Presentation on theme: "The 5 Wells Teaching Schools Alliance. Overview 1. The National College 2. Teaching Schools 3. The Big 6."— Presentation transcript:
The 5 Wells Teaching Schools Alliance
Overview 1. The National College 2. Teaching Schools 3. The Big 6
NCTL - Aim NCTL will support the development and implementation of a 0-18 self-improving school- led system so that by September 2016 there will have been an irrevocable shift from the centre to schools
The Secretary of State’s Vision “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.”
Key policy drivers: autonomy, collaboration, freedom, diversity, self-improvement, accountability – an increasingly school- led system The challenges: building capacity, confidence and trust – structure & governance The goal: that elements of a devolved system are held in balance so that … 1.Autonomy doesn’t become isolation 2.Diversity doesn’t act as a barrier to collaboration 3.Accountability doesn’t become regulation The big picture
Working with, not doing to…. Win-win for all is essential Need to take the time to build trust Not about empire- building and needs to be seen as such
Designation is open to… any phase of school: nursery, primary, middle, secondary, 6th form/college, special or pupil referral unit / short stay school any type of school including independent, academy, federated, faith school, free school, studio school, university technical college (UTC) grammar school or school leading a chain smaller schools, such as smaller special or primary schools, as the model enables more than one school to share the designated role of leading a teaching schools alliance Who can be a Teaching School?
Designation criteria … a high bar … A clear track-record of successful collaboration with other schools Ofsted outstanding for overall effectiveness, teaching and learning and leadership and management Consistently high levels of pupil performance or continued improvement An outstanding head teacher with at least three years headship experience, and outstanding senior and middle leaders with capacity to support others.
Role of Teaching Schools As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to: 1.lead the development of a school-led ITT system 2.lead peer-to-peer professional and leadership development 3.identify and develop leadership potential 4.provide support for other schools 5.designate and broker Specialist Leaders of Education (SLEs) 6. engage in research and development
Professional continuum ITT / Schools Direct CPD Succession planning Teacher training Leadership Development Talent Management LEADERSHIP DEVELOPMENT
Initial Teacher Training (ITT) Many Teaching Schools already involved Opportunity to build on teaching hospital model ITT a core business in TS Fully accredited – SCITTs Strategic leadership across alliance Quality of ITT has potential to attract schools to join alliances TS Council has developed principles/features of a mature ITT system School Direct Graduate Career Progression “… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility.” Training our next generation of outstanding teachers: An improvement strategy for discussion (June 2011)
School to school support Comes in many forms Combination of NLE, LLE, SLE, NLG and other support as required Schools benefiting include those in Special Measures, Serious Weaknesses, “coasting” and those lacking in leadership capacity/specific expertise Operates on a continuum – from relatively light touch to federation, trust, chain, academy sponsorship arrangements – as appropriate Funded through various sources/contracts inc LA, DfE, school Focus always on impact
StSS/SLEs Working with range of partners to improve practice and outcomes for pupils in schools which may request support or be required to be part of a support package Often a bespoke and practitioner-led response to local need Challenge of working with other providers Government recognition of important role of senior/middle leaders play in school improvement Teaching schools responsible for designation, brokerage and quality assurance of SLE Attractive leadership development opportunities Challenge of ‘culture change’ with TS ‘charging’ for SLEs
Specialist Leaders of Education (SLE) Relatively new designation acknowledging the important role of middle and senior leaders in supporting their peers Excellent professionals in leadership positions below the headteacher, with the capacity, capability and commitment to work beyond their own school Outstanding in a particular area, for example: a subject specialism; inclusion; ITT mentoring; performance management; behaviour; school business management Have the track-record and skills to work in this way Designated and brokered by teaching schools, but may be from any school
Specialist Leaders of Education Outstanding themselves, not their school Range of roles Skill Track record Capacity
Research and development (R&D) Research and development network Enabling Teaching School alliances to engage in research and development activities, both working with their individual HEI partners and working in regional and national networks Providing opportunities for training, sharing expertise and wider dissemination of ‘what works’ Teaching Schools network offers key means for alliances to collaborate and learn from each other Way of creating new knowledge and evidence of effective practice Many funded opportunities for TS to develop their expertise through working with other schools/university partners
Governance/Leadership Governance of Teaching School Alliances: Range of governance arrangements – layered Involving key strategic partners in governance Leadership of TS Alliance involves: Clear vision Strategy for developing people Restructuring TS to allow strategic development and sustainability Enhancing effective teaching and learning through TS remit Building, developing partnerships within/beyond TS alliance – social capital School Governance/Teaching School Accountability
What makes great leadership? Optimistic, enthusiastic and curious – belief in people Commitment to social justice, equity and excellence Respect and empathy for others Resilient – tireless energy Persistent – in pursuit of excellence, putting pupils first Drive and determination – ambitious Courage, conviction and integrity Vigilant and visible – ‘only the best will do’ Humility plus professional will (fierce resolve) Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey 2010 Glatter 2009; Future of Leadership, National College 2008.
