by Local Democracy Reporter Daniel Mumby.

ALL Somerset’s schools are expected to become academies by 2030 under new government policy.

The county currently has 130 academies organised into multi-academy trusts (MATs) rather than being run by Somerset County Council.

The Department for Education (DfE) published a white paper in March laying out its ambition for all Somerset’s remaining council-controlled schools to become academies within eight years.

The government will provide extra support for schools in underachieving areas, including investing in high-speed broadband in rural areas.

Details of the plans were fleshed out at the council’s children and families scrutiny committee meeting on Monday (September 5).

Under DfE proposals, all schools are expected to be part of 'strong trusts' by 2030, with further details about the role of the council, Ofsted and the trusts expected to be published shortly.

New ‘education investment areas’ will be created to raise standards in low-performing area, with existing trusts also expected to achieve better Ofsted ratings.

West Somerset has been identified as one of 55 such areas, with the DfE seeking to build on the work of the West Somerset Opportunity Area over the last five years.

Amelia Walker, the council’s assistant director for education partnerships and skills, told the committee the council was working with the government and the Diocese of Bath and Wells to see how the proposals could be implemented.

She said in her report: “It is clear there is significant scope to create a more sensible distribution of schools and trusts.

“However, we are mindful that 2030 is eight years away, and many members (across all parties) are not enthusiastic about full academisation.

“Since the publication of the white paper there has been significant political turmoil and a general election is rapidly approaching.”

The council has identified a number of area which it would prioritise if the push towards full academisation went ahead.

They include:

Meeting the needs of pupils with special educational needs and disabilities (SEND), including them in mainstream education on-site wherever possible;

Addressing persistent absences and looking at how schools deal with suspensions or exclusions;

Raising the attainment of vulnerable pupils, as well as those on free school meals;

Ensuring academies are held publicly accountable for their performance.