Transcript Document

South East England Cluster Managers
Meeting
30 June 2010
Christina Broad, Regional Development Manager,
South East
07802 580514
Jo Galloway, Development Manager, South
www.continyou.org.uk
1
Today’s programme
National update
Overview of Sustainability support from
ContinYou
Update: QISS, Special Schools and
Learning Exchange
1.
2.
3.
4.
•
- Abingdon, Oxon Cluster:
Community Cohesion as a metaphor
for Sustainability
- Guildford, Surrey: Using the Cluster
Innovation Project as a systems
mechanism for Sustainability
- Plus others to be identified on the
day
Wokingham – Capacity Building
and integrating into the CYPP
Surrey – Using Confederations as
a modern way of delivering wider
public services looking at
systematic change
Portsmouth – using the strength
of the services offered through
CIPs to broker services in a future
commissioning environment
Reading – strategic planning using
mentoring and alignment with
Early Years
•
•
•
•
www.continyou.org.uk
Sharing Good Practice re:
Sustainability
2
A deep and meaningful conversation
in small groups and agreeing as a
whole:
“Sustaining Extended Services across
the South East – how best to support
you and each other”
How can we ensure we learn good
practice and share with each other?
Top tips!
Learning I am taking back
Objectives & Expectations
By the end of the session participants will have:
• An understanding of the context in which ContinYou operates
• Details of national, regional and local developments for
Extended Services
• Had the opportunity to hear the local SE Sustainability
experience from colleagues
• Had the opportunity to learn, reflect and analyse others
experience as a way of planning the learning back to your
situation
• Had an opportunity to share good practice and network with
colleagues, including QISS
On a post it:
Name, Role, LA, 1 expectation
www.continyou.org.uk
3
7 Key Expectations from the group
1.
2.
•
•
•
•
3.
4.
•
•
5.
•
•
•
6.
7.
To learn from others and share
Identify issues and learning about Sustainability
selling benefits of ES to schools
ideas for promoting Community Cohesion
in a rural situation
Links to ES including Healthy Schools
Success stories
Funding
Creative ideas for fundraising and grants
Sustainable options
Future of ES
Discuss together what the future looks like
Motivating schools in ES post 2012
Embedding cluster working
How we integrate Sustainability across the South East
Looking for inspiration
www.continyou.org.uk
4
Kolb’s Experiential Learning
Cycle
DOING
REFLECTION
PLANNING
THEORY
www.continyou.org.uk
5
Support from ContinYou
• Bespoke work with LAs, Clusters, Schools
• Specific projects for Government
• Sharing practice through the Learning
Exchange
• Still a focus on us supporting non FCO
schools, clusters and LAs
• Focus on sustainability in future
www.continyou.org.uk
6
National Developments:
Michael Gove speech at National
College Conference
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.
And the ethical imperative of our education policy is quite simple - we have to
make opportunity more equal.
We have to overcome the deep, historically entrenched, factors which keep so
many in poverty, which deprive so many of the chance to shape their own
destiny, which have made us the sick man of Europe when it comes to social
mobility.
It is a unique sadness of our times that we have one of the most stratified and
segregated school systems in the developed world.
We know, from Leon Feinstein’s work, that low ability children from rich families
overtake high ability children from poor families during primary school. And
the gap grows as the children get older. A child eligible to free school meals is
half as likely to achieve five or more GSCEs at grade A*–C, including English
and maths, than a child from a wealthier background. By 18 the gap is vast.
In the most recent year for which we have data, out of 80,000 young
people eligible for free school meals, just 45 made it to Oxbridge.
That’s fewer than some private schools manage by themselves.
We are clearly, as a nation, still wasting talent on a scale which is scandalous. It
is a moral failure, an affront against social justice which we have to put
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right.
www.continyou.org.uk
The pupil premium - supported by Conservatives but championed with special
passion and developed in detail by our Liberal Democrat partners - is a policy
designed to address disadvantage at root. By giving resources to the people
who matter most in extending opportunity – school leaders and teachers.
School leaders are empowered to innovate in their own schools and they are
expected to lead the drive for improvement in other schools.
Academies: 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. I believe this policy will only work if it
strengthens the bonds between schools and leads to a step-change in systemled leadership. That is why I will expect of every school that acquires academy
freedoms that it partners at least one other school to help drive
improvement across the board.
Earlier this month, Mike Gibbons of the Richard Rose Federation, wrote an article
for the TES which encapsulated my vision. “If we can develop schools to
become crucibles of innovation on behalf of the whole system, working
for the sake of all children as well as meeting the needs of parents who are
seeking different provision, then the sum continues to be greater than the
parts. And so every school, regardless of its status, works for itself and for the
whole system.” Mike is himself another example of an inspirational school
leader. He is also, of course, spot on.
Whole system improvement, a comprehensive approach to driving up
standards for every child, is what the coalition Government aims to deliver.