Toward a self improving school system 1.Great use of data – ‘the best bits’ 2.Collective responsibility for the issues – the brutal facts 3.A mechanism for moving ‘the best bits’ to where they are most needed 4.Engagement in research and access to research 5.A culture shift – from ‘my’ to ‘our’ 6.Joint accountability – peer scrutiny and review; a willingness to be transparent 7.From ‘ sharing good practice’ to ‘ joint practice development’ 8.Professional generosity, reciprocity and collective moral purpose
Risks Maturity, time and expertise, structures and accountability Core purpose of education establishments– a distraction? Inclusive and reciprocal – in a very diverse system? Supported to deliver not stretched to fail? Motivation - collective moral purpose? A tale of two systems?
Strength in alliance, partnerships and collaboration
The 5 Wells Teaching Schools Alliance
The 5 Wells TSA Partners Redwell Primary School (RPS) Rowan Gate Primary School (RGPS) Ruskin Infant School (RIS) All Saints Primary School (ASPS) Croyland Primary School (CPS) Weavers Academy (WA) University of Northampton (UoN) Wellingborough Education Partnership (WEP)
The 5 Wells Action Plan Initial Teacher Training/School Direct Success criteria Increase percentage of good or outstanding candidates recruited & retained across 5 Wells TSA Progress All NQTs joining alliance are good or outstanding Train future teachers through School Direct programme KPI (use number from list at end of template, where appropriate)ITT Target: The number of initial trainees trained within teaching school alliances* increases year on year (in total and for each teaching school cohort). (From July 2014 when data becomes available) The early employment rates for trainees trained in teaching school alliances. Action stepsBy whomBy whenHow measured Work with UoN to develop programmes; Develop in hand with UoN the Recruitment Strategy of Schools Direct / BA Hons / PGCE student placements Continue to support UoN in the development of the Schools Direct programme Support with Quality Assurance of Schools Direct Programme, including mentor training & student observations Increase marketing of Schools Direct across all partners / other outlets. Offer to include unique selling point that 5 Wells can offer UoN / LD UoN / LD UoN / LD UoN / LD / SBM’s Dec 2014 July 2015 July 2015 Dec 2014 Increase Schools Direct from 2 placements offered across alliance to 4 in year 2 Increase student enrolments across partnership from 345 to 400 Impact of changes to training programme evident in 2015/2016 programme Increased figures of students achieving higher grades at end of course ??? Increased number of applicants for 5 Wells TSA from 6 to 20 Apply to be lead school with increased placements across Primary / Special & Secondary phases for academic year 2015/2016 AA / Admin Team July 2014 Designation as lead school for Schools Direct students Work with LA, Diocese & network of TS’s to share developments of programmes & link our offer to Leads of all schools in Northamptonshire & beyond All Heads / AA / NCTL / TSA July 2015 Evidence of work from all named
CPD / Leadership Development Success criteria Existing staff move into promotional opportunities within the 5 Wells TSA Progress Quality of T&L improved across 5 Wells TSA Data for partner schools improved Ofsted grades for Leadership & Teaching & Learning increased KPI (use number from list at end of template, where appropriate)Quality of leadership The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.** Target: Double the rate of improvement. Quality of Teaching The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of teaching, compared with a comparator group of schools not involved with teaching schools.** Target: Double the rate of improvement Pupil Attainment The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4). Target: Double the rate of improvement. Action stepsBy whomBy whenHow measured Identify the Leadership & CPD needs of the 5 Wells TSA including local, National & individual schools priorities; Audit skills of leaders Work together as strategic partners to do peer reviews Identified staff to complete OTP Identified staff to complete OTP facilitator training Deliver NPQML programmes HE / All HTs Sept 2014 Dec 2014 July 2014 July 2015 Complete audit of skills in 5 Wells TSA Complete peer reviews within 5 Wells TSA 6 Staff to complete OTP 2 Staff to complete OTP Facilitator training NPQML programme completed through 5 Wells TSA Partnership working with WEP Developing effective partnership working with WEP Liaise with WEP MB about possible models of working HE / LC July 2015 Dec 2014 Clarity of working partnerships Agreed model of working between WEP & 5 Wells TSA Clear plan in place for future membership of 5 Wells TSA / WEP Increase CPD offers WEP – continue & extend network meetings / offer Governor training / NQT Induction Accredit the NQT Programme 5 Wells TSA to offer targeted provision for all range