Transcript 5 Wells TSA - Redwell Schools

The 5 Wells
Teaching Schools Alliance
Overview
1. The National College
2. Teaching Schools
3. The Big 6
NCTL - Aim
• NCTL will support the
development and implementation
of a 0-18 self-improving schoolled system so that by September
2016 there will have been an
irrevocable shift from the centre to
schools
The Secretary of State’s Vision
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“At the heart of this Government’s vision for
education is a determination to give school leaders
more power and control. Not just to drive
improvement in their own schools - but to drive
improvement across our whole education system.
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This policy is driven, like all our education policy,
by our guiding moral purpose – the need to raise
attainment for all children and close the gap between
the richest and poorest.”
The big picture
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Key policy drivers:
autonomy, collaboration, freedom,
diversity, self-improvement,
accountability – an increasingly schoolled system
The challenges:
building capacity, confidence and trust –
structure & governance
The goal:
that elements of a devolved system are
held in balance so that …
1. Autonomy doesn’t become isolation
2. Diversity doesn’t act as a barrier to
collaboration
3. Accountability doesn’t become regulation
Working with, not doing to….
• Win-win for all is essential
• Need to take the time to
build trust
• Not about empirebuilding and needs to be
seen as such
Who can be a Teaching School?
Designation is open to…
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any phase of school: nursery, primary,
middle, secondary, 6th form/college,
special or pupil referral unit / short stay
school
any type of school including
independent, academy, federated, faith
school, free school, studio school,
university technical college (UTC)
grammar school or school leading a
chain
smaller schools, such as smaller special
or primary schools, as the model
enables more than one school to share
the designated role of leading a
teaching schools alliance
Who can be a Teaching School?
Designation criteria … a high bar …
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A clear track-record of successful collaboration with other schools
Ofsted outstanding for overall effectiveness, teaching and learning
and leadership and management
Consistently high levels of pupil performance or continued
improvement
An outstanding head teacher with at least three years headship
experience, and outstanding senior and middle leaders with
capacity to support others.
Role of Teaching Schools
As well as offering training and support for their alliance
themselves, Teaching Schools will identify and co-ordinate
expertise from their alliance, using the best leaders and teachers to:
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lead the development of a school-led ITT system
lead peer-to-peer professional and leadership development
identify and develop leadership potential
provide support for other schools
designate and broker Specialist Leaders of
Education (SLEs)
6. engage in research and development
Professional continuum
ITT / Schools Direct
Teacher training
CPD
Leadership Development
Succession planning
Talent Management
LEADERSHIP DEVELOPMENT
Initial Teacher Training (ITT)
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Many Teaching Schools already involved
Opportunity to build on teaching hospital model
ITT a core business in TS
Fully accredited – SCITTs
Strategic leadership across alliance
Quality of ITT has potential to attract schools to join alliances
TS Council has developed principles/features of a mature ITT
system
 School Direct
 Graduate Career Progression
“… over the next five to ten years we expect that, rather than Government
managing much of the ITT system centrally, schools should increasingly take on
this responsibility.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)
School to school support
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Comes in many forms
Combination of NLE, LLE, SLE,
NLG and other support as required
Schools benefiting include those in
Special Measures, Serious
Weaknesses, “coasting” and those
lacking in leadership
capacity/specific expertise
Operates on a continuum – from
relatively light touch to federation,
trust, chain, academy sponsorship
arrangements – as appropriate
Funded through various
sources/contracts inc LA, DfE,
school
Focus always on impact
StSS/SLEs
 Working with range of partners to improve practice and
outcomes for pupils in schools which may request support or
be required to be part of a support package
 Often a bespoke and practitioner-led response to local need
 Challenge of working with other providers
 Government recognition of important role of senior/middle
leaders play in school improvement
 Teaching schools responsible for designation, brokerage and
quality assurance of SLE
 Attractive leadership development opportunities
 Challenge of ‘culture change’ with TS ‘charging’ for SLEs
Specialist Leaders of Education (SLE)
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Relatively new designation acknowledging the
important role of middle and senior leaders in
supporting their peers
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Excellent professionals in leadership positions
below the headteacher, with the capacity,
capability and commitment to work beyond their
own school
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Outstanding in a particular area, for example: a