Central to that drive is structural reform of the kind I’ve laid out – professionals
liberated to drive improvement across the system.
www.continyou.org.uk
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Systems change through Data:
• Indeed I want to see more data generated by the profession to show
what works, clearer information about teaching techniques that get
results, more rigorous, scientifically-robust research about
pedagogies which succeed and proper independent evaluations of
interventions which have run their course. We need more evidencebased policy making, and for that to work we need more evidence.
• And that also means a new role for Ofsted. I want to see an inspection
regime which also mirrors the approach of the world’s most successful
systems.
Curriculum
• I want to remove everything unnecessary from a curriculum that
has been bent out of shape by the weight of material dumped there for
political purposes. I want to prune the curriculum of over-prescriptive
notions of how to teach and how to timetable. Instead I want to arrive at
a simple core, informed by the best international practice, which can
act as a benchmark against which schools can measure
themselves and parents ask meaningful and informed questions about
progress.
Budget: VAT public sector pay freeze, 25% saving across Govt Depts
• Decisions still to come in the comprehensive spending review on 20
October:
•
•
•
How reduction in benefits will be used as incentive back to work
The neglected area of Youth Unemployment
DfE cuts – spending on schools prioritised therefore cuts in other non school
old DCSF budget
www.continyou.org.uk
9
The Coalition – What’s new?
• The Coalition: our programme for
Government
• Academies Bill
• Education & Children’s Bill
• Review on poverty & life chances
• Review of children’s social work &
frontline child protection practice
www.continyou.org.uk
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Who’s Who
• Secretary of State
– Michael Gove
• Minister for Children & Families
– Sarah Teather
• Junior Minister for Children
– Tim Loughton
• Minister for Schools
– Nick Gibb
• Junior Minister for Schools
– Lord Jonathan Hill
• DfE Lead Extended Schools & C Centres
– Sally Burlington
www.continyou.org.uk
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What we know
Expansion of Academies
Free schools
End to Child Poverty
Promoting good behaviour
Increased discipline
Pupil premium
Tackling bullying
Free childcare for 20,000 2yr olds
Review of Regional Gov Offices
Review of ISA & Vetting & Barring
Community Organisers
National Citizenship programme
www.continyou.org.uk
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Contact Point
BECTA
QCDA
GTC
GOL
Community Cohesion
Well-being
Primary Curriculum
Expansion of free school
meals pilots
National Safeguarding
Delivery Unit
What we have heard
“The principles behind ECM are here to
stay”.
“Where Children’s Trusts have proved
successful LAs are entirely at liberty to
continue operating them”. Tim Loughton
“The change in the department’s name has
not diluted the commitment of this
government to children and families, or
those who work with them”. Sara Teather
www.continyou.org.uk
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Key areas impacting on children’s
services
• Families & Children
– Support for families with multiple problems
– End Child poverty
• Schools
–
–
–
–
Academy Status
Attainment & Qualifications
Pupil premium
Behaviour
• Social Action
– Big Society
• Public Health
– Greater local control over public health budgets
– Tackling Health inequalities in disadvantaged areas
www.continyou.org.uk
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Changes to Inspection
• Comprehensive Area Assessment
• Ofsted
– Quality of teaching
– Quality of leadership
– Pupil achievement & attainment
– Pupil discipline & safety
www.continyou.org.uk
15
Sources of Information
• www.education.gov.uk
• www.number10.gov.uk
• www.hm-treasury.gov.uk
• www.cabinetoffice.gov.uk
• www.parliament.uk
• www.cypnow.co.uk
www.continyou.org.uk
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Extended services:
Planning for sustainability
17
www.continyou.org.uk
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What do we mean by
sustainability?
• Not just fundraising for maintenance
• Continual assessment of need
• Demonstrating the impact of
services provided to meet that need
• Working with key partners where
aims converge
• Providing services that communities
want
www.continyou.org.uk
18
TDA Sustainability Tool
1.
What sort of consultation and needs analysis takes place on the
development of this school’s extended services?
2.
How integrated are extended services into the planning and
running of this school?
3.
How aligned are this school’s extended services with local area
plans/targets eg in the Children and Young People’s Plan, LAAs
etc?
4.
How effective are your extended services cluster arrangements?
5.
How well are other local services linked into the delivery of
extended services in this school?
6.
How integrated is multi-agency training with that of the school
workforce?
7.
How well-publicised are the extended services and activities?
8.
How well is the design of services targeted to meet identified
needs?
9.
How sound are the funding arrangements for the extended
services in this school?
10.
How do you measure the impact of your extended services?
www.continyou.org.uk
19
Service provision change over time
Future provision
Current provision
Time
www.continyou.org.uk
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New
delivery
Mechanism
(by April
2011?)
Writing a strategy
Strategy Headings
Content
Needs Analysis
Data from different sources; key partners and shared targets;
Environmental analysis – key change factors in the local
community.
Current Provision
What services do we have now?
What is the impact of those services?