of school Leaders, focus in Year 1 on Senior & Middle Leaders Commissioned services of 5 Wells TSA for LA Work with UoN to investigate opportunities for Masters links with 5 Wells for career pathways JHF / HE / All HTs April 2015 July 2015 April 2015 Dec 2014 Schools Leaders including Head Teachers, Deputies, Middle Leaders – increase leadership capacity measured by LA / Ofsted Increase promotional opportunities from 11 to 19 25 NQTs to complete accredited training Increase engagement with supported accredited CPD for number of teachers / leaders - April 2013-April 2014=32 to April April 2015 = 40 Increase delivered CPD days = April 2013-April 2014= 54 to April April 2015 = 75 CPD links with Masters Establish procedures for Quality Assurance for training AA / LC train as Ofsted Inspectors to support Quality Assurance processes AA / LCJuly 2015 Establish system for measuring impact to deliver training that is at least Good Leaders in 5 Wells to train as Ofsted Inspectors Expand system leaders team across 5 Wells TSA; Talent spot to introduce roles of SLE’s Consider LLE role being reintroduced Increase NLE / NLG roles HE / All HTs Oct 2014 Dec 2014 July 2015 Increase numbers of system leaders Type Current Target Number NLE 1 2 NLG 1 Consolidate Role LLE 0 2 SLE 0 4 Work with LA, Diocese & network of TS’s to share programmes & link our offer to Leads of all schools in Northamptonshire & beyond HE / All HTsJuly 2015 Evidence of work from all named
Succession Planning and Talent Management Success criteria Fewer vacancies & easy to recruit to 5 Wells TSA Effective contribution to the LA / DfE needs Progress % of staff starting in post at graded Good or better increased Increased % of effective system leaders KPI (use number from list at end of template, where appropriate) Action stepsBy whomBy whenHow measured Develop Aspirant Leaders dependent on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities; Create a 5 Wells framework for identifying Aspirant Leaders Create a personalised learning journey Use talent spotting for Aspirant Leaders provide opportunities for preparation for system leadership Develop understanding of wider picture of National context AB / All HTs Sept 2014 Oct 2015 Dec 2014 July 2015 An effective framework is in place Completed personalised learning journey Internal / across 5 Wells promotion opportunities for 2013 – 2014 = 2 posts = 8 posts across 5 Wells TSA Secondment opportunities available within & beyond 5 Wells TSA Identify students in secondary school who are looking for careers in education, specifically as teachers AB April 2015 Students entering teacher training increased Work with LA, Diocese & network of TS’s to share opportunities for future succession priorities & link our offer to Leads of all schools in Northamptonshire & beyond AB / All HTs July 2015 Evidence of work from all named
School to School Support Success criteria Impact on Leadership & Teaching & Learning, standards & closing the gap Progress Increase Ofsted / LA grading of schools working with 5 Wells TSA Raise data of schools in 5 Wells TSA & those being supported by it KPI (use number from list at end of template, where appropriate)Quality of leadership The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.** Target: Double the rate of improvement. Pupil Attainment The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4). Target: Double the rate of improvement. Action stepsBy whomBy whenHow measured Commission services of 5 Wells leaders to support targeted schools depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities; Complete peer reviews QA principles coming from these experiences Establish recording & reporting systems Identify gaps in expertise / capacity, use this to inform plans Identify gaps & skill development of system leaders Develop bespoke / targeted programmes of support which can be commissioned Use LA info to commission work to work with schools not yet Good 5 Wells supporting LA needs for school improvement as identified by local need, National need & DfE AA / All HTs Dec 2014 Sept 2014 Dec 2014 July 2015 July 2015 Securing & consolidation of Outstanding schools Moving Good schools to Outstanding Schools not yet good moving into Good category from LA / Ofsted Evaluation from schools showing impact on leaders / narrowing of gaps in expertise Number of schools supported increased from 7 in last 3 years to 6 in NLG to support 5 CofG in schools across county strengthening Governance Targeted support for schools not yet Good with clear impact on records of T&L Audit the skills available across the 5 Wells TSA & produce a brochure of available support to use for brokerage of support AA / AdminSept 2014 6 new schools accessed / booked the 5 Wells TSA support brokered through the website / advertising Develop the skills of the 5 Wells TSA Develop capacity & build on existing practice Establish core offer / provision for all schools AA / All HTs Dec 2014 July 2015 Complete peer reviews across the 6 5 Wells TSA school partners including either; 5 Wells Full Reviews – RIS / Weavers / CPS 5 Wells Mini Reviews – RPS / RGPS / All Saints Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond AA / All HTsJuly 2015 Evidence of work from all named
