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Seizing the agenda: a better future for schools in the North East? SCHOOLS NorthEast Summit Conference 14 October 2011 John Dunford.

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Presentation on theme: "Seizing the agenda: a better future for schools in the North East? SCHOOLS NorthEast Summit Conference 14 October 2011 John Dunford."— Presentation transcript:

1 Seizing the agenda: a better future for schools in the North East? SCHOOLS NorthEast Summit Conference 14 October 2011 John Dunford

2 V I P Values Innovation Partnership School leaders creating a new narrative

3 Seizing the agenda  Principles underpinning school leadership  Autonomy  Curriculum freedom  Partnership working: the lessons so far  Partnership working: the new context  A self-improving system  Leadership development  Accountability and data  Seizing the agenda

4 Principles underpinning school leadership  Cameron: freedom, fairness, responsibility  Gove: autonomy, accountability, leadership  School leaders: values-led  All: moral purpose and social justice; closing the gaps  Engaging local communities  What principles and values underpin our work?  Building professional networks  How strong are our professional networks?

5 Autonomy  Liberated leaders: do you feel liberated?  How will you use your increased autonomy?  Curriculum  Pay and conditions  Varying the school year, day, week  Professional development (incl. governor training)  Freedom to … or just freedom from … ?  Going it alone – or working together?

6 Curriculum freedoms  National Curriculum review  A more limited range of knowledge  English Baccalaureate  ROPA and the need for progression  A new assessment regime  What curriculum does a C21 student need?  Developing knowledge and skills  Looking out, not looking up  Building a “whole education”  How will you use the promised curriculum freedom?

7 Partnership working: the lessons so far  Growth of system leadership  Specialist schools and RATL  London Challenge and later City Challenge  National Leaders of Education  Trust schools  School chains

8 Partnership working: the new context  SoS recognises evidence of successful S2S support  Academies required to partner another school  Groups may apply for academy status  NLEs and LLEs, now also SLEs and NLGs  Teaching Schools – hub and partners  Partnership within and between phases  Choose your partners!  What drives partnership working in a highly devolved system?

9 A self-improving system “A new vision of school improvement in which the school system becomes the major agent of its own improvement” David Hargreaves, Creating a Self-improving System, National College, 2010 http://www.nationalcollege.org.uk/docinfo?id=133672&filename=creating-a-self-improving- school-system.pdf

10 A self-improving system  Strong clusters: groups of schools working together, sharing resources and expertise  Local solutions: local self-evaluation leading to local action  Raising aspirations across the area  Building leadership capacity across groups of schools  Can the North East be a self-improving system?

11 Leadership development  Priorities: focus on learning, focus on values  Leadership throughout the school – CLD  Middle leader development programmes  Subject leadership  Growing your own leaders, but growing leaders for the system too  Local succession planning  How can this happen best in the North East?

12 Accountability and data  Centralisation and decentralisation – the lesson from history  More accountability – probably  Different accountability – certainly  Intelligent accountability – still some way off  How will this happen in a more localised system?

13 Accountability and data  More local accountability – but how?  Ofsted role changing, SIP role gone, LA improvement role weakened  Where is the external challenge coming from?  The position of governing bodies in the accountability structure  Opportunities to re-think governance  Accountability direct to parents  Could a local North East solution be devised collaboratively?

14 Accountability and data  Data for accountability and data for improvement  Self-evaluation after the SEF  Measuring added value after the CVA  Better data needed  Build your own data  Be more transparent with data  Use data better and use it more coherently  Extract maximum value from your MIS

15 Accountability and data  National accountability measures still dominate  ‘Families of schools’ data to be published regionally  5 A*-CEM grades; A*-G grades  Progress measures  English Baccalaureate  Measure of how well deprived students do  Measure of how students do when they leave  Floor standard – 35 per cent %A*-CEM and rising  Information on expenditure  Quality assurance = external + internal  Can a local QA system be developed?

16 Seizing the agenda  Taking responsibility for the development of schools in the North East  Reinforcing values  Holding together in a more atomised system  Learning from each other: shared professional development  Creating an effective partnership system – within and between phases  Collaborating and competing  Devising a local accountability system  There is a cost to this … but there is a bigger cost in not doing it

17 Seizing the agenda: a better future for schools in the North East? Values Innovation Partnership


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