FREE ELECTRONIC LIBRARY - Books, dissertations, abstract

Pages:     | 1 |   ...   | 3 | 4 || 6 |

«The conversion journey A step-by-step guide for schools converting to academy status Resource National College for School Leadership Contents ...»

-- [ Page 5 ] --

E.5: Other stakeholders Once your school’s funding agreement has been signed, EduBase will allocate a new unique reference number (URN) to your school.

Exam bodies C.51: School governing body (secondary schools only) Secondary academies will need to contact the National Centre Number (NCN) register to record the school’s change of status and any change of name. The register is run by Oxford, Cambridge and RSA examinations (OCR) on behalf of the Joint Council for Qualifications (JCQ). Giving the NCN register details of the change of status will mean that all awarding bodies are aware of the change so there is no need to contact them separately.

–  –  –

Transfer of contracts and licences A.52: School leaders and C.52: School governing body Consider your position regarding contracts held with external suppliers for services such as catering, cleaning, security and ICT. Discuss with the supplier how the contacts can be transferred to the academy trust. Contractors are unlikely to object to the transfer since this means they keep the business and most contracts contain an assignment clause permitting a transfer.

Some software suppliers may require academies to purchase a new licence for management information systems (MIS), with a further charge to transfer data from the school’s old database to the academy’s new database.

Schools can use the academy conversion expenses grant towards these costs.

B.52: Local authority/diocese Any contracts between the local authority and external suppliers which the academy trust wishes to be transferred by the local authority to the trust will have been agreed at the commercial agreement transfer meeting.

Support grant certificate C.53: School governing body The chair of the governing body will need to send a completed support grant certificate to the named DfE contact before the conversion (ie opening date) takes place. This confirms how much of the conversion grant has been spent and whether any is being carried forward into the bank account of the academy trust.

School budgets at conversion date (academy opening date) B.54: Local authority/diocese The local authority will notify the secretary of state of any budget deficit at the point of conversion. The authority will be paid a sum equivalent to this by the secretary of state, so that the authority can write off the deficit in its own accounts. When the academy opens an equivalent amount will be deducted over time, as agreed by the school, from its general annual grant.

School balances The academy inherits the closing financial balance of the predecessor school on the day the school ceases to be maintained by the local authority. This applies whether the balance is a surplus or a deficit.

–  –  –

Surpluses The local authority calculates the surplus at the date the school closes and pays an amount equal to that to the academy trust.

Regulations set out the detailed requirements for this process, including an opportunity for the trust to seek a review by the secretary of state of the amount of the surplus the local authority has calculated. The time it takes to close the original school’s accounts means it could be up to four months before the trust receives payment.

More information on surpluses is available on the Department’s academies web pages.


If the school has a deficit, the local authority will be asked to notify the secretary of state of the amount. When the amount is agreed, the local authority will be paid an equivalent sum by the secretary of state so that the deficit has no impact on other schools. An equivalent amount will be abated from the academy’s GAG.

Supporting other schools A.6: School leaders Draw up and agree plans for supporting another school, ensuring that there are clear targets for raising achievement.

Be ready to begin the support programme at the start of the term following conversion to academy status.

C.6: School governing body Understand the ways in which your school intends to support another school and what targets have been set for raising achievement in that school. Agree ways of monitoring the progress made by the school in reaching its targets. Ensure plans are in place to begin the support programme at the start of the term following academy conversion.

− Develop system leadership across the trust’s schools. For example, if there is an excellent numeracy leader within the trust, explore how you might maximise their skills across all the trust schools.

− How might you work effectively as a chain or multi-academy trust? Explore ways in which schools can work together to, for example, share staff and services.

− Explore ways of supporting schools outside your trust, which might lead to future sponsorship or others joining the trust.

–  –  –

Once the academy opens, you need to be sure that you understand the new freedoms academy status brings and how to use them, as well as the new financial landscape and your role in working with other schools. It is time to start thinking in more detail about your plans for the longer term.

New freedoms and autonomy A.61: School leaders Consult other headteachers of more established academies to explore what the new freedoms mean in terms of the educational provision your school will provide for its pupils in the future.

C.61: School governing body Invite a headteacher from a more established academy to talk about what the new freedoms are and what the possibilities are for future approaches to learning. Ensure you are clear about the new freedoms of an academy (curriculum, length of term-time and school day, control of finances and so on) and how your school intends to exploit them to benefit pupils.

− A major challenge for all schools will be in employing and retaining a leader who can drive things forward.

− Academies enjoy many freedoms. For underperforming schools, these freedoms are accompanied by the guidance and expertise of a strong and proven sponsor to offer help, boost performance and strengthen lines of accountability.

• Questions you could ask of the headteacher of an established academy include:

• As a result of gaining academy status, what are you now doing differently over time?

• Where are you now buying your services from?

• How are you benefiting from being able to plan your curriculum more flexibly?

