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School Workforce Reform Planning Preparation and Assessment (PPA) © 2004 National Remodeling Team.

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Presentation on theme: "School Workforce Reform Planning Preparation and Assessment (PPA) © 2004 National Remodeling Team."— Presentation transcript:

1 School Workforce Reform Planning Preparation and Assessment (PPA) © 2004 National Remodeling Team

2 – 2 – Welcome

3 – 3 – Introductions

4 – 4 – The objectives of today are to Provide the wider educational context for financial planning, workforce reform and remodelling in schools Broaden your understanding of the legislation and what it means in practice Offer an insight into a range of strategies for implementing PPA and the benefits of each Provide materials and an awareness of the support which you can use to help in the implementation of PPA time Provide information, tools and support for financial planning Identify the opportunities that remodelling presents to broaden the curriculum, enhance learning and raise standards Highlight sources of further remodelling support Help you decide whether you would benefit from more in-depth financial planning and support You will be better equipped to implement the legislation when it comes into force in September 2005 Planning for Workforce Reform and PPA in particular

5 – 5 – Tackling workload Employment legislation Budget constraints Pupil assessment Government initiatives Responding to curriculum changes Increased need to cater for individual learning styles Effective use of ICT Reducing hours worked Improving work/life balance Freeing teachers to teach Developing the role of support staff School Raising standards Technological changes There are a number of significant pressures that are driving change Social changes

6 – 6 – THE FUTURE AGENDA The Daugherty advice on Assessment Continuity and Progression KS2/KS3 New ESTYN Inspection Framework Partnerships Modernizing Pubic Services Development of community focused schools Learning Pathways County wide changes- Children’s Services

7 – 7 – Adnoddau Ailfodelu v6.0 – Adran 3 Y Broses Rheoli Newid – Tudalen 11 “I use not only all the brains I have, but all I can borrow” Woodrow Wilson.

8 – 8 – Agenda for today Objectives, agenda and introductions Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support 10.40am Break 12.30pm Lunch

9 – 9 – Before we start Parking Lot Ground Rules

10 – 10 – TASK PPA Remodelling Working individually grade your progress on remodelling on a scale 1-5. (1 just starting to 5 completing the process.) Then share that with your colleagues on you table and come to a consensus. Working individually grade your understanding of PPA on a scale 1-5. (1 no understanding to 5 complete understanding) Then share that with your colleagues on you table and come to a consensus.

11 – 11 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

12 – 12 – The National Agreement is a direct response to your needs Climate of prescription Pricewaterhouse Coopers’ report December 2001 National Agreement signed January 2003

13 – 13 – The third phase of the National Agreement includes 10% guaranteed PPA time, which is critical September 2003: Administrative and clerical work – the “24 tasks” Work/life balance Leadership and management time September 2004: Limit on cover for absent teachers (initially 38 hours/year) September 2005: 10% guaranteed time for Planning, Preparation and Assessment (PPA) Dedicated headship time End to routine invigilation of external examinations by teachers Implementation of the National Agreement is being overseen by WAMG – the Workforce Agreement Monitoring Group – consisting of representatives of all the signatories

14 – 14 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

15 – 15 – What do the regulations say about PPA? Who All teachers with timetabled teaching commitments

16 – 16 – Who is entitled to PPA time? Floating teacher TA/HLTA Non-QTS instructor Part-time music teacher Head Who NQT Teacher

17 – 17 – All teachers with timetabled teaching commitments Floating teacher Part-time music teacher Teacher “… all teachers at a school (including headteachers) with timetabled teaching commitments, whether employed on permanent, fixed-term, temporary or part-time contracts.” School Teachers’ Pay and Conditions Document Section 4.85 Only for teaching commitments that are timetabled (ie not for cover) Depends on their contract – if LEA or agency employed, PPA time is not the school’s responsibility No contractual entitlement, though it is good practice to give them PPA time Providing they are being employed as a teacher Minimum of 10% PPA time Minimum of 10% of teaching time Min. of 10% in addition to 10% NQT induction time Non-QTS instructor Head TA/HLTA NQT

