Area-based Education Partnerships: Q&A

An AEP might, for example, act as a point of contact for external organisations, such as health services or sports clubs, looking to work with local schools. Member schools may of course use the partnership as a tool for sharing effective practice and staff training.  There are a growing number of AEPs across England, but schools often do not fully understand what they do, or the benefits that they can provide. This Q&A seeks to answer some of the common questions in respect of AEPs.

How are area-based education partnerships set up?

Most AEPs are set us as a charitable company at the Charity Commission and as a company limited by guarantee at Companies House.

The Directors are usually headteachers representing the different types of member school. For example, member schools might appoint two Directors to represent primary schools, two to represent secondary schools, and two to represent special schools. Where they are set us as charities, the Directors are also charity trustees.

The Members might simply be the member schools, or in some cases the Directors also act as the Members alongside any other members who they appoint.

Who funds area-based education partnerships?

The funding of AEPs comes from the member schools, as well as from income generated by service provision, funding from local authorities, and other income streams such as grants.

For example, the local authority could commission the AEP to manage or provide SEND services, attendance services, governor services and Prevent officer services on the local authority’s behalf.

Why is there discussion about AEPs now?

Those who attended this year’s Schools and Academies Show may have seen schools minister Georgia Gould speaking about collaboration in the schools sector. She praised the work of AEP Camden Learning, stating “There’s a lot that comes from collaboration. So we are absolutely committed to more collaboration and to ensuring that health, schools and local authorities are working together to really ensure that all children are supported”.

There is also a view that local school systems are currently in a phase of potential re-shaping, particularly with the Schools White Paper coming soon.

Why are AEPs necessary when there are already academy trusts, for example?

The main aim of an AEP is, broadly speaking, to collaborate to support its member schools which are made of all types of state-funded schools in the area. This means that there tends to be a determination to progress students within the area, rather than to progress a single school or trust.  This can be by tackling local issues of attendance and behaviour which are far more challenging for schools to tackle alone.

How do the School Companies Regulations 2002 impact AEPs?

The School Companies Regulations 2002 (Regulations) apply in relation to any company whose members include the governing body of a maintained school, except where the company is formed to enter into or facilitate agreements under the private finance initiative. These are known as ‘school companies’.

If an AEP intends to have maintained school governing body members, it will need to comply with the Regulations.

Pursuant to the Regulations, the constitution of a school company must provide that the company must not admit to its membership any person who is not, for example:

• the governing body of a maintained school

• the proprietor or governing body of an independent school

• the proprietor of an alternative provision Academy

• the proprietor of a 16 to 19 Academy

• the governing body of a further or higher education institution

• a local authority in England

In addition, the Regulations provide that at least 40% of the directors of a school company must be non-executive directors, meaning that they do not provide services to the school company for remuneration or other benefits.

If you require any support in respect of collaborative projects, including in respect of AEPs or alternative options such as collaboration agreements between schools, please do get in touch.