What difference are they making? Where are the gaps?
Structure for Delivery
Outline accountability and governance structure.
Is this fit for purpose for the future?
Budgeting and Finances
How are extended services currently funded? Plans to
diversify funding:
•Charging policy
•Subsidising for inclusion
•External funding streams to be targeted.
Monitoring and Evaluation
Impact Measurement. How will we know we have made a
difference?
www.continyou.org.uk
21
Sustaining Extended Services
through Social Enterprise
“There is evidence that Social Enterprise
not only provides a strong platform for
schools to deliver extended services in
a financially sustainable way, but that
the community led, socially driven
principles of social enterprise also fit
comfortably in a school setting”.
Extended services: ensuring sustainability using
the social enterprise model – Guidance report
CfBT Education Trust & SEL - Social Enterprise London
www.continyou.org.uk
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Critical success factors
• A shared vision
• A champion with passion and drive
• Innovative partnerships
• Skilled & enterprising staff
• Careful business planning
www.continyou.org.uk
23
Moving forward
• Collaborative advantage
What are we achieving together that we could not achieve
alone?
• National & local priorities
How are/can we align services?
• Re-focus the Cluster
Broaden the purpose to meet wider aims & objectives
www.continyou.org.uk
24
Research Developments
• UNICEF (2007), Report Card 7, Child Poverty in
Perspective: An Overview of Child Well-being in Rich
Countries
• Young Foundation (2010) The state of happiness
• Demos: Resilient Nation (2009)
• Social Mobility White Paper: New Opportunities
(2009)
www.hmg.gov.uk/newopportunities/
www.continyou.org.uk
25
Signposting and SEF and Special Schools
Recent Documents - if you want training contact Christina
Jo – update on Special Schools report
www.continyou.org.uk
26
Special Schools
What have been the success factors?
•
•
•
•
•
•
•
Strong school leadership buy –in
Flexible approach to the core offer
Good partnerships and collaborative work
Support of ESCO
Involvement of school governors
Maximising funding streams
Effective consultation
www.continyou.org.uk
27
Special Schools Sustainability
ContinYou has just undertaken a
brief report – available on Learning
Exchange
Success factors
Challenges
• Continuation of
collaborative partnerships
• Development of charging
policy
• Signposting to community
services and opportunities
• High ratio of staff (costs)
• Funding streams often short
term
• Transport costs
• Parent expectations
• Anyone got any new
experience about working
with Special Schools?
www.continyou.org.uk
28
Anyone got any new experience about
working with Special Schools?
Success factors
Challenges
Building schools for the future
Identify and develop human and social
capital
Empowering children and young people,
parents and carers
Special schools steering group
established issues working across
clusters and LAs
Children and young people cannot
attend after school due to travel
Breakfast club provision
Balance of a few feisty parents and the
silent majority
Travel/childcare/provision
Better use of lunchtime and end of day
had had mist impact
Currently have OSLO
End of Aim Higher and loss of hours
Parental Involvement, looking at joint
activities with primary school
Integration with mainstream pupils
Parents not always interested, even
when free and appropriate
Identifying your community
Logistics
Integration
Lots of signposting to activities in local
areas, therefore sustainability in
hands of others and partners
After school clubs – transport issues
Parental engagement
Cost of activities and ransport – parents
expectations have been raised
www.continyou.org.uk
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Approaches to sustainability
elsewhere
•
Beauchamp College, Leicester
•
1.
2.
3.
3 key tips
Rules of engagement
Partnership (deliver win-win projects and then grow)
Create stakeholder forum (independent of the
•
This approach has secured them over
£2,000,000 in the last 2 years!
(available in The
Learning Exchange Library)
school)
www.continyou.org.uk
30
Approaches to sustainability
(elsewhere)
 A Cluster in the SW has been exploring a
range of different ways of working including
collaborative leadership model, community
enterprise, community interest company.
 Blackfield After School and Holiday Club
(Southampton) is owned and managed by
Waterside Out of School Clubs CIC
(Community Interest Company)
www.continyou.org.uk
31
www.learning-exchange.org.uk
• The Learning Exchange is
an interactive, online
community website where
professional practitioners
who are developing
extended services for
children, young people and
families can learn from each
other, share resources, ask
for advice, discuss policies
and strategies - and be
inspired.
www.continyou.org.uk
About the Learning Exchange
The is a forum of extended services
practitioners who are working to
improve outcomes for young
people and families.
Be a member of the Learning
Exchange
Take part in forums, write reflective
blogs about your work.
