introduction to models of leadership
TRANSCRIPT
Introduction to Models of LeadershipA brief guide to 21st Century school leadership and partnerships
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Inspiring leaders to improve children’s lives
21st Century Schools: A World-Class Ed ucation for Every Child
White Paper – Your Child, Your Schools, Our Future:building a 21st century schools system
No school can meet the needs of all itspupils alone. Delivering the Pupil andParent Guarantees will require schools towork in partnership with other schoolsand with wider children’s services inorder to offer more by working togetherthan any one partner could alone and toprovide better value for money. At thesame time, federation and otherpartnership solutions will become centralto tackling underperformance andextending the reach of the best leaders.Chapter 3 para 14 page 8.
Contents3 Introduction
4 What are the different models of leadership?
6 Single schools
7 Collaborations and Partnerships (‘Soft Federations’)
8 Federations (‘Hard’)
9 Mixed Federations and Collaborations
10 Trusts and Academies
11 Local authority initiatives
12 What are we learning about the benefits ofmodels of leadership?
13 Where are different models of leadership beingapplied?
14 Next steps
2 Introduction to Models of Leadership
Models of leadership are changing across thecountry. Whilst many schools remain and flourish inthe structure of one school, one headteacher andone governing body, a large number of schools aredeveloping different models of leadership to meetthe challenges of education in the 21st Century.These models may be informal or formal and mayinclude Partnerships with other agencies to meetthe needs of Children’s Trusts.
New models of leadership are developing in responseto a number of stimuli:
– The drive to raise standards.
– The need to ensure sustainability of leadership ofschools in all sectors.
– Securing effective governance of schools.
– Freedoms under the 2002 Act and the 2006 Act.
– The 0-19 agenda as well as 4-19.
– Support and sustainability of small rural communityprimary schools.
– Better delivery of the Every Child Matters (ECM)agenda and the promotion of community cohesion.
– Pressure on heads – need for support and improvedwork-life balance.
– Schools unable to attract heads – succession issues.
– Local context (eg the growth of Trusts andAcademies and other local circumstances includingNational Challenge Federations and Trusts).
– Falling pupil rolls.
– The Building Schools for the Future (BSF) and thePrimary Capital Programmes (PCP).
– To fight the threat of school closure.
The term ‘school’ is used in this publication for the sakeof consistency to denote any learning setting. Furtherinformation about the case study examples mentionedcan be found on the Models of Leadership website atwww.nationalcollege.org.uk/modelsofleadership.
Introduction
Introduction to Models of Leadership 3
There is significant encouragement from theDepartment for Children, Schools and Families (DCSF)and others for schools to consider whether a differentmodel of leadership will suit their needs. In all cases,this should be underpinned by a clear vision of howthe chosen model will make a positive impact on theeducational experience for pupils; it is this visionwhich will drive the resulting structure.
What are the differentmodels of leadership?
4 Introduction to Models of Leadership
Collaborations (‘Soft Federations’)This is a formal Partnership model using thecollaborative regulations to establish a strategic groupacross the Partnership.
PartnershipsThis is where groups of schools establish formal andinformal agreements to work together.
Federations (‘Hard’)This is where two or more schools are governedcollectively under a single governing body.
Single schoolsThis is the standard model with one school, oneheadteacher and one governing body.
These organisational models necessitate consideration of internal models of leadership such as executiveheadship, consultant leadership, co-leadership structures, job share and other approaches to leadership. TheNational College supports the development of models of leadership through the Models of LeadershipConsultancy Service and related resources (www.nationalcollege.org.uk/modelsofleadership).
Introduction to Models of Leadership 5
TrustsThese may encompass more than one school andprovide the broad structure within which schools andtheir partners collaborate.
AcademiesThese schools are expected to have innovativeleadership structures to help them drive up standards.
Local authority initiativesThis is where local authorities work with schools todevelop Partnership working.
