Effective leadership for seamless school amalgamation

Context and background to sector-leading practice

When discussing the amalgamation of the two schools, stakeholders had a vision for a seamless transition and minimal changes.  This seamless joining included merging the mission statements, school values, logos, signage, uniform, policies, procedures and schemes of work.  It was imperative to establish a whole school ethos as soon as possible – One School, One Vision.  Further priorities included extending the governing body, the merging of the budgets, the leadership teams, the parents’ association, assessment, and ICT systems.  The headteacher communicated a clear action plan effectively to all staff, parents, pupils and governors, and ensured that the schools amalgamated seamlessly and maintained high standards.

Description of nature of strategy or activity identified as sector-leading practice

An outstanding feature of the amalgamation was the attention to detail given by the headteacher, in terms of all aspects of school life.  This ensured equality of opportunity and parity of provision for all.

Leaders united the entire staff effectively, ensuring that it had a clear sense of purpose and a consistent approach on both sites.  The school ‘Dinas Duos’ consisted of representatives from both schools in terms of the deputy headteachers, leadership team, subject leaders, administrative staff, learning support assistants and the caretakers.  This also enabled leaders to establish a very effective professional learning culture to share robust information and expertise, which included teacher observations and subsequent pedagogical developments.  Leaders further extended and developed the forensic analysis of pupil data, evaluating the school’s performance accurately.  

This clear strategic direction ensured that the school maintained and developed the quality of teaching and learning.  The focus was to ensure a unified learning provision, such as quality books and resources and an improved learning environment in key stage 2, which included fitting new carpets and window blinds, and making general repairs and maintenance.  The new school undertook a relentless programme of improvement, giving it a strong sense of identity.

What impact has this work had on provision and learners’ standards?

The amalgamation has ensured a seamless transition from Foundation Phase to key stage 2.  The school states that it has maintained its high standards, with pupils making very good progress from their individual starting points.  It maintains that many pupils who are more able make excellent progress and attain standards well above those expected for their age.  

How have you shared your good practice?

The school has embraced all opportunities to work collaboratively with other schools, through hosting visits from other schools, taking part in a school improvement group, cluster work and talking to other professionals, including leaders from schools due to amalgamate.