18 – 18 – What do the regulations say about PPA? Who What All teachers with timetabled teaching commitments Minimum 10% timetabled teaching time

19 – 19 – PPA time is a minimum of 10% of each teacher’s timetabled teaching time 10% “a teacher who is timetabled to teach 20 hours out of a 25-hour teaching week must receive at least two hours guaranteed PPA time” STPCD Section 4.93 What If a teacher is teaching the maximum number of lessons, they must have their teaching load reduced by 10%

20 – 20 – PPA time is protected by a “no detriment” clause Minimum “Any teacher in receipt of more than this amount of time … should not have his/ her existing allocation reduced to 10%.” STPCD Section 4.90 What Schools are also entitled to give teachers more than 10% PPA time if they deem it appropriate

21 – 21 – What do the regulations say about PPA? Who What When All teachers with timetabled teaching commitments From 1 September 2005 Minimum 10% timetabled teaching time

22 – 22 – What do the regulations say about PPA? Who What When How All teachers with timetabled teaching commitments From 1 September 2005 Minimum 10% timetabled teaching time Minimum 30 minute blocks in timetabled teaching time

23 – 23 – PPA time must be given in meaningful blocks 30 minute blocks “In order for the time to be put to meaningful use by the teacher, it must be allocated in blocks of no less than 30 minutes.” STPCD Section 4.88 How The total PPA time can be given over a week, fortnight or timetable cycle

24 – 24 – When can guaranteed PPA time be allocated? Session Assembly and Registration LessonsBreakLunchLessons TimetabledTeachingTime An example of a school day School PPA time can only be allocated during timetabled teaching time Can’tusefor PPA

25 – 25 – PPA — whose time is it anyway? Planning Preparation Assessment Not cover Additionally, it is for the teacher to determine how the time is used –activities, including collaboration, cannot be mandated “the time must not be encroached upon, including by any obligation to cover for absent colleagues.” STPCD Section 4.89 “it is for the teacher to determine the particular PPA priorities for each block of guaranteed PPA time, although that does not preclude them from choosing to use some of that time to support collaborative activities.” STPCD Section 4.89

26 – 26 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

27 – 27 – Applying the legislation is another thing... PPA Challenge

28 – 28 – Does this create PPA time? 1. The school administrator offers to type up departmental notes. This will take her around two hours a week and save an average 24 minutes/teacher/week. The teachers were all previously doing the notes in leadership and management time during timetabled teaching time 2. A Teaching Assistant is timetabled to deliver geography curriculum content to a class while the class teacher has PPA time. The Head is satisfied with the competency of the Teaching Assistant 3. A teacher who usually mentors the school’s NQTs for a half hour in her free 2pm period is directed to move this to 4pm. This gives her an extra 0.5 hours PPA time a week 4. One Teaching Assistant and a parent helper escort children to a swimming class at the local pool. The class teacher who usually does this has PPA time 5. The Head decides to move tours of the school for prospective parents from 9am to 4pm. This gives the Deputy (who takes the tours) an hour a fortnight PPA time 6. The Head takes an (hour-long) assembly and award ceremony for the whole school; parents are invited 7. The Head decides that an hour of the Key Stage 1 leader’s leadership and management time can be moved from 11am to 3.30pm; this creates one hour PPA time NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

