1. CONFIDENTIAL SGA Conference School Effectiveness update
May 2014 – Maria Dawes: Head of School Effectiveness

2. Surrey schools performance – Ofsted
Total number of good or outstanding schools
Surrey
National
Nursery
100.0%
95.4%
Primary
77.2.%
80.2%
Secondary
88.5%
70.5%
Special
95.7%
93.3%
SSS
80%
81.7%
Total
79.4%
Surrey – published inspections to May 2014, National/South-East to 31 December 2013 (latest published stats from Ofsted)
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3. The foundation for improvement has been laid
110 Focused Support Schools are receiving intensive monitoring
Proactive response to summer 2013 results and other changing school circumstances – since September an additional 13 schools have joined the FSS programme
Strengthening leadership: since April 2013 twenty three head teachers have been replaced and stronger leadership put in place
Support to 40 new head teachers
Amendments to the strategy in place for 2014/15
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4. Moving to good
Ofsted
Schools that have been judged to require improvement will be subject to regular monitoring and a full section 5 reinspection within a maximum period of two years.
If at that inspection the school is still judged to require improvement, there will be further monitoring and another full section 5 inspection within two years.
This gives a school up to four years to move from ‘requires improvement’ to ‘good’.
Surrey
Focus Support Schools are expected to a secure ‘Good’ in two years.
Where schools are not making reasonable progress for two terms additional intervention and action taken including use of statutory powers when necessary
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5. Schools that require improvement
Three types of schools
schools that have a persistent history of being judged to be satisfactory
schools on a journey of improvement that have not yet consolidated recent improvement
schools with a previously ‘good’ judgement that have performed inconsistently
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6. Surrey Primary Schools – what are the key issues when schools are not yet good
Leadership that is not strong enough to drive improvements rapidly
Staff turbulence and turnover – particularly at leadership level
Underdeveloped middle leaders
Monitoring by leadership not yet well enough developed
Inconsistent progress across and within year groups – despite high attainment in some cases
Underachievement of some groups particularly disadvantaged pupils
Underdeveloped understanding of assessment by leaders and teachers
Insufficient challenge because expectations by teachers too low in some cases
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7. How are we addressing this
Focused Support Schools – half-termly challenge and dedicated support particularly for leaders
35 LLEs deployed
Surrey Leadership Strategy – focused support for senior and middle leaders
Governor training
Data and assessment training by experienced ex HMI associate
No Child Left Behind – Everyone’s Responsibility
Partnership with Teaching Schools and National Support Schools
Where schools are not making reasonable progress for two terms additional intervention and action taken including use of statutory powers when necessary
Brokering support for our most vulnerable schools
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8. Impact
Underperforming schools and those with leadership concerns identified and support, intervention and challenge put in place promptly
Priorities for school improvement agreed, understood and supported by schools – a culture for improvement in place
Feedback from schools strong
23 changes in leadership
Governance improving through high quality training and expert governors
13 schools judged RI in Autumn 12 expected to be inspected this term – all but one expected to show significant improvements
Ofsted identify strong improvements in RI schools
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9. Brokering a self-supporting school system
Total Support Package
Babcock
Schools
L/ship support (LLE/NLE)
Evaluation & QA
ITP / OTP
Teaching & Learning

10. Working in partnership to secure improvements
Ofsted
‘The local authority has delegated its support for the school to South Farnham Teaching School to support the leadership of the school, in particular with developing whole-school tracking & assessment systems which are used in every classroom, the quality of subject leadership and the quality of teaching. As a result the school is keen to maintain its partnership with the Teaching School and this will ensure that the capacity to embed improvement is sustained in future.’ (S5 8/10/13)
NCTL
‘In Surrey the local authority
works in a 3-way partnership
with Babcock Education and
the best schools in the county’
Charlie Taylor, Chief Executive
of the NCTL, speech to North of England
Education Conference, 17 January 2014
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11. Brokering Support for our most vulnerable schools
The Government’s expectation is that academy status, with the support of a strong sponsor, is the best way of securing lasting improvement for schools that are judged to be inadequate or that are significantly underperforming.
Currently there are 14 sponsored academies in Surrey with another 4 under conversion
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12. Multi-academy Trusts - Surrey
Non-sponsored Secondary
Sponsored Secondary
Non-sponsored Primary
Sponsored Primary
Glyn Learning Foundation 2 5 1
The Howard Partnership
1 (+ 1 under conversion)
Bourne Education Partnership
Guildford Education Partnership
1 under conversion
Lumen Learning Trust
The Good Shepherd Trust 3
Oaks Academy Trust
Goldsworth Trust
South Farnham Primary
Academies Enterprise Trust
1 special
The Kemnal Academies Trust
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13. Supporting vulnerable schools broker a sponsor arrangement
Capability - match of support to the specific needs and context of the supported school
Locality - to facilitate the highest levels of collaboration
Acceptability - of both partners to each other and ability to establish professional trust
Capacity - of the supporting school balancing its own needs and effectiveness
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14. Developing a sustainable partnership?
Vision and Values
Systems
Culture
Evaluation
Creating and sustaining a partnership can be challenging. Therefore I think it is worth considering the above principles.
Vision and Values: Partnerships must be built on shared values and philosophies.
• Begin with an open and frank discussion about values, goals and needs. Any partnership must respect and reflect the culture and goals of all the partners otherwise it will flounder from the beginning.
Both the leadership and the governors must believe that the partnership will bolster the academic, social, and physical well being of students.
Partners will only understand this by regular communication.
Systems: These must be agreed and everyone must both understand, buy in and be trained.
Culture: For any partnership to be sustainable, they should have support at the highest level within schools and organisations and concurrence at all levels – senior leaders, middle leaders, govs, teachers and parents. Communication is central to this.
Evaluation - Partnerships should be developed with clear definitions of success for all
partners.
• Measures for success should be established at the outset of the partnership.
• Partnerships should be evaluated on a regular agreed-upon basis.
• Evaluation should include collection and analysis of information to determine
accomplishments, strengths and weaknesses of the partnership.
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15. No Child Left Behind – Everyone's Responsibility
A relentless focus on raising the the achievement of disadvantaged pupils by creating a culture of no excuses and high expectations in all our schools and settings and providing challenge, support and guidance to all those who work in them.
Funded intervention training
Audits
Primary Vision Conference
Matching schools to working together
Links between phases including EYFS
Challenging Targets

16. Moving forward 2014/15 The priorities for the coming year are to:
embed the strategy rigorously, monitoring and challenging schools:
continue to focus on leadership and management but with a clear focus on the improvement of teaching
develop further the partnership work particularly with the Teaching Schools and Multi-Academy Trusts
reducing the gap between disadvantaged groups and other groups – No Child Left Behind
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17. Questions
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