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Leadership in a changing world July 2004 ‘’e-maginative learning’’ 6 th July 2005 Transformational Leadership in Schools: the journey from good to great.

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Presentation on theme: "Leadership in a changing world July 2004 ‘’e-maginative learning’’ 6 th July 2005 Transformational Leadership in Schools: the journey from good to great."— Presentation transcript:

1 Leadership in a changing world July 2004 ‘’e-maginative learning’’ 6 th July 2005 Transformational Leadership in Schools: the journey from good to great

2 Leadership in a changing world July 2004 Covering The leadership challenge The moral imperative Ninestiles Federations Management and Leadership Factors affecting school improvement

3 Leadership in a changing world July 2004 SIGMOID CURVE !

4 Leadership in a changing world July 2004 Explanation and Key The solid red line shows that better-off children who start with relatively high levels of cognitive ability at the age of 2 also rank well at age 10. The dotted red line shows that poorer children who start with the same high levels of cognitive ability rank much more poorly by age 10. The solid blue line shows that better-off children who start with relatively low levels of cognitive ability at the age of 2 rank well by agel 0 -they overtake poorer children who started off with much better levels of development. The dotted blue line shows that poorer children who start with relatively low levels of cognitive ability still rank poorly by age 10.

5 Leadership in a changing world July 2004 Leadership that seeks to maximise motivation

6 Leadership in a changing world July 2004 Ninestiles 1988 Brushstroke 1 5 A – C 6% 5 A – G 44% 1 A – G 68% So 32% with no passes, Kings School with 33% no passes got the negative headline and was closed in 1989.

7 Leadership in a changing world July 2004 Ninestiles 1988 Brushstroke 2 Roughly 7 forms of entry in each year Rigid streaming with little movement Bottom 3 streams following separate curriculum and not entered for GCSEs 90% of C+ passes confined to top stream.

8 Leadership in a changing world July 2004 Ninestiles 1988 Brushstroke 3 Happy and good natured staff with no sense of failure – acceptance that not much is possible with pupils from area. Good and generous response to charity appeals. Middle managers role limited to stock control and allocation of teaching groups Focus on process not outcomes

9 Leadership in a changing world July 2004 Ninestiles 1988 Brushstroke 4 Teachers working largely on their own Little if any discussion about teaching and learning. Known as ‘tough school’ in the area and undersubscribed with appeals against placement. Banda machine overworked!

10 Leadership in a changing world July 2004 Ninestiles 1988 Brushstroke 5 Very poor social relationships amongst pupils. Fighting, swearing, racist name calling very common. Pupils locked out at lunchtimes with special needs pupils labelled ‘units’ and seen as fair game. 3 different colours of flaking paint, and 30+ buckets in use when it rained.

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12 Leadership in a changing world July 2004 Ninestiles 2004 Brushstroke 1 GCSE results: 5 A*-C- 72% now5 A*-G- 95% 1 A*-G- 99%

13 Leadership in a changing world July – Brushstroke 2 A genuine learning community with the capacity for continuous change Students are taught national curriculum levels criteria and then choose their own level to work at in each curriculum area. The highest ‘quality of teaching’ grades awarded by Ofsted during a full inspection – 85% good or better and 100% satisfactory

14 Leadership in a changing world July Brush strokes 3 First school in the region approved by the TTA to run its own Graduate Teacher Programme. Cisco academy on site and Microsoft partner school Largest school wireless network in Europe with over 1200 laptops on site. ICT integrated across the curriculum. Fifteen ASTs – all home grown.

15 Leadership in a changing world July Brush stroke 4 Supporting the TC Trust in school improvement partnership projects. School Improvement company – ‘Ninestiles Plus’- established, providing training and consultancy to LEAs and other secondary schools Funded by a foundation to train middle managers from 3 other schools.

