School organisation

Academies

Please note: Any change of status for a church school requires DBE (Diocesan Board of Education) approval

We value all our schools regardless of their school status and do not advocate the academy programme, however, we are here to support schools in their journey to academy status should that be either their governors choice or a requirement of the DfE.

Click here for the Diocese of Leeds Board of Education Academy Strategic Direction and Operational Policy

Becoming an Academy

The Diocsean Board of Education Academy Toolkit supports schools in deciding if, when and how to proceed to apply for conversion to academy status. Forms A1 and A2 deal with becoming an academy while forms A3 and A4 deal with re-brokering an existing academy or MAT.

Federations

  • Federations are binding agreements between Governing Bodies of different schools.
  • Two, or more, schools join together with a single Governing Body and Executive head teacher.
  • Each school maintains its own independence.  It is accountable for its own budget and the children registered on roll.
  • A Scheme of Delegation is in place for each school.  It says what the leadership and governance responsibilities are for each school.
  • Federations usually have one executive headteacher responsible for all the schools in the federation.  Each school might have a head of school, leader of teaching and learning or senior teacher who has majopr leadership responsibilities.
  • The schools are inspected by Ofsted as separate schools.  However, inspection often takes place at all the schools in the Federation the same time.
  • Church schools and non-chuirch schools can federate.
  • Approval from the the Diocesan Board iof Education must be sought for any federation.

Collaborations

  • Collaborations between schools can meet manyof the same challenges that federations do.
  • Collaborations are made through mutual agreements and do not have legal agreements.
  • Governors agree a Memorandum of Understanding between the schools to protect the relationship.
  • A school or academy in a collaboration can dchoose to leave the collaboration in line with the memorandum of Understnading.
  • The governance, leadership and funding for each school remains separate.
  • Governos must take care to make sure the working conditions of shared leaders and teachers are reasonable.

We have a comprehensive range of training and support. Every school also has a named adviser who is able to offer guidance and support if your school subscribed to the Enhanced Service Plan.

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