Current forums are on 21st century
schools and Future of ES Coordinator role
Find or share a case study
Find about good practice developed
by people running extended
services. Share your good
practice with members
32
Experience of Planning for
ES Sustainability in SE
There is no one model, but the following speakers will provide their experience of
planning for Sustainability in their Local Authority
1. Wokingham – Capacity Building and integrating into the
CYPP
2. Surrey – Using Confederations as a modern way of
delivering wider public services looking at systematic
change
3. Portsmouth – using the strength of the services offered
through CIPs to broker services in a future commissioning
environment
4. Reading – strategic planning using mentoring and
alignment with Early Years
5. Abingdon – Community Cohesion as a metaphor for
Sustainability
www.continyou.org.uk
33
SE Models of Sustainability
• Over to the experience from you
www.continyou.org.uk
34
1. Wokingham
Presentation
Jane Clark
www.continyou.org.uk
35
Planning Extended Services
for Sustainability in
Wokingham Borough
Jane Clark
Extended Services QA
Manager
www.continyou.org.uk
36
Moving to the centre
• 2007-2009 ES Neighbourhood Partnerships
managed centrally by ES Team – how to
sustain?
• New model – ES Cluster Partnerships
• Cluster Co-ordinator based in school serving the
whole cluster
• Working to the Terms of Reference directly linked to
CYPP, LAA priorities Children’s Trust Commissioning
principles, National and local indicators and priorities
• New Children’s Service Senior Leadership
Team
• Unknown territory but also
• Opportunity for a change of direction
37
•
CYPP
–
ES
explicit
and
implicit
throughout
www.continyou.org.uk
A process of change –
winning hearts and minds to
decentralise
• Collaborative partnership
• Headteachers / SLT members, Children’s
Centre Managers, Early Years & Child Care
Advisors, School Improvement Partners,
Children’s Services
• Shared goals, understanding and
commitment
• demonstrating impact on key local targets
and key school objectives
• Underpinned by the cluster co-ordinator
www.continyou.org.uk
38
Building capacity /
developing people
• Rolling programme of recruitment / induction
• Supported by Christina/ContinYou to assist the
planning stages of sustainability
• Focus on CYPP, LAA priorities Children’s Trust
Commissioning principles, National and local
indicators
• The Team
• Building capacity / accelerators to learning
• Knows its own strengths
• Focused on targets and organised to achieve their
goals
• The glue that holds it all together and enables ES to
work in Wokingham
• Identifying case studies for impact evaluation
September 2010
39
www.continyou.org.uk
Cluster Partnership Details
Cluster
Co-ordinator
Mobile
No.
Host School
Earley
Email Address
Jo Fiddaman
0781 083
2087
Loddon
Primary
North
Wokingham
Sandra Gough
0778 948
0522
Robert Piggott
CE (C) Junior
South East
Wokingham
Faye Theuma
(12/07/10)
tbc
Gorse Ride
Junior
tbc
South West
Wokingham
Melanie
Dalziel
0779 531
6208
Shinfield St
Mary’s CE
Junior
[email protected]
Wokingham
Town East
Debbie
Burnett
0778 947
1779
St Teresa’s RC
Primary
Wokingham
Town West
Sarah
Izquierdo
0778 948
0524
The
Hawthorns
Primary
[email protected]
k
Woodley
Sandra Gough
0778 948
0522
Beechwood
Primary
[email protected]
[email protected]
[email protected]
[email protected]
Extended Services Team
Jill Godfrey
0776 484 4894
Jane Clark
0776 841 6487
Deborah
0776 738 1013 / 0118 974 6182
www.continyou.org.uk
Wyatt
40
[email protected]
[email protected]
[email protected]
2. Surrey Presentation
Mark Scarborough
www.continyou.org.uk
41
Planning ES for Sustainability
Mark Scarborough
Senior Consultant for Extended Services
VTGroup
www.continyou.org.uk
42
Funding: what we know
presently…
• No real information of what it
means for Extended Services
• Forecast of significant cuts to
Children's Centres
• No Capital Funding available
• Freeze to public sector pay
• An average of 25% cuts to
unprotected services
www.continyou.org.uk
43
Funding at Surrey Level
• Further cuts to services expected
• In year savings presently being
explored
• Future role and function of Local
Authority?
• Public Health determined at local level?
• More autonomy for schools
www.continyou.org.uk
44
What the confederations
actually do at the moment?
• 23 Confederations: many different ways of
working and varying sizes
• 98% achieving FCO
• Management Structures: very school centric
• Some multi agency involvement
• Variable partnership practice/working
• Mostly focused upon Full Core Offer
• Growing teams e.g. HSLW etc.
• No legal entities
www.continyou.org.uk
45
Time for change?
Develop a more consistent approach across Surrey
Introduction of standardised tools including:
• Audit
• Impact Evaluation model
• Service Level Agreement
• Case study template
• Business Plan
• Reporting mechanisms
www.continyou.org.uk
46
More than just ES?
Confederations offer:
• CPD
• Network events for SENCOs, Bursars, other staff etc.
• Raising Standards e.g. Surrey Heath Mathszone
• Training suites
• Holiday based programmes
• Community cohesion events
• Shared policies and procedures
• Joint Inset days
• Global dimension: International Days
• Procurement opportunities 47
www.continyou.org.uk
Future role and next steps ?
