1. System Leadership & The Changing Landscape: HEREFORDSHIRE Giles Bird Regional Support Associate

2. 2 Introduction The principle of the Local Leaders of Education (LLEs) model is of: They do this through: being carefully matched to a neighbouring school spending up to 1 day a week in that school working with the head and SLT using coaching and facilitation to explore issues for the school and build capacity for leadership LLEs are also asked to support new heads in their first headship highly effective headteachers supporting the system by working with other headteachers to build capacity and raise attainment

3. 3 Background began as part of London Challenge in 2003 as Consultant Leader Development Programme introduced into Greater Manchester and the Black Country as part of City Challenge and in 5 pilot local authorities in 2008 expanded to national scale in 2009/2010 currently supporting 95% of England’s local authorities in creating a team of local leaders November’s White Paper announced the further expansion of the LLE programme – we have a target of 2000 nationally

4. 4 System Leadership Roles National Leaders of Education and National Support Schools Provides more intensive and specialised support Formal arrangements for support from the NLE’s school Criteria are therefore more stringent – e.g. outstanding Ofsted More likely to work cross-LA to get a good match because is smaller number nationally www.nationalcollege.org.uk/nle for more info

5. 5 System Leadership Roles Teaching Schools Extent – 100 at present, 500 by 2014, national coverage Criteria – Outstanding overall and outstanding leadership and teaching, track record or partnership, high levels of pupil outcomes, proven capacity to provide support and development to other schools Remit – four aspects – Initial Teacher Training (ITT), Continuing Professional Development (CPD), Leadership development and talent management, Support for schools.

6. 6 Specialist Leaders of Education Specialist in one field of leadership below the level of headship Able to demonstrate exceptional leadership and impact at a personal (not team) level Phase, subject, aspect (e.g. behaviour management), financial leadership (SBM), etc Capacity and track record of supporting others beyond own school Can come from schools other than good or outstanding

7. 7 The Changing Landscape Local Authorities and new horizons Revised role and diverse innovations DfE officers and Lead advisers, Early Action Areas, partnership with Local Authorities and National College Associates Impact on schools – collaboration, clusters, partnerships, trusts, academies, free schools etc Partnership and brokerage – schools funding S2S support National College Updates on changes to National College activities will soon be announced: ‘Supra-regions’ and College Associate roles

8. 8 System leaders in practice – the work and impact of system leaders Role Local Leader of Education (LLE) National Leader of Education & National Support School (NLE/NSS) Supporting new heads (the Professional Partner role) Raising Attainment Description provides personalised, needs-based support to new heads during their first two years in post  encourages new heads to reflect on their professional practice  supports new heads in the leadership and management of change  helps new heads to make sense of the local and national education agendas builds capacity to raise attainment in schools which are vulnerable or facing challenges  addresses specific issues through a confidential coaching and mentoring relationship  provides support and challenge to heads to bring about sustained improvement  ensures clear outcomes relating to pupil attainment are identified and worked towards provide additional capacity to raise attainment in schools facing significant challenges  provide, with their SLT and other staff from their schools, additional leadership capacity  share best practice through a mentoring and supportive relationship  may take on the leadership of underperforming schools and go on to develop academies, federations, trusts and chains of schools Typical time commitment Up to 30 hours over 2 years per new headteacher Up to one or two days per weekUp to full time Own school involvementNoneSome school involvement Significant involvement from SLT and other staff Target audience Supporting:  new, first time headteachers through the Head Start Programme Supporting schools:  below the floor standard  vulnerable of slipping below the floor  others needing to improve outcomes for pupils Supporting schools:  in Ofsted categories  at risk of being put in Ofsted category  facing closure or transition to academy or trust status  others facing significant challenge Eligibility includes  good track record as a headteacher  capacity for the school to thrive in the head’s absence  understanding of and interest in supporting and working in partnership with other schools  outstanding track record as a headteacher  good or outstanding staff with the capacity to work alongside another school  extensive experience of supporting and working in partnership with other schools