subject specialism; inclusion; ITT mentoring;
performance management; behaviour; school
business management
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Have the track-record and skills to work in this
way
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Designated and brokered by teaching schools,
but may be from any school
Specialist Leaders of Education
• Outstanding themselves, not their school
• Range of roles
• Skill
• Track record
• Capacity
Research and development (R&D)
Research and development network
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Enabling Teaching School alliances to
engage in research and development
activities, both working with their
individual HEI partners and working in
regional and national networks
• Providing opportunities for training,
sharing expertise and wider
dissemination of ‘what works’
 Teaching Schools network offers key
means for alliances to collaborate and
learn from each other
 Way of creating new knowledge and
evidence of effective practice
 Many funded opportunities for TS to
develop their expertise through working
with other schools/university partners
Governance/Leadership
Governance of Teaching School Alliances:
 Range of governance arrangements – layered
 Involving key strategic partners in governance
Leadership of TS Alliance involves:
 Clear vision
 Strategy for developing people
 Restructuring TS to allow strategic development and sustainability
 Enhancing effective teaching and learning through TS remit
 Building, developing partnerships within/beyond TS alliance –
social capital
 School Governance/Teaching School Accountability
What makes great leadership?
 Optimistic, enthusiastic and curious – belief in people
 Commitment to social justice, equity and excellence
 Respect and empathy for others
 Resilient – tireless energy
 Persistent – in pursuit of excellence, putting pupils first
 Drive and determination – ambitious
 Courage, conviction and integrity
 Vigilant and visible – ‘only the best will do’
 Humility plus professional will (fierce resolve)
Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey 2010
Glatter 2009; Future of Leadership, National College 2008.
Toward a self improving school system
1. Great use of data – ‘the best bits’
2. Collective responsibility for the issues – the brutal facts
3. A mechanism for moving ‘the best bits’ to where they are most
needed
4. Engagement in research and access to research
5. A culture shift – from ‘my’ to ‘our’
6. Joint accountability – peer scrutiny and review; a willingness
to be transparent
7. From ‘ sharing good practice’ to ‘ joint practice development’
8. Professional generosity, reciprocity and collective moral
purpose
Risks
• Maturity, time and expertise, structures and
accountability
• Core purpose of education establishments– a
distraction?
• Inclusive and reciprocal – in a very diverse system?
• Supported to deliver not stretched to fail?
• Motivation - collective moral purpose?
• A tale of two systems?
Strength in alliance, partnerships and
collaboration
The 5 Wells
Teaching Schools Alliance
The 5 Wells TSA Partners
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Redwell Primary School (RPS)
Rowan Gate Primary School (RGPS)
Ruskin Infant School (RIS)
All Saints Primary School (ASPS)
Croyland Primary School (CPS)
Weavers Academy (WA)
University of Northampton (UoN)
Wellingborough Education Partnership (WEP)
The 5 Wells Action Plan
Initial Teacher Training/School Direct
Success criteria
Increase percentage of good or outstanding candidates recruited &
retained across 5 Wells TSA
Progress
All NQTs joining alliance are good or outstanding
Train future teachers through School Direct programme
KPI (use number from list at end of template, where appropriate)
ITT
Target: The number of initial trainees trained within teaching school alliances* increases year on year (in
total and for each teaching school cohort).
(From July 2014 when data becomes available) The early employment rates for trainees trained in
teaching school alliances.
Action steps
Work with UoN to develop programmes;
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Develop in hand with UoN the Recruitment Strategy of
Schools Direct / BA Hons / PGCE student placements
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Continue to support UoN in the development of the Schools
Direct programme
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Support with Quality Assurance of Schools Direct
Programme, including mentor training & student observations
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Increase marketing of Schools Direct across all partners /
other outlets. Offer to include unique selling point that 5 Wells
can offer
Apply to be lead school with increased placements across Primary /
Special & Secondary phases for academic year 2015/2016
Work with LA, Diocese & network of TS’s to share developments of
programmes & link our offer to Leads of all schools in
Northamptonshire & beyond
By whom
By when
How measured
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UoN / LD
Dec 2014
UoN / LD
July 2015
UoN / LD
July 2015
UoN / LD /
SBM’s
Dec 2014
AA / Admin
Team
July 2014
All Heads / AA
/ NCTL / TSA
July 2015
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Increase Schools Direct from 2 placements offered across
alliance to 4 in year 2
Increase student enrolments across partnership from 345 to
400
Impact of changes to training programme evident in 2015/2016
programme
Increased figures of students achieving higher grades at end
of course ???
