How the Removal of the Academy Conversion Support Grant Has Failed to Slow Down Conversions (Part 2)

When the government announced the removal of the Academy Conversion Support Grant, many suspected it was a calculated move to slow the pace of academy conversions. It was widely interpreted as a strategy to placate Local Authorities (LAs) that had been vocal about the financial and structural challenges posed by the growing number of schools opting to leave their oversight. Yet, despite this seemingly clumsy attempt to curb conversions, the reality on the ground tells a very different story. Schools are continuing to convert to academy status at a significant rate, and their motivations for doing so reveal critical flaws in the current education system.

 

A Misguided Attempt to Manage Conversion Rates

 

The Academy Conversion Support Grant was initially designed to help schools manage the costs associated with the transition to academy status. By removing this financial support, the government may have hoped to make conversion less appealing or feasible for schools, thereby easing perceived pressure on LAs. However, this policy overlooked a fundamental truth: schools do not choose to convert lightly. The decision to transition to academy status is often driven by deeply rooted concerns about the quality and sustainability of their existing arrangements.

For many schools, the removal of the grant was not a deterrent but rather an additional hurdle to overcome. Schools that had already reached the tipping point—whether due to dissatisfaction with their LA or a desire for greater autonomy—viewed the grant’s removal as an inconvenience rather than a deal-breaker. The government’s miscalculation highlights a failure to understand the urgency and determination driving many schools’ decisions to convert and quite possibly hints at a hidden agenda.

 

Why Schools Are Still Converting

 

The ongoing wave of academy conversions – there are more currently underway than since 2018 – underscores a growing distrust in the ability of some Local Authorities to effectively support schools. This mistrust is often well-founded, particularly in cases where LAs face severe financial challenges or have been deemed inadequate in their provision of Children’s Services. Schools are increasingly unwilling to remain tethered to authorities that may lack the resources, stability, or expertise to meet their needs.

 

Key factors influencing schools to convert include:

 

  1. Financial Instability of Local Authorities: Many LAs are grappling with significant budgetary constraints, leaving them unable to provide adequate support to schools. For headteachers and governors, the prospect of being tied to a financially insolvent authority is untenable.
  2. Inadequate or Underperforming Services: Ofsted ratings for Children’s Services often paint a troubling picture. Schools in areas where LAs are rated as “Inadequate” or “Requires Improvement” are reluctant to risk their future under subpar oversight or support.
  3. A Lack of Educational Focus: Some LAs have few, if any, schools left within their jurisdiction, further diminishing their ability to provide meaningful educational support. This vacuum leaves schools feeling isolated and underserved, driving them to seek a more supportive framework through academy conversion.
  4. Concerns About School Improvement Functions: In some cases, LAs lack any credible school improvement function, leaving schools without the guidance and support needed to drive educational outcomes. Schools are unwilling to remain in a system that fails to prioritise their progress and development.
  5. Wanting to be part of a family of schools: MATs usually operate far more collaboratively than Maintained schools and tend to support each other far quicker. This feeling of belonging and support is a powerful factor in any school’s considerations around its future.

 

Resilience in the Face of Financial Challenges

 

Even without the Academy Conversion Support Grant, schools are demonstrating remarkable resilience and resourcefulness. Many are using their reserves to cover the costs of conversion, while others are receiving financial assistance from the Multi-Academy Trusts (MATs) they are planning to join. This collaborative approach highlights the determination of schools to secure their future, even in the face of financial and logistical challenges. It also shows that schools and Trusts are working together to find solutions.

 

The Importance of Fixed-Price Conversion Services

 

As schools continue to pursue academy status, the role of reliable and cost-effective conversion services has become even more critical. Fixed-price conversion services offer schools the certainty and support they need to navigate the complex process of academisation without being burdened by unforeseen costs. These services provide a lifeline for schools committed to securing a brighter future through academy status.

 

The Unintended Consequences

 

Rather than slowing conversions, the removal of the grant has arguably created a more determined cohort of schools choosing to forge ahead. These schools are now converting in spite of the financial challenges, often shouldering additional costs to secure what they perceive as a brighter future. Far from placating Local Authorities, the government’s approach has instead amplified frustrations on both sides—with schools feeling penalised and LAs left struggling to adapt to the ongoing exodus. Might this decision then continue to increase the number of schools academising? Probably.

 

What Needs to Change?

 

The continued trend of academy conversions sends a clear message: schools are seeking stability, autonomy, and high-quality support, and they are willing to navigate significant obstacles to achieve these goals. If the government genuinely wishes to address the root causes of this movement, it must:

 

Conclusion

 

The removal of the Academy Conversion Support Grant was a short-sighted attempt to manage a complex issue. It has neither slowed the pace of conversions nor addressed the underlying reasons why schools are choosing to leave Local Authority oversight. As more schools take the leap into academy status, the government must recognise that piecemeal solutions will not suffice. Meaningful change requires a comprehensive approach that addresses the systemic challenges facing both schools and Local Authorities. Anything less risks further eroding trust in the system and accelerating the very trends the government sought to mitigate. The decision to remove the conversion grant has actually doubled down on a two-tier system and doesn’t actually help the sector at all. Put political point scoring in the bin where it belongs and let schools make decisions for themselves with no hurdles from those who don’t know the beating heart of any of our schools.