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System leadership of their autonomy, while aligning structures with the MAT and unlocking the benefits of working together.” Mr Ward talks of a shared culture moving forward but he admits conversations with Heads on joining the MAT have been interesting. “Most of our primary Heads have been concerned about keeping their autonomy, and I understand that. Heads don’t become Heads to generally be told what to do in their own schools. Having respect for feelings is crucial in building partnerships. “The way I tend to describe it is that all Heads are accountable to someone. With a traditional LA school, it was likely to be the director of education. With an academy it’s the Secretary of State for Education. As we move to a regional commissioner system, we need autonomy structures in MATs that fit this new model. So a chief executive of a MAT would probably be the key person, linking performance in the MAT academies. “I have also said that the MAT structure would enable partnership working to go to a new level, with systems led by the chief executive, including a team of school improvement specialists, being able to be deployed to all Heads on the basis that all schools have the desire to improve. The aim is for no school in the MAT to ever be in a position that they are failing: if you like, a joint approach on accountability pulled together by a chief executive, just like the models we have seen successfully used at Leigh by Frank Green CBE and Sir David Carter from the Cabot chain.” Mr Crook agrees that this approach is the way forward, adding, “The future of Smallthorne Primary school is bright, but the future of Smallthorne Academy, as part of a Multi Academy Trust, is brighter.” Summer 2014 | 11
Page 1 and 2: cademy Volume 3 Number 3 Summer 201
Page 3 and 4: contents Volume3 Number3 Summer 201
Page 5 and 6: From the editor From the editor I a
Page 7 and 8: From the editor Ofsted The recent P
Page 9 and 10: System leadership Unlocking achieve
Page 11: System leadership and unlock real p
Page 15 and 16: System leadership Department for Ed
Page 17 and 18: System leadership will carry our na
Page 19 and 20: System leadership are stronger” F
Page 21 and 22: System leadership Priority 1: Impro
Page 23 and 24: System leadership The true strength
Page 25 and 26: System leadership management teams,
Page 27 and 28: System leadership Being supported a
Page 29 and 30: System leadership e or different? -
Page 31 and 32: System leadership The Trust cut its
Page 33 and 34: Political matters On March 11th Sha
Page 35 and 36: Political matters own the walls. al
Page 37 and 38: Political matters to school collabo
Page 39 and 40: Political matters UTC facts and fig
Page 41 and 42: Conference Stellar names and lively
Page 43 and 44: Conference Tristram Hunt addresses
Page 45 and 46: News from Don’t miss out - Join F
Page 47 and 48: Accountability difference. It is re
Page 49 and 50: Accountability managing, indeed car
Page 51 and 52: Accountability Using the example of
Page 53 and 54: Accountability “Striking, intrigu
Page 55 and 56: NQTs The level and speed of support
Page 57 and 58: The extra dimension Two Minute Lead
Page 59 and 60: The extra dimension Cut bureaucracy
Page 61 and 62: The extra dimension The report note
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The extra dimension exciting the st
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The extra dimension As a consequenc
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The extra dimension Following the v
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The extra dimension the faculty tea
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The extra dimension It’s not abou
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Changing structures How will CECET
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Changing structures • CECET’s d
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Changing structures a curriculum th
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Changing structures Martin’s Acad
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Changing structures The financial i
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Finance According to the Academies
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Finance Since the academies program
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Finance What does e-invoicing mean
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Finance have more autonomy and with
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Aon Risk Solutions A tailored appro
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