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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

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The DfE Perspective

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  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?

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