Academisation is a corporate model that does not suit all educational establishments. With 68% of secondary schools in the UK now employing academisation as a model and employing corporate business structures in the growing privatisation of schools, unforeseen snags are certainly appearing. For example, does this model align itself with the consideration of the actual development of young people and the impact upon the mental health of teaching practitioners? Now arguably the government state that ‘academies drive high standards’ (BBC, 2021) which I am sure any parent worth their salt would expect of their child’s education, but with this one size fits all culture, it is difficult to see where individualism sits in current school structures adopting the academy model. Each learner is an individual and should be treated as so, but in the embedding of autonomous and prescriptive curriculum it is difficult to see where the individual exists. Students with specific special educational needs, or those from low income families are forced to slot into a business model that has little to no time for individual nurturing and instead opts for herd development, by casting subject specific nets over a wide range of students with a wide range of individual needs. Some educational professionals however, will see the freedom of implementing their own curriculum as creating opportunity for creativity in the learning. An extremely positive tool for fostering and nurturing passions. Most certainly, when looked at from the perspective of a world draped in silver linings, this seems like a saving grace and gives students an opportunity to learn as they have never before. But in the cold daylight of reality, for disadvantaged educational institutions this is also an opportunity for a quick win, where teaching to the assessment drives up numbers and percentages and cloaks institutions in data driven glory. Arguably, the focus should not be on school structures but on improving the quality of teaching in schools. In the sad case where this gets lost, we have to consider what is left when students make their final transition into the modern world. What skills are they left with when navigating the vicious seas of the occupational sphere? In order for this be successful, there needs to be a tighter focus on enabling young people to translate their learning to the world of work and higher education rather than simply giving them the skills to obtain a piece of paper. When this occurs, students are arguably not being developed into well rounded human beings with the skills they need to prosper in their professional lives, another shortcoming created by the conservative government and their aims to compete with the growing success of neighbouring countries and their approaches to education. George Osborne in particular, ‘announced that all schools in England would have to convert to academy status by 2020, or at least be committed to converting by 2022’ (Access, 2021). And although this creates a stronger hold over financial output, what regulations are in place to monitor where money is going, and how this individualised approach to management impacts the classroom. It is of my opinion that if academisation is the only route, then Ofsted frameworks although repeatedly adjusted as the landscape of education changes, needs to consider how they approach each academy. In essence they are measuring the impact of individual businesses now not schools. BBC News. 2021. What does it mean to be an academy school? - BBC News. [ONLINE] Available at: https://www.bbc.co.uk/news/education-13274090. [Accessed 05 February 2021]. Access Group. 2021. What is academisation and why do schools do it? - Access Group. [ONLINE] Available at: https://www.theaccessgroup.com/education/resources/blog/what-is-academisation-and-why-do-schools-do-it/