RSCs face different and challenging roles - new research reveals
9 September 2015
England’s eight Regional Schools Commissioners (RSCs) face different and challenging roles that reflect a wide variation of issues in each region, according to new research published today by the National Foundation for Educational Research.
The report, A Guide to Regional Schools Commissioners, finds that
- The extent of academisation varies by region and phase so will affect the role of the RSCs
- Some RSCs will be more challenged than others due to a wide variation in the numbers of coasting and ‘below floor’ schools per region. Many of these schools are already academies.
- Finding effective sponsors for academies is crucial if RSCs are to tackle underperformance. The potential for existing sponsors to take on new schools varies by region, leaving some RSCs to look further afield for support.
- Rising pupil numbers will make the RSCs’ job harder by exacerbating their challenges.
RSCs are rapidly becoming an important and powerful part of the English education system. Appointed in September 2014 to oversee the growing numbers of academies in England, recent announcements have indicated that their roles will expand to include decision-making in tackling underperformance in local authority maintained schools and for coasting schools.
Ben Durbin, Head of Impact at NFER said: “This report explains the background and role of the RSCs and presents an analysis of characteristics and challenges for each of the eight regions. It clearly shows that there is no single solution for all the RSCs. Instead they each have different and challenging roles that reflect a wide variation in the education landscape of the regions.”
To download the report, please visit /publications/RSCR01
Jane Parrack, NFER Marketing & Communications Manager: 01753 637245;email@example.com
NFER has a worldwide reputation for providing independent and rigorous research in education. As a charity, any surplus generated by the Foundation is reinvested in research projects to provide evidence that improves education and the life chances of learners in the UK and beyond.