Academies towards excellence. Principals will be experienced and creative senior education managers with a proven record of success.
Whether transferring from an existing school, or directly appointed, the Principal for the Academy will usually be in place well before the opening of the Academy, and will work with the sponsors and other partners in helping both to shape the ethos of the new institution and strengthen standards within the predecessor school. Systematic planning will ensure that once the Academy has opened, the Principal and the senior management team, with the governing body, have a challenging and rigorous school development plan to underpin work to raise standards.
Staff
Working in an Academy offers real opportunities for staff from predecessor schools and new staff to improve educational standards for pupils in their schools.
Excellent working conditions for all staff, opportunities for professional development and flexible staffing structures will allow Academies to attract and retain the very best staff. And since Academies will often be growing institutions, there will also be opportunities to recruit high quality, and often specialised, new staff to address the needs of the new institution.
Where an Academy replaces an existing school directly, the Transfer of Undertakings Protection of Employment, (TUPE) Regulations will apply. (Updated 24 Jan 08)
Making a real difference for pupils lies at the heart of the Academies programme. Academies are vibrant schools that pupils want to attend, schools where expectations are lifted and achievement raised. They offer facilities comparable with the very best available alongside top quality teaching for local children.
Academies are fully inclusive all ability schools. Their admissions arrangements must comply with the School Admissions Code. Academies must have regard to the special educational needs code of practice, and to current guidance on exclusions.
Academies are not selective schools. In line with maintained schools with a specialism in a particular area of the curriculum they may opt to admit up to ten per cent of pupils each year on the basis of their aptitude for certain specialisms - the visual and performing arts, sport, and modern foreign languages. Many Academies have two specialisms. Some of the combinations are:
Design technology and information technology
Modern foreign languages and Science
Sports Science and Health
Business and Financial Services
Maths and Science
Design and the Built Environment
Digital Media and Engineering and Production
Citizenship and Enterprise
Technology and Business Enterprise
Performing Arts and Technology
Performing Arts and Product Design
ICT and Music
ICT and the Built Environment
Science and PE and Outdoor Education
Engineering, Manufacturing and International Business