Specialist Leaders of Education Success criteria Designate SLE’s successfully Develop effective system leadership Progress Increased % of effective system leaders KPI (use number from list at end of template, where appropriate)The number of SLEs designated and trained. Target: The number of SLEs designated and trained is in line with targets agreed with the DfE. Overall effectiveness of schools The percentage of schools within teaching school alliances that improve their overall judgement between Ofsted inspections, compared with a comparator group of schools not involved with teaching schools.** Target: Double the rate of improvement. Action stepsBy whomBy whenHow measured Provide opportunities for preparation for system leadership depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities; Use talent spotting for SLE’s Aspirant SLE’s to be coached by SLE’s Establish Quality Assurance & reporting mechanisms for SLE work AB / VG / All HTs Oct 2014 July 2015 Oct 2014 Increase number of SLE’s in 5 Wells from 0 to 4 Newly established SLE’s to support an aspirant SLE SLE support impacted on school being supported evidence in feedback Increase SLE provision; Apply for 4 SLE posts linked to audit of need Deploy SLE’s effectively to support schools not yet good Deploy SLE’s effectively to support schools from Good to Outstanding AB / VG / All HTs Oct 2014 July 2015 Reporting SLE deployment SLE’s deployed for the minimum of 10 days in first year SLE’s supporting schools to move forward in LA / Ofsted categories Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond AB / VG / All HTs July 2015 Evidence of work from all named
Research and Development Success criteria Research & Development successful fulfils needs of 5 Wells TSA / LA / DfE / NCTL priorities Progress R&D impacting on practice & improving data of schools in 5 Wells TSA KPI (use number from list at end of template, where appropriate)Pupil Attainment The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4). Target: Double the rate of improvement. Action stepsBy whomBy whenHow measured Identify Action Research project needs across the 5 Wells TSA depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities; Audit priorities Prioritising needs Recruiting colleagues to be involved in ARPs Complete ARPs LC / All HTs / WEP Sept 2014 Dec 2014 July 2015 Complete audit Evaluate & prioritise & identify ARPs Implement ARP’s across 5 Wells TSA increase from 8 in to 13 in Develop training programmes with UoN to develop research skills of students LC / UoN July 2015 Training opportunities delivered to UoN partners Share expertise of running ARP’s Support development of system leaders in sharing expertise of ARP’s Publish findings of ARP’s & offer relevant training linked Identify ways that R&D will link into S2S support plans LC / All HTs July 2015 Dec 2014 Support other schools middle leaders to run Action Research Publish for strategic partners & local WEP partners Record & report impact R&D has on other schools Work with LA, Diocese & network of TS’s to share outcomes of ARP’s & link our offer to Leads of all schools in Northamptonshire & beyond LC / All HTs July 2015 Evidence of work from all named
Governance Success criteria Establish effective challenge & support from 5 Wells TSA Strategic Board Progress 5 Wells TSA becomes established by end of Year 1 & able to extend partnership numbers for Year 2 KPI (use number from list at end of template, where appropriate)Number of schools in teaching school alliances The number of schools involved with a teaching school alliance. Target: The number of schools involved within teaching school alliances increases year on year (in total and for each teaching school cohort). Action stepsBy whomBy whenHow measured Develop role of Strategic Board Partners to be named on an area of responsibility Key aspects led by system leaders Strategic Board April 2014 June 2014 Across year; All areas linked to named lead partner Reporting mechanisms in place for leads to report termly ( 6x a year) Identify what can be offered by 5 Wells TSA Identify core provision Identify optional provision Establish scale of charges - Rates for staff - Rates for programmes eg, Peer Reviews Strategic Board Sept 2014 Dec 2014 July 2014 Increased take up of core provision 3 Identified schools for optional provision Income generated Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond Strategic Board July 2015 Evidence of work from all named
“ A person with ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, for he or she has a proper self-assurance that comes from knowing that he or she belongs in a greater whole and is diminished when others are humiliated or diminished.” Desmond Tutu