16 Leadership in a changing world July Brush stroke 4 3 yr government/local authority contract – first ‘Hard’ federation with Waverley School. Second 3 yr hard federation contract with The International School. Visitors on a weekly basis from around the country. Impacting on school improvement nationally

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27 Leadership in a changing world July 2004 Our third Sigmoid Curve – September 1998 to August 2004 Moving from mixed ability groups to students choosing their own National Curriculum levels in each subject Introducing attendance focus meetings Introduction of smart cards and cashless catering. Running our own catering and aiming for a restaurant rather than a canteen ambience

28 Leadership in a changing world July 2004 Our third Sigmoid Curve – September 1998 to August 2004 A holistic approach to the school day with morning breakfast (break) and the lunch break staggered and fully integrated into the planned teaching and learning. No school bells An open school with students having access to our Open Learning Centre between 8am and 5pm Introducing Working At Grades for yr 10

29 Leadership in a changing world July 2004 Our third Sigmoid Curve – September 1998 to August 2004 Creating double classrooms to facilitate team teaching Building up our AST team –now 15 home grown teachers Daily assemblies to share the vision and reinforce school values - for students and teachers Establishing a student support centre Using brain learning to influence schemes of work

30 Leadership in a changing world July 2004 Our third Sigmoid Curve – September 1998 to August 2004 Annual post 16 residential conference at a university Laptops for all staff Leased laptops for students with equity a principle Developing a wireless network A school intranet that can be accessed by staff, students and parents High quality IT training for all staff

31 Leadership in a changing world July 2004 Our third Sigmoid Curve – September 1998 to August 2004 Becoming a Cisco Academy Introducing GNVQ IT and other vocational courses at key stage 4 Rethinking the balance/role of support staff Involving staff and governors in strategic planning and monitoring of implementation Major improvements in the physical environment Ceiling projectors in every classroom with team approach to developing and sharing resources

32 Leadership in a changing world July 2004 Our third Sigmoid Curve – September 1998 to August 2004 Becoming a Leading Edge school Becoming a TTA approved DRB for graduate trainees Developing Ninestiles Plus as a company providing school improvement training and consultancy Being actively involved in school improvement through our work in the Federation And now planning for our fourth ……

33 Leadership in a changing world July 2004 Fast Tracking School Improvement within a Federation Context From Improvement to Transformation

34 Leadership in a changing world July 2004 Leadership History of the Ninestiles Federation Feb 01 – Christine Quinn, Ninestiles Deputy becomes Head of Waverley (4Start) with Dexter Hutt, Head of Ninestiles having overall responsibility. John Allen is Deputy of Waverley. Sept 03 – International School (project accelerate) joins Federation. Existing Head remains and DH has overall responsibility. 09 Oct 04 – International’s existing Head resigns, CQ moves to International as Head on 10 th October, and John Allen becomes Head of Waverley. Jan 05 – Ruth Robinson joins International as Associate Head working with Chris. Sept 05 – Dexter Hutt becomes Executive Head of Federation, Ruth – Head of International, and Chris – Head of Ninestiles.

35 Leadership in a changing world July 2004 School Improvement within a Federation Context -Waverley’s Experience

36 Leadership in a changing world July 2004 Waverley’s Context Serving one of the most economically disadvantaged communities in Birmingham. Very low levels of attainment, for a sustained period of time. 60% FSM. 85% EAL. 55% Pakistani origin, 15% Bengali. Very high levels of student mobility.

37 Leadership in a changing world July 2004 Waverley’s Context A compliant wider community who understand of importance of education although are not always clear on how to support the learning of their children. A core of committed staff. Poor behaviour. Inability to break the downward spiral. Displacing tactics.

38 Leadership in a changing world July 2004 Recent History HMI SFCC inspection January Serious concerns. I will be back! LEA intervened February The school joined with Ninestiles, the DfES, LEA to form the ‘4Start’ partnership. A period of rapid change followed. Follow up by same HMI Dec Very positive - ‘outlook of and for the school has been transformed’ Culminating in significantly improved exam results – 18% - 51% -62%, and a successful OFSTED.

