1. WHAT DO LEADERS NEED? In connection to Spiritual, Moral, Social and Cultural (SMSC) development, including British values and approaches to the Prevent Duty. Linda Cowie & Meg Henry, Schools Linking

2. What professional development do leaders say they need ? Different starting points to the journey

3. DEVELOPING PROCESS Whole day Leadership of SMSC CPD SMSC Staff meetings in special, primary, infant, secondary schools and PGCE School audits and reports Bespoke leadership support including policy, identifying priorities, action planning District wide work creating a network Toolkit/Audit/Guidance Resources Curriculum resources Conferences

4. LEADERS CONNECTING WITH VALUES What would you hear, see and feel like in a great school? What is it like to be a pupil in this school? Ofsted Sept 2015

5. And for every problem that is muddled by over-complexity, a dozen are muddled by over-simplifying

6. OVERALL EFFECTIVENESS The school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well- being enables them to thrive. School Inspection Handbook Sept 2015 Are we thoughtful? Are we wide ranging? Does everyone thrive here? How do we lever for change? Possible to work with frameworks to ensure maximum lever for change but without compromising thinking.

7. PROJECTS VISITS VISITORS ENRICHMENT ASSEMBLIES CORE CURRICULUM PASTORAL SUPPORT PARENTS WHERE IS SMSC INC BRITISH VALUES? ENVIRONMENT DISPLAYS WEBSITE BREAK LUNCH ETHOS VALUES RELATIONSHIPS POLICY

8. BRITISH VALUES….. NOT TO BE CONFUSED WITH BRITISHNESS Pupils’ spiritual, moral, social and cultural development and, within this, the promotion of fundamental British values, are at the heart of the school’s work. Outstanding Leadership & Management School Inspection Handbook Sep 201 5 Leadership process

9. A GREAT DEAL OF SUPPORT IS NEEDED FOR PREVENT Prevent Duty- From 1 July 2015 … “due regard to the need to prevent people from being drawn into terrorism”. Schools can build pupils’ resilience to radicalisation by providing a safe environment for debating controversial issues and helping them to understand how they can influence and participate in decision making. Schools are already expected to promote the spiritual, moral, social and cultural development of pupils and, within this fundamental British values. Safeguarding Curriculum

10. And if we want others to turn out differently – less hateful, more hopeful – we will have to keep more than one idea in our heads at the same time. Gary Younge Jan 2015

11. WHAT CAN LEADERS PROVIDE THAT PROTECTS STUDENTS ? Create strong sense of belonging Ensure strong, genuine individual and collective pupil voice. Students can become vulnerable if they are not heard. Work with power of ideals such as democracy Connect with current situation and views Act to avoid confusion taking over. Work to find ways to localise global messages Build confidence so adults will highlight Beware the emperors new clothes Make sure the resources are the right ones – don’t just press click and play.

12. Reasons given by leaders for wanting SMSC review & support

13. REVIEW AND SUPPORT Established process Manageable, Action based Supportive and challenging Identifying Strengths and Priorities Triangulate- students, staff, parents thoughts, data Evidencing and articulating outstanding SMSC

14. 5 Key Levers for School Improvement BSH Bradford Secondary Heads Aspirationa l Ethos 4LoP Appropriate Curriculum & SMSC USP Determined Leadership Clarity of mission Forensic analysis of data Holding to account at all levels: Improve or move Systematic Marking & Feedback Whole-school system 2-3 weekly Learning dialogue Student Progress & Intervention Year 7 Up Tracking Impact of Intervention PoS & Data- driven planning Performance Management Governance challenge Actively seek feedback 3 to 2; 2 to 1 Programmes Ethos as a key lever for change by a school partnership grouping

15. The staff training that begin the audit process was an incredibly impressive session. You are very happy to celebrate our achievements but also don't shy away from those challenging conversations in order to help us to ensure that SMSC is truly outstanding. This piece of work has been a very powerful part of our school improvement.’ Sue Pierce, Headteacher, Hazelbeck School Staff training

16. Recommendations: What do middle leaders need specifically? Broad understanding of SMSC in practice plus guidance about what specific contribution and impact their subject can make (and limitations) Guidance about sensible, meaningful subject specific ways of evaluating the effectiveness of their impact..

17. Recommendations Offer Leadership Training for SMSC?BV?curriculum approaches to the Prevent Duty. Staff training in schools- join dots SMSC..values..protect Attention to meaningful curriculum options SMSC/BV Move to distinguish between Britishness & British Values Serious attention to what is best practice connected to ‘Preventing radicalisation’ through the curriculum. Existing Schools Linking written guidance and toolkit of support updated/enhanced/endorsed Working party enhance subject specific guidance Evaluation, Audits, policy – with health warning- must focus on impact Availability of ongoing training & advisory support Training for Ofsted! In all of above headteacher engagement critical