The Scrutiny Review Panel met to discuss the council's relationship with Multi-Academy Trusts (MATs). The panel agreed on the scope and objectives for their review, which will examine the implications of academisation for governance, accountability, school place planning, admissions, SEND sufficiency, and the council's residual statutory responsibilities. They also discussed the legal and operational differences between local authority-maintained schools and academies.

Scrutiny Procedure Rules

The panel noted the report outlining the procedure rules for their work. It was explained that the review would involve an in-depth examination of the agreed topic, evidence gathering from officers and external witnesses, constructive challenge, and the development of recommendations. The final report will be submitted to the Children & Families Scrutiny Committee and then to the Cabinet.

Scoping Report

The panel discussed and agreed on the scope and objectives for the scrutiny review into the council's relationship with Multi-Academy Trusts. Key areas to be explored include the implications of academisation for governance, accountability, school place planning, admissions, SEND sufficiency, and the council's remaining statutory responsibilities. The review will also consider how to strengthen mutual understanding and partnership working within the local education system.

Amendments to the initial scope were agreed, including an investigation into why schools choose to become academies, the original rationale behind academisation, and a broader definition of inclusion. The panel also requested comparative data on SEND provision in academy and maintained schools, and a wider range of witnesses, including faith-based trusts and those with different organisational structures. The outline programme for two further evidence sessions was agreed, with the final report due by March 2027.

Council's Relationship with Multi-Academy Trusts Report

The panel received a report detailing the legal, governance, and operational differences between local authority-maintained schools and academies within MATs. It was noted that Stockport has 110 schools with 40 academies and 70 maintained schools.

Academy Conversion and Legal Status: The process of a school becoming an academy was explained, involving due diligence, an academy order, stakeholder consultation, legal agreements for land and assets, and staff transfer. Once the funding agreement is signed, the academy trust becomes a separate legal entity. While staff transfer with protections, the trust assumes responsibility for their employment.

Governance, Accountability, and Intervention: In maintained schools, the governing body is accountable within the maintained school framework, with the council holding defined roles. For academies, the trust board is the accountable body, and the council's direct intervention powers are limited. The council retains system-wide duties but operates through cooperation, partnership influence, and escalation to national bodies.

Safeguarding, Health and Safety, Complaints, and Concerns: Academy trusts are responsible for their own safeguarding, health and safety policies, and compliance. The council retains statutory safeguarding functions and multi-agency responsibilities. Complaints about academies should first go through the trust's procedure, with escalation to the Department for Education (DfE) for process failures. Ofsted may use concerns to inform inspections. Ward councillors were advised to direct residents with concerns to the trust's complaints procedure.

Admissions, Sufficiency, and Cross-Boundary Issues: Concerns were raised about competition for pupils and the impact on maintained schools. Recent legislation is expected to strengthen the council's strategic role in school place planning and influence over academy admissions. The number of pupils crossing local authority boundaries for education was reported as broadly balanced, with regional DfE arrangements and Greater Manchester collaboration supporting wider area planning.

Partnership Working and Direction of Travel: The council maintains formal and operational links with academies through various forums and services. The national direction of travel emphasizes cooperation and collaboration between councils and trusts, particularly in inclusion, SEND, admissions, and place planning. The council aims to work with trusts as part of a single local education system, while acknowledging trusts are separate legal entities accountable to the DFE.

The panel noted that trusts can encompass both primary and secondary schools, allowing pupils to experience the same trust ethos throughout their education. The council can propose the closure of an academy, but the trust's trustees are responsible for the subsequent process.

Actions and Next Steps

The panel agreed on the focus for the remaining sessions. The second session will explore the council-trust relationship concerning admissions and sufficiency, hearing from trust leaders and council officers. The third session will focus on SEND and inclusion. Members were asked to submit any additional questions for the second session within one week.

Dates for Future Meetings

Possible dates for the second session, expected in late November or early December 2026, will be circulated.