Furness 14-19 Partnership

How the Furness 14-19 Partnership is using system leadership to revitalise provision.

Summary

This case study concerns the Furness 14-19 Partnership, which has been exploring the changes to leadership and governance arrangements that would enable a coherent 14-19 offer for Barrow, in the north-east of England.

Key outcomes

Cumbria local authority has gained Beacon status for 14-19 learning, recognising in particular the decisive collaboration taking place in Furness.
The partnership has formed a strategy for local 14–19 provision for implementation from September 2008.
Initial proposals for potential Building Schools for the Future (BSF) projects have been co-designed with key partners and stakeholders.
The partnership has consulted on proposals for new leadership and management arrangements relating to 14–19 provision.
A strong relationship has been built with further and higher education partners, businesses and local communities.
Based on this case study, leaders of large-scale partnerships could usefully consider the following questions:
- What leadership models and strategies work for different kinds of partnership? If there is more than one requirement, can just one person deliver that? What might a collaborative model offer?
- What value might a charter, or some other explicit statement of principles and working practices, offer your partnership? What degree of formality is appropriate?
- How can working towards a shared future help to repair relationships damaged in the past? What contribution might other individuals or organisations make?
- What support and external expertise do partnership leaders need?

Background

The Furness Education Consortium (FEC) comprises secondary schools, colleges, a pupil referral unit and the local authority. It has collaborated successfully for the past 20 years and has five partnerships, each linked to a consortium of schools and colleges. This case study relates to the Furness 14-19 Partnership.

Barrow in Furness, on the coast of Cumbria, saw a rapid fall in employment as its traditional shipbuilding industry declined. School rolls also fell as 18- to 30-year-olds left the town. The resulting period of social and economic challenge encouraged schools and colleges to build on existing collaborative arrangements to ensure that transformation in learning also contributes to better social and economic outcomes.

Challenges and issues

Relationships with the local authority

Relationships between the partnership and the local authority have not always been positive.

However, bringing other stakeholders into the partnership from business, higher education, further education and the wider community has introduced new expertise, energy and enthusiasm. It has acted as a catalyst for a more collaborative and beneficial arrangement.

Geographic isolation

Geographically isolated schools and colleges often find it difficult to connect with high quality consultancy and provision. Furness made good use of the Bridge Change Leadership Framework and valued a visit from the Bridge consultants.

Its participation in National College and Innovation Unit events and meetings has also been very helpful and boosted the profile of the 14-19 work.

The Furness 14-19 Partnership approach

Establishing roles within the partnership

A 14–19 development group of senior school and college leaders was responsible for forming the partnership’s strategy.

A 14–19 development team turns strategic priorities into worthwhile practice. Supported by pooled funding, for example, it has led a successful bid for the first five diploma lines and is one of only 10 sites nationally to achieve this. A diploma project manager and additional administrative support have recently been appointed.

Reforming as an academy

The 14-19 strategy for Furness involves three 11–16 secondary schools closing to form one new 11–16 academy. There are three education co-sponsors for the academy: University of Cumbria, Furness College and Barrow Sixth Form College. A 3-19 special school is also hoping to co-locate on the academy campus.

All are existing partners of Barrow Trust School Pathfinder (TSP). The case for co-locating other extended services on the academy campus is being developed with support from TSP partners.

Developing BSF proposals

A large-scale review of the full range of children’s services, including education, is underway in Cumbria. Working closely with regeneration, business and health partners, Furness is investigating what it needs to do to support a Cumbria local authority proposal to be part of Building Schools for the Future (BSF).

Attracting new partners

The Furness 14-19 Partnership has attracted support from other agencies, new businesses, further and higher education providers, and community groups. All of these are expected to become partners in the evolving leadership and governance model.

As the area has begun to regenerate, these secure relationships provide a springboard for new collaborative projects that offer the potential to transform learning opportunities for young people in the area.

Next steps

Explore the implications of seeking trust status for the locality.
Develop appropriate accountability frameworks, support mechanisms and processes.
Ensure that new leadership and governance arrangements are compatible with developments elsewhere in children’s services and with other local delivery platforms.
Actively engage learners, their families and the wider community in curriculum design, delivery and evaluation, and expect and enable their direct involvement.
Support delivery of the full 14-19 provision, and further develop existing collaborative arrangements for it.
Develop context-specific leadership, management and governance arrangements that are sustainable and accountable. These must be based on shared values and mutual recognition of all the partners’ roles and contributions.
Continually improve and make the best use of available resources, specialisms and expertise.