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DESIGN A Classroom of the Future COMPETITION Win a multimedia bundle... Have you ever imagined what your classroom could look like in years to come? What technologies will pupils be using and what will they be writing with? Viking are inviting budding artists, engineers and designers aged 16 and under* to visualise what the Classroom of the Future could look like. Not only is technological innovation and room design a great topic to study, but this competition is a lot of fun and pupils could win a great multimedia bundle for your school worth £2,500, including a 42” HD LED TV, two Apple iPad Air tablets, a laptop and two cameras, plus much more.** So why not <strong>download</strong> an entry form, along with teaching resources and terms and conditions, now? Simply visit www.vikingschools.co.uk to find out more. ...worth £2,500 FOR YOUR SCHOOL** Download an entry form, along with teaching resources and terms and conditions at www.vikingschools.co.uk Closing date for entries is 18th July 2014. Open to all pupils aged 16 and under. * Competition entries are divided into two categories – 11 and under, and 12 and over. ** For details of all the amazing contents within our prize bundle, read our terms and conditions at www.vikingschools.co.uk.
Accountability “Striking, intriguing and groundbreaking” Graham Burns looks at the DfE proposal to introduce Regional Commissioners to act as the ‘middle tier’ The Department for Education proposes to appoint eight regional schools commissioners to lead one of their most striking and intriguing reforms of the Michael Gove era. They will hold a ‘middle tier’ role, acting as a link between the DfE and academy schools, so as to progress the reforms to deliver a ‘world-class education system across England’ – an ambitious aim given our current moribund performance in international school league tables. In each region, commissioners will be assisted by five to six local outstanding Headteachers, elected by their peers. It is this feature of having Headteachers elected onto boards which is the most groundbreaking. The operational decision-making roles of the DfE and Secretary of State will pass to the commissioners who will continue to exercise these bodies’ existing powers in relation to academies. They will have a lead role in many aspects of regulating academies, whether it be monitoring performance, seeking to improve underperforming academies, or dealing with matters concerning new academy sponsors. They will not however intervene with schools that are performing well as that would be contrary to the doctrine of autonomy for such schools. It is thought that employing such commissioners will raise standards as they will be ‘closer to the ground’ and better able to determine and resolve issues as they arise. The rationale is to allow decisions about academies to be taken at a level closer to the academy itself, and to restore some of the local accountability which has hitherto been missing from the academy programme. This should enable feedback and influence from those directly involved in the running of academies, as opposed to those officials at the higher level of the DfE. The rise in the number of academies represents a move towards a selfregulated system, and the shift of operational decision-making from the DfE to commissioners seeks to continue this move. The Secretary of State then becomes a regulator of last resort. Ultimately, the aim and purpose of the commissioners is to work alongside academies, and to help them identify and solve any problems that arise at a local community level. Although some may argue that these reforms still leave the most important decisions to be made by the DfE, it is hoped that the commissioners will be able to avoid taking matters to this higher level by seeking the expertise of local Headteachers and school leaders. A similar programme has been established in New York where Headteachers were granted greater autonomy while working alongside School Support Organisations and Superintendents of regions, rather than directly with the City’s Department of Education. Giving school leaders greater flexibility to respond to the learning needs of their pupils in New York has appeared to have a significant effect, and independent assessments have revealed that the shift in allowing greater control at school level has had a positive impact upon results and graduation rates. Hopefully the same can be achieved here. There will need to be parameters set down as to who will be eligible for election to the school boards, and terms of reference defined. Once the board is established there will need to be a regime in place for managing the inevitable conflicts which will arise. The Headteachers on the boards will be making decisions which will have impact on their schools and neighbouring schools. The decision to move a school into academy status is both important and politically contentious - and decisions about which sponsor to favour can have a critical impact on local school communities. Headteachers who sit on the boards will also need to weigh in the balance their own views, and whether the Trusts who employ them may take a different view to their own about the best interests of a particular school. The Headteachers are sure to move into some unchartered territory, and the system is bound to come under the spotlight. Graham Burns is a solicitor at Stone King. He has a substantial practice in the academies sector, a history that began with him acting for the West London Free School on the very first free school funding agreement. Summer 2014 | 51
Page 1 and 2: cademy Volume 3 Number 3 Summer 201
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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 and 12: System leadership and unlock real p
Page 13 and 14: System leadership of their autonomy
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: Accountability Using the example of
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
Page 63 and 64: The extra dimension exciting the st
Page 65 and 66: The extra dimension As a consequenc
Page 67 and 68: The extra dimension Following the v
Page 69 and 70: The extra dimension the faculty tea
Page 71 and 72: The extra dimension It’s not abou
Page 73 and 74: Changing structures How will CECET
Page 75 and 76: Changing structures • CECET’s d
Page 77 and 78: Changing structures a curriculum th
Page 79 and 80: Changing structures Martin’s Acad
Page 81 and 82: Changing structures The financial i
Page 83 and 84: Finance According to the Academies
Page 85 and 86: Finance Since the academies program
Page 87 and 88: Finance What does e-invoicing mean
Page 89 and 90: Finance have more autonomy and with
Page 91 and 92: Aon Risk Solutions A tailored appro

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