•
•
•
•
•
•
•
•
•
•
Alignment with other structures e.g. Surrey Alliance
Collaboration, consistency and continuity
Inclusion: is it available for all?
Roll out of the ES Disadvantaged Subsidy, Home Access etc.
Measuring the difference: identifying the impact
Effective promotion, publicity and celebrating success
Quality assurance and CPD
Roles and responsibility: Preventative Services etc.
Legal Entity/Trust arrangements
Funding Cuts
www.continyou.org.uk
48
Services are presently being reshaped in Surrey
and Confederations are still seen as a potential
opportunity for developing new ways of delivery at
local level. The objective will be to secure the
existing benefits of collaborative working and
develop services to meet the needs and demands for
the future.
It is expected that the confederations core areas of
work in the future would be around:
•
•
•
•
•
•
•
Effective partnership working • Universal
• Working with other vulnerable and
Preventative
hard to reach groups
Children in Care
• Targeted work
Emotional Health and Well Being
• Narrowing the gap
Children in Need
• Community cohesion
Complex Needs
• CPD opportunities
49
Shared resources
• Joint policies and procedures
www.continyou.org.uk
North West
Surrey Confederations
RUNNYMEDE
 Chertsey Partnership
 North Runnymede
11 Confederation Areas
 Runnymede South
Confederation
 Surrey Heath
EPSOM & EWELL
 Epsom and Ewell
SPELTHORNE
NE
Spelthorne
Confederation
 Spelthorne Schools
Together
NW
Runnymede
WOKING
 Woking Schools
Confederation
NW
Surrey Heath
South West
 East Guildford
Confederation
 West Guildford
Schools Confederation
• West Surrey
Foundation
WAVERLEY
NE
Elmbridge
NW
Woking
..
GUILDFORD
 Godalming
 Elmbridge Schools
Partnership
SURREY HEATH
Confederation
ELMBRIDGE
Partnership
Learning Partnership
 Cranfold
North East
.
.
SW
. Guildford
.
South East
NE
Epsom
& Ewell
MOLE VALLEY
 Ashtead &
Leatherhead
Confederation
SE
Reigate &
Banstead
 Dorking Schools
Partnership
 Effingham Learning
Partnership
SE
Mole Valley
SE
Tandridge
REIGATE &
BANSTEAD
 Horley Learning
Partnership
..
..
Confederation of
Schools
 North Downs
Confederation
 Redhill Reigate &
SW
Waverley
Merstham
Confederation
 Haslemere TEAM
• Fearnhamme
Confederation
 Weyside
Confederation
www.continyou.org.uk
TANDRIDGE
 Tandridge
50
Confederation
Towards Sustainability
•
•
•
•
•
Total Place:
The aim of Total Place is to explore how a ‘whole area’ approach to
public services can lead to better services at less cost. It seeks to
identify and avoid overlap and duplication between organisations –
delivering a step change in both service improvement and
efficiency at the local level, as well as across Whitehall.
Services delivered and managed locally
Value for money
Multiagency approach to the agenda
Buy in at a strategic level
Potential buy in from Independent schools and Academies?
www.continyou.org.uk
51
Timeline?
• Positioning Paper to DLT July 2010
• Identification of Proposed future role
and function October 2010
• Funding streams announced Oct 2010
• Introduction and development of new
ways of working Autumn 2010
• Launch of Borough Confederations April
2011
www.continyou.org.uk
52
Ten top tips
• Build it in don’t bolt it on!
Link your objectives to other plans i.e. LA, school, partnership
development plans etc.
• Don’t do it on your own
Gain support from senior leaders. Enable others to become active
partners in the programme.
• Talk to others!
Consultation needs to be ongoing and widespread, students,
staff and community all need to have a say
• Know why you are providing it!
Be sure about what you are trying to achieve and that it is in the
best interests of the young person, school and community
www.continyou.org.uk
53
Ten top tips continued
• Make sure there is something for everyone!
Provide a quality programme that is accessible to, and provides
opportunities for ALL (including staff and governors)
• Actively involve young people
-with planning and reviewing, helping out in delivering, writing
articles for newsletters etc. Find ways of giving them ownership
• Value the staff!
Make sure staff are appropriately recruited, rewarded and
supported
• Celebrate success!
Recognise and reward contributions made by other pupils, staff
and other leaders
www.continyou.org.uk
54
Ten top tips continued
• Ensure you know you are making a difference!
Evaluate your outcomes in terms of individuals and the whole
school and monitor the quality of delivery
• Shout it from the treetops!
Make sure the wider community is aware of the success of your
whole programme, via newsletters, posters, media coverage etc.
With thanks to Youth Sport Trust and ContinYou for compilation
of the above list
www.continyou.org.uk
55
The measure of success is not
whether you have a tough
problem to deal with, but
whether it's the same problem
you had last year.
