In spite of the U-turn in Parliament, the Queen’s speech outlined plans to trigger the conversion of schools into academies over the next few years, especially if local authorities can no longer support remaining schools in areas where a large majority has converted.  

In a combined statement from all teacher’s unions, released on the ATL (Association of Teachers and Lecturers) website, it was said: “This unnecessary and expensive reorganisation is being pursued at a time when all schools face real term cuts in pupil funding and are having to pay more of that funding back to the Treasury in increased National Insurance and pension contributions.” 

 Sandy Martin, a Primary teacher from Devon and member of National Union of Teachers (NUT), said: “I have seen the impact on local schools who have been forced into bed with Academy chains that have had a negative impact on the school and primarily the staff, where all schools become clones of each other, regardless of catchment areas, size or staffing structure. The fear is that it could happen to many of us.” 

If the majority of local school funding is given to Academies it will force the conversion of those remaining. Teachers now face the decision as to whether they willingly convert before they have no choice, or whether they wait it out and hope the situation changes. 

Concerns lie in the fact that schools are being transformed into businesses, which may make them more financially efficient, but this is not what education is intrinsically about. Recent adaptations to the education system have already been met with hostility, so it is unsurprising that teachers are concerned. 

Ceri Hoggins, a primary teacher from mid-Devon, said: “We have rising levels of mental health issues in children and I believe the drive to make schools (and children) accountable by imposing quantitative targets instead of focusing on their emotional needs is a major contributing factor.” 

Many schools are already in discussions amongst themselves and with others about where to go from here. Hundreds of head teachers attended the Academies Show on April 20th 2016 in London, overwhelming the event organisers, looking to explore the facts on Academisation. 

Sue Belton, a head teacher from Lincolnshire, attended the event and said: “Everyone said they wanted to be in a position of choice rather than being forced. It was very clear that any school under 150 could not be a stand-alone academy. 

“Education should be apolitical and it should not be meddled with but left to educationalists who know best.” 

She added her Union, the NAHT (National Association of Head Teachers), is offering workshops and advice alongside lawyers for members in order to determine what is best for their school. They agree in informal collaborations and working together to achieve the best results for the children. 

According to the ATL website, 83 percent of teachers plan on leaving the profession whilst 24 per cent don't see themselves lasting another two years. Workloads are increasing drastically, mental and physical health of both teachers and pupils are declining, there is an increased pressure on schools to focus specifically on exams and the addition of the pressure of academies serves to enhance the concerns. 

Some have welcomed the academies project, citing its ability to provide a more creative and open curriculum and additional money allowing them to develop school environments. Despite these positives, it may not be suited to everyone. 

A head teacher of an Academy in Somerset, who does not wish to be named, said: “I believe the government really does think that academies are the best way to educate children in England. However, this has come from a rather naive view that all academies are going to do better than local authority schools, which is not the case. Making all schools academies if that's what happens certainly won't make their lives easier.” 

He added: “It has really benefitted out children in terms of a holistic view of their education as opposed to a narrow view of getting better SATs results. Having said that, the organisation and administration of the school and the expansion of our business team has increased costs greatly as a result of all the bureaucracy that comes with being an Academy.”

His school became an academy in 2011 and has largely found success since the change, but the SATs results have not improved since the change. He added that schools need better knowledge of what academies will mean and that the government should stop saying it will primarily lead to a boost in exam results. 

The consensus among teachers and their unions seems to be that whilst academies themselves are not inherently bad, it is the forced Academisation of ‘underperforming’ schools that people are opposed to. All teachers want a choice, and as the NUT website states, the government has caused a fragmentation in education and undermined local authority. 

There is currently no solid resolution from either side as to how to progress, but ultimately the welfare of the children should dominate any decisions made. 

The Times Education Supplement (TES) believes strikes could happen as early as July.