Church works with academies

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Do the majority of parents care whether their child is in an academy or non-academy school?

Nope.

What parents really care about is that their children are happy, safe, and that they are making a good amount of progress – the right amount for them.

It can seem from the outside as though changing to an academy means a new name, a new logo, and some new governors. Oh, and a fancy new title and probably a pay rise for the person at the top. And quite rightly various people – from the House of Commons down – have expressed concerns about some academies becoming empires, or education hypermarkets where the needs of the individual are lost.

Although people’s views on academies are really wide-ranging, and the academies themselves vary in outlook, ethos and performance, Cornwall has one of the highest proportions of academies in England. So it is essential for our children’s futures that these academies are good – that all our children are happy, safe, and making good progress.

The Diocese of Truro is committed to being a significant partner in raising standards in schools for children in Cornwall and the Isles of Scilly. We are already well on the way to playing an active part in the new school-led education system set out in the recent White Paper: Educational Excellence Everywhere. This involves providing expertise, training, support, challenge and grants in all the seven identified areas of excellence:

  • Great teachers
  • Great leaders
  • A school-led system
  • Preventing underperformance
  • Curriculum
  • Accountability
  • Resources

 

The diocesan education department works not only with the 44 Church schools but also a large number of community schools, as our representatives take up roles on the boards of multi-academy trusts that include both church and non-church schools. The focus of this work will always be on improving outcomes for children.

The central question we need to ask is what difference can the academy system make to real children? The answer is that the academy system gives us more control over the content of the curriculum at least and we have the opportunity to form strong, formally accountable partnerships that are united in the aim of providing an education where children thrive academically, spiritually and socially.

Working together, whatever the status of school, is the key to a bright future for ‘Connor and Emily’.

Safeguarding

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