John Foster Dulles
www.continyou.org.uk
56
3. Portsmouth
Presentation
Jo Derham
NECIP Manager
CIP Transition Manager (PCC)
[email protected]
07904 809677
www.necip.co.uk
www.continyou.org.uk
57
Community
Improvement
Partnerships
Making a real difference for children, young people and
families in Portsmouth
www.continyou.org.uk
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Extended Services in Portsmouth is delivered through 5
Community Improvement Partnerships (CIPs) working with
schools and their community partners in the voluntary,
statutory and independent sectors, the local community,
children, young people, parents and families
NE
NI
SE
1
3
Number of Secondary Secondary
schools
6 Primary Harbour
Schools
10
Primary
1
Secondary
1 Special
Secondary
5 Primary
3
Secondary
16
Primary
1 Special
Primary
1 Nursery
2
Secondary
1 Special
Secondary
16
Primary
1 Nursery
Number of 2,527
pupils
2,990
7,192
5,746
AXCES
S
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HoP
5,135
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Welcome to Portsmouth…….
•The UK’s only island city
•Approximately 10 square miles of island land and some mainland areas
•One of the most densely populated areas in the UK outside London
•Home to just under 200,000 people with 37,240 under 16s
•Ranked 88th nationally in the IMD and 4th in the South East
Portsmouth has……..
•4 of its14 wards in the most deprived quintile in England; 5 in the second most
deprived quintile and 4 in the third most deprived quintile
•Over 9,000 children (24.1%) who live in income deprived households – in one ward
this equates to 57.36%
•68 schools (nursery, primary, secondary and special)
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“Before
you launch a ship, you need
to make sure that it’s safe and can be
• maintained”
Recognition that schools are likely to have responsibility
for the delivery of ES in the future
• Developed a simple consultation document – 65%
response rate
• CIPs…..
• Have addressed the needs of local children, young
people and families
• Represent good value for money
• Have succeeded through local leadership and vision
• Schools….
• Are willing to commit funding (budgets permitting) to
continue working in local partnerships
• Agree that CIPs ‘just disappearing’ is not an option
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“What a difference 5 years
makes….”
• Partnership working between schools
and other agencies
• Support for parents and families
• Project management of local initiatives
• Delivery, commissioning and coordination of out of school and holiday
activities with a targeted approach to
raise standards, improve attendance
and behaviour
• Targeted support to individual children
and families
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www.continyou.org.uk
“The future is here….and it’s not
Analyse
Plan for sustainability/exit
what
it results
used to be….”
•Draw conclusions
•Full core offer?
•Schools’ freedom to participate?
•Locally raised/central funding?
•Role of partners?
•LA support?
What has the potential to
live on?
•Why?
•Scenarios for taking forward
•Long term sustainability
What needs to be
embedded?
What needs to stop?
•Why?
•Explore options
•Manage process
•Exit
•How?
•Embed
•Exit
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“Hindsight is a wonderful
thing….”
What we would have done differently….lessons
learned!
• Built in sustainability from the outset
• Earlier focus on mainstreaming
• Scaled down development and initiatives
• More strategic
• Smarter commissioning
• Created a culture of more independence, less
reliance
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“A good idea: Extended
Schools”
Cutting the Children’s Plan
A £5 billion experiment gone astray
TOM BURKARD AND TOM CLELFORD
Centre for Policy Studies
June 2010
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Any questions,
comments,
observations?
Jo Derham
NECIP Manager
CIP Transition Manager (PCC)
[email protected]
07904 809677
www.necip.co.uk
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4. Reading
Presentation
Theresa Shortland
Steve Green
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Reading
• Strategic link across Early Years and
Extended Services
• The managerial approach for Full Core
Offer whilst operating in a system of
Matrix Management
• ContinYou support for the team and
Theresa to plan strategically using
management models to maximise and
plan for opportunities.
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Theresa Shortland, Head of ES and
Children’s Services, Reading and
budget holder
•
•
•
•
•
•
•
Notes of Theresa’s presentation
In post 2 years, Steve green in pos 18 months
Undertook the trnsfpormation together
Inherited a “story”, that was that south Reading was deprived, but
nothing happened there despite the work that had been going on.
Nothing happens in west reading, North Reading is affluent, East is
where the BME community live. Wanted to check this story with the
reality. So, had to check against the data.
All data was on scraps of paper. The story was not evidenced by the
data in reality and the budgets were demonstrating need based on
folk law, not reality.
Needed to introduce a system of Performance Management
Bought data programme for Children’s Centres, people didn't like it in
the early days of monitoring and the process of implementing the
data collection model.
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Theresa Shortland (2) cont.
• As ES, were RED ragged rated for not having full core offer
• The Early Years profile had widened the gap and not improved
because the previous intervention had not been based on fact
• There were schools with Outstanding Ofsted reports, but not
as Early stage level
• Tested the ECM “failings”, and realised that the folk law was
way out.
