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School Surveys Gather feedback from parents, pupils and staff Use any combination of … NEW General Surveys £200/£300* Broad surveys, ideal to run annually • National data comparisons • Parent View preparation summary • Pupil school wellbeing measure • Pupil emotional wellbeing measure • Staff engagement measure Write Your Own Surveys £75 / £100* Ask your own questions, get full report • Save staff time • Excellent way to trial service • Optional QA process Themed Surveys £75 / £100* Shorter surveys, focussed on a theme • Delve deeper into themes eg. communication, behaviour, curriculum and more • Chosen by headteachers Run surveys individually or grouped together, in any combination. • Exciting, new and engaging software • New, updated questions • Export online reports to PowerPoint and Excel * Price per survey for primary/secondary schools excluding VAT Find out more and order at www.nfer.ac.uk/ta1b T: 01753 637007 E: products@nfer.ac.uk AMhalf190x134Update26Mar14.indd 1 26/03/2014 15:14
The extra dimension exciting the students. Musical Futures gave me ‘permission’ to experiment and do something different and this informal approach chimed with my own experience. I work with students to empower them to make creative musical decisions beyond simply learning to play the notes – they arrange songs, simplify parts and compose their own material. Nearly all students said they preferred Musical Futures lessons to previous lessons and felt they had made progress in learning instruments. KS4 music results have completely turned around and sustained at better than national average. Musical Futures has helped to make the department a more ‘cool’ place to be and has enabled me to raise the profile of the department in the school because students are happier to perform to their peers. There is now a stronger drive towards excellence in music making emanating from students rather than being imposed by the teacher. Through Musical Futures I have been inspired to start a project encouraging colleagues to look at learner-led, informal approaches across the curriculum. The Future of Music In the current educational environment, Musical Futures is encouraging teachers to take a leap of faith and opt to trial strategies that can seem fairly risky but offer innovative and exciting results. The impact so far has been an increase in the engagement of students in schools across the country, with more students electing to continue their music studies into KS4. Perhaps, most critically, it has reminded many music teachers of the reason why they entered the teaching profession in the first place – to inspire students with and through music. Musical Futures supports teachers to improve their practice through its unique pedagogy, free training events, weekly Twitter meet-ups (#mufuchat) and via a wealth of teacher-created resources online. Musical Futures has recently launched a free App, which guides music educators through Musical Futures and contains a wealth of new material. Search for ‘Musical Futures’ from the Apple store (store.apple.com/uk) and Google Play (play.google.com/store/apps) For more information about Musical Futures, visit: www.musicalfutures.org or @musicalfutures on Twitter Summer 2014 | 61
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cademy Volume 3 Number 3 Summer 201
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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 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 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: The extra dimension The report note
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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