DRAFT
INFORMATION AND GUIDANCE
FOR
SCHOOLS SEEKING
PARTNERSHIP
COLLABORATION
OR FEDERATION
ARRANGEMENTS
PARTNERSHIPS, COLLABORATIONS AND FEDERATIONS
DEFINITIONS:
PARTNERSHIPS
Partnerships fall under a number of different headings that have either
evolved in order to address community needs or through a strong sense of
commitment between staff in different schools that are keen to share their
expertise, resources and facilities in order to extend opportunities and
learning experiences for children and young people.
Suffolk has a strong and traditional platform for schools working together but
at this stage many partnerships would benefit from reviewing their desired
outcomes and looking to enhance and further develop these in a more
structured approach.
COLLABORATIONS (formally known as Soft Federations)
The term collaboration describes schools that decide to join forces and work
together whilst retaining their separate governing bodies and maintaining the
schools distinctive ethos and characteristics.
An example of this may be where two or more schools have one Headteacher
between them or where a High and Middle School have an Executive Head.
This arrangement is less formal that a Hard Federation but needs to be
carefully considered and with new ways of thinking being applied regarding
the roles of school leaders and managers.
HARD FEDERATIONS
A hard federation has a single governing body for all the schools within the
federation. This may be two or more schools and can be across school
phases. A move to a hard federation requires statutory changes. Advice and
guidance for this can be obtained from the Area Manager for Learning and
Improvement or through Governor Services.
PROCESS FOR SEEKING A PARTNERSHIP ARRANGEMENT
STARTING POINT
Seeking a Partnership?
What , why, who?
benefits, implications
Secure Agreement in Principle
From governors and staff
Discuss with LA (Area Manager I&L)
regarding way forward
Carry out consultation with staff,
parents and consider pupils
Secure representatives / a panel of
governors to:
 Produce pack with vision
 Criteria
 Introductory letter or advert
LA to broker Partnership
When a school is a School of
Concern, in an Ofsted category or at
the request of the governors
LA will:
 Find an acting Head for your
school
 Work with you to find an
appropriate proven leader
 Support and guide you
through the process
Depending on the circumstances and
needs of the school
Send out invitation / application
against a set close date
Close date: Select school(s) wish to
pursue further: and
 Make contact
 Arrange visit to applying
school
 Meet Headteacher, CoG,
 Informal meeting with staff
and governors
IF CONTINUING WITH CHOSEN SCHOOL
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Visit of staff from applying
school
Presentation by Headteacher
to Governors sharing the
vision
Discuss and adjust vision
Decide together whether to continue
to partnership
Bring the two GB’s together
Commence work on the contract of
Agreement
Finalise starting date, Ht salary etc
Commence work to secure a long
term and productive partnership
INFORMATION AND GUIDANCE FOR
SCHOOLS SEEKING A PARTNERSHIP ARRANGEMENT
Partnerships are at the heart of 21st Century schools and are essential
to:
 Extend the breadth and quality of provision
 Raise and sustain standards within school communities
 Respond better to pupils’ wider needs
 Widen the impact of our strongest school leaders, teachers and
governors
 Widen opportunities for collaborative professional development
 Deliver greater value for money
Introduction
This paper has been produced to assist Governing Bodies in seeking and
finding a suitable partner school(s) when they are in the position of seeking a
successful Headteacher to lead more than one school to ensure sustainability
security and school improvement. However it should be clear that the
purpose of partnership or collaborations may also be to address some of the
following:
 To raise standards in teaching and learning across the school
 To offer opportunities for children and young people beyond their
own school in order to enhance curriculum experiences and enable
access to wider provision
 To provide and support staff in the school(s) to share good practice,
extend their experiences and offer opportunities for developing their
roles and responsibilities
 To share staffing and resources across schools in order to
enhance children’s learning, increase efficiency and to provide
more cost effective solutions
 To develop and secure more effective governance
 To support and develop the effectiveness and potential
sustainability of all schools
 To enable infant and junior schools to develop as primary schools
As part of the process of making changes to leadership arrangements in
schools the LA would wish to support and guide all schools seeking
