1 / 8

The DfE Perspective

The DfE Perspective. Colin Diamond – Deputy Director Academies Performance and Brokerage – Central - Division. November 2013. Academies have changed the Education Landscape. Faith Academies. 748 faith academies 584 converters and 164 sponsored 422 Church of England academies

jared
Download Presentation

The DfE Perspective

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. The DfE Perspective Colin Diamond – Deputy Director Academies Performance and Brokerage – Central - Division November 2013

  2. Academies have changed the Education Landscape

  3. Faith Academies • 748faith academies • 584 converters and 164 sponsored • 422Church of England academies • 316 converters and 106 sponsored • 43.5% (90) of Church of England secondaries & 7.7% (338) of Church of England (CofE) primaries have applied to convert.

  4. Church of England Schools: • It is vital to harness the expertise and capacity of high performing schools to support struggling schools. Over 80% of CofE schools are rated as good/outstanding by Ofsted • A good number of CofEschools are beacons of excellence, nurturing a positive ethos that encourages pupils from all backgrounds to thrive and achieve. • Many are in Multi Academy Trusts. This model, where schools support and challenge each other, is having an impact on standards.

  5. Academies – Priorities • To encourage high performing schools - including special schools and PRUs - to become academies, giving them freedom to innovate and build on success; • To drive up standards in underperforming schools by becoming either sponsored academies or joining an academy chain with a strong school: with an increasing focus on underperforming primaries; • To ensure a supply of high quality sponsors who have the ability to lead sustained improvement in the most challenging of schools.

  6. Why become an academy? Brings a number of benefits, including: freedom from local authority control, more control over how schools can use their funding, greater freedom over the curriculum. Schools in MATs - Collaboration is a defining feature of the academies programme shared leadership; shared knowledge and good practice development of innovative leadership and succession planning opportunities Improved capacity to recruit and retain high quality staff; Opportunities for efficiency by centralising some support functions, increased negotiating powers when purchasing or agreeing contracts for services. For underperforming schools: the guidance and expertise of a strong and proven sponsor to offer help, boost performance and strengthen lines of accountability

  7. Successful academy sponsors Set a clear vision and ethos; ‘Partnership’ not just ‘Takeover’; Provide strong leadership, clear governance, transparency and effective delegation; Set strategic goals and challenge performance standards at all levels, supported by CPD and reward and recognition schemes; Have robust methodologies for performancemonitoring, including teaching quality; Work to raise pupil and parental aspiration – and ensure support is in place for pupils who need it; Deliver strong financial management and business planning systems and processes.

  8. Any Questions?

More Related