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This article builds on an earlier one which we published in this journal, in which we proposed a new model for school planning. In proposing the new model, we recognised that it provided a framework for school planning but that it did not discuss the process of building a plan for the school’s future. Here we explain how the new model has developed and how we now propose to link it to important aspects of organisational learning such as the development of the school’s core purpose and values. This linkage, and the ongoing involvement of a range of stakeholders, should help to ensure that the school learns strategically so that plans are effective and there is no gap between strategy and implementation.

The English education system is going through an era of radical change which has been initiated by central government. A major thrust of this change focuses on local management of schools (LMS) – the extensive delegation of financial control to the school level. The effect of this is not just a financial one because it has a radical impact on the nature of schools and of the education system as a whole. This financial change has been paralleled by other changes such as the introduction of a national curriculum and open enrolment. Sets the major financial changes in context. Explains the structure of finance in the English education system and outlines central government′s increasing interest in delegated school finance (school site management), which culminated in the 1988 Education Reform Act. Finally, considers the significance at school level of the LMS legislation.

Academies are semi‐autonomous schools set up outside the normal local government structures with sponsors from business and charity groups to create new and innovative ways of creating and sustaining school transformation. The aim of this paper is to assist in a strategic conversation within the academy movement on talent development.

The paper looks at talent identification, talent development and establishing a talent culture. It provides points in the text for readers to reflect on their own talent practice and provides case examples from current academies.

The paper shows that the longer‐term sustainability of the academy movement needs to address the key issue of developing leadership talent.

The paper provides an original and useful framework for developing talent management in academies.

Focuses on school staff as part of the authors’ work involving surveys of pupils, parents and staff in a range of school planning and improvement strategies. Believes there is a danger that assumptions will be made about what staff think of the school. It is important to have mechanisms to gather genuine views rather than making such assumptions. An honest view of the staff’s perceptions of a school will provide significant information for school improvement. The authors worked with the schools and used a questionnaire approach. Questions were designed to be answered quite quickly but to cover a range of areas in‐depth. The 30 questions were randomized in the questionnaire but regrouped into categories for analysis. Discusses process issues such as the implementation of the survey and the follow‐up required in the school in terms of school planning and improvement.