Increased number of applicants for 5 Wells TSA from 6 to 20
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Designation as lead school for Schools Direct students
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Evidence of work from all named
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CPD / Leadership Development
Success criteria
Existing staff move into promotional opportunities within the 5 Wells
TSA
KPI (use number from list at end of template, where appropriate)
Progress
Quality of T&L improved across 5 Wells TSA
Data for partner schools improved
Ofsted grades for Leadership & Teaching & Learning increased
Quality of leadership
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of
leadership and management between inspections, compared with a comparator group of schools not
involved with teaching schools.**
Target: Double the rate of improvement.
Quality of Teaching
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of
teaching, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances,
compared with a comparator group of schools not involved with teaching schools (for each of Key Stage
2 and Key Stage 4).
Target: Double the rate of improvement.
Action steps
Identify the Leadership & CPD needs of the 5 Wells TSA including
local, National & individual schools priorities;
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Audit skills of leaders
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Work together as strategic partners to do peer reviews
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Identified staff to complete OTP
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Identified staff to complete OTP facilitator training
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Deliver NPQML programmes
Partnership working with WEP
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Developing effective partnership working with WEP
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Liaise with WEP MB about possible models of working
Increase CPD offers
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WEP – continue & extend network meetings / offer Governor
training / NQT Induction
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Accredit the NQT Programme
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5 Wells TSA to offer targeted provision for all range of school
Leaders, focus in Year 1 on Senior & Middle Leaders
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Commissioned services of 5 Wells TSA for LA
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Work with UoN to investigate opportunities for Masters links
with 5 Wells for career pathways
Establish procedures for Quality Assurance for training
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AA / LC train as Ofsted Inspectors to support Quality
Assurance processes
Expand system leaders team across 5 Wells TSA;
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Talent spot to introduce roles of SLE’s
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Consider LLE role being reintroduced
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Increase NLE / NLG roles
By whom
HE / All HTs
HE / LC
By when
Sept 2014
Dec 2014
July 2014
July 2014
July 2015
July 2015
Dec 2014
April 2015
JHF / HE / All
HTs
AA / LC
HE / All HTs
July 2015
July 2015
April 2015
Dec 2014
July 2015
Oct 2014
Dec 2014
July 2015
How measured
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Complete audit of skills in 5 Wells TSA
Complete peer reviews within 5 Wells TSA
6 Staff to complete OTP
2 Staff to complete OTP Facilitator training
NPQML programme completed through 5 Wells TSA
Clarity of working partnerships
Agreed model of working between WEP & 5 Wells TSA
Clear plan in place for future membership of 5 Wells TSA /
WEP
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Schools Leaders including Head Teachers, Deputies, Middle
Leaders – increase leadership capacity measured by LA /
Ofsted
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Increase promotional opportunities from 11 to 19
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25 NQTs to complete accredited training
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Increase engagement with supported accredited CPD for
number of teachers / leaders - April 2013-April 2014=32 to
April 2014- April 2015 = 40
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Increase delivered CPD days = April 2013-April 2014= 54 to
April 2014- April 2015 = 75
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CPD links with Masters
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Establish system for measuring impact to deliver training that
is at least Good
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Leaders in 5 Wells to train as Ofsted Inspectors
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Increase numbers of system leaders
Type Current
Target
Number
NLE
1
2
NLG
1
Consolidate
Role
LLE
0
2
Succession Planning and Talent Management
Success criteria
Fewer vacancies & easy to recruit to 5 Wells TSA
Effective contribution to the LA / DfE needs
Progress
% of staff starting in post at graded Good or better increased
Increased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
Action steps
Develop Aspirant Leaders dependent on Audit of School priorities,
LA needs, NA needs, DfE priorities, NCTL priorities;
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Create a 5 Wells framework for identifying Aspirant Leaders
