“After several years “on the market” there are now multiple Business Model Canvas adaptations floating around. People sometimes ask me about them. This blogpost provides an answer by explaining the Canvas through the analogy of a Theater (watch the video). It shows why we got it right and why most adaptations are broken.” Alexander Osterwalder, January 2013
The Department for Education has published a suite of documents about stage 2 of the national funding formula.
- An executive summary outlines the proposals and the effect on schools, and the consultation document explains these in detail.
- The effect on each school and area is shown in full in the impact tables.
- There are technical notes to accompany these tables, including an Area Cost Adjustment annex which shows the ACA weightings.
- Also there are illustrative allocations for new and growing schools.
- The equalities impact assessment considers how the proposals relate to the 8 protected characteristics identified by the Equality Act 2010.
Every school needs an effective assessment system in order to evidence their assessment of pupils’ progress, to keep parents informed, to enable governors to make judgements about the school’s effectiveness, and to inform Ofsted inspections. The Department for Education suggests a set of core principles to underpin effective assessment systems within schools. The first of these calls for “meaningful tracking of pupils towards end of key stage expectations in the [national] curriculum ….”. How is the national curriculum designed to enable tracking in this way?
A technical guide for primary schools published in December 2016 defines the “coasting” progress threshold as below -2.5 in reading, -2.5 in mathematics or -3.5 in writing. Schools have to be below at least one of these thresholds and have fewer than 85% of children making the expected progress to meet the definition. To be defined as “coasting”, they have to meet the definition for three consecutive years. The Regional Schools Commissioner (RSC) applies this criterion to school data once the key stage 2 results have been published and then takes follow-up action with schools identified as coasting.
In his latest commentary, Ofsted Chief Inspector Sir Michael Wilshaw reflects on the characteristics of high performing MATs. Using focused inspections of seven “stronger performers”, Sir Michael states that successful trusts tend to have the following as key characteristics:
- ability to recruit and retain high quality executive leaders
- a well-planned, broad and balanced curriculum
- commitment to providing high quality education for all pupils
- investment in professional development of teachers and sharing of expertise
- high priority given to initial teacher training and leadership development
- clear frameworks of governance, accountability and delegation
- effective use of assessment information
- and a cautious and considered approach to expansion
Source: NGA Newsletter 14/10/2016
A MAT’s board of trustees is accountable in law for all major decisions about their academies. But many decisions can and should be delegated and recorded in a ‘scheme of delegation’. What and how much the board decides to delegate can depend on a number of factors including:
Continue reading “Schemes of delegation for a MAT”
Reference: ‘Forming or Joining a Group of Schools: staying in control of your school’s destiny‘. National Governors Association. September 2015
The words below are largely direct quotes from the reference.
The Education Select Committee undertook two, large-scale enquiries into school partnerships and structures in 2015. These form a significant body of evidence for the benefits of strong collaborations and shared accountability between schools. Here are findings from the first report, School Partnerships and Cooperation: