1. The New National Model – Implications for Governors Llanwern School 4 th October 2014

2. Welcome and Introduction Liz Everson Head of Governor Support

3. The New National Model – Implications for Governors

4. National Model for Regional Working - Guidance The Vision & Purpose ‘Wales needs for its future success in the world young people who are clever, skilled, happy and healthy, and an educational system that helps to produce them’

5. Conference Outcomes The New National School Improvement Model; How the work of the EAS aligns with the roles & responsibilities of Governors; The Accountability Framework; The importance of school to school working.

6. Llanwern High School Housekeeping

7. Overview of the EAS Steve Davies Managing Director

8. Education Achievement Service (EAS) Structure September 2014 Business, Data Intelligence and Systems Lead Geraint Willington Business, Data Intelligence and Systems Lead Geraint Willington Managing Director Steve Davies Managing Director Steve Davies Assistant Director Brokerage, Intervention and Support Dr Kevin Palmer Assistant Director Brokerage, Intervention and Support Dr Kevin Palmer Assistant Director Challenge Adviser Debbie Harteveld Assistant Director Challenge Adviser Debbie Harteveld

9. Education Achievement Service (EAS) Structure Challenge Advisers - September 2014 Challenge Adviser Team Assistant Director Challenge Adviser Assistant Director Challenge Adviser Challenge Adviser Team Schools Challenge Cymru Principal Challenge Adviser Monmouthshire Principal Challenge Adviser Monmouthshire Principal Challenge Adviser Blaenau-Gwent Principal Challenge Adviser Blaenau-Gwent Principal Challenge Adviser Caerphilly Principal Challenge Adviser Caerphilly Principal Challenge Adviser Torfaen Principal Challenge Adviser Torfaen Principal Challenge Adviser Newport Principal Challenge Adviser Newport Challenge Adviser Team

10. Education Achievement Service (EAS) Structure Brokerage Intervention and Support- September 2014 Assistant Director Brokerage Intervention and Support Leader NSP/New GCSE/PISA Governor Support Literacy Numeracy Foundation Phase Welsh Language 21st Century Learning 14-19 Excellence in Teaching Strategy Excellence in Teaching Strategy Excellence in Leadership Strategy Physical Literacy

11. The Challenger Adviser role Debbie Harteveld Assistant Director Challenger Adviser

12. Challenge Adviser (CA) update National accreditation of the role of CAs National Standards for CAs Training at national and regional level Re-alignment of Local Authority (LA) ‘teams’ of CAs and line management structure Robust performance management systems Building capacity and strengthening the core CA team with the 2 nd cohort of CA Partners (serving Headteachers) Sharp focus upon consistency across schools and LAs

13. Brokerage Intervention and Support Dr Kevin Palmer Assistant Director, Brokerage, Intervention and Support

14. Core Responsive Discretionary Schools, LAs and the EAS access support and intervention using this model… Next Responsive Discretionary Back The EAS Brokerage, Intervention and Support Programme

15. Core – provided to all schools at no charge Core – is the set of services for which EAS does not charge fees, though schools might incur costs such as cover, travel and other expenses NextBack

16. Core – provided to all schools at no charge Responsive Responsive – is where EAS needs to intervene in a specific aspect of the school, and uses grant funds either retained by EAS or committed by School to fund the intervention Interventions agreed with CAs NextBack

17. Core – provided to all schools at no charge Responsive Discretionary Schools use the grants to fund activities at their own discretion Discretionary – is where schools choose to make use of grants to fund development and improvement work based on their own priorities and in agreement with their Systems Leader NextBack Interventions agreed with CAs

18. The excellence in leadership strategy The excellence in teaching strategy Numeracy and Mathematics Literacy and English 21 st Century Learning 14-19 Welsh The Foundation Phase These are the eight areas of work where we use the grants to support development and intervention activities – for each there are core, responsive and discretionary services available NextBack

19. Business, Data Intelligence and Systems Geraint Willington Manager

20. Business and Learning Intelligence Business Support –Organisation & Support –HR Support –Timesheets / expenses –CPD –Analysis of school take up on courses Learning Intelligence –Data for CA & BIS teams –Data for schools –WG returns and interpretation of data released –Heavily involved in shaping the future of school data in Wales

21. Business and Learning Intelligence Finance –Core – school to school –Grants, single panning tool, increased delegation to schools, HT and business manager training –Heavily involved in shaping the future of grant finance in Wales –VFM Creative Arm –Turning staff ideas into systems that work –Encourage staff to think outside the box

22. School to School Support Steve Davies Managing Director

23. School to School Support Most effective school systems have it at the heart of their Strategy It recognises that people learn best in the context of a school/partner setting Sustainable relationships build capacity and sustainable improvement Schools who provide structured, resourced support usually improve as well It is based on collaborative competition

24. School to School Support The Rescue – individual/team – facilitated by EAS/LA –Sorting the basics –Developing capacity –Sustaining improvement Outstanding practitioners/Leaders Practice worth sharing - teaching/ leadership Hubs –Breaking through –Securing good aiming for excellence –Securing excellence

25. School to School Support Major Programme developments – major investment in capacity –Schools Challenge Cymru –2015 GCSEs – Curriculum developments

26. School to School Support Key Ingredients –Practice worth sharing –A facilitating process –EAS/cluster/LA –A recognition that support requires resource –An understanding of the impact helping others has on the culture and effectiveness of the “donor” school –School leaders/governors understanding of the benefits of “getting out more”. –Commitment to a systematic programme with absolute commitment to learn

27. National Model – Category C (the role of GB) There is limited reporting to governors on the quality of teaching and learning. Governing body does not fully understand its roles and responsibilities There are limited systems in place to effectively performance manage staff. Governors support the school but do not use assessment and performance information to systematically monitor, evaluate or challenge the school to make improvements. Governors have not supported or led difficult decisions to improve standards Governors receive limited or no information on the performance of pupils’ and staff.