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Create a personalised learning journey
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Use talent spotting for Aspirant Leaders provide
opportunities for preparation for system leadership
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Develop understanding of wider picture of National context
Identify students in secondary school who are looking for careers in
education, specifically as teachers
Work with LA, Diocese & network of TS’s to share opportunities for
future succession priorities & link our offer to Leads of all schools
in Northamptonshire & beyond
By whom
AB / All HTs
By when
How measured
Sept 2014
Oct 2015
Dec 2014
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July 2015
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April 2015
AB
An effective framework is in place
Completed personalised learning journey
Internal / across 5 Wells promotion opportunities for 2013 –
2014 = 2 posts 2014-2015 = 8 posts across 5 Wells TSA
Secondment opportunities available within & beyond 5 Wells
TSA
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Students entering teacher training increased
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Evidence of work from all named
July 2015
AB / All HTs
School to School Support
Success criteria
Impact on Leadership & Teaching & Learning, standards & closing
the gap
Progress
Increase Ofsted / LA grading of schools working with 5 Wells TSA
Raise data of schools in 5 Wells TSA & those being supported by it
KPI (use number from list at end of template, where appropriate)
Quality of leadership
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality
of leadership and management between inspections, compared with a comparator group of schools not
involved with teaching schools.**
Target: Double the rate of improvement.
Action steps
Commission services of 5 Wells leaders to support targeted schools
depending on Audit of School priorities, LA needs, NA needs, DfE
priorities, NCTL priorities;
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Complete peer reviews
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QA principles coming from these experiences
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Establish recording & reporting systems
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Identify gaps in expertise / capacity, use this to inform plans
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Identify gaps & skill development of system leaders
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Develop bespoke / targeted programmes of support which
can be commissioned
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Use LA info to commission work to work with schools not yet
Good
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5 Wells supporting LA needs for school improvement as
identified by local need, National need & DfE
Audit the skills available across the 5 Wells TSA & produce a
brochure of available support to use for brokerage of support
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances,
compared with a comparator group of schools not involved with teaching schools (for each of Key Stage
2 and Key Stage 4).
Target: Double the rate of improvement.
By whom
By when
How measured
AA / All HTs
Dec 2014
Dec 2014
Sept 2014
Dec 2014
Dec 2014
July 2015
July 2015
July 2015
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Securing & consolidation of Outstanding schools
Moving Good schools to Outstanding
Schools not yet good moving into Good category from LA /
Ofsted
Evaluation from schools showing impact on leaders /
narrowing of gaps in expertise
Number of schools supported increased from 7 in last 3 years
to 6 in 2014-2015
NLG to support 5 CofG in schools across county
strengthening Governance
Targeted support for schools not yet Good with clear impact
on records of T&L
6 new schools accessed / booked the 5 Wells TSA support
brokered through the website / advertising
AA / Admin
Sept 2014
Develop the skills of the 5 Wells TSA
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Develop capacity & build on existing practice
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Establish core offer / provision for all schools
AA / All HTs
Dec 2014
July 2015
Complete peer reviews across the 6 5 Wells TSA school partners
including either;
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5 Wells Full Reviews – RIS / Weavers / CPS
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5 Wells Mini Reviews – RPS / RGPS / All Saints
Work with LA, Diocese & network of TS’s to link our offer to Leads of
all schools in Northamptonshire & beyond
AA / All HTs
July 2015
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Evidence of work from all named
Specialist Leaders of Education
Success criteria
Designate SLE’s successfully
Develop effective system leadership
Progress
Increased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
The number of SLEs designated and trained.
Target: The number of SLEs designated and trained is in line with targets agreed with the DfE.
Overall effectiveness of schools
The percentage of schools within teaching school alliances that improve their overall judgement
between Ofsted inspections, compared with a comparator group of schools not involved with teaching
schools.**
Target: Double the rate of improvement.