Mixed Federations andCollaborationsThis is where groups of schools apply formal andinformal models accordingly to their localcircumstances.
This is the most common model, with oneheadteacher, one school and one governing body.However, even this model is no longer straightforward,with the development of job-share arrangements forheadteachers (see below) and other models wherekey staff without qualified teacher status can join theleadership team.
In a single school there are now different leadershipmodels emerging. This could be:
– A job share, with an even or uneven split. This issometimes called ‘co-headship’, but a more accurateterm would be ‘job share’; such an arrangementmay not in law total more than 1.2 of a full-timeequivalent headteacher.
– Step up, step down arrangements as a way ofretaining an experienced headteacher whilst at thesame time supporting the leadership developmentof a potential headteacher.
– Flexible headship arrangements where thesubstantive headteacher works part-time.
– An all-through school where there is a singleleadership structure across all phases.
– A virtual school where leaders support children’slearning and their staff through a remote ICTenvironment.
A school cannot have more than one full-timeequivalent headteacher. Where this appears to be thecase, other pay and structural arrangements must beused. The School Teacher Pay and Conditions do notallow more than one full-time post to be paid asheadteacher. However, there is no legal requirementto have a full time headteacher.
Case study examplesIngleton Primary School A 0.6/0.6 job share.
Hurworth School A co-leadership secondary school.
Serlby ParkA 3-18 business and enterprise learning community.
The Accipio Virtual School Working nationally with over 800 pupils.
Single schools
6 Introduction to Models of Leadership
The terms ‘Collaboration’ and ‘Soft Federation’ arecurrently used interchangeably, but to avoid confusionthe term ‘Soft Federation’ is being phased out. SoftFederations are defined as ‘Collaborations’ underSection 26 of the Education Act 2002. TheseCollaborations are defined by DCSF as, “A sharedcommittee with delegated powers”, but each schoolretains its own overall governing body. Where schoolsshare a formal committee without any delegatedpowers or only an informal committee then there areno specific regulations or definitions. Executive headsshared across schools as well as single headshipsfeature in these organisational structures.
Partnerships are less formal arrangements which mayinvolve other non-education partners.
In Collaborations and Partnerships there are a numberof emerging models, some with statutory powers andsome without:
– Collaborations with statutory powersThis is a formal Partnership which makes use of TheCollaboration Arrangements (Maintained Schools andFurther Education Bodies) (England) Regulations2007 to establish a joint governors’ committeewhich acts on behalf of all the schools involved. Themore responsibility delegated to the executivecommittee, the more the governors might wish toconsider the option of a Federation (‘Hard’).
– Collaborations without statutory powersThis is an informal Partnership which will have a joint committee or policy group that makesrecommendations to the governing bodies concerned.
It is possible for a headteacher to be head of twoschools or more which are part of a Collaboration (‘SoftFederation’). There does not need to be a Federation(‘Hard’) in place for such a sharing of leadership.
– PartnershipsThere are some very successful informal Partnershipsbetween schools and other organisations whichdeliver aspects of education in the local area. Thismay have a joint committee or policy group thatmakes recommendations to the governing bodiesconcerned. This could include 14-19, BehaviourImprovement Partnerships, and those around thedelivery of extended schools activities and EveryChild Matters.
Schools looking strategically at budgets across aCollaboration or Partnership may share a schoolbusiness director/manager, maximising resourcesand increasing leadership capacity.
These Partnerships are less formal than Collaborationsand usually have a specific educational focus.
Case study examplesWillingdonAn all-through Collaboration.
Fair Oak and Hagley Park schools Collaboration of two secondary schools with one headteacher.
Winsford PartnershipA whole town Partnership.
Stevenage 14-19 PartnershipA town collaboration to deliver the 14-19 agenda.
