1. Dr Hilary Emery Executive Director, TDA June 2008
Shaping the future together Hertfordshire Standards And School Effectiveness Leadership Conference
Dr Hilary Emery
Executive Director, TDA
June 2008 1 1

2. Workforce modernisation The classroom is no longer enough
Agenda
Why the need for change
Workforce modernisation
The classroom is no longer enough 2

3. Some opportunities / challenges
By 2020 China will be the 2nd and India the 6th largest economy in the world
The global population is expected to rise from 6.5bn in 2005 to 7.7bn in 2020 and 9.1bn in 2050
There will be increasing effects of climate change and increased pressure on global resources
The potential costs of climate change are huge – up to 20% of global GDP per annum
The UK population is expected to increase to 67m by The number of those aged over 85 will increase by 50% by 2020
Ensuring further improvement in public services requires provision tailored to the needs of individuals and areas
People increasingly feel they are not able to influence political decisions
The Strategy Unit, the Cabinet Office, 2008

4. The attainment gap starts early …

5. … and continues to worsen …
Key Stage 2
FSM – 61% achieved L4+ in English, 58% in maths
Non FSM – 83% in English, 79% in maths
Key Stage 3
FSM – 50% achieved L5+ in English, 56% in maths
Non FSM – 77% in English, 81% in maths
Key Stage 4
FSM – 33% achieved 5+ good GCSEs
Non FSM – 61%
2006 national data

6. …but we know good teaching makes a difference
Sanders & Rivers (1996) Cumulative and Residual Effects on Future Student Academic Achievement

7. And good leadership matters as well
School leadership is second only to classroom teaching as an influence on pupil learning
Almost all successful leaders draw on the same repertoire of basic leadership practices
The ways in which leaders apply these leadership practices – not the practices themselves – demonstrate responsiveness to, rather than dictation by, the contexts in which they work
School leaders improve teaching and learning indirectly and most powerfully through their influence on staff motivation, commitment and working conditions
School leadership has a greater influence on schools and pupils when it is widely distributed
Some patterns of distribution are more effective than others
A small handful of personal traits explains a high proportion of the variation in leadership effectiveness
Seven strong claims about successful school leadership, 2006, NCSL

8. Can we close the attainment gap to make these targets a reality?
Attainment goals for 2020
every child ready for success in school, with at least 90 per cent developing well across all areas of the Early Years Foundation Stage Profile by age 5
every child ready for secondary school, with at least 90 per cent achieving at or above the expected level in both English and mathematics by age 11(2007 – 80% and 77% respectively)
every young person with the skills for adult life and further study, with at least 90 per cent achieving the equivalent of five higher level GCSEs by age 19 (2006 – 71%)
at least 70 per cent achieving the equivalent of two A levels by age 19
Can we close the attainment gap to make these targets a reality?

9. TDA support for teachers and teaching
Getting the right people to become teachers
Develop them into effective teachers
Early professional development and continuing professional development
Linking performance management, CPD and national standards
Introduce the new Masters of Teaching and Learning (MTL) for teachers
National occupational standards for support staff
National standards and training and development for higher level teaching assistants (HLTAs)

10. Workforce modernisation The classroom is no longer enough Well-being
Agenda
Why the need for change
Workforce modernisation
The classroom is no longer enough
Well-being 10

11. The impact of the 2003 national workforce agreement
aims to raise standards while reducing teacher workload
The schools which had understood the principles underlying workforce reform had planned a coherent strategy and managed the changes well
This enabled them to plan for and implement other national initiatives more
successfully
The substantial expansion of the wider workforce and the increasing breadth and diversity of roles were leading to changes in working practices at all levels
These changes were most effective when good practice was identified, shared and used to agree the most effective ways of deploying the wider workforce
The reforms have resulted in a revolutionary shift in workforce culture, with clear benefits for many schools
Ofsted, 2007

12. School workforce
FTE Maintained and Academy school workforce* in England, 1997 to 2008
* Does not include
site staff, catering staff, cleaners or supervisors
Source: Annual Survey of Workforce Numbers, School Census

13. The School Workforce TA Equivalent Pupil Welfare Technicians
Higher Level TA
LSA (SEN pupils)
Nursery nurse
Therapist
TA – primary
TA – secondary
TA – special
Pupil Welfare
Pastoral manager
Connexions advisor
Education welfare
Home liaison
Learning mentor
Nurse
Welfare assistant
Technicians
ICT manager
ICT technician
Librarian
Science technician
Technology tech.
Media technician
Other pupil support
Bilingual support
Cover supervisor
Escort
Exam invigilator
Language assistant
Midday assistant
Midday supervisor
Facilities/site
Cleaner
Cook
Other catering
Caretaker
Premises manager
Administrative
Administrator
Bursar
Finance officer
Office manager
Secretary
Attendance office
Data manager
Exams officer
PA to Head
Teachers
Teacher
Excellent teacher
AST
Assistant headteacher
Deputy headteacher
Headteacher
Extended schools
Cluster manager
ES Co-ordinator
Parent Support
Advisers.
Source: adapted from Deployment and impact of support staff in schools, IOE for DfES, 2007 .