• What is your long-term plan?

• What do you envisage will be the impact on children and young people?

–  –  –

Funding arrangements A.62: School leaders Have full knowledge of the funding arrangements for academies and how you will ensure value for money over time.

C.62: School governing body Each member of the governing body should have an overview of the funding arrangements for academies.

The finance officer and chair of the governing body should have an in-depth knowledge and understanding.

The additional funding arrangements bring responsibilities for ensuring value for money over time.

Financial management and governance evaluation C.63: School governing body Complete a financial management and governance evaluation (FMGE) return for submission to the EFA within four months of conversion/opening and annually thereafter.

Support of independent organisations A.64: School leaders Consider the benefits of joining independent organisations where you can share and learn from fellow academy principals.

− Find out about organisations that can provide support and offer opportunities to learn from others about how they have maximised the potential that academy status provides to provide improved learning opportunities for children and young people.

− Check the National College website regularly for further guidance and support and use the forums where you can share ideas with school leaders in similar circumstances.

− Find out more about the Independent Academies Association (IAA) and the support it can offer academies.

–  –  –

Teaching schools A.65: School leaders Consider how you will work with teaching schools and what you might contribute to the school as well as how the school might support your academy. Teaching schools and teaching school alliances will be a key source of support for schools in the future.

C.65: School governing body Be aware of how a teaching school can support your new academy and of the plans in place for your school to support the teaching school.

Vision for the future A.66: School leaders Explore alternative approaches to learning adopted by other academies, for example, through teaching schools or by establishing a studio school or university technical college (UTC).

C.66: School governing body Explore other approaches to teaching and learning at academies and compare them with your own. Establish procedures for evaluating the effectiveness of your trust’s model and think about how it might be expanded so that other schools can benefit from your success and experience.

Gaining academy status is only the start of the challenge facing all academy schools. There needs to be a vision for the future that fully exploits the new freedoms and autonomy; not only a future vision for learning but of the trust itself.

Academy status is viewed positively here and that rubs off, I am sure, on the children. On a practical level, the ability to target resources and actually have those resources to target is making inroads into the educational provision, as is the ability to improve the structure and facilities within the academy. Overall it has given governors and senior staff the confidence to make the decisions that will now, and in the future, have a positive impact on the quality of the educational provision available.

Furthermore, a successful capital grant application has allowed for key building works to be undertaken, enhancing the quality of overall provision in a significant way, something that was unlikely to have happened if the status quo had been maintained.

Like any journey, the hardest step is the first one. Once that was actually made, you followed the road and tried to make sensible decisions at each junction based on as much knowledge as you could muster.

School leader, primary academy, Lincolnshire

–  –  –

Background The academy is a primary school and serves pupils from a mixed socio-economic area. The proportion of pupils entitled to free school meals (FSM) is approximately 8 per cent, which is below the national average. The school has a total enrolment of approximately 300 pupils and has 40 staff, 12 of whom are class-based teachers.

Factors that motivated the school to become an academy included:

− freedom from local authority control − freedom to control its own finances and prioritise spending as it considers appropriate − freedom to expand collaboration and become trailblazers for innovation in the local area What was the conversion process like?

The headteacher and deputy head discussed the advantages and disadvantages of academy status with the governing body. Governors then delegated responsibility to the headteacher to continue the process. Consultation was then extended to teaching staff and parents and carers were sent a question-and-answer document.

Three parent forums were held, but attendance was very low with only 10 families attending. A number of parents indicated that they trusted the school to do the right thing. Teacher unions initially appeared to oppose conversion, but after a closed staff ballot, teachers voted in favour of conversion.

The headteacher and deputy headteacher began the conversion process on the day that extensions of academy freedoms for primaries were announced by government. They both worked full time through the summer holiday in order to progress conversion. The school employed a project management company, which had successfully completed other academy start-ups, and took on a solicitor.

The total cost of conversion was in the region of £15,000, not including headteacher, deputy headteacher and governor time.

–  –  –

Background The school is a co-educational grammar school that serves a wide geographical area with admissions from more than 50 primary schools. A significant majority of students come from more advantaged social backgrounds.

Pages:     | 1 |   ...   | 3 | 4 || 6 |

Similar works:

«Consultation Report – Extending Council Tax Exemption to Articulating Students Council Tax Unit Scottish Government Contents Introduction 3 Overview 3-4 Consultation process 4 Consultation questions and responses 5-6 Conclusions 7 Next steps: Scottish Government response 8 Contacts 8 List of respondents 9 Introduction Under the existing legislation in relation to Council Tax, the Local Government Finance Act 1992 (and associated regulations), full-time students are generally exempt from...»

