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Converter academies “have huge potential to be at the vanguard of a school-led model of school improvement”, says a new report published by the Academies Commission today. The report cautions, however, that whilst “autonomy and independence are fundamental elements of academisation”, this “should not mean isolation” and schools “need to learn from each other if improvement is to be as strong as it needs to be”.
Whilst academy chains are identified as one model of collaboration, system leadership (the lateral collaboration of academies) and teaching schools are identified as 'a positive force for collaborative work'.
The academy funding agreement, the contract between the academy and the Secretary of State, includes an express requirement that the academy will support other schools. It is likely that this requirement will have greater significance over the coming months and that academies will be under increasing scrutiny to drive not only their own school improvement but also to demonstrate that they are collaborating with others to do likewise.
The recent case of R (on the application of A Parent) v Governing Body of XYZ School [2022] EWHC 1146 (Admin) provides some welcome and reassuring guidance to governing boards on the exclusion reconsideration process.
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With 19 HR experts now supporting over 500 schools and trusts across the country, in this edition of 60 seconds we sit down with Emma Hughes, who leads the team, to discuss what this significant milestone means to her.
In order to reduce the risk of potential breaches, schools should follow this Health and Safety Executive guidance.
A ResPublica report highlighted that asbestos continues to be the UK’s number one occupational killer, with nurses and teachers 3 to 5 times more likely to develop mesothelioma than the general UK population. The House of Commons Work & Pensions Select Committee is investigating how the HSE manages the continued presence of asbestos in buildings.
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