collaborations or partnerships, you are therefore asked to contact the Area
Manager for Learning and Improvement for support at the outset. It should be
noted however that in exceptional cases intervention by the local authority
may be deemed necessary especially if a school is in an Ofsted category or
identified as a school causing concern
Before embarking on a partnership it should be recognised that changes in
working will be required and that there are key requirements for such a
venture to be successful. The conditions for success are:
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Shared identity
Common purpose and standards
Strong, cohesive leadership
Recognising such a change will require a major commitment
from all those involved
Strong management infrastructure
Trust, sense of openness and the willingness to operate in a
joined up way
Robust systems of review
Effective communication mechanisms
Many schools often take the view that:
‘We are a good school; we achieve good standards and can not see how
working with another school will benefit us’.
Alternatively they look at a school who have invited expressions of interest in
a partnership and comment:
‘I can’t see that that school has anything worthwhile to offer us’.
All schools can gain and benefit from working with others.
Every school can develop further and by working with other schools, where
ever they are in their development results in gains for those involved and
provides opportunities and lessons for learning by all.
It should also be recognised that schools have a responsibility not only for the
children and young people in their own school but also for those across the
wider community. Therefore governors are asked to open their minds and
approach any invitation or offer as an opportunity to develop further, raise the
quality of learning for children and young people and to build on community
cohesion.
For schools wishing to establish a Hard Federation detailed information on the
conditions and process for this is available in the Governors Guide to the Law.
Area Managers and the Governor Services will be please to assist schools if
they are considering moving into this direction.
All partnerships, Collaborations and Federations should be viewed as a long
term commitment. Such arrangements take time to achieve initial goals.
Therefore any undertaking to move into an arrangement should be allocated a
minimum period of at least 18 to 24 months but ideally should be for at least 5
to 8 years.
Regular reviews and monitoring are essential in order to track progress and
ensure the developments meet the defined success criteria.
First Stage Requirements – Preparation
PART 1
1. Why is Partnership being sought?
Reason:
 Headteacher resignation
 Unable to secure Headteacher for vacancy
 Actively seeking a Partnership / Federation
For all of the above a phone call should be made to the Area Manager –
Learning & Improvement, to discuss implications and to take advice on the
processes to take this forward. In some scenarios the Area Manager may
already be active in seeking an appropriate partner for your school. This
particularly applies to schools of Concern and Schools that are in an Ofsted
category.
2. Understanding the process and implications
Ensure all parties are informed (governors, staff, parents, *pupils) and
understand the requirements and commitments required for a partnership in
order that Governing Body may come to an agreement in principle as to
whether a partnership should be considered and pursued.
Includes:
*Perceptions of pupils (optional at this stage but pupils thoughts should be
included at some point).
A member of the LA will be willing to attend a staff and Governing Body
Meeting and a Parents meeting to outline the issues and to respond to
questions. Experience has also shown that it is valuable to hold discussions
with a Headteacher and or governor who have experience in establishing and
working in collaboration.
3. Appointment / Partnership Panel ( This will not be required if the LA is
brokering a partner school on the Governing Body’s behalf)
The GB will need to appoint a panel of Governors to lead on the process. This
may vary between 3 to 5 people. Terms of Reference will be required for the
panel to make recommendations to the full Governing Body as to who the
best partner available for the school following completion of the process.
4. Information required for process.
Panel / Governors to prepare the following:
a) A pack for potential candidates outlining;
(model to be included?)
 The vision for the partnership ( this will in due course be
expanded with the considered partner)
 Aims of a Partnership and the expected outcomes
 The perceived benefits of working together
 What the school would want to bring to a partnership
 What they would want others to bring