• We realised we had a key issue that needed to be addressed
and that was the quality of skills at the early stage
• The ES offer did not adequately address the link to parents
employment, so following consultation with parents and
further analysis of need, we changed so that parents were
enabled to go to work because of the ES provision
• We linked ES to provision, i.e. “old wine, new bottles”
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Theresa Shortland (3) cont.
•
•
•
As ES, we developed an Exit strategy from the start
Reading – needed to change the story based on the truth of the evidence
We now:
•
Strategically, ES and Children's Services were under the political radar
•
Support from external agencies ( TDA, Together for Children, Play England,
National strategies) meetings and reporting for support and challenge, turned
the meetings from monitoring to identification of support through the use of the
JISP, which then increased the capacity
Political support was needed so introduced Performance management and
budgets are aligned to individual targets. All staff are now ready to say what
Impact their service is making
They can: target to meet need; justify public expenditure and take ownership
and responsibility, see the success they are having
•
•
•
•
•
•
Evaluations of service
Run events
Create involvement
Work collaboratively
•
•
•
As service lead, Theresa introduced systematic performance management
Introduced a commissioning team
We are seeing value for money starting to happen
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Theresa Shortland (4) cont.
•
•
•
•
•
•
•
•
Key to the success has been increasing the capacity of the team and that is
where ContinYou and Christina have been working most effectively fir
information and analysis using management models
We have identified that
•
•
•
•
quick interventions work well for us
Like to exceed targets
We do not reinvent wheel
We have a project management focus
Now looking at Total Place in South Reading
Looking Christina’s triangle Sustainability plan idea
Working with IPPR and Price Waterhouse Cooper, looking at “Capable
Communities”, so that can take quality in education as an issue to next party
conferences
The team is ready to embrace change
Give a voice to the PVI (private voluntary and independent) sector
Managing on the basis of high impact and low cost makes a team of people feeel
highly valued
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Reading: Steve Green
“Moving out of the silo”
•
•
•
•
•
Looking at an entrepreneurial and managerial approach and that has
been in team meetings and line management responsibility for the ES
work.
Example of Play Rangers, where the activities they do have been
revamped so that there is full utilisation of their service. The morning
they work with Children's Centres, Extended Services during the
school lunch break. It creates a revenue stream, and could be selling
services more if were encouraged to be more business orientated
Working across partnerships, e.g Playing for Success – working at
developing cpd, technology etc.
People have liked the innovation
Undertaken evaluations of the managerial approach, legacy for
services that had been delivered and to demonstrate the personal
benefits
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Reading: Steve Green
“Moving out of the silo”
• When looking at such poor stats re FCO, we needed to check
the info we were getting back. 50-60% did not trust FCO
information.
• An audit recognised the work that was carried out by
Extended Services, so increased numbers and then targeted
support through the Cluster model of working
• What we could have done better:
• Clarity on quality from the start
• Missed opportunity to liaise with SIPs and Governors
• Didn’t tie in raising attainment links with ES enough
• What extra we have done?
• Developed a social capital network, shared vision, purpose and
action, celebrated achievements, looked at the market in which ES
operates and added vlaue to the service for Reading residents
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Liz Morgan
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ESCO
• Characteristics
• 26 schools
• 22 Primary
• 3 Secondary
• 1 Special
Urban /Rural
Large Schools /Small Schools
High levels of deprivation in pockets
ESCO employed by the Partnership rather than the
county
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•Networks are everything
•Joint money fund Joint targets
•Combined resources
thinking
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joined up
•Networks are everything
•Joint money fund Joint targets
•Combined resources
thinking
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joined up
• Local Strategic Partnership
• North Abingdon Children Centre Chair
Strategic Group
• South Abingdon Children Centre
• Thames Valley Young Offenders group
• Abingdon Abbey Group – Lottery Bid
• South Abingdon Community group
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Sample of joint activities that the Partnership
undertakes as part of community cohesion
TVP
LSP
Extended
Services
South
Abingdon
Communit
y group
Dalton
Barracks
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• Community planning
• Specific agency for community development
• Network of local business and agencies
• ES Business plan is linked with the Strategic
plan for The Vale of White Horse e.g. Go4it
links with the Vale aim for working with the
disadvantaged
• Progress through Partnership monies –
Community development worker funded.
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• Dalton Barracks families feed into a range of
local schools
• Have been a priority for the last 12 months
• Joint Multi agency working for services
• Aims are Better communication Better
understanding of needs
• Changes in operation Parents evenings on
base
• Joint multi agency activities on an Open
Base day
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• LSP Task and Finish group with the South Abingdon
Working group
 Group of local professional working in SA
 Vale has paid for a Community Development Worker
• Projects include
• Arts on Gainsborough Green
• South Town Parks play area - Grant from the Vale
• Consultation with local schools about what is needed
• Opening event
• Kick about area then developed.
