mother was mortified when I started infant school because all of the other children were clinging to their mums and I just strolled straight in and waved her goodbye.

At primary, I threw an enormous tantrum when I was told we had the weekend off school. I said then that I was going to be a teacher so I could go every day. I don’t like training days now, not because they’re not useful but because there are no children in school and it feels wrong.

• Interview by John Holt
  

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