How the above could be brought together
b) Criteria for Partnership see attached
c) Time frame for process including:
 Advertisement / Letter of invitation date ( example attached)
 Application close date
 Short listing and proposed time frame for process
d) Advertisement / letter of invitation to other schools in:
 The pyramid
 Cluster
 Wider
PART 2
Next Step once applications / expressions of interest received.
 If more than one expression of interest / application is received the
school will need to shortlist against the initial criteria and prioritise on
the basis of approaching the school that meets most of the criteria first.

Make contact with the first school to arrange:
a)
b)
c)
d)
A visit by the panel to meet the applying Headteacher in their school
Request a tour of their school
An informal meeting with Governors and staff
Initiate a discussion with the Headteacher ( with CoG present)
explaining issues in the application, clarifying areas against the criteria,
looking to secure purpose and common values, etc…
This part of the process could be facilitated by an LA representative. The
discussion with the Headteacher would replace an interview process of the
Headteacher.
It is suggested that the meeting with the Headteacher could take place during
an afternoon that concludes in the meeting with staff and governors. A
session in which the school council is also consulted may be considered
appropriate.
The above would be viewed as Part 1 of the appointment process
The above can only take place following consultation with staff, pupils and
parents
PART 3
On returning to school the initiating Governing Body should determine
whether to continue to work with the initial school or conduct similar visits with
the other schools that have shown an interest in order to determine the best
partner.
Once agreement has been made as to which school to take further the
following needs to take place:
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Offer staff from the applying school to visit the proposed partner school
Staff from the inviting school should be offered the opportunity to visit
applying school
All staff should have an opportunity to feedback their thoughts to a
representative who it turn will present the information to the Governing
Body panel(s) after the visits
Please remember to contact any other school that expressed an interest
informing them that you will not be taking their application forward
PART 4
A meeting should be arranged by the leading school inviting the Governing
Body panel from the applying school with at least 1 member of staff to visit
and tour the leading school. During this visit the applying Headteacher should
be requested to make a presentation sharing their proposed vision for the
partnership, based on discussions so far to the panels of both Governing
Bodies
Following the presentation the panels should debate whether the vision is one
that both parties could share.
Adjustments should be agreed upon until there is a basic framework for a
shared vision between two schools.
If this can be achieved the panels should clarify that they are both in principle
in agreement to proceed and then bring this part of the process to a close.
It is recognised that part of these discussions may take place in individual
school discussions culminating in a joint panel meeting. Please ensure that at
all stages the original criteria and referred to and checked.
Governors should report back the accepted principles on which they will be
moving forward to ensure that there is a full commitment behind the move
If it is felt that the schools could become appropriate and committed partners
then the panels should meet to:
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Agree the ISR for the Headteacher (Guidance for this will be provided
by the LA)
The proposed working arrangements for the completion of the contract
between the two schools
The proposed starting date
The processes for communicating the schools intentions to staff,
parents and the community.
All of the above should be supported by a member of the LA. The LA has
aright to intervene in a partnership being formed in schools that are in an
Ofsted category. They would also want to challenge arrangements moving
forward with a school that is viewed as a school in difficulties and unable to
meet the priority and performance agendas required.
INFORMATION FOR THE APPLYING SCHOOL.
In responding to the invitation to become a partner school the Headteacher
should:
 Complete the Headteacher application form required for Headteacher
appointments
 Complete a short statement as to why they consider themselves
suitable to be leader of more than one school
 With the Governing Body complete a joint statement with governors
addressing:
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The vision of partnership
Aims of a Partnership and the expected outcomes
Perceived benefits
What the school would want to bring to a partnership
What they would want others to bring
How the above could be brought together
Before any application is sent consultation must have taken place with staff
and parents regarding the possibility of a partnership.
An agreement in principle to securing a partnership must be made by the full
Governing Body and formally recorded. Agreement of the decide ISR range
must also be recorded.
The LA is willing to support consultation and provide information and guidance
at the Governing Body meeting and Parents meeting
The timeframe for the above is estimated to be at least10 to12 weeks.
Governing bodies should prepare a programme against a time frame in order
to recognise the time that will need to be given to keep on track of the
process. They will also need to be prepared for the additional work that there
initially will be, once the partnership has been agreed in order to establish the
right culture and conditions for the future.
References are not required for partnership arrangements however Governing
Bodies should be aware of each schools latest Ofsted outcome and they
should be prepared to share information around the school standards and
assessment results. An open and honest approach should be established
from the outset in order that priorities for working may be identified and
focussed outcomes to aim for are agreed upon.
Once a partnership arrangement is secured it is the responsibility of the
Governing Bodies to inform the LA and payroll of the changes in working that
have been made.
Example Advert
Inspiring Head needed for Partnership with Thorndon
CEVCP School
Thorndon CEVCP School
The Street,
Thorndon, Eye,
Suffolk. IP23 7JR
We are a friendly and happy village school with a highly committed team of
staff, governors, pupils and parents. We are looking for an enthusiastic,
experienced leader who will