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•Aim to one of the first thoughts of
potential partners when
community thinks of partnership
working
•Joint planning for Sustainability
using Community Cohesion as a
metaphor for planning school and
partnership services
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QISS
• Martin Turner is new SE QISS co-ordinator
• QISS can RAG rate on Study Support provision
• Offer 4 things:
1. Develop a QA framework using extended learning
opportunities and the Quality Development Framework
2. Resource offer for workshops on the use of the
framework and as critical friends
3. Undertake research and evaluation
4. Consultancy for Las to develop Study Support provision
for the school and cluster
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Cluster Innovation Project. Surrey:
what happens when 2 clusters
combine?
Had experience of looking at macro level, this
project explored micro level
1. Cluster SEF
2. Terms of Reference for Partnership working
3. Steering group established for information
and leadership
4. Dedicated role and influence for a
confederation lead
5. Analysis of Partnerships
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Cluster Innovation Project. Surrey,
cont.
Early learning:
1.
Importance of line manager and leadership role
2.
Looked at quick wins for the combined confederations
3.
Got rid of dual meetings
4.
I page info sheet for all holiday activities programmes
across old confederation areas
5.
Use and development of on school site Training facilities for
the CPD that was a popular introduction
6.
Looked at Playing for Success for parent and family learning
7.
Issues for smaller schools operating at cluster based level
8.
Have regional Children's Centre meetings to save time and
seek a different solution
Mark distributed a detailed Action Plan document
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Group activity
A deep and meaningful
conversation in small
groups and agreeing as a
whole:
1. “Sustaining Extended
Services across the
South East – how best to
support you and each
other”
2. “How can we ensure we
learn good practice and
share with each other?
Our five top tips”
www.continyou.org.uk
In groups
(Chance to catch up and do
the activity)
• Appoint a note taker
• Appoint a time keeper
• Encourage participation
• Feedback on task
• Other things learnt
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Group 1 (Bucks, Slough, Hampshire, Bracknell Forest)
1.
There was a good deal of discussion around the issue that in some cases Es are not
yet fully integrated in the way of thinking and so thoughts of sustainability are far
from peoples minds.
2.
Acknowledge different language but common agendas – for example The Big Society/
Community Cohesion
3.
Makes links to Healthy Eating through the new health and Well Beings development
groups in schools (these groups identify key partners and have on line access to a
range of tools) – However ESCO’s need to know who the link in schools is
4.
Two secondary schools moving closer Healthy Schools Enhancement model so
furthering opportunities to link with others
5.
There is some history of not working together and a desperate need for strategic
support and lead
6.
ESCO’s feeling disempowered so sustainability is not the focus, more a desire to be
recognised for the fundamental role they have and are playing as the key drivers in
the delivery of ES
7.
Communication is often best support however there is great disparity in way
information is disseminated across the SE.
8.
Support to identify where good practice exists and then share with HT’s to motivate
and inspire
9.
Positive affirmations: Heralding successes are key
10. Help unpicking the language so it can relate easily to OFSTED speak
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www.continyou.org.uk
Group 2 (Oxon, Milton
Keynes)
• Creative ideas for grants that will still be available –
share this info. If held by ContinYou, good central place
to access through Learning Exchange
• Should partnerships have charitable status?
•
Benefits include:
• applying for funding that’s available to charities only
• trading arm can generate revenue from training etc;
selling services back to schools (including private
schools) eg CAF training where independent schools
want to develop and can buy in offering train the trainer
courses
• Can be a charity or social enterprise or both
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Sue Pepper, Hampshire
Sue is one of three Quality Development Managers in Hampshire
They undertook an analysis of a number of quality frameworks ad determined that
they wanted a graded system with its own qualitative measure
Trialled a model in three partnerships, received positive feedback so has been rolled
out:
•
•
•
•
•
•
•
•
The Quality Development Hampshire model has provided the following
evidence:
Informs the school development plan
Informs Ofsted
Provides financial management information
Demonstrates sustainable growth
Demonstrates value for money
Fits in with Partnership Plans: CYPP
Helps partnerships manage change
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Sue Pepper, Hampshire
1.
•
•
Partnership Analysis
Tied in to a Quality
Assurance model of local
children’s partnerships,
the CYPP and LSPs
There is a bronze, silver
and gold standard
www.continyou.org.uk
2. Audit of ES provision
• Provides important data
• Found it was good to share
information/data
• All schools completed the
exercise
• Undertook a review of the
grading system
• All partnerships completed
the QA system
• On reflection, all have found
very useful for the SEF
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Giles Hippisley, Brighton and
Hove
[[email protected]]
Looking at school budgets putting a value on Extended Services. There is
evidence, through test and trials which have been piloted in Brighton
and Hove
What have we done?
Pooled budgets re: Family Support
•
•
•
•
Building in time for Learning mentors to plan and make it happen
Cluster money has been used to trial new ways of working
Dealing with the perception of how the money is spent, and the real
costs and benefits in order to plan for the future
Developing the work and role of the third sector to invest in the
capacity and strengths of the voluntary sector through the local CVS
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