39 Leadership in a changing world July 2004 School Improvement at The International School Context Merger of one school in special measures and one school very near to it (2002) Split site with four buildings (now five) 1500 students 11 –18 GCSE results Summer 2003, 9% students gained 5A* - C passes and 36% gained 5A* - G passes

40 Leadership in a changing world July 2004 School Improvement at ISCCeb Federation with Ninestiles Officially started in September 2003 Began in earnest on 13 th October Phase 1 – to put in place whatever was needed to force feed Year 11 (2004) results, and to improve student behaviour throughout the school Phase 2 – to begin to put the school in the position where it would get through an impending Ofsted successfully

41 Leadership in a changing world July 2004 School Improvement at ISCCeb Phase 1 – Introduction of Behaviour for Learning Timetable rewritten to support implementation Immediate significant improvement in behaviour Joint residentials to share schemes of work and develop team culture Introduction of regular assemblies

42 Leadership in a changing world July 2004 School Improvement at ISCCeb Phase 1 - Year 11 Results Introduction of GNVQ ICT to a significant number of the year group Introduction of Working at Grades to teachers and students (and later parents ) Introduction of year group assemblies August 04 – 5A* -C up to 34%, 5 A*-G up to 75%. Phase 2 – Ofsted Dec 04 reports ‘This is a good school’

43 Leadership in a changing world July 2004 Key ingredients of a Federation aiming to achieve rapid improvement Additional strategic leadership from lead school, quality Head with shared vision of school improvement Management fees paid to lead school to create capacity for teachers to team teach. Lead school frees expert teachers to support client school staff in the classroom.

44 Leadership in a changing world July 2004 Management and Leadership The role of the Head HMI – ‘the single most important factor in the improvement of a school is the quality of management and leadership provided by the headteacher’

45 Leadership in a changing world July 2004 Management and Leadership Management: Dealing with complexity, problem solving to bring order and consistency through structures, systems, procedures, and routines.

46 Leadership in a changing world July 2004 Management and Leadership Leadership: Strategic way forward, deciding on the direction, communicating this in a way that wins hearts and minds so that staff are aligned and working in the same direction. Inspiring staff to believe that they can overcome hurdles and achieve success

47 Leadership in a changing world July 2004 Management and Leadership The right leadership for the right situation Hero Head or Distributed Leadership? Identifying different leadership styles Your preferred (default) style Leadership in different situations Resonance and leadership

48 Leadership in a changing world July The concept of “phased” development -The ability to judge the phase that the school is in and the appropriate initiatives to take the school forward from its current position. - How strong is the disciplinary platform? - How strong is the communications platform? - Revisiting and modifying as necessary 1.A vision for the school – giving direction. -The 3 year planning cycle - ‘what do we want the school to be like in 3 years time?’ Factors Affecting a School’s Ability to Improve

49 Leadership in a changing world July 2004 Factors Affecting a School’s Ability to Improve 3.The capacity for change How receptive are staff? How flexible is the organisation? How supportive are governors? 4.The quality of leadership and management - at all levels: - The leadership and management of the Headteacher and Deputies. -The crucial role of middle managers - The culture of the team

50 Leadership in a changing world July 2004 Factors Affecting a School’s Ability to Improve 5.The nature of the intake - Students and parents - Expectations 6. Funding – making use of opportunities - Identifying new sources of funding - Making the best use of available funding

51 Leadership in a changing world July 2004 Factors Affecting a School’s Ability to improve 7.Risk taking - Confidence, optimism and detailed planning - The ability to respond quickly to unforeseen situations 8.Creating the culture - Building trust and encouraging an open culture - Developing a ‘service approach’ to our students - A determination to aim for the best - and never be complacent

52 Leadership in a changing world July 2004 Effective school leadership and management is about the interrelationship of these factors, within the context of the specific developmental phase that a particular school is in – making use of the Sigmoid Curve concept ….. Innovations are not independent of each other: they interlock with each other, they support and reinforce each other. Their combined effect is much greater than the sum of their individual parts and it is this that determines the resulting school culture.

53 Leadership in a changing world July 2004 and recognising that: ‘good’ is the enemy of ‘excellent’

54 Leadership in a changing world July 2004 Ninestiles Mission Statement - to be implemented using the Balanced Scorecard strategic approach Ninestiles School will be nationally and internationally acknowledged as a high achieving, innovative and exciting school which respects and celebrates the diversity of its community. It will be structured and resourced to meet the needs of 21st century students. Within a caring environment, we will develop and reinforce the values, skills and attributes which promote good citizenship and lifelong learning. Parents, governors, and the wider community will work in partnership with our committed, appropriately skilled workforce and our students, to ensure that high quality learning takes place. Outcomes will be outstanding.

55 Leadership in a changing world July 2004 SIGMOID CURVE ! ‘Great’ can also be the enemy of ‘World Class’


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