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Changing structures • CECET’s data analyst will review all data on a regular basis with a view to identifying areas of strength and weakness, and in particular areas requiring intervention. All of these mechanisms will be designed to provide CECET’s Directors with an accurate assessment of the performance of each academy within the CECET umbrella. Powers of Intervention A novel and unique difference from the usual umbrella trust is that CECET will be able to take direct action through powers of intervention to address underperformance and introduce steps to improve standards. It is envisaged that interventions will be applied on a sliding scale, depending on the nature of the issues to be addressed, with areas for potential intervention grouped according to the four areas currently inspected by Ofsted: achievement of pupils; quality of teaching; behaviour and safety of pupils; and leadership and management. Various ‘trigger points’ will be used to trigger use of the powers of intervention and the nature of the interventions could involve: If one thing is certain in this rapidly changing education environment, it is that there will a growing need for alternative provision delivered through arrangements that can provide overarching strategic support • Deploying a task group (which would include as a minimum accredited Ofsted inspectors) into an academy in order to investigate particular issues or concerns, or to determine the extent and nature of intervention required; • Issuing a formal warning note to the Directors of a SAT or MAT, requiring them to take remedial action in respect of school performance, or other matter of concern (including instituting capability or disciplinary action against the Principal and/or other members of staff); • Requiring the Directors of a MAT to remove or limit powers of delegation to a local governing body (LGB) within the MAT, or in extremis to remove the LGB; • Removing CECET-appointed Directors in a SAT or MAT. Conclusion If one thing is certain in this rapidly changing education environment, it is that there will a growing need for alternative provision delivered through arrangements that can provide overarching strategic support. The successful implementation of CECET will depend on its ability to co-ordinate and combine the expertise effectively and resources within the arrangement in order to deliver integrated, strategic and continuously improving services. Christopher Whittington is a partner at Geldards LLP and Colin Hopkins, Director of Education for Lichfield Diocese, the second largest education diocese in the country with 104 schools. Summer 2014 | 73
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cademy Volume 3 Number 3 Summer 201
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contents Volume3 Number3 Summer 201
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From the editor From the editor I a
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From the editor Ofsted The recent P
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System leadership Unlocking achieve
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System leadership and unlock real p
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System leadership of their autonomy
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System leadership Department for Ed
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System leadership will carry our na
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System leadership are stronger” F
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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
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: Changing structures How will CECET
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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