School Standards and Performance - Action and accountability

School Standards and Performance - Action and accountability

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Six outstanding schools in Bradford have been successful in securing teaching school status and the setting up of Teaching School Alliances. Their potential to drive school improvement is by building leadership capacity, commissioning school improvement and brokering school to school support.

The successful applications of the Dixons Academies to be a Research School and Burley and Woodhead CE Primary School to be an English Hub, have been a welcome addition to the support and analysis which is available to the whole partnership of schools.

Bradford Local Authority is working closely with an increasing number of partners to shape the local vision and strategy for school improvement and the development of a shared local vision for education. These include the Opportunity Area; school partnerships; school leaders; the teaching school alliances; the English Hub; the White Rose Maths Hub; the West Yorkshire Strategic Partnership Group and the Research School Partnership.

In order to build capacity and accelerate improvement, leaders, governors and teachers recognise the need to think beyond serving pupils within their own school and extend their commitment to serving all children and young people studying in the district.

The success of the self-improving system in Bradford will be the employment of leaders with high level people skills to key positions and the effective use of school leaders and practitioners to support the demands of school to school support and the sharing of best practice within the district.



The Three Key Principles

The consensus is for all City of Bradford MDC educational establishments, the local authority, the Teaching School Alliances and other partners to adopt the three key principles that:

  • Ours is a sector led school improvement system whereby all key stakeholders have a shared vision for improving educational outcomes. This implies that every child has a school place, that the needs of vulnerable children are catered for, that no school is left behind, that schools and academies are challenged to work together, that weak or declining performance is quickly identified and corrected, that data and knowledge are shared across schools and that there is accountability to local communities. 
  • All schools belong to a partnership. Relationships remain vital, but are no longer enough on their own. Schools are increasingly seeing the importance of being connected to at least one formal network. For the vast majority of school leaders, relationships are being transformed into more formal, self-aware and professional connections.
  • Schools will be performing in line with, or above, national measures in all key performance indicators by September 2021. In order to achieve this ambition, underperformance will be dealt with promptly and weak leadership and teaching immediately tackled so that we increase the opportunity of every child is able to attend a good or outstanding school.

The role of the key stakeholders in school improvement

The Local Authority (in conjunction with the Opportunity Area) will:

  • Be more of a commissioning and less a delivering organisation, subcontracting where necessary or appropriate
  • Challenge, monitor, quality assure and intervene in Schools Causing Concern i.e

Priority 4, high risk Priority 3 schools and schools in Ofsted category

  • Provide support and challenge to the school partnerships that operate within the district and work with the most vulnerable and high risk schools by providing them with a targeted intervention programme of support
  • Provide advice, training and a clerking service to governors through a traded service
  • Remove barriers to the raising of standards
  • Act as a critical friend to all schools regardless of their type or status
  • Commission school to school support that cannot be brokered by the TSAs or the Opportunity Area

The Teaching School Alliances will:

  • Provide leadership and management professional development opportunities across all phases
  • Recruit and train teachers through the development of clear career pathways for all school staff
  • Broker system leadership and  school to school support using resources such as NLEs, LLEs and SLEs as well as working with the partnerships utilising non-accredited good and outstanding professionals
  • Lead on workforce development including the professional development of NQTs
  • Ensure practitioners are actively engaged in research and development

The School Partnerships will :

  • Promote the district as the place to come and work
  • Risk assess and categorise schools in their partnerships
  • Monitor, support and challenge schools judged to be of medium, low or no risk
  • Support the move to a sector led model by developing high quality system leaders
  • Provide leadership support and relevant professional development programmes


Page owned by Michael Garside, last updated on 17/07/2020. This page has been viewed 2,422 times.