Transcript Workforce Agreement Monitoring Group

New Horizons
Big Meeting
February 2010
Our Ambition
•Journey to excellence
•From most to all
Leadership is the key
Passion
Wisdom
Righteous Indignation
21st Century Schools
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21st Century children & young people
The best learning experiences
Targeted support
Working in partnership
High expectations, strong support
Leadership
Workforce
Foundations for change
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Extended services
Workforce reform
New Models of Leadership
Finance
Facilities and new technologies
21st Century Schools
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Engage and consult pupils on their own learning and whole-school issues
Address the needs of C&YP better, offering a personalised approach
Identify and help address additional needs
Work more effectively with parents, other providers & wider children’s
services
• Provide a range of opportunities which enrich the lives of C&YP, families
and the wider community
• Be a resource for the whole community
Supports
• Safeguarding duty
• Wellbeing duty
• Community Cohesion duty
• Schools as centres of community leadership
• Moving on from extended services
21st Century Schools concept reflects evidence of…
• poor life outcomes of children from economically disadvantaged
circumstances
– Attainment and development gaps open from 22 months
– 11 year olds eligible for FSM are only half as likely to achieve basic standards
in Literacy & Numeracy
– 28% gap between FSM and non-FSM children achieving 5 A-C grades
– This gap has only narrowed 0.5 % since 2005
– Of 30,000 students achieving 3 A grades at A level, 176 were FSM eligible
• the positive impact on attainment, attendance & wellbeing of:
– parental engagement
– schools providing social networks for parents as well as pupils
– targeted activities and learning that take place outside formal experiences in
school
– co-ordinated, multi-agency responses to complex issues that have a negative
impact on outcomes
From extended services to integrated
working
• All NS schools now offer essential extended services
• Moving into integrated working across children’s services,
schools have a central role to play in:
• Delivering elements of preventative and targeted
provision
• Changing the way in which we think about tackling
disadvantage to achieve improvements in children’s
wellbeing and attainment
• Working more closely across clusters & with other
agencies to:
• develop a shared understanding of C&YP with
additional needs
• undertake action to address those needs
Schools as part of integrated children’s services
Private, Voluntary
& Faith Sectors
Includes a range of extracurricular learning before
& after school
Includes links to youth work &
positive activities
Locality &
Specialist Teams
Could include SENCOs, Parent
Support Advisors, Learning
Mentors, Inclusion Workers,
HLTAs
Schools
Includes School senior leaders,
Extended Services Partnership
Managers
Going forward
Challenges
Solutions
• Capacity within schools & clusters
• Fully integrate Extended Services
Partnership Managers into clusters
• Developing effective multi-agency
partnerships
• Engage with Locality Partnership Boards &
CAF to help make them a success
• Financial constraints
• Clarity about priorities
• Focus on services & activities that maximise
impact
• Joint commissioning of services
• New approaches using “Join Up, Join In”
funding & Cultural Hubs
• Evaluating impact of integrated working
• Track improvement at the level of individual
children and vulnerable groups
Align with local priorities
Share skills, resources and people.
Going forward
Right services
Right outcomes
Right places
Right time
A remodelled 21st Century School
• Plans and works collaboratively to support priorities identified by the
cluster
• Is a valuable year round learning resource for the whole community
lifelong learning
• Links its inclusion and student support work to wider integrated
working
• Designs a flexible workforce to enable meaningful partnerships to
flourish
• Builds capacity through those partnerships to support children’s
attainment and wellbeing
• Personalises its ‘offer’ to support all sections of the community
• Ensures all children enjoy and achieve
21st Century Workforce
School Remodelling
A remodelled school workforce:
• Sees itself as part of the whole “children’s workforce”
• Has teachers and headteachers working effectively alongside
well qualified support staff
• Has conditions of service which enable everyone to focus on
their core responsibilities of:
– learning & teaching
– safeguarding
– leading and managing
• Recognises and rewards all of the workforce as highly skilled
professionals.
Remodelling and workforce reform
Remodelling
New
occupational
standards
Review of
whole school
staffing
structures
New
professional
standards
Social
partnership
Changes to
support
staff pay
structure
Changes to
teachers’ pay
structure
Revisions to
teachers’
performance
management
Changes to
support staff
performance
review
Key Legislation and Guidance
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Time for standards: reforming the school workforce (2002)
• New Support Staff roles
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Raising standards and tackling workload: a national agreement (2003)
• PPA, Cover, Admin & Clerical tasks, Work/Life Balance
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The Education (Review of Staffing Structure) (England) Regulations (2005)
• Workforce Remodelling - Leadership structures, TLRs, ASTs
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Revised Performance Management Regulations for Teachers (2006)
• Professional Standards for Teachers, Occupational Standards for Support Staff,
Locally - Performance Review for Support Staff
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Apprenticeships, Skills, Children and Learning (ASCL) Act (2009)
• SSSNB, STPC and statutory entitlement interventions
Going forward
Challenges
• Traditional expectations of
roles & deployment of
workforce
Solutions
• Design new staffing structures that are efficient
& effective, not replicate what exists
• Enhanced workforce
• Design and train for new roles fit for a rapidly
required to meet integrated & changing “one workforce”
extended environment - skills
gap
• Financial constraints &
salary “demands”
• Flexibly skilled workforce allows for cost
effective, joined up, deployment
Align with local priorities
Share skills, resources and people.
