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

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Presentation on theme: "The DfE Perspective Colin Diamond – Deputy Director Academies Performance and Brokerage – Central - Division November 2013."— 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 Academies Academies 2014 (Today – March ‘14) there are 3689 academies open in England converters and 1025 sponsored primaries, 1789 secondaries and 102 special schools.

3 Faith Academies 748 faith academies 584 converters and 164 sponsored 422 Church 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 CofE schools 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 performance monitoring, 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?


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