14. TDA skills strategy for the wider school workforce
Creating a framework of standards and qualifications
Supporting schools to develop new ways of training and deploying their support staff
Extending training opportunities to meet the development needs of all support staff

16. Workforce modernisation The classroom is no longer enough
Agenda
Why the need for change
Workforce modernisation
The classroom is no longer enough 16

17. The Children’s Plan sets out the Government’s strategy for realising the Every Child Matters agenda
builds on ECM, 2003
“the beginning of a new way of working, not a one off event.”
Schools as the centre of their communities: uncompromising about ambitions for achievement
Principles: backing parents and families; children’s potential to succeed; enjoying childhood and being prepared for adult life; prevention and:
“services need to be shaped by and responsive to children, young people and families, not designed around professional boundaries”

18. 18 18 18

19. Improvement partnerships / federations Specialist status and academies
There are a range of complementary initiatives: Overarching/enabling initiatives applying to all schools
LA / Children’s Trust
Youth Matters
Healthy schools
Improvement partnerships / federations
Children’s centres
Specialist status and academies
Primary Capital
Extended Services in and around Schools
Building Schools of the Future
Aim Higher
Community cohesion
Sustainable schools
Learning Outside the Classroom (LOtC)
Well-being
‘Back on track’ white paper 19 19

20. What is an extended school?
“An extended school is a school that recognises that it cannot work alone in helping children and young people to achieve their potential, and therefore works in partnership with other agencies that have an interest in outcomes for children and young people, and with the local community. In doing so, it aims to help meet not only the school’s objectives but also to share in helping to meet the wider needs of children, young people, families and their community.”
ES lead, Cumbria 20

21. Key enablers Good partnership working Strong leadership
Integrated working
Formal agreed strategies
Robust performance management
Joint commissioning arrangements

22. Key risks Funding concerns Staff recruitment and retention
Capacity and overload
Cultural differences / different agendas between partners
Lack of aspiration among young people and their families
Lack of engagement by some
Parents
Schools
Local employers
Local authorities
Health
Social services

23. Rural and small school challenges
Head teacher and staff workload
Transport and access to services
Fewer professionals covering large areas
Low expectations from services (so low or slow take-up)
Sustainability
Small numbers – no economies of scale
Low rural incomes
Confidentiality – everyone knows everyone
Shortage of registered childcare provision
Facilities / space can be limited

24. Rural schools also have some advantages
Centre of the community
Strong parent/staff relationships
Good knowledge of the children’s whole context for learning
So high degree of personalisation
Strong community support
Greater flexibility
Easier to promote services e.g. in key village locations
Lack of competition from alternative services / entertainment
Local professionals often more ‘visible’ e.g. district nurse is known to school

25. Principles behind the success of rural and small schools
Knowing what services the school wants to provide and what benefit is expected
Effective consultation with children, families and the wider community
Linking service design into improved opportunities, achievement and outcomes
Commitment to working positively as a cluster
Growing links with the community
Good links with multi-agency partners
Strategic support from the local authority
Schools having good, up-to-date knowledge of resources and skills available
Within school and across the cluster
From multi-agency teams
In the wider community, incl. voluntary organisations and private providers
In the local authority

26. The School Improvement Planning Framework was developed by schools, tested by schools and is supported by key national stakeholders
Tested by over 150 pilot schools
Ofsted updated the SEF prompts and published revised guidance for inspectors
Information sessions requested by Ofsted inspectors
Supported by National Strategies
NCSL are incorporating the framework into their NPQH programme
Included in the DCSF’s Community Cohesion toolkit and Narrowing the Gap materials
Supported by SSAT Community Lead Practitioners
City Challenge are offering the framework to schools as part of their Good2Great programme 26 26

27. DVD

28. Teaching and Curriculum of successful learners
Extended services can be key to unlocking the learning potential of pupils and helping them achieve
Extended Services
design
+ Family support
+ Confidence
- Bullying
- Poor health
Blockers
and
enablers
Standards
and achievement
Teaching and Curriculum
Characteristics
of successful learners
Attitude
Behaviour
Attendance
High Aspiration etc
Experience success
Raise self esteem
Improve physical health etc
They need to be deliberately designed to complement the drive to raise achievement (not be a bolt on / distraction from it) 28 28

29. Well-being and community cohesion extended activities
Extended schools:
swift and easy access
community access
parenting support
varied menu of activities
Others:
Voluntary and community work
Work experience 29

30. ECM/ES leadership (Harris, Allen and Goodall – 2007)
LOCAL AUTHORITY
WORKFORCE REFORM
and REMODELLING
Schools that are fully implementing ECM/ES are also fully engaged with workforce reform
The support of the LA determines the level of implementation of and enthusiasm for ECM and ES
Leadership is the key driver for change and the successful implementation of ECM and ES
Effective ECM/ES leaders
need:
Negotiation skills
Change management skills
Brokerage ability
Interpersonal skills
Team building capability
Ability to manage risk
Financial acumen
Contextual literacy
There is a consistent and powerful interrelationship between workforce reform and effective ECM/ES implementation
Remodelling provides change capability
The quality of support and engagement between LAs and schools varies considerably. It is this variability that explains the variance in implementation of ECM and ES to a considerable degree

31. We can't solve problems by using the same kind of thinking we used when we created them.

32. Reflection points
With such major changes in the staffing in schools how national bodies,
local authorities and schools work together most effectively to ensure we
are
Recruiting the best people available?
Developing these people?
Deploying them effectively?