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New figures show academisation continuing apace

11/09/2013 Joanna
Growing numbers of academies continue to open in England, new official figures have illustrated, with an increasing volume of teacher jobs being created at these institutions.

Statistics published by the Department for Education (DfE) show the quantity of academies operating has risen almost 15-fold from May 2010 to 3,304 at present, of which 2,446 are converter academies and 858 are sponsored.

There are now 1,464 primary academies in England, accounting for nine per cent of all primary schools in the country, while a further four per cent are in the pipeline to become academies or free schools.

Meanwhile, England presently has 1,736 secondary academies, comprising 52 per cent of the country's secondary schools, with another 11 per cent on the pathway to academy or free school status.

This has had a significant impact on teacher recruitment, with 23,000 primary teachers - ten per cent of the total number - teaching 400,000 children in academies.

Secondary academies employ 129,000 teachers, accounting for 56 per cent of all secondary teachers, under whom more than 1.8 pupils study.

Furthermore, the DfE's figures show the number of schools in academy chains has almost doubled since this time last year to 1,660, including 211 primary academies that have opened in the past three months.

According to the department, these chains help to raise standards in several ways, such as through head teachers moving between schools to gain and impart experience and expertise, staff running school-based teacher-to-teacher training, and the sharing of extracurricular facilities and central services.

Education secretary Michael Gove commented: "Our reforms mean our best teachers and leaders are taking charge and leading improvement work across the system.

"Schools are collaborating on a scale that has never been witnessed before raising standards for pupils."

Back in January, the Pearson Think Tank and the RSA's Academies Commission published a report calling for greater partnership between academies and for expectations around collaboration and school-to-school support to be built into applications to convert to academy status.

Posted by Harriet McGowanADNFCR-2164-ID-801636495-ADNFCR
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