29 – 29 – Does this create PPA time? 8.Teachers are released from assembly for PPA. In total this amounts to 1 hour 15 minutes each week 9.Lunch is shortened from 75 to 45 minutes and an extra 30 minute period is created/added to the previous session increasing the teaching time in the day to 5.5 hours. The children have additional activities with TAs at various times in the day twice a week for 1.25 hours each session 10. The Head, supported by two TAs, takes a three form year group (80 children) for an hour long session every week on citizenship; this includes external speakers, group discussion and a debate organised by students “for” and “against” various issues 11. Three TAs are employed full-time for a week to undertake external exam invigilation. This creates PPA time 12. The Head decides to make the regular SMT meetings fortnightly instead of weekly. They usually take place at 4pm. This frees the head up for an hour a fortnight PPA time 13.A very talented TA, supported by a pianist, takes a three-form year group (80 children) for one hour a week to prepare them for participation in a choral festival 14.A NQT, who is contracted for 20 hours, has 2 hours NQT time. This counts as their PPA time 15.Lunch is shortened from 75 to 45 minutes and the school day finishes 30 minutes earlier; the teachers use the extra half hour to do PPA NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

30 – 30 – Does this create PPA time? 16.The school has not completed the implementation of the second phase of the National Agreement and six class teachers have non-contact time during the timetabled day, which they are using as both unguaranteed PPA time and for cover. A cover supervisor is appointed to provide 10 hours a week cover. This provides ten hours guaranteed PPA time 17. A new plan is due to be launched in April/May 2005 that will provide 1 day out of every 10 for PPA activities – the so-called nine-day fortnight. On the 10 th day, there will be a curriculum enrichment programme involving arts & crafts/ceramics specialist 18. The school has not completed the implementation of the first phase of the National Agreement; Head finds that five teachers are each spending half an hour a week during the timetabled day on a mix of the 24 tasks. Employing an administrative assistant for 2.5 hours/week would create 2.5 hours PPA time 19. A TA offers to use one of their free (40-minute) periods every week to do research for the teacher whose class they support. This research would normally have been done by the teacher in a free period. This creates 40 minutes PPA time a week for the teacher 20. The caretaker, who is not a qualified instructor, but used to play for the county, takes a football lesson a week in the session after lunch for one class 21. The school timetable is 23.5 hours per week. In this school the KS1 teachers are timetabled for 21.5 hours per week NB these scenarios are for discussion purposes only and are not designed as illustrations of recommended PPA strategies

31 – 31 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

32 – 32 – First Stage : Maximising the existing teaching resource Second Stage : Timetabling additional resources Developing your school’s PPA strategies

33 – 33 – Non-contact time? School timetable This includes all time during which any child is being taught the curriculum It does not include time when the entire school has a break or non-curriculum activity such as assembly For full-time teachers the school timetable is the same* Current timetabled teaching time Non-contact time available Less= This is each individual teacher’s timetabled teaching time * For part-time teachers their school timetable hours are their contracted hours within the school timetable

34 – 34 – Audit non-contact time Discard Possible Actions Move Reallocate Non-teaching uses of timetabled time Clerical or administrative tasks Leadership and management activities Other eg external meetings, pastoral, organisational tasks, etc DiscardMoveReallocate Planning and lesson preparation tasks Ringfence Move activities from timetabled teaching time Reallocate tasks to other people Discard tasks Ensure that time is ringfenced as PPA time and protected Some leadership and management activities will need to take place during timetabled teaching time

35 – 35 – Examples of PPA time created and not created DISCARD REALLOCATE MOVE Providing the tasks took place during the timetabled teaching day Providing the tasks were not already PPA-related tasks Creates PPA time Does not create PPA time If tasks took place during non- timetabled teaching time –eg before school, during registration, assembly, break or lunch, after school If tasks were PPA related –eg research for lesson materials, setting up classroom Examples Move leadership time, external meetings, mentoring NQTs, etc to outside of timetabled teaching day Administrative tasks taken on by admin staff; some pastoral responsibilities could be taken on by others Reduce school tours for prospective parents from fortnightly to monthly

36 – 36 – Developing your school’s PPA strategies First Stage : Maximising the existing teaching resource Second Stage : Timetabling additional resources

37 – 37 – How can the second stage bring benefits to your school? Second stage is about considering timetabling possible additional resources to release PPA time It provides opportunities to carry out: –an analysis of the strengths of your school and the areas you would like to improve in terms of both the curriculum content and your children’s learning –an analysis of all the present skills of your staff –an analysis of community opportunities and resources

