1. Good to Outstanding
Am Rai
Montpelier School
Ealing

2. Using system management to ensure outstanding teaching all day, everyday

3. Context 679 pupils (RAISE 2012)
Highest percentile for ethnic minority and English as an additional language
Average for free school meals, social deprivation
Slightly below average for SEN - why?
Lowest percentile for stability (73%)

4. 2003 March - OFSTED judged school to be good
Academic year , 345 teacher days’ absence
Planning and assessment inconsistent
Poor attendance and punctuality
A school of “independent” teachers
New head teacher arrived September 2003

5. 2003 - 2006 11 newly qualified teachers appointed
Restructure - 2 deputy head teachers, one assistant head teacher
July Phase Leaders appointed
Mobility of staff was noted by governors

6. September 2006 OFSTED inspection
whilst there has been mobility of teaching staff, this has been an aid to improvement, not a barrier

7.
Focus upon establishing system management as a way of ensuring sustainability
Creating a safe, transparent, nowhere to hide culture - within and beyond the classroom

8. If it’s not going to stick, think again
making senior leaders accountable for progress
providing mechanisms which enable challenge, and allow action when improvement is not on the horizon
sticking plasters and cover ups lead to a loss of confidence in the integrity of leadership

9. Appraisal and Performance Management

10. Questions Does it work? Is there a point to it?
Do teachers have faith in it?
Does it impact upon performance in the classroom? Are pupils’ experiences improved?
Are teachers’ development needs anticipated and planned for?
Is the link to CPD connected to the school’s capacity to deliver what is needed?

11. Bespoke Appraisal Systems
Up to 3 hours of observations
What is appropriate and helpful for which teacher?
Work scrutiny, half termly data updates
Talking to pupils - will tell you how effective leadership and management is
Drop - ins: Developing a picture over time and a sense of TYPICALITY

12. Securing Performance
Empowering senior and middle leaders - all can step up if enabled to
Ensuring approach is fairly and consistently applied.... telling it how it is, all of the time
Allowing for mistakes - avoiding fatalism
Preventing repeated cycles of “nearly good enough” - fast track intervention and support

13. Self Evaluation and Monitoring
Intrinsically linked to Appraisal and CPD policies
Purposeful and useful - should direct improvements
Accessibility - the rolling document!
Easily communicated and recorded

14. Keeping on top of it all Continuous activity
Centralised information storage. Online tools?
Only doing things once : findings = agendas for action
Clarity of role within teams - avoid grey areas

15. Everybody taking part
Involving teachers in the development and exemplification of school priorities
Open classrooms, open minds
Increased transparency, stronger dialogue

16. Why system management? Easier to understand
Supports maintenance of successful legacies
Fairer to pupils and staff
Can be used across schools, networks, partnerships, federations
Facilitates capacity growth

17. Final Thoughts