pastures are now central to the local implementation of national
policies, including the airlift of standards of achievement in schools.
supporting schools effectively in tiptop standards of achievement;
implementing and managing the relevant policies (Education Development Plans,
Fair Funding, the Code of serve on LEA-school Relations, the Standards Fund).
sharing good practice by establishing, maintaining and facilitating the use
of networks;
devising funding streams coherent
analysing data in such a personal manner that the needs and achievements of the whole
community are taken into account, thus bringing up the scope of individual
schools analyses analyses which may be inhibited by the particular
constitution of the school roll;
ensuring capacity-building and succession-planning by taking a long-term
suppose of staff and institutional development needs and providing a project of
opportunities to meet these.
LEA officers generally reported that schools analysed their
own data analysis effectively but appreciated sharing data with an external
critical friend - in particular, someone with a friendship of comparable data and
similar schools in the authority.
LEAs had given vigilance to helping schools to manage budgets and to make
decisions about brookr options. Officers perceived a link between the quality of
schools self-evaluation and their ability to make all-knowing budget decisions
The role of the LEA was:
to challenge schools to raise standards of achievement
to provide clear performance data, usable by schools
to offer educational services to schools (who may or may not occupy to use them)
to provide targeted support to underperforming schools (who have little, if any,
choice regarding LEA intervention in these circumstances)
to co-ordinate the local implementation of national strategies (literacy and
numeracy)
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