Survey of newly converted Academies

Half of all head teachers at recently converted academies have already made changes to the school curriculum, with a further 20% expecting to make changes over the next 12 months, according to a survey by Ipsos for education law firm Browne Jacobson, in association with the Independent Academies Association.

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The survey also reveals that three-quarters (73%) of head teachers believe becoming an academy will have a positive impact on pupil outcomes, with 29% expecting it to have a ‘very significant’ impact and 44% expecting it to have a ‘fairly significant’ impact.  Nearly half of those head teachers who think conversion will have an impact (46%) believe the freedom to target resources where they are most needed will be a critical factor in helping to raise pupil outcomes.

Clarity over funding, land transfer and pension liabilities of support staff were identified as the main obstacles to the conversion process.  In addition over half of head teachers (52%) said that if they were to go through the conversion process again they would spend more time providing support for governors and the Senior Leadership Team on academy finances.

More than one in four academies are keen to explore more collaborative arrangements with other schools - 34% intend to set up a group of academies whilst 27% are keen to be an approved sponsor within the next twelve months.

Findings are based on 151 interviews with head teachers of schools that have converted to Academy status since August 2010.  A total of 76 interviews were conducted with secondary school head teachers and 75 with primary school head teachers.  The sample was drawn from DFE’s published list of 'All open academies'.

Interviews were conducted on the phone by the Ipsos telephone centre between January 25th and February 24th 2012. Data is unweighted.  Base is ‘all’ unless stated.