Collaborations and Partnerships(‘Soft Federations’)
Introduction to Models of Leadership 7
The term ‘Hard Federation’ is being phased out, withformally federated schools being called ‘Federations’and informally federated schools being called‘Collaborations or Partnerships’. A Federation (‘Hard’)has a single governing body for all the schools in theFederation. There may be two or more schools in theFederation. Federations may consist of either primaryor secondary schools or an all-through Federationwhich includes both phases. The same principles alsoapply in a three tier system.
Hard governance Federations are constituted accordingto The School Governance (Federations) (England)Regulations 2007(www.opsi.gov.uk/si/si2007/uksi_20070960_en_1)and must have regard to the following:
Federations (‘Hard’) will have a single governingbody. There may be:
– equal heads to number of schools, or
– fewer heads than there are schools in theFederation.
The choice is made locally and according to need andcircumstance.
Pay arrangements must follow the guidance given forsingle schools.
– Each school in the Federation retains its separateDCSF number and is allocated funding according tothe local authority formula. The degree ofintegration in staffing and finances is a matter forthe leadership of the Federation.
– The role of the governing body is critical in holdingtrue to the vision for the Federation as leadershipchanges according to circumstances. In this way theybecome the guardians of the vision.
– As of 1st Sept 09, all newly formed Federations(‘Hard’) are required to inform the DCSF when theygo to consultation and when they decide onFederation. Existing federations are required toinform the DCSF if they are dissolved or if a schoolleaves the federation (details will be onwww.nationalcollege.org.uk/modelsofleadership-index.html).
– National Challenge Federations are subject to localauthority and DCSF support and approval.
Schools looking strategically at budgets across aFederation (‘Hard’) may share a school businessdirector/manager, maximising resources andincreasing leadership capacit y.
Case study examplesDover Federation for the ArtsA four school Federation in challenging circumstances.
Short Heath FederationA VC and Community school mixed Federation andexecutive headteacher.
Darlington Education VillageA primary, secondary, special school in a single newbuilding.
Monteney and Fox Hill Primary FederationExecutive headteacher of two schools moving toFederation (‘Hard’).
Federations (‘Hard’)
8 Introduction to Models of Leadership
Mixed Federations and Collaborations are when schoolsare part of a Federation (‘Hard’) and also part of a widerCollaboration or Partnership. Leadership in suchgroupings is unlikely to be vested in a singleheadteacher but may have a variety of leadershipmodels. Where relevant school leaders can use bothsets of regulations in harmony to suit local needs.
Increasingly, schools and groups of schools are usingboth sets of regulations according to localcircumstances. What is important is to have a clearvision of how working together can improve theeducational experience for pupils, and then to makethe structure fit the need.
The drivers for such mixtures are complex but mightinclude consideration of the following:
– A mixture of voluntary-aided and community schoolsin an area could make a single Federation (‘Hard’)difficult to achieve.
– It may be that not all schools are ready to move to aFederation (‘Hard’) at the same time and that theCollaboration (‘Soft Federation’) can hold thecommunity of schools together as they movetowards formal Federation (‘Hard’).
– It may be advantageous to link Federations (‘Hard’)in the same area or sharing the same vision with anoverarching Federation (‘Hard’).
In these instances, those schools which are able toformally link may establish a Federation (‘Hard’). By alsoforming a Collaboration, other schools in the group canjoin the Federation (‘Hard’). This creates an executivegroup which becomes a ‘Strategic Partnership’.
Case study examplesCentral Leeds Learning FederationA Federataion and Collaboration.
Chesil PartnershipA Partnership of 32 schools including a smallFederation.
Hadley Learning CommunityMulti-dimensional Federation and Partnership in a newbuild.
Southernway Federation Four schools in two linked Federations.
For more case studies, seewww.nationalcollege.org.uk/modelsofleadership.
Mixed Federations andCollaborations
Introduction to Models of Leadership 9
Trusts and Academies are national structures designed tosupport the raising standards agenda by facilitatinginnovative models of leadership. As well as individualAcademies and Trusts, ‘chains’ of schools and ‘franchises’are developing which share common approaches.