Action steps
Provide opportunities for preparation for system leadership
depending on Audit of School priorities, LA needs, NA needs, DfE
priorities, NCTL priorities;
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Use talent spotting for SLE’s
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Aspirant SLE’s to be coached by SLE’s
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Establish Quality Assurance & reporting mechanisms for SLE
work
Increase SLE provision;
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Apply for 4 SLE posts linked to audit of need
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Deploy SLE’s effectively to support schools not yet good
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Deploy SLE’s effectively to support schools from Good to
Outstanding
Work with LA, Diocese & network of TS’s to link our offer to Leads of
all schools in Northamptonshire & beyond
By whom
By when
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AB / VG / All
HTs
AB / VG / All
HTs
Oct 2014
July 2015
Oct 2014
Oct 2014
July 2015
July 2015
Reporting SLE deployment
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SLE’s deployed for the minimum of 10 days in first year
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SLE’s supporting schools to move forward in LA / Ofsted
categories
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AB / VG / All
HTs
July 2015
How measured
Increase number of SLE’s in 5 Wells from 0 to 4
Newly established SLE’s to support an aspirant SLE
SLE support impacted on school being supported evidence in
feedback
Evidence of work from all named
Research and Development
Success criteria
Research & Development successful fulfils needs of 5 Wells TSA /
LA / DfE / NCTL priorities
Progress
R&D impacting on practice & improving data of schools in 5 Wells TSA
KPI (use number from list at end of template, where appropriate)
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances,
compared with a comparator group of schools not involved with teaching schools (for each of Key Stage
2 and Key Stage 4).
Target: Double the rate of improvement.
Action steps
By whom
By when
LC / All HTs /
WEP
Sept 2014
Sept 2014
Dec 2014
July 2015
How measured
Identify Action Research project needs across the 5 Wells TSA
depending on Audit of School priorities, LA needs, NA needs, DfE
priorities, NCTL priorities;
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Audit priorities
Prioritising needs
Recruiting colleagues to be involved in ARPs
Complete ARPs
Develop training programmes with UoN to develop research skills of
students
Share expertise of running ARP’s
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Support development of system leaders in sharing expertise
of ARP’s
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Publish findings of ARP’s & offer relevant training linked
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Identify ways that R&D will link into S2S support plans
Work with LA, Diocese & network of TS’s to share outcomes of
ARP’s & link our offer to Leads of all schools in Northamptonshire &
beyond
July 2015
LC / UoN
LC / All HTs
July 2015
July 2015
Dec 2014
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Complete audit
Evaluate & prioritise & identify ARPs
Implement ARP’s across 5 Wells TSA increase from 8 in
2013-2014 to 13 in 2014-2015
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Training opportunities delivered to UoN partners
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Support other schools middle leaders to run Action Research
Publish for strategic partners & local WEP partners
Record & report impact R&D has on other schools
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Evidence of work from all named
July 2015
LC / All HTs
Governance
Success criteria
Establish effective challenge & support from 5 Wells TSA Strategic
Board
Progress
5 Wells TSA becomes established by end of Year 1 & able to extend partnership numbers for Year 2
KPI (use number from list at end of template, where appropriate)
Number of schools in teaching school alliances
The number of schools involved with a teaching school alliance.
Target: The number of schools involved within teaching school alliances increases year on year (in total
and for each teaching school cohort).
Action steps
Develop role of Strategic Board
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Partners to be named on an area of responsibility
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Key aspects led by system leaders
Identify what can be offered by 5 Wells TSA
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Identify core provision
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Identify optional provision
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Establish scale of charges
Rates for staff
Rates for programmes eg, Peer Reviews
Work with LA, Diocese & network of TS’s to link our offer to Leads of
all schools in Northamptonshire & beyond
By whom
Strategic
Board
Strategic
Board
By when
How measured
April 2014
June 2014
Across year;
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All areas linked to named lead partner
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Reporting mechanisms in place for leads to report termly ( 6x
a year)
Sept 2014
Dec 2014
July 2014
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Increased take up of core provision
3 Identified schools for optional provision
Income generated
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Evidence of work from all named
July 2015
Strategic
Board
“ A person with ubuntu is open
and available to others, affirming
of others, does not feel
threatened that others are able
and good, for he or she has a
proper self-assurance that
comes from knowing that he or
she belongs in a greater whole
and is diminished when others
are humiliated or diminished.”
Desmond Tutu