Direction of travel

Schools are accountable for their own improvement

School improvement funding devolved under the control of heads

Schools procure SI services from other schools or the market

DCSF steps back from central delivery role; and:– Supports school-to-school partnership arrangements– Creates an accessible market of support services– Establishes appropriate quality assurance mechanisms– Provides free resources using licensed DCSF IPR

2

A changing world, where…

The new model is built on three levels:

School Report Card & inspection (Accountability)

School Improvement Partners (Challenge)

New model of Improvement Support for Schools

(Support)

3

Every school improving….

The market of SI services

A rich legacy of free DCSF materials and resources which schools can continue to access online.

A diverse market of improvement products and services offered by the public, private and 3rd sector, and supplemented by end-user feedback and ratings.

A select range of proven but chargeable DCSF intervention programmes, available to all schools via a network of quality assured programme providers.

A single point of access for schools, to information about available services in their area.

LAs’ role on a regional basis

Agree challenging but achievable targets across the authority, with the CLSAs/GOs.

Monitor performance across all schools to identify those which:– are priorities for intervention– may require structural change in order to improve– are capable of offering support to other schools

Ensure that the availability of support in the Authority is sufficient across all five ECM outcomes.

Identify and facilitate effective school-to-school support arrangements.

Provide a management environment where SIPs form part of an integrated school improvement service.

Potentially offer chargeable services as part of the wider market of support.

LAs’ role for individual schools

Agree challenging but achievable targets for each school.

Oversee and support the work of SIPs to ensure that every school is receiving the appropriate level of challenge and support.

Encourage the better performing schools to offer support to others.

Identify and facilitate structural change where that is required to drive improvement.

Deliver chargeable services to schools that choose to buy from the Authority. Schools must have freedom to choose.

So to reiterate. Our new approach provides:

The underpinnings and infrastructure

New locally based system, integrated with wider children’s services through the Children’s Trust

The new school improvement model: – Sharper accountability based on wider outcomes– SIP role that supports, challenges, finds solutions– Lateral support and ‘drawing down’ of products and services

A learning system: the ‘good to great’, families of schools, and teaching schools models for sharing practice

Intervention where needed

The World Class Primaries programme is providing a range of support packages to assist all schools’ improvement

Below floor schools

Expand our successful Improving Schools Programme (ISP) to reach a further 500 schools

Challenge LAs to use structural solutions for persistently weak schools, including Accredited Schools Groups subject to Parliament

Use National Leaders of Education (NLEs) for schools in crisis with fragile leadership

Strengthen support for families in accessing wider children’s services and supporting learning

Schools needing to maximise

progression

(high attainment, poor progression)

Expand the Leading Teacher programme to coach underperforming teachers in coasting schools

Use the core elements of ISP to support stronger systems of pupil tracking Use Local Leaders of Education (LLEs) to support and coach clusters of coasting

schools Expand the ‘Extra Mile’ programme to coasting primary schools with high FSM

gaps

Inconsistent schools

(volatile results, uneven performance

between subjects)

Use NLEs where lack of strong leadership is causing extreme volatility Use core elements of ISP to support stronger systems of leadership Provide subject support for weaker subjects through the deployment of Maths

specialist teachers, Leading Teachers and ASTs LLEs to support and coach clusters of volatile schools

Good, great and improving schools

(respectable results, upward trajectory)

Create a ‘sharing good practice’ visits programme to spread excellence through the system

NLEs and LLEs from good and great schools to offer support to other schools on challenging policies – Assessment for Learning, extended schools etc.

Encouraging our best schools to be accredited to support others Support implementation of the new curriculum through good schools supporting

others in their area through modelling and coaching

The SoS can also require an LA to obtain Advisory Services?

Where it appears to him that:

(a) LA in England maintains a disproportionate number of low-performing schools, and

(b) the authority –

(i) has not been effective or are unlikely to be effective in securing an improvement in the standards of performance of pupils at those schools,

or

(ii) is unlikely to be effective in securing an improvement in the standards of performance of pupils at other schools which may in the future be low-performing schools.

..the SoS remains ready to intervene where local authorities aren’t being ambitious enough for their schools

Powers to Intervene:

EXISTING SoS Powers to Intervene

Asking Ofsted to inspect a school Appointing additional governors where a school is in Special

Measures or requires significant improvement Establishing an Interim Executive Board where a school is in Special

Measures or requires significant improvement Directing an LA to consider issuing a warning notice where a

school is underperforming Requiring an LA to obtain advisory services where the LA has a

disproportionate number of underperforming schools (including those in Ofsted categories)

Proposed SoS Powers to Intervene

Requiring LAs to consider the use of Accredited Schools Groups to tackle school underperformance

Close underperforming schools Directing an LA to issue a warning notice where a school is

underperforming and the LA has not acted quickly enough or the school has failed to comply with previous notices

In January 2010 New intervention provisions came into force (ASCL Act 2009)

When the LA: Has not given a warning notice to a governing body despite there being a need to.

Has issued a warning notice but the school has failed to comply and the LA has not acted to address this issue.

Has failed to address the fact that a school is eligible for intervention and has not responded to direction within the 2 month compliance period

The SoS can now direct a LA to consider issuing a warning notice:

Local authorities have been tasked to share their plans for primary school improvement..

ALL LAs

Officials are conducting visits to as many LAs as

possible before their submission of

Improvement plans at the end of March

12 TARGETED LAs

Primary School Improvement plans have been assessed and we are in

discussion with the SoS to determine the type and level of

support and challenge that these LAs will receive

Plans should provide robust evidence of:

• progress of all schools, especially most vulnerable

• how data is used to drive improvements

• how intervention powers are or will be used

• the LA’s capacity to deliver plans

• sustainability

Vision 2025

Strategic plan to develop Dudley’s education improvement programme

Township development is at the heart of the document

Targets more support to front line services

Has school to school support as central feature of a revised school improvement policy

Increasing move towards Childrens Services as a commissioner of