AcademiesThese are publically funded, independent stateschools, often serving very challenging communities.The expectation is that they will use their freedoms todevelop innovative leadership. Examples of thisinclude:
– Linked academies with a single strategic board forleadership and governance.
– All-through academies developing leadership acrossthe primary and secondary phases.
– The appointment of a chief executive to support thework of the headteacher.
TrustsThese may be single schools or groups of schoolsworking together strategically to raise standards for thewhole community. Leadership considerations for trustsinclude:
– The involvement of non-school partners to help thetrust develop new and more effective approaches tolearning and to engage a broader spectrum ofprofessionals in the education process to support thework of the schools in raising standards.
– The retention of individual governing bodies in trustschools, each of which contributes to the trust’sstrategic direction.
– The development of executive leadership to increaseleadership capacity.
– The potential for National Challenge trusts approvedby the local authority and DCSF.
Case study examplesSt Matthew AcademyAn all-through academy developing cross-phaseleadership.
Harlington TrustFive schools with local education partners includingsome from the independent sector.
Harris FederationAcademy Federation/chain of six Academies.
Bridge TrustAn all-through trust with education and private partners.
Trusts and Academies
10 Introduction to Models of Leadership
Local authorities are increasingly developing aproactive and supportive approach to emergingmodels of leadership. Like schools, local authoritiesmay be considering models of leadership in responseto a wide range of stimuli including:
– The development of innovative solutions toNarrowing the Gap.
– The need to increase multi-agency working towardsdeveloping Childrens’ Trusts.
– The need to secure effective leadership for schoolsand children's services.
– The need to seek solutions to the future of smallschools in a rural context.
– Providing encouragement to schools to think differentlyin a commissioning context, for example, devolving toor co-locating services with groups of schools whereformal collaborative structures are in place.
– The promotion of community cohesion.
Local authorities have a key role to play in creating acontext within which school leaders and governors canfeel secure in considering the range of models. Thismay help them to develop better provision for thepupils to support their learning and deliver betteroutcomes. This can happen in different ways accordingto the local context.
Where amalgamation is considered, this is a matter fordiscussion with the local authority.
Case study examples– Devon local authority promoting collaborative
structures.
– Gloucestershire local authority promoting flexibleleadership structures.
– Barnsley local authority have re-organised aroundthe ECM agenda.
– Knowsley local authority have re-organisedthrough collaboration.
Local authority initiatives
Introduction to Models of Leadership 11
Whatever ‘stimuli’ brings you to consider a new modelof leadership, it is clear that successful models ofleadership have a clear and positive vision of whatthey want to achieve for the young people and theircommunity. For example, this might be to:
Provide support for schools causing concern
Collective responsibility, leadership support andsharing good practice at all levels can have asignificant impact in raising aspirations and standards.Bournemouth Alternative Needs Federation, Bicknell School.
Resolve headteacher succession issues
Multi-school models are able to better support thedevelopment of leadership and can make schoolleadership more attractive in a supportive structure.Job share opportunities may also make leadershipmore accessible.Ingleton Primary School.
Create new opportunities for existing leaders
These may include Executive Headship models butmight also provide opportunities for one headteacherto lead on aspects of the work of the collaborativestructure and thus increase leadership capacity.Rugeley Fair Oaks.
Support community regeneration
Groups of schools, working formally together, have asignificant ‘social footprint’ and can be the drivingforce for raising community aspirations and supportingregeneration.Barnsley.
Increase leadership capacity to focus on learningoutcomes and standards
Schools widening the leadership teams to include staffother than qualified teachers. Leadership teams withschool business directors as members ensure thatresources for learning are maximised whilst otherleaders are able to focus on learning and standards.Darlington Education Village.
What are we learning aboutthe benefits of models ofleadership?
12 Introduction to Models of Leadership
Improve learner achievement in the locality
The thrust of the 21st Century Schools proposals is forall schools in a locality to take collective responsibilityfor all the children in that community. Canterbury Campus.