38 – 38 – PPA time – enhancing learning ActivityOptions Variations Employment type Example Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA Full-time/Part-time Floating Internal/External Shared with other school(s) Instructing/ coaching for specialist activities eg sports, music, art, drama A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities Specialist staff

39 – 39 – PPA time – enhancing learning ActivityOptions Variations Employment type Example Could be supported by other TA or specialist Works with one or more class teachers and takes some classes Full-time/Part-time Shared with other school(s) TA/HLTA, in conjunction with a teacher, prepares curriculum content to be delivered by the TA/HLTA Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA Full-time/Part-time Floating Internal/External Shared with other school(s) Instructing/ coaching for specialist activities eg sports, music, art, drama A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities Specialist staff TA/HLTA

40 – 40 – PPA time – enhancing learning ActivityOptions Variations Employment type Example Timetabled delivery of specified work Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA or specialist Teacher released from cover or other tasks Part-time Floating External Shared with other school(s) Three small primaries co- employ a teacher to take six hrs lessons/week at each school Could be supported by other TA or specialist Works with one or more class teachers and takes some classes Full-time/Part-time Shared with other school(s) TA/HLTA, in conjunction with a teacher, prepares curriculum content to be delivered by the TA/HLTA Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA Full-time/Part-time Floating Internal/External Shared with other school(s) Instructing/ coaching for specialist activities eg sports, music, art, drama A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities Other Teacher Specialist staff TA/HLTA

41 – 41 – PPA time – enhancing learning Member of Leadership Team Could take larger group if beneficial for curriculum implementation Could be supported by HLTA/TA or specialist Timetabled delivery of specified work Teacher released from cover or other tasks The Deputy Head takes a whole year group for a lesson that includes external speakers Timetabled delivery of specified work Other Teacher Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA or specialist Teacher released from cover or other tasks Part-time Floating External Shared with other school(s) Three small primaries co- employ a teacher to take six hrs lessons/week at each school ActivityOptions Specialist staff Could be supported by other TA or specialist Variations Works with one or more class teachers and takes some classes TA/HLTA Employment type Full-time/Part-time Shared with other school(s) TA/HLTA, in conjunction with a teacher, prepares curriculum content to be delivered by the TA/HLTA Example Could take larger group if beneficial for curriculum implementation. Could be supported by HLTA/TA Full-time/Part-time Floating Internal/External Shared with other school(s) Instructing/ coaching for specialist activities eg sports, music, art, drama A range of specialists take an afternoon in which children select from sporting, musical, art or drama-related activities

42 – 42 – Likely financial implications of these options DescriptionOptionsFinancial Implications Instructing/coaching for specialist enrichment activities eg sports, music, art, drama Timetabled delivery of specified work Specialist staff Teacher Member of Leadership Team Works with one or more class teachers and takes some classes TA/HLTA Timetabled delivery of specified work HLTA Teacher Teacher’s PPA time Backfill of staff to do displaced tasks (not if tasks dropped) Member of leadership team Their PPA time Backfill of staff to do displaced tasks (not if tasks dropped) Specialist staff Backfill of replacement staff if moved from other class

43 – 43 – Alternative staff can take the class providing the following conditions are met They deliver specified work The class has an assigned teacher It is within timetabled time It is scheduled into the school timetable To maintain the quality of teaching and learning they must deliver specified work to a standard that satisfies the Head +++ If delivering specified work, the class must be assigned a teacher –the teacher does not have to be physically present at the time of the lesson The lesson must take place within timetabled teaching time The lesson and alternative member of staff must be scheduled into the school timetable “This time must appear on the teacher’s timetable.” STPCD 2003 Section 4.93 “It should take place during the school timetable.” STPCD 2003 Section 4.88 “Accountability for the overall learning outcomes of a particular pupil will rest with that pupil’s qualified classroom/ subject teacher.” Section 133 Regulations “the headteacher must be satisfied that the support staff member has the skills, expertise and experience required to carry out the specified work” Section 133 Regulations

