Transcript Developing a School-led Improvement System in Essex

Developing a School-led
Improvement System in Essex
A partnership between:
Essex County Council
Association of Secondary Heads in Essex
Essex Primary Heads Association
Essex Special Schools Education Trust
Essex Schools Governors Association
What is a School-led Improvement
System?
• White Paper – The Importance of Teaching 2010
– The Primary responsibility of school improvement rests with schools
– The wider system should be designed so that the best schools and
leaders take in greater responsibility, leading improvement work for
the system as a whole
• David Hargreaves, National College July 2010
– Schools should form organic and sustainable improvement clusters
which support each other, distribute innovation by sharing costs and
transfer professional knowledge through joint mentoring, coaching
and professional development.
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What is a School-led Improvement
System?
Charlie Taylor, NCTL Chief Executive January 2015
- In a school led system I see schools taking an increasing role in the
following areas:
• Initial teacher training
• The selection and training of the next generation of school
leaders
• School improvement
• Evidenced – based continuing professional development
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What is a School-led Improvement
System?
• National Standards of Excellence for Headteachers – DfE
January 2015
Excellent headteachers – the self-improving school system
• Create outward facing schools which work with other schools and
organisations – in a climate of mutual challenge – to champion best
practice and secure excellent achievements for all pupils.
• East of England and North East London Headteachers’ Board ,
January 2015
Excellence as Standard
• The schools in the region – take significant and sustained steps
towards being self-improving
• Increasing numbers of primary, special and secondary schools particularly in mutually supportive clusters – as part of the selfimproving system.
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Why – in general?
• The primary responsibility for school improvement rests with
schools. Schools are best placed to support other schools
• General policy shift to move more autonomy of school with
formalised arrangements for mutual accountability
• There is a changing landscape that now includes Multi Academy
Trusts, Teaching School Alliances, academies, national support
schools and LA maintained schools
• The role of Teaching School Alliances in school improvement
needs to be further developed
• The role of the LA is changing to a commissioning-led model
with reducing resources for school improvement
• LA retains its role as ‘champion of children and families’
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The journey in Essex…
• Review into the role of the LA in January 2013 by ISOS
Consultancy
Convenor of
partnerships
A maker and
shaper of
effective
commissioning
A champion of
children, parents and
the community
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The journey in Essex…
• The ambitions remain the same:
– Every School in Essex to be judged at least good by 2018
– Essex to be in the top quartile nationally for end of key stage
attainment outcomes
– The gap for disadvantaged pupils to be closed
It is only as we work together that we will
deliver our collective ambitions
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The journey in Essex…
Measure
EYFS
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
KS2 RWM L4+
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
KS4 5+ A*-C inc E&M
England
SNs
East of England
Essex
East of England rank
SN rank
England rank
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2010
2011
Year
2012
56
58
53
50
10
11
124
59
61
55
52
10
10
135
64
66
62
60
7
10
106
52
53
52
53
3
5
50
60
63
61
61
4
6
57
64
64
61
64
2
5
77
67
66
63
66
4
7
91
75
74
73
74
3
6
82
76
74
74
75
2
4
90
79
79
77
79
3
4
68
55.1
55.7
56.0
54.6
5
9
78
58.2
58.3
59.1
58.2
6
7
72
58.8
58.9
58.2
59.0
3
4
68
60.6
60.3
59.8
60.5
4
4
82
56.6
56.8
57.2
56.5
5
7
85
2013
2014
Trendline
The journey in Essex…
Primary Schools
Rank
LA
6
2014
%
Bedford
24=
95
Secondary Schools
% pt
change
2013
-1
LA
2014%
% pt change
2013
14=
Thurrock
93
1
46=
Luton
83
-1
62=
Hertfordshire
79
5
Central
Bedfordshire
89
60=
Hertfordshire
84
7
67=
Bedford
77
-2
91=
Peterborough
80
20
82=
Essex
74
2
110=
Luton
76
6
82=
Suffolk
74
1
110=
Cambridgeshire
76
9
92=
72
16
119=
Thurrock
74
14
Central
Bedfordshire
102=
Southend
69
1
105=
Peterborough
68
14
118=
Norfolk
63
1
126
Cambridgeshir
e
56
-23
119=
Essex
74
4
Rank
4
125=
Southend
73
13
131=
Suffolk
71
5
Norfolk
71
8
131=
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Developing a School-led improvement
system in Essex
A system of local partnerships of schools:
– With a shared ambition to rapidly raise outcomes for all children
across the partnership at all key stages
– That provides mutual support and challenge to each other
– That holds each other to account to ensure agreed targets are met
– That supports in challenging circumstances
– That innovates and provides solutions to locality issues –
curriculum, quality of teaching, leadership development, Ofsted
preparation, recruitment of teachers, peer reviews, governance
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Developing a School-led improvement
system in Essex
• A system of local partnerships of schools:
– That provides robust and effective performance monitoring and
scrutiny of outcomes for children
– That can (over time) be responsible for, and deploy resources for
pupils with SEN
– That will be supported by Teaching School Alliances, Essex
Education Services, the LA and other providers
– That may want to have an objective perspective from an
independent chair and / or facilitator to drive change and provide
challenge
