The Standards and Excellence team The team works with school leaders reflecting the understanding that school leaders are the drivers of their own school’s improvement.

The Standards and Excellence team Context The LA’s statutory role 13 A of the1996 Education Act The roles and responsibilities of the DCS and LMCS ( April 2013) DfE School’s Causing Concern Guidance Raising the Bar Supporting school leaders with their improvement work

How we have refined our work based on learning LASSI RAG rating Inspection frameworks Role of the SEO

The Standards and Excellence team Our goal that is modelled in what we do and how we do it, is that all schools will have strong leadership teams who know the school’s strengths; where it is in its improvement journey; and how to move it on to the next stage, taking effective action at the appropriate pace so that all pupils receive an education that is at least good and improving. We facilitate collaboration between school leaders to share what’s working well, adopt an evidence based approach to sharing successes and a solution focussed approach so that challenges are overcome.

The work of the team The team: gather and interpret the evidence so the LA knows its schools work with school leaders to support them in their school improvement work , interpreting evidence to know what’s working well and what are the areas to improve; what needs to happen and what impact is it having gather information and interpret evidence to identify strengths to share wider and concerns where intervention is needed facilitate schools working together on locality priorities

The role of the SEO Evidence based Uses criteria and benchmarks Records the LA view of the school Records the school’s view of itself Records the school’s leadership of improvement. Reflects the school’s improvement journey Shows the value added from the support and challenge e.g. clarifies next steps for the school; validates the school’s view; Highlights strengths to share wider Shows the evidence to inform if / where the LA should use its statutory powers of intervention in LA maintained schools

The continuous conversation What is your ambition for the pupils at your school? How well is your ambition realised? What is your view of your school? Where are you in your school improvement journey? How do you know? What evidence have you used and what has it told you? What are your strengths? What makes these successful? What learning can you transfer? How are these being shared? In school and wider? Where are you working towards being? By when? What are your priorities? What actions are you taking to address them? On each visit – what have you done? What’s been the impact? What’s the evidence? Where are you now? Are you where you wanted to be? What needs to happen next? Range of evidence SEF SDP

Sources of evidence that informs the SEOs / LA view Which are at certain points of the year? Which are throughout the year? Website Parent view Published performance information Benchmark tables Pupil outcomes – non published / internal data SEF - school’s view of itself SDP – school’s improvement actions Discussions with senior leaders including governors/ middle leaders / staff / pupils School’s monitoring records Governor minutes & HT reports Learning walks and lesson drop ins Pupils’ work What else? Not all discussed in one visit at one time - continuous

Criteria, benchmarks and national guidance The Education Inspection Framework (Ofsted) Published pupil outcomes School’s causing concern guidance (DfE) Headteacher Standards DfE benchmarking tables EEF – what works

How does the SEO role fit with SLIN? Supports leaders with their whole school improvement work Contributes to a holistic view for school leaders; MATs and the LA. Adds to a whole picture Complements and does not duplicate Consistent approach for schools in SLIN and those not in SLIN where the school is eligible for early help and additional support