Transcript Slide 1
Dewsbury Learning Partnership: Introduction Dewsbury Heads have begun meeting together cross phase with the aim of establishing a partnership of school to school support. One of the first things we did was to commission an audit of where we are now. The following is a presentation on that audit. Firstly though - why partnership? “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. 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.” Michael Gove – Secretary of State for Education Political context Autonomy and choice Increased School to School support -Chains, Teaching Schools, SLE, NLEs, NLGs Greater intolerance of underperformance A Reformed Curriculum More complex accountability - need to stay above floor targets and out of an ofsted category A new inspection system - judgements on 4 aspects achievement/quality of teaching/behaviour & safety/Leadership and management A new funding system A new professionalism - new professional standards for teachers - new PM and capability procedures What is a partnership? A Partnership is: where groups of schools establish formal or informal agreements to work together, which may involve non-education partners. Partnerships are less formal than collaborations and usually have a specific educational focus. The group of schools will identify the needs to be addressed A joint committee or steering group could be established, representing the partners An agreement such as a memorandum of understanding is developed to agree vision, aims, priorities, ways of working, outcomes Mutual benefits – or “win win” of School to School support National evidence that both supported school, and the school providing support raise standards or maintain already high standards Providing support can be some of the best personal CPD available as it requires you to reflect on your own practice and observe both good and bad practice in other schools Supports succession planning activities and enables staff to “step up” and “step out” of their school, in structured and supported manner Develops, supports and enables individuals to practise coaching, facilitation and mentoring skills Enables staff to work in greater numbers of schools, in differing contexts and with different structures, thus enabling them to broaden their experience Gives individuals the opportunity to celebrate their success and their achievements Key Messages from the Audit Large, diverse group of schools with a variety of needs and strengths but many common issues Huge potential for collective support for mutual benefit Get things right at the beginning – don’t run before we can walk be pragmatic about what can be achieved Look for some initial quick wins – but make it sustainable Don’t replicate other groups Definitely time to do it Worked Well/Not So Well A will to be involved. A belief that this is right time and right thing to do. Welcomed the idea Some strained relationships – promises not kept/fear of empire building/communication, planning & admin issues No shared overview ‘Not sure about commitment from all’ Embryonic – a good place to be! What Do We Want to Achieve? • Share challenges, knowledge • Bigger, Stronger voice – send messages to the powers that be/collective responses • Support – can feel isolated • Develop consistent approaches across Dewsbury (systems/policies/procedures) • Buying power economies of scale • Sharing – facilities, expertise, skills, best practice, resources, curriculum areas • Hear and discuss different viewpoints • Commissioning of services • Improvements in attainment – greater security • Improvements in Teaching and Learning Continued … • Ensuring the breadth of curriculum across schools • Greater understanding of one another’s context and community • To be responsible for children area wide keep them in the system • Pick and Mix • Working together on new initiatives breaking down benefits, lessen workloads • Access to information • Leadership development • Widen opportunities for staff and self • Dewsbury to do well Barriers to Progress/Local Issues • Commitment – mean it! Give the time • Making sure things happen that will make a difference – not a talking shop • Making sure things are relevant to our schools’ contexts • Financial considerations • Need to build up trust (schools not being open and honest) • Getting staff and governors involved • Demands on vulnerable schools • Timescales – getting on with it! • Size of the group • Ensuring equal partnership – not seeing this as a power base for individuals’ agendas or a competition Continued …… • Perceptions – parents, across Kirklees, National, of one another • Logistics of collaboration • Strong personalities • Duplication with other meetings • Not to be reliant on a small group of people to make it work • History • Schools could be pulled in different directions ie diocese responsibilities, • ‘One size doesn’t fit all’ Ways Forward: Setting the Foundations Over the remainder of this academic year establish: 1. Vision, priorities, structures (MOU) 2. Planning (through developing our own meeting structure) 3. Remit, purpose, membership of agreed model, theme groups and networks. Facilitate first meetings, develop action plans and get started 4. Consultation with staff and governors about the partnership 5. Getting to know you – organised events Ways Forward: MOU The MOU is there to: Avoid confusion and conflict Give a clarity of purpose – sets the tone and expectations (internally and externally) Build relationships by giving a shared understanding Accountability, monitoring, review, impacts Outline responsibilities and shapes the Partnership generally Needs to be developed by everyone involved and consulted on. And its not ……….! A Final Thought! Once upon at time …….. ‘Dewsbury heads used to meet together., We felt stronger and were proactive. We got issues dealt with, shared ideas, didn’t reinvent the wheel. We weren’t competitive and supported one another. Nowadays its not like that. But it should be. Given all the national politics its even more important for schools to come together – we shouldn’t be played off against one another. Little help now from the LA. We need to help ourselves.’ ‘Its about time we got our act together again’.