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– That may be quality assured by an overarching collegiate
governance group
Opportunities
•
•
•
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•
•
•
•
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To have collective responsibility and aspirations for outcomes of
children from Reception to Year 11 / 13
To work with the Special School sector to ensure the best provision is in
place for pupils with SEN
To ensure every teacher in every school develops to be a consistently
good teacher
To support every school to get to good or better and to sustain this
outcome
To develop effective approaches to supporting pupils at each transition
point in their education, particularly between Year 6 and 7
To enable best practice in every school to be captured and widely
shared
To support recruitment and retention challenges and develop innovative
models to attract, train and retain the best teachers
To enable Teaching School Alliances to be at the heart of the
improvement of each cluster
To develop a system of headteacher led peer reviews
Challenges
• Transparency, trust and honesty
• Have we got the expertise and objectivity for headteachers to
genuinely hold each other to account
• Capacity in the system to drive this change
• Funding – pump priming and sustainability
• Scale and size
• Whole system engagement – teaching staff through to governors
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The role of the LA
• The role of the LA is to facilitate and co-ordinate this change,
leadership and vision must come from headteachers and
governing bodies
• To provide data and intelligence to the school-led partnerships
• To advise, guide and quality assure the partnerships
• To monitor the performance of the partnerships across the whole
of Essex
• To retain our statutory responsibilities for maintained schools but
to exercise these powers with the partnership
• To maintain our relationship with Ofsted and with the Regional
Schools Commissioner Officer in respect of academies
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The Role of Headteachers and
Governors
• To move from individual school outcomes to collective outcomes
for children both at each school and within the school-led
partnership
• To have the highest aspirations and expectations for all children
within the partnership and to challenge when they are not met
• To share resources, best practice, teachers and other staff to
help all schools on their improvement journey within the
partnership
• To innovate and develop solutions around common challenges
such as recruitment, curriculum, SEN provision, behaviour
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Current and future developments
• Basildon Excellence Panel formed February 2014, chaired by Sir
Mike Tomlinson
• Harlow Education Improvement Partnership formed January 2015,
chaired by Roger Abo-Henriksen
• Tendring clusters being formed around existing groups of schools
with headteacher representatives shaping the Tendring Education
Improvement Group
• Groups of schools encouraged to review their partnerships against
the expectations and discuss with the LA what opportunities and
gaps they may have – linked to Teaching School Alliances
• Small pump priming grants on a matched funding basis to be made
available
• SEN strategy under development with devolvement of resource to
follow
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Other LA Models
• Peterborough
– 95% of schools signed up to School to School partnership model –
Peer Challenge ‘Triads’ working in collaboratives led by a Lead
Headteacher,
– accountable to school improvement board
– LA provides all data openly – including Year 6 pupil data to
secondary schools
– Strong intervention in schools and academies
• Hertfordshire
- Herts Learning Partnership – partnership between schools and LA to
deliver school improvement – 80% owned by schools
– strategic direction from a Board of Directors, drawn from
shareholders
– commissioned by LA to deliver statutory functions on its behalf
– shared moral purpose of improving outcomes for children and
young people
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Next steps
• Partnerships of schools to identify how they may want to move
from an informal loose structure to a formal structure with
accountability
• Iterative process across the county – two year process to
develop school-led improvement partnerships
• Current partnerships include:
–
–
–
–
–
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Teaching School Alliances
Local Delivery Groups
Multi Academy Trusts
Other existing Consortia/Trusts
Informal groups of schools meeting to address common themes
Timeline
11/12th Feb
w/c 23rd Feb Feb - Easter Summer
Term
Sept 2015
Launch of
School-led
Improvemen
t System
Engagement
events to coconstruct
strategy
Partnerships
start to form
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Strategy
Full
developed
consultation
with ongoing of strategy
dialogue
and
engagement
Proposed Workshop questions
• What partnerships is my school engaged with? How loose / tight
are they?
• What other schools do I work with/ provide support to?
• Is there an existing partnership which would form the basis of a
School-led Improvement Partnership. What would need to
change for it to meet the expected level of accountability?
• What would be the collective objectives and targets?
• Where is the capacity and objectivity – would it need an
independent chair?
• How will the funding work and how will it be sustainable?
• What is the optimum size of the partnership?
• What is your school’s current level of engagement with the local
Teaching School Alliance?
• Where else might I access school improvement support?
• What skills and expertise do I, my staff and governors need to
support this transition?
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