Key to our solutions is bringing together the correct combination of knowledge, skills and technologies. To this end, EdICTs has built strong working relationships with a range of organisations having the same philosophy of support as ourselves, but with additional skill sets, and able to offer clients varied and cutting edge solutions. By working with a number of Academy sponsors we understand how varied the level and breadth of support required by clients can be. We have found it is just as important to know when to step back as it is to know when to step forward, given the client is demonstrating effective control. Aware of its importance, we have devised a sympathetic methodology of engagement with stakeholders from the early stages of projects.
Recently we have started to work with ‘Building Schools for Nothing’ – a company launched by St John’s Marlborough after building their new school according to their educational vision and without the background support of BSF programme. They bring expertise in TUPE and land registry matters; project management expertise, knowledge, understanding, and can talk to schools as their peers. Our work has involved in setting up procurement procedures for Academy clients, which has included the provision of job descriptions and interview procedures for key appointments.
Academy and BSF contracts have given EdICTs experience of working both ‘client’ side and ‘supplier’ side. We have managed elements of transition, developed and run change management/decant timelines, particularly integrating old and new systems. This insight into both sides of the process is invaluable. We know there is no single solution applicable to all clients. Each solution must be tailored to meet individual needs. We always offer a full support programme, including administration and secretarial support, utilising a robust communication system developed for our own use as a ‘virtual’ company.
We have project managed school improvement contracts for LAs. EdICTs recently completed ‘Sheffield Learning Journey’ where primary schools, some from disadvantaged areas, and the LA, worked in conjunction with EdICTs to successfully engender a higher level of pupil engagement with learning. We have worked with individual schools identifying how a re-structured school day, curriculum, timetable or facilities could bring out about improvement in learning and teaching. For example, with a leading Sports College, we designed a ‘four window’ timetable that led to an unprecedented improvement in attendance levels within six months. In cases like this we gained experience of negotiating with unions over proposed innovative work patterns.
