1. A Quick Guide to ACSL’s Blueprint for A Self Improving System Trust and Transformation

2. A Self Improving System

3. 6 Principles

4. Vision

5. Role of Government Equitable and sufficient per-pupil funding weighted for disadvantage Slim, smart, stable framework of standards Calculation of numbers of teachers needed in each region and allocation of funding to manage supply A capital programme to ensure quality learning environments

6. Teacher professionalism

7. What should schools do? Strong leader of ITE and professional development Cultivate peer-led learning – excite teachers Develop assessment practice Take the lead in developing and testing approaches to the gap Get involved in a strategic partnership Develop a formal relationship with a HEI Focus on pay-related progression and student outcomes Allow teachers to innovate, test new practice and learn together

8. Curriculum, Assessment & Qualifications A broad core curriculum framework determined by a Commission for Curriculum Review analysed every 10 years. This is only one part of a school’s curriculum which focuses on a range of important skills and qualities Development of a wider skill set including formal qualifications and ‘cultural capital’ (instead of focus on narrow testing regime) Reformed Qualifications Regulator Assessment Ethics Framework Accountability includes but does not rely on qualifications Development of technology for learning and assessment Sharing of good practice internationally – Britain modelling the wider skill set developed

9. What should schools do? Develop a bold curriculum vision and philosophy that suits the school context and reflects the fundamental purpose of education Build a culture and shared vision of curriculum design and development Build an assessment strategy around a growth mindset

10. Finance and governance Most schools in partnerships National funding formula weighted for disadvantage Strong governance Schools have financial accountability Mechanism for schools to transfer from one trust to another What should schools do? Commission an external review of governance Written statement on how governing board will work with senior leaders Review governing board’s constitution Actively recruit people with the right skills Model the finances over a 3-5 year period

11. Intelligent Accountability Small number of ambitious goals including a progress measure Accountability not just based on qualifications Lean, efficient, respected (not feared) inspectorate made up of school leaders Inspectorate moved to a model that hold partnerships of schools to account (every 2 years) for the quality of support and challenge they offer each other. In partnerships with consistently good outcomes and strong peer review that demonstrates impact, the inspectorate does not inspect individual schools Inspections focused on progress and preparation for life in modern Britain and a global society

12. What should schools do? Take ownership of accountability and define performance measures Develop teachers who are agents of their own accountability and who can initiate conversations about what needs to improve Build a culture of learned resourcefulness, hopefulness and optimism rather than narrow compliance Develop parents’ and governors’ understanding of accountability measures Work in a strategic partnership to develop strong peer review

13. Scrutiny and Intervention Scrutiny of performance of all schools is undertaken by School Commissioners in a regional structure. They have executive power to intervene in failing schools Locally-constituted Head Teacher Boards advise School Commissioners and deploy NLE Local accountability is exercise through a Education Overview and Scrutiny Committee What should schools do? Work with other schools to agree and implement strategic approaches for addressing systemic challenges such as succession planning, subject networks and school-to-school support Grow system leadership roles Stimulate Teaching School Alliances Engage with school-led structures like the Teaching Schools Council

14. Strategic Planning The duty to secure sufficient school places remains with Las The commissioning of schools (and Academy bids) through a competitive process predicated oneducational quality lies with School Commissioners School Commissioners can also close schools Each local area has a locally agreed admissions framework that schools cannot opt out of The School Adjudicator assesses appeals The LA has responsibility for the assessment of pupils with SEN Sub-regional hubs of employers and educators work together to provide IAG What should schools do? Assess their capacity to lead in the provision of new school places