44 – 44 – What is “specified work”? What Planning and preparing lessons and courses for pupils Delivering lessons to pupils. This includes delivery via distance learning or computer aided techniques Assessing the development, progress and attainment of pupils Reporting on the development, progress and attainment of pupils Guidance accompanying the Section 133 Regulations. Part I.13 Planning Reporting Assessing Delivering

45 – 45 – Who can undertake “specified work”? Who Qualified Teachers Teachers without QTS Support staff Eg trainee teachers, instructors, and overseas trained teachers Support staff includes teaching assistants, nursery nurses, librarians and other staff such as technical support staff; also external contributors such as business persons or members of the emergency services Providing that they are registered with the General Teaching Council

46 – 46 – Support staff can undertake “specified work” subject to three conditions “Support staff may undertake “specified work” subject to a number of conditions: …in order to assist or support the work of a teacher in the school …subject to the direction and supervision of a teacher …and the headteacher must be satisfied that the support staff member has the skills, expertise and experience to carry out the “specified work”.” Guidance accompanying Section 133 Regulations. Part I.17 Support staff In order to assist and support the teacher They must be directed and supervised by a teacher To the headteacher’s/ Governors’ satisfaction Conditions

47 – 47 – Case study – small, rural primary PPA Proposed Strategy The school had good ties with the local sports college where the children had a weekly swimming lesson. Normally teachers accompany the children with the TAs Three of the TAs, together with voluntary parent helpers will take the children to the college for two hours — an hour swimming and an hour of sport. The sports college will provide facilities and tuition free of charge Target Benefits All teachers will receive their PPA time at the same time; opportunity for collaborative lesson preparation This will help prepare the children for the transition to secondary education as the primary is a feeder for the college

48 – 48 – Case study – mid-sized, urban infant and nursery school PPA Proposed Strategy Existing non-contact time is provided by an HLTA leading circle time/ story sessions Training is to be provided for a further two TAs to enable them to provide cover supervision and thus guarantee the PPA time A music teacher is to be employed for three hours a week to lead singing and music lessons for doubled classes Target Benefits Regular and internal cover provision, preferable to supply Specialist music instruction

49 – 49 – Case study – mid-sized, urban primary PPA Proposed Strategy Enrichment activities on Friday afternoon –Three Football Association qualified football coaches –Two arts graduates –English Cricket Board approved coach –Qualified music teacher and volunteer music students from the local university –French lessons at the local secondary for 30 Year 6 pupils (tuition is funded by the secondary) –Supported by TAs, who would have been with each class anyway Target Benefits Enhanced school curriculum Specialist football, arts, cricket, music and French instruction (plus early introduction to MFL) All teachers receive PPA time at the same time; opportunity for collaborative lesson preparation Education and pastoral benefits to Year 6 pupils moving on to the local secondary

50 – 50 – Case study – mid-sized, inner city secondary PPA Proposed Strategy School’s PPA strategy involves guaranteeing non-contact time previously used for cover supervision Trained and deployed cover supervisors Deployed TAs to give teachers leadership and management time during registration Guaranteed time 10% as PPA time Target Benefits Increased staff motivation as no longer asked to give up PPA time for cover Improved lesson planning as teachers could count on the time being available Teacher absence reduced Recruitment and retention improved