Embrace the challenge of federation and make our strategic vision a
success
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Recognise and develop current strengths and ensure progress
continues
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Develop a close and supportive relationship with our staff, governors
and wider community, with whom we have very positive links
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Build on our positive Ofsted and SIAS reports as a ‘good’ school (Nov.
2009)
Appointment Type: Permanent from September 2010
Pupils on roll 51, Group 1, ISR L7 – L13
Closing date for applications Friday 23rd April 2010, interviews will be held on
20th and 21st May 2010. It is essential that all applicants will have the
consent and agreement of their governing body prior to application.
Further details and application forms are available from the Northern Area
Office, Adrian House, Alexandra Road, Lowestoft, Suffolk NR32 1PL. Tel:
(01502) 405293
SAMPLE / EXAMPLE LETTER FOR
SCHOOLS INVITING EXPRESSIONS OF INTERST IN DEVELOPING A
PARTNERSHIP
Copy to Chairs of Governors and Head teachers of all schools within the
cluster
Dear
……………………………School is seeking to establish a partnership with a
school in the ………………..Cluster in order to secure a Headteacher for our
school and to extend and share opportunities for the children in our school
communities.
We are a Group .. school with …pupils on roll. Following our last Ofsted
inspection in……. our school was recognised as a
‘……………………………………………………………………..
…………………………………………………School has a plethora of
opportunities to offer a partnership. We provide:
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Over the past few years our pupils and staff have achieved consistent high
levels of achievement across the school that include
Within a secure partnership we are looking to :
We recognise that other schools also have many strengths and qualities of
which they are proud and this is why we believe that partnership working is
the way forward. Partnership working has already proved itself in Suffolk to
raise standards in children’s learning and to enhance the opportunities and
experiences for everyone within the school community.
I therefore request that you will take this invitation seriously and to give this
matter your careful consideration. If you are interested then would you
please contact ……….
in order that we can provide you with more
information and detail which will hopefully enable you to consider this initiative
further and ultimately so that we can come together to explore this exciting
opportunity .
We have identified that consultation with parents, staff and members of the
governing body is paramount as part of this process and would advise that for
more information on this matter you may wish to contact the Area Manager for
Learning and Improvement at who is able to offer information and guidance as
to how to proceed.
I look forward to hearing from you
Please respond by ……..
Yours sincerely
CRITERIA FOR THE SELECTION OF A PARTNER SCHOOL
Qualifications
Essential
Advice should be sought for the LA that
the Ht of the school applying for the
partnership has the appropriate
qualifications and proven leadership
and management skills and experience
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School
Attributes
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Leadership
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Communication 
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Leadership
Personal
Attributes
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A similar size school ( You may
feel this is not applicable as you
want to partner with a Primary or
High/Middle School
Same religious affiliation
Similar ethos and values
Similar community e.g. rural
Same phase – (see bullet 1)
EXAMPLE
Desirable

Same religious affiliation
Effective in building positive working
relationships
Effective in communicating with
pupils, staff governors,
parents/carers and other
stakeholders
Sensitivity and able to recognise the
emotional reactions of others

Experience of working
with the wider public and
communities
Confidence in public
speaking
Enthusiastic, reliable and committed
Approachable and friendly
High level of integrity and self
motivation
Good sense of fairness

Good leadership
Excellent organisational skills
Good strategic vision
Sound understanding of the
changes taking place in education
and learning
Ability to manage and lead teams
Good delegation skills
Clear understanding and skills in
understanding administrative and
financial requirements for the
management of a school
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Personal presence and
a sense of authority
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Teaching and
Learning
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Community
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Successful in meeting the learning
needs of children
Successful in developing school
improvement needs
Knowledge and ability to implement
current thinking of effective learning
and teaching practices
Experiences of implementing
strategies to raise pupil progress
and achievement
Ability to monitor and evaluate the
performance of schools and pupil
attainment
Ability to set and monitor targets for
improvement with staff and pupils
Experience of success with the
given Key Stage / age range
Expects and promotes high
standard of achievement
and behaviour
Ability to work with others to
promote the school(s) in the
community
Ability to uphold and further develop
the school(s) distinctiveness and
ethos
Ability to encourage the
commitment of the wider community
to the school
Ability to develop the school as the
centre of the learning community
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Experience and ability to
work with other
providers, and schools in
meting the needs of the
children and young
people in the community
Ability to develop mechanisms to
ensure effective development and
working across the schools
Ability to build on a foster a
commitment of the schools vision of
the partnership with staff governors,
parents and the community