28. National Model – Category A (the role of GB)  Governors use high quality, evaluative assessment and performance information to effectively challenge and support the school in making improvements, some of which are outstanding. School leaders are held to account effectively by the governing body. The governing body has an excellent knowledge of pupils’ and staff performance. The HT is held to account effectively. The outcomes of monitoring and evaluation are fed back regularly to the Governing Body.

29. Workshops 1.School Leadership Models (Hall) 2.The New School Improvement Model (Debbie Harteveld Training Room 1) 3.The New School Improvement Model (Kirsty Bevan Training Room 3) 4.The Literacy & Numeracy Framework (Training Room 2) 5.Managing School Attendance (Lecture Theatre)

30. Is Your School Ready? Debbie Harteveld Assistant Director Challenger Adviser

31. Are you Inspection Ready? “Excellence is not a destination; it is a continuous journey that never ends.”

32. Is your school ready? Estyn update After consultation Estyn will now reduce the predictability of inspections from September 2014 The scheduling of inspections will be more flexible from September 2014. All providers will be inspected at least once between September 2014 and the end of August 2020, but there won’t be a time link to the last inspection. Why are the regulations changing? What do the changes mean in practice? Will the notice period of an inspection change? Schools will still receive twenty working days’ notice of an inspection.

33. Key Question 1 How well is the school doing (analysing data)? Are there any patterns or trends? MAT, FSM How do we compare with schools in family? What is the ‘value added’? What is attendance data like? How is good attendance encouraged? Are pupils punctual ? (links with parents) What does the governing body think about behaviour in the school? What do we know about the wellbeing of our children? Are you Inspection Ready? Sample questions

34. Key Question 2 How does the school track pupils’ progress? Can you describe a new teaching approach that is having a positive impact on pupils’ learning? How do you know? How do you know ICT is well used in classes? Are all pupils being catered for? AEN? MAT? FSM? How are learning support assistants being used to support pupils’ learning? Do you have evidence that behaviour is managed well? Are you Inspection Ready? Sample questions

35. Key Question 3 How good are we at leading improvement? How are governors involved in self-evaluation? Impact? School partnerships – are they strategic, effective, strong? What are resources for learning like, in terms of sufficiency and quality? Are there any areas of shortage? How does the GB try to get the best possible value for money in its spending? Are you Inspection Ready? Sample questions

36. National Categorisation System – What to expect… All schools will receive 4 judgements based upon a nationally agreed set of criteria Stage 1 - Standards Stage 2 - Leadership, Teaching and Learning Capacity for improvement Stage 3 - Overall Category of support 1,2,3 or 4A,B,C or D ,  or  Green, Yellow, Amber or Red From WGCA Professional judgement Agreed by the Local Authority Published by WG

37. National Model – Category A (the role of GB)  Governors use high quality, evaluative assessment and performance information to effectively challenge and support the school in making improvements, some of which are outstanding. School leaders are held to account effectively by the governing body. The governing body has an excellent knowledge of pupils’ and staff performance. The HT is held to account effectively. The outcomes of monitoring and evaluation are fed back regularly to the Governing Body.

38. National Model – Category C (the role of GB) There is limited reporting to governors on the quality of teaching and learning. Governing body does not fully understand its roles and responsibilities There are limited systems in place to effectively performance manage staff. Governors support the school but do not use assessment and performance information to systematically monitor, evaluate or challenge the school to make improvements. Governors have not supported or led difficult decisions to improve standards Governors receive limited or no information on the performance of pupils’ and staff.

39. Overall category – Green Green Categorisation – these are our best schools who:  demonstrate high standards  know themselves well and identify and implement their own priorities for improvement;  have resilience within the staff team;  are rewarded by greater autonomy;  will be challenged to move towards or sustain excellence; and have the capacity to lead others effectively (school to school support). Overall category – Yellow Yellow Categorisation – these are our good schools who:  will know and understand most of the areas in need of improvement;  have many aspects of the schools performance which are self-improving; and  will receive bespoke challenge and support deployed according to need.

40. Overall category – Orange Orange Categorisation – these are our schools in need of improvement who: do not know and understand all the areas in need of improvement; have many aspects of the schools performance which are not improving quickly enough; will receive bespoke challenge and intervention deployed according to need will receive an automatic letter from consortium; self-evaluation and school improvement plan will be signed off by consortium; will be expected to remain in an amber category for only the short-term; and will receive time limited, focused challenge and intervention to support improvement or and be at the risk of dropping to the red category. Will receive a Support Plan

41. Overall category – Red Red Categorisation – these are our schools in need of greatest improvement who: will receive critical intervention; may receive an automatic warning letter from LA and subsequent use of statutory powers where necessary; trigger intensive and effective collaboration between LA and EAS; trigger the all-Wales and related SEWC school causing concern arrangements; and will lose autonomy and be subject to a more directed approach. Will receive an Intervention Plan

42. National Model - Link with CA CAs will present to the GB a summary of the categorisation and support intervention plan (if required) Training sessions throughout the year on the National Categorisation Model