Going forward
Right people
Right skills
Right jobs
Right places
21st Century Workforce
A Remodelled School
• examine how existing structures match up to potential opportunities:
• it doesn’t have to look the same, move towards change over time
• consider how a re-modelled staffing structure can help deliver support to
pupils, families & the wider community:
• an extended school workforce of “remodelled” people with enhanced
skills & different working patterns
Questions
• Can you further develop staff to increase skill sets to widen expertise
and deployment opportunities?
• Can you share staff with other schools?
21st Century Workforce
A Remodelled School
• the changing & developing roles of teachers:
• new leadership structures – can you
“connect” with other schools and other
agencies?
• TLR, AST, UPS, Excellent Teacher – how do
roles and expectations meet the changing
agenda?
21st Century Workforce
A Remodelled School
• deploying, developing & innovating support staff:
• Bursars and School Business Managers – not the job most Heads want
to do!
• HLTAs – more than PPA, a substantial and effective resource, consider
the costings.
• LMs & PSAs – staff in these roles are making a difference. Share one if
you haven’t got one.
• Lunchtime Supervision, Break time, Before & After school clubs – what
can be combined, what is the fit with curriculum delivery? A wider
role may attract a wider choice of applicants.
• Site staff & Technicians. Can roles be shared? How can roles be
specified differently?
• Can staff work in more than one school?
Financial Issues – Capital / Asset
Management
BACKGROUND
•The average maintenance backlog for North Somerset
primary schools is over £200k. The average backlog for
secondary schools is nearly £2.0m.
•Most school buildings are not suitable – many have
major deficiencies which impact on curriculum delivery.
•There are few schools that are able to provide a C21
teaching and learning environment.
•Energy efficiency, re-cycling, transport choices and
Carbon Management have historically not been high on
the school agenda
Financial Issues – Capital / Asset
Management
CURRENT INITIATIVES - PARTIAL SOLUTIONS
• Specific Capital Funding – BSF / PCP / Other Grant
Funding etc
• Better utilisation of devolved capital
• Better understanding and control of running costs i.e
SMART meters will be installed on all gas/electric
meters over the next few months
• Better strategic and operational planning
• Better procurement and project management
Financial Issues – Capital / Asset
Management
ISSUES
• Future capital funding levels are not known.
• Most primary and some secondary schools will not have
major capital investment for at least 10 years.
• North Somerset is unable to fund the building changes
required to make schools fit for purpose for C21 teaching and
learning.
• The Carbon Management Programme requires the Council to
reduce its emissions of Carbon Dioxide by 30% over the next 5
years. Schools need to be fully engaged in the Programme.
• The sustainability of the education built environment must be
a key issue for the “New Horizons Working Group”.
Financial Issues – Revenue
BACKGROUND
• Demand e.g. vulnerable children and young
people, raising participation age
• Financial climate – comprehensive spending
review, valuable lessons, securing our future
• Review of Dedicated Schools Grant
Financial Issues – Revenue
CURRENT INITIATIVES
• Support for schools on efficiencies from SSF
• OPEN e-procurement system
• Income modernisation
• Purchasing cards
• Procurement health checks
Financial Issues – Revenue
ISSUES
• What we are doing so far unlikely to be
enough
• New ways of delivery required to protect and
invest
• New Horizons working group to support,
develop and trial new opportunities
The Challenge
It is 2013. You are part of a research team from the TDA,CWDC and National
College who have visited your Cluster for a couple of days. You are looking
for effective practice to contribute to a new national guide to successful
21st Century Schools. In the context of a national squeeze on funding for
schools and local authorities your research team is keen to find good
examples of communities and individual schools that have found creative
solutions in the following areas:
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Leadership structures and effective staff deployment
Collaborations, Federations, Trusts etc
Workforce reform and the National Agreement
Universal provision and early prevention through extended services
Sustainability
Flexible and engaging accommodation and new technologies
You need to plan your feedback to DCSF on what you have found from your
visit to this Cluster. You have three minutes to give your presentation and
you may choose how you present.
Success Criteria
A successful presentation will:
• Be entertaining and informative
• Take account of the areas in the bullet points above
• Identify priority areas for change
• Identify the greatest challenges
• Give specific and achievable examples
• Address efficiency savings as well as be innovative
• Use a landmark or “feature” from your cluster in your
presentation!
• Involve everyone in the group in its preparation
• Identify the Cluster representative for the working group
Resources
There are a range of “experts” on hand to support your
discussions including:
• National College Consultants – Chris Mitten & Kelvin Peel
• Leadership Development Adviser, Denise Richards
• Workforce Development Adviser, Kevin Katner
• Extended Services Remodelling Adviser, Richard Blows
• Asset Management Officer, Stuart Bates
• ICT Consultant, Tom Nutley
• CYPS, Finance Manager, Louise Malik
• School Organisation and Access Manager, Sally Varley
• Governor Services Manager, Chris Hustwick
• Sustainable Schools - Andrew Tandy
• CYPS HR – Rachel Grandfield