Experience of
partnership or
collaborative working
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Collaboration
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PROPOSAL FOR AN AGREEMENT DOCUMENT TO SECURE
A COLLABORATION OR PARTNERSHIP
All collaborations and partnerships between schools are unique.
Flexibility, adaptability and are crucial to their success and as such the
approach for using this document needs to be equally flexible until
agreement can be reached and shared with all parties.
The agreed document should outline the partnerships vision and aims
and the intention for action for at least the first twelve months of the
collaboration or partnership. A supplementary action plan should then
be produced annually to ensure developments continue and the
partnership is strengthened and improved.
Names of schools who within the partnership:……………………………………………………………………
This agreement has been produced by the above schools and is the record of
agreement and commitment for the new partnership of
…………………………………………………………………………………….
Commencing (date) ………………………………………………………….
This partnership / collaboration will be monitored on a regular basis with a full
review taking place on (date) ……………………………. (Should be within the
first 12 months) … and an initial review on ……………………………..
The agreed shared vision for the partnership/ collaboration between the
above schools is as follows:
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As a collaboration / partnership the Governing Bodies of the
aforementioned schools aim to develop and benefit our schools by:
(Examples below that may be adopted)
1. Establishing shared common goals on which we will build and work.
2. Identifying the strength and characteristics of our / the schools, sharing
and developing good practice from which we may all learn and looking to
support further developments and opportunities for those within our school
communities.
3. Exploring how to maintain and develop the ethos within the schools
ensuring the focus is based on the spiritual and personal wellbeing of the
pupils and all those who contribute to the learning that takes place.
4. Establishing a joint committee to build and develop the partnership
arrangements and to support the raising of standards of attainment in the
schools.
5. To identify areas of the curriculum that could be developed and engage in
joint curriculum work.
6. To identify opportunities to exchange and share good work practices and
to offer quality learning opportunities to the children
7. To build on existing provisions within each school whilst developing
partnership between both schools for the educational future of the pupils
and their families, the professional development of staff and to ensure
inclusion and commitment of the local community.
8. To work together in order to support and share issues and circumstances
that will enable staff at all levels to develop their professional skills and
expertise
In order to achieve this we will work together to:
1. To produce a written protocol and contract agreed by each governing
body.
2. Produce a termly / annual action Plan to lead our work
3. Review staffing structures including focussing on roles and
responsibilities and look to offer opportunities for staff to undertake
broader responsibilities should they wish to do so
4. Plan for joint CPD for staff and joint Governing Body training
5. Produce agreements and protocols for the sharing of premises,
resources and future procurements
6. Communicate developments with all those in the school communities in
order they may recognise the value and benefits of the arrangements
7. Ensure parental and community involvement
8. Regularly monitor and evaluate the impact of the arrangements to
ensure there is a focus on quality and standards and that the outcomes
are positive and beneficial to children’s learning experiences.
PRINCIPLES:
The agreed principles for working together may be as follows:
To establish that partnership is to secure and provide high quality leadership
for the schools and to ensure the sustained improvement in the development
of children’s learning.
The governing bodies will work together through a joint committee to oversee
the effective development and operation of the partnership.
Will secure through working with the Headteacher the understanding and
commitment of the staff and be aware that the changes in working will create
new opportunities and demands for which a flexible response may be needed
To give account to all stakeholders following regular monitoring and
evaluation
Measuring the success of the partnership will be crucial. This can be provided
through the recording of data monitoring decisions and actions:
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Through the schools improvement plan (SIP).
Partnership working
Impact on the standards of teaching and learning
Impact on teachers professional development and support
Benefits to pupils
Links between schools and the local community
Identification of barriers and challenges
To adapt a flexible approach for the effectiveness of the partnership
SUGGESTED TERMS OF REFERENCE: SUBJECT TO CHANGE
(It is useful for Governing Bodies to agree some terms of reference for
the operation of the partnership.)
The areas that could be covered by these terms of reference;

Headteacher:
Decisions on the allocation of time/days the head will contribute
towards each school over the course of a week/term etc and adapting
a flexible approach
The Headteacher should report to both Governing bodies separately on
matters pertinent to each school and to the Joint Committee for matters
relating to the partnership
Should the existing Headteacher resign the Governing Bodies will
collectively review and decide whether to maintain the collaboration
and form a joint panel to recruit a new post holder.
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.
Joint / Partnership Committee:
The Partnership Committee will meet a minimum of twice a term.
Representatives of both schools will then report to their full governing
body.
The partnership will dissolve if it is considered to be no longer
beneficial to either school and recommended by the Governing Bodies.
This will be through written notification and a two term window of
notice. (All partnerships should be established to operate in a
minimum period of time e.g.18months to 2 years.)
The joint partnership committee will decide on how they will inform both
the schools of actions and decisions taken. For example, through
newsletter updates, meetings, mass mailing etc.

Governance Arrangements
The Partnership Committee should comprise of: The Chairs of Governors
 The Headteacher
 Deputy Head teachers or the senior leads with responsibilities
for managing the schools in the HT absence.
 Two nominated non-staff Governors,
 Other governors. In church schools representation should also
ensure the inclusion of foundation governors.