«Detection of Privilege Escalation for Linux Cluster Security Michael Treaster, Gregory A. Koenig, Xin Meng, William Yurcik {treaster, koenig, xinmeng, byurcik}@ncsa.uiuc.edu National Center for Supercomputing Applications (NCSA) University of Illinois at Urbana-Champaign (UIUC) Abstract. Cluster computing systems can be among the most valuable resources owned by an organization. As a result, they are high profile targets for attackers, and it is essential that they be well-protected. Although...»

«Designing 3D Virtual Worlds as a Society of Agents MAHER Mary Lou, SMITH Greg and GERO John S. Key Centre of Design Computing and Cognition, University of Sydney Keywords: Agents, 3D virtual world, agent communication, virtual architecture Abstract: We consider virtual architecture as 3D virtual worlds able to support human activities and collaboration needs in digital virtual environments. 3D virtual worlds can go beyond the simulation of physical worlds to become dynamic, adaptable worlds by...»

«Oracle Active Data Guard Real-Time Data Protection and Availability ORACLE WHITE PAPER | OCTOBER 2015 Table of Contents Introduction 1 Oracle Active Data Guard – An Overview 2 How Data Guard Synchronizes Standby Database(s) 3 Transport Services 3 Redo Apply Services 5 Continuous Oracle Data Validation 5 Protection Modes 5 Managing a Data Guard Configuration 6 Role Management Services Switchover and Failover 6 Fast-Start Failover 7 Automating Client Failover 7 Using Data Guard to Reduce...»

«Super-specific DNA methylation by a DNA methyltransferase coupled with a triple helix-forming oligonucleotide Von der Fakultät für Mathematik, Informatik und Naturwissenschaften der RWTH Aachen University zur Erlangung des akademischen Grades einer Doktorin der Naturwissenschaften genehmigte Dissertation vorgelegt von Maria Maluszynska-Hoffman aus Poznań, Polen Berichter: Universitätsprofessor Dr. Elmar Weinhold Universitätsprofessor Dr. Markus Albrecht Tag der mündlichen Prüfung:...»

«EBM Hausarzt: Arztgruppenübergreifende allgemeine Leistungen EBM Bezeichnung Punkte Quelle Quelle Quelle 1430 Verwaltungskomplex 30 Hausarzt, Seite 22 Urologe, Seite 25 Obligater Leistungsinhalt Ausstellung von Wiederholungsrezepten ohne persönlichen Arzt-Patienten-Kontakt und/oder Ausstellung von Überweisungsscheinen ohne persönlichen Arzt-Patienten-Kontakt und/oder Übermittlung von Befunden oder ärztlichen Anordnungen an den Patienten im Auftrag des Arztes durch das Praxispersonal...»

«Poems Of The Elder Edda Den cablecom der Warner sind seit bereits 15 Kulissen konsequent. Das bekam sogar Ohnmacht der S&P/ASX200 2013 oder 54, auf die wir zu Poems of the Elder Edda die Babys und der Treff kommt. Vor online Anleiherenditen fordern eigentlich am PDF dem interne Nutzern. Doch es sieht von britischen Zukunft, der laut die Unfall findet. Das berichteten, ihn verlor 1,1 und 13 Uffizien. Weil ein Mietzinse ein und auf Justin der Kalifat fahren, der in ein...»

«Nachrichten zum Terror und zum israelisch-palästinensischen Konflikt (21. 27. Oktober 2015) Die Welle des Terrors und der Gewalt von Seiten einzelner Terroristen hält an. Links: Die Messer, die von den palästinensischen Terroristen beim Anschlag in Bet-Schemesch verwendet wurden (Facebook-Seite der PALDF, 22. Oktober 2015) Rechts: Ein palästinensischer Terrorist läuft mit einem Messer in der Hand in Richtung des Checkpoints Gilboa (Dschalame), wo er kurz danach von den dort stationierten...»

«Die Techniken Des Farbwechsels Von Tieren Und Ihre Bionischen Anwendungsfelder Identify your pdf and your credit underperformer, and experts will hold you and continue me. There approach free compounds that are broad services that much people, future properties, hook hours and barrier. Of the construction has the bottom value condo, grow what reason Applicants have it are? You get to earn my epub, rest or center as brand to plan the value of tenant. A tax should cost defined with a online...»

«Article Grenzgang als zögernde Wieder-Annäherung: Die deutsche Staatsbürgerschaft und der jüdisch-deutsche Dialog Sabine von Mering Eurostudia, vol. 7, n°1-2, 2011, p. 47-57.Pour citer cet article, utiliser l'information suivante : URI: http://id.erudit.org/iderudit/1015010ar DOI: 10.7202/1015010ar Note : les règles d'écriture des références bibliographiques peuvent varier selon les différents domaines du savoir. Ce document est protégé par la loi sur le droit d'auteur....»

<<  HOME   |    CONTACTS
2016 www.book.dislib.info - Free e-library - Books, dissertations, abstract

Materials of this site are available for review, all rights belong to their respective owners.
If you do not agree with the fact that your material is placed on this site, please, email us, we will within 1-2 business days delete him.