Page 23 - 2021 Scheme of Delegation Maximum

DCAT Scheme of Delegation/decision making matrix Date of issue: September 2021
Type: Maximum/all academies with a green point in time risk rating (POINTER*) *Appendix 1
A.3) A culture of keeping children safe in which leaders: know that all staff and governors have read and follow Keeping Children Safe In Education (Part 1); receive high quality training, including on how to listen to, report and record concerns
B.3) Trust and external expertise used to inform improvement – see Peer Review handbook
C.3) A high-quality behaviour policy which is followed with strong communication at every level
D.3) A common standardised assessment system that is agreed and shared with the Trust. It is used purposefully to track children’s progress across the Academy to inform support
E.3) Shared performance data which is informing open and effective dialogue between Academy and Trust leaders and informing Academy Improvement Review meetings (AIR) – see AIR handbook
F.3) A balanced in- year and 3-year budget approved by the Trust (using Trust software). These are focused on directing resources to make the most difference for children and their progress. All actions on the academy planner are also completed by the specified due dates
A.4) Named and trained DSL and Deputy DSLs with one on site at all times. In exceptional circumstances if this not possible then alternative arrangements must be made and Trust informed
B.4) Consistent performance management that is of a high quality, rewarding improvement and challenging and supporting underperformance – see CPD handbook
C.4) Research- based practice informing training and development
D.4) Marking and assessment systems which are regularly evaluated for their merits in relation to pupil outcomes and teacher well-being
E.4) A collaborative approach to Hub Headteacher meetings including to review progress and seeking ways to contribute to Trust improvement
F.4) A local governing body that is clear of its role and accountabilities and which offers challenge to leaders in terms of teaching and pupil outcomes
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