Northampton Academy Featured in Government Review

Categories: Latest Academy News, Featured

Northampton Academy were selected to contribute in the Government's Children in Need review, which was published in June and quoted in a speech given by former Education Secretary Rt Hon. Damian Hinds MP.

The Department for Education published the conclusion of the Children in Need review, meeting the Government’s Manifesto commitment to better understand how improvements can be made to the educational outcomes of children who have needed help and protection provided by social care. The review’s conclusion was part of a major speech on 17th June, by the former Education Secretary Rt Hon. Damian Hinds MP on disadvantage in education, where he set out that “we must go further to maximise all children’s chances of reaching their full potential”.

Northampton Academy was selected to participate because our outcomes for these particular children were flagged as particularly good by the department.

The process involved an interview between Mr Parnell (Principal), Mr Clyne (Vice Principal) and the two main DfE researchers, a day’s exposure to our pastoral teams and follow-up dialogue over the next few months.

Northampton Academy is featured as a case-study on page 22, stating that:

"At Northampton Academy, leaders ensure that there is a clear and positive message that all children can achieve. They have high expectations for attainment and behaviour, supported by a large pastoral team. To support children in their aspiration, the school invites guests who were educated in the local area, universities and local industry to speak to pupils about what they can achieve and opportunities for their futures. Every pupil is given a leadership role – from anti-bullying to environment ambassadors. Within a sanction-based behaviour policy, the school makes sure that children feel listened to, in order to build their emotional capital. Northampton Academy ensures that there is consistency for children and their parents or carers, by having a learning manager throughout their time in school who knows the children well and has access to information about their circumstances and needs. The school sees itself as having an important role in working alongside children’s social care, including to challenge and hold others to account where children are not receiving wider support necessary to meet their needs."

The full document can be viewed here >>>

Further information about the review from the Government Children in Need review team:

The final report, help, protection, education: concluding the Children in Need review, summarises our learning, outlines our conclusions and commits us to take action following the review. This includes the steps we intend to take now as well as explore in the longer-term, in starting to address some of the systemic challenges to improving educational outcomes:

  • To increase visibility and recognition of children, not only for the purposes of safeguarding but in education;

  • To keep children in education, so that they benefit from the safety and security that this can offer, as well as the opportunity to achieve;
  • To raise aspiration for children to realise their potential, even in the face of difficult circumstances; and
  • To ensure that children receive effective, evidence-based support in and around school, recognising the impacts of childhood adversity on attendance, learning, behaviour and mental health.

This action aims to ensure that every child can benefit from their education, ensuring they have the knowledge and skills to fulfil their potential, and the resilience they need for future success. It is based on the evidence we have gained from experts on the frontline, and the inspiring work already happening in schools and social care across the country – where in spite of pressures, we saw that the commitment to children was unwavering and ambition for their futures uncompromised.

We have also published Children in Need of Help and Protection: Children in Need review final data and analysis which, based on linking data over six years, looks at the association between children’s characteristics, social care history and educational outcomes. This new data set provides rich and unprecedented insights into children’s experiences over time, and we have committed to update it annually to ensure our understanding continues to grow.


Northampton Academy Featured in Government Review

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