- The need to protect your own capacity to develop and sustain high levels of achievement by each student and each member of staff.
- To conduct a Strengths, Weaknesses, Opportunities,Threats analysis to assess your situation objectively and to consult with all your stakeholders about the school’s priorities.
- To avoid invitations to join projects of the ‘how to fill the vacuum left by Local Education Authorities, or how to help us to sustain our QUANGO, or how to maintain another school’s position of influence, or how to run the system with less funding’ variety, unless they relate to schools, institutions or agencies with whom you share the same young people and families, or schools with a genuine and pressing need to which you can, in some part, respond.
- To remember to differentiate between the political whims and swings of the pendulum, from that which is unchanging and which will not be reversed or dropped at some future point.
- In consultation with the whole school community, to save costs and through collaboration with other schools and partners, to achieve economies of scale and commissioning power.
- To sustain and develop your recruitment by taking advantage of and developing your existing ITT Partnerships. Be ready for the training places opportunity offered by School Direct in 2012, identifying prospective employees in advance, ensuring that your school is a highly desirable employment and career destination.
- To secure Academy status under your own terms and to seek to consolidate your position and that of your partners’ by having a clear and unambiguous ethos and perhaps an affiliation to an umbrella organisation (e.g. Schools Co-operative Society, Faith Groups, Local Authority, Commissioning Mutual, Local Area, Trust etc).
- To develop closer links and collaboration with your Secondary, Junior and Infant link schools.
- To ensure quality in your classrooms and management systems through research, critical enquiry, dialogue and reflection.
- To strive, as appropriately and as far as possible, to achieve the goal of all your students, staff, visitors and friends finding your school to be a happy and rewarding place to be.
The obvious place to look are at any current arrangements for things like sharing facilities, transition arrangements, any collaborations with training for staff or parents. These areas could be developed so as to build closer links on existing foundations and established records of trust. Another place to look is at the current list of problems and challenges to see if these could be better faced together. Groups of schools can commission (or bargain) for goods and services with much more success than an individual school. The partnership can identify someone with the best negotiating skills and give them time to lok for good deals for ICT support, paper purchasing etc. This could extend to recruitment with use of shared advertising. Working with the comunity and with parents is another fetile area – these are shared and vital groups and providing a combined study support for parents, or training opportunities for the community, are other proven partnership activities.
The bigger steps are also well sign posted. Some degree of federation – one bursar, one SENCO, one CPD co-ordinator, one Social Worker or even one Headteacher. Areas that can really create an joint identity, which begin to reap the benefits of using local resources and realising economies of scale, include ideas such as a CPD bank – credits gained from offering skills and capacity, credit which can be drawn upon for identified needs. The bank can take a levvy and use this to provide common services or urgent responses. I am working on a more detailed version of this. One single and local ITT consortium is a good move in this period of instability with ITT – a block approach to the largest or preferred local ITT Provider will appeal, if it allows for stability and planning, guarantees of quality placements, proposals for closer partnership moving towards a greater local, school focus for operations. Working together to raise standards through a project such as In School Variation is another possibility.
Schools will need identified benefits with which to motivate themselves. Schools will also need guidance and support, with an accurate assessment of the risks of going it alone. Schools will also need reassurance that the partnership is democratic and here the Co-operative Trust can provide an excellent service and support for the eventual steps towards Academy or Trust status, the logical and probably inevitable outcomes of the current policies.