Share high quality leadership across schools
Teams of system leaders with clear roles andresponsibilities will support leadership developmentand outcomes.Harris Academies.
Deliver the Every Child Matters (ECM ‘fiveoutcomes’)
Collaborative groups of schools are particularly effectivein working with children’s services and other agenciesand Children’s Trusts in their duty to co-operate. Hailsham Community College.
Deliver ‘all-age’ learning
All-through structures have an overview of a child’s“learning journey” which can provide a continuum oflearning to support personalisation and progression.St Matthew Academy.
Develop 14-19 curriculum provision
The need to collaborate to deliver the 14-19 curriculumhas been behind many new models which ensurecollective accountability and share best practice.Stevenage 14-19 Partnership.
Develop ‘whole town’ services
Collaboration in the provision of education and otherservices can bring coherence and consistency, as wellas providing cost effective provision for young people.Winsford.
It should be recognised that models of leadership aredeveloping very rapidly and this guide is a snapshot ofthe best information available at the time of writing(September 2009).
There are different models of leadership being appliedacross the country. The map below shows someexamples:
Models of leadership case studies More case studies can be found on the Models ofLeadership website. These provide further insight intothe different models around the country:www.nationalcollege.org.uk/modelsofleadership
New examples are being frequently included.
– Accipio Virtual School
– Alcester
– Andover
– Barnsley Local Authority locality based AdvancedLearning Centres
– Bournemouth Alternative Needs Federation
– Brassington Primary School
– Bridge Learning Campus
– Canterbury Campus
– Central Leeds Learning Federation
– Chesil Cove Federation
– Chulmleigh Community School Federation
– Darlington Education Village
– Guru Nanak School
– Harlington Area Schools Trust
– Hurworth School
– Ingleton Primary School
– Lane Head, Rosedale and Short Heath Federation
– Lavington Park Federation
– Middleton Primary School and Peasenhall PrimarySchool
– Monteney and Fox Hill Primary Federation
– Our Lady’s and English Martyrs’ RC Primary Schools
– Quantock Federation
– Rugeley Federation for Learning
– Serlby Park Learning Community
– Shaw and Benyon Primary Schools
– Southernway Federation
– St Matthew Academy
– The Dover Federation for the Arts
– The Hayesbrook School
– West Exmoor Federation
– West Leek Partnership and Cheadle High SchoolCollaboration
– Weston Federation
– Wigmore Federation
– Willingdon Community School
– Wood View Learning Community
Where are different modelsof leadership being applied?
Introduction to Models of Leadership 13
To find out more about models of leadership you can:
Explore the Models of Leadershipwebsitewww.nationalcollege.org.uk/modelsofleadership
Contact the Models of LeadershipTeam [email protected]
Attend a Models of Leadership eventwww.nationalcollege.org.uk/modelsofleadership/events
Next steps
Look out for further Models ofLeadership Guides The National College will be publishing guides on eachof the main models of leadership:
1 Introduction to Models of Leadership2 Job Share3 Collaborations & Partnerships (‘Soft Federations’)4 Federations (‘Hard’)5 Trusts6 Academies7 All through schools8 Executive Heads9 Building Schools for Future/Primary
Capital Programme10 School Business Manager11 14-1912 Chains, Franchise and Collaborations13 Local Authorities
The guides will be available for download from theNational College website.
The term ‘school’ is used in this publication for thesake of consistency to denote any learning setting.Further information about the case study examplesmentioned can be found on the Models of Leadershipwebsite.
Exploring Models of LeadershipToolkit This toolkit will help you explore the right model foryour context. It is available in hard copy with overlaysto build your model of leadership in diagrammaticform. The toolkit is available in hard copy fromwww.nationalcollege.org.uk/publications at a cost of £10 per copy.
To download a free copy go to:www.nationalcollege.org.uk/modelsofleadership
14 Introduction to Models of Leadership
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