51 – 51 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

52 – 52 – Applying the legislation is another thing... PPA Challenge discussion

53 – 53 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

54 – 54 – Gain a full understanding of the legislation Brief and engage all staff and Governors (Head’s Presentation Pack) If you do not have a School Change Team form a PPA team Mobilise Getting Started Calculate PPA required in Sept 2005 (PPA Toolkit Software) Identify non-contact time and activities within it Assess level of Implementation of Phases 1/2 (24 tasks cover leadership and management time, work life balance etc) and the wider remodelling agenda Undertake skills audit of people within the school and within local community Undertake an analysis of the curriculum (strengths and challenges) Discover Assessing Current Situation Ascertain what non-contact time could be used for PPA Consider options to release teachers for remaining PPA (based on skill audit) and consider curriculum enhancement opportunities Evaluate options in terms of cost and other implications Deepen Considering Options Agree with Governors and staff on the process and strategies the school will take Agree actions and timescale for the school to take (Calendar) Check salaries, insurances etc with appropriate body/LEA Build cost implications into budget plans Develop Decisions and Action Planning Deliver Make it happen Plan new teaching timetable taking account of changes and timetabled PPA time Produce job description for any new or changes to existing posts Recruit for new posts ensuring usual good practice is followed Agree induction process Communicate changes and developments to parents Making it happen in your school

55 – 55 – Develop: Planning your timetable of actions 1 Sept ‘05 Each team to consider what needs to happen from start to finish to implement guaranteed PPA time Adopt suitable headings for the major streams of work Summer Term 1 st half Spring term 2 nd half Spring term 1 st half Getting started etc. - Milestone event- activities Summer Term 2 nd half Workstream

56 – 56 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

57 – 57 – PPA Toolkit overview — Step by step This is an electronic or paper based process which will: – provide you with an overview of the PPA currently received for each teacher and that yet to find – record the decisions that are made to ensure they receive the minimum level of PPA – provide you with a financial summary of these decisions

58 Records the current situation in your school in relation to PPA teacher by teacher

59 Records how you reorganise work to release PPA time

60 Records any additional resources you have decided to obtain

61 Confirms that all teachers are in receipt of their minimum PPA time

62 Provides a financial summary of your decisions

63 – 63 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

64 Phase III of the National Agreement Guaranteed PPA Time Headteacher’s Presentation Pack Release 2

65 – 65 – The Headteacher’s Presentation Pack supports communication with stakeholders in PPA... Etc.

66 – 66 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

67 – 67 – What is remodelling? Remodelling is a structured change process which empowers schools to tackle their key issues in a way that reflects their individual circumstances

68 – 68 – Remodelling enables schools to lead the change agenda An inclusive School Change Team Follow-up Events to share learning and experiences Attention to the rational, political and emotional aspects of change Fostering informed practice and collaboration between schools Support and challenge to schools Critical elements for success National Agreement

69 – 69 – Why remodel? It’s about pupils and staff “Remodelling has had a significant impact on both staff and pupils. Staff morale is strong” “The remodelling agenda has given us the opportunity to fit the needs of the child to the school” “Remodelling has meant working smarter not harder. It has provided benefits for children and staff and impacted positively on the quality of teaching and learning” “Our KS3 results have risen dramatically. A significant contributor to this has been our unrelenting pursuit of excellence in teaching and learning facilitated by our remodelling” “Teaching and office staff are taking pride in devising new and more efficient ways of working and at the same time the self esteem of teaching assistants is being improved as they embrace greater responsibilities. The whole place is buzzing.” Remodelling has really brought all the staff together as a team – it’s about everybody’s work being valued for what they bring to the children’s education * Source: early adopter headteachers

70 – 70 – Mobilise Start the process Deliver results Discover school issues Develop a plan Deepen understanding THE REMODELLING PROCESS

71 – 71 – Agenda Educational context and the remodelling agenda What we have to implement – the regulations The Challenge – Group discussion on the application of the regulations Developing PPA strategies The Challenge – Group discussion on the creation of PPA strategies Planning your implementation timetable Using a planning toolkit Financial Planning Communicating to your school team Remodelling LEA support

72 – 72 – LEA Model of Change Management for Workforce Remodelling Director Head of Service Workforce Remodelling Officer Change Management Trainers & Consultants Workforce Remodelling Group Representatives of Trade Unions Teacher Associations, Headteachers and Governors School Change Teams (remodelling)

73 – 73 – Capture feedback on today and close Parking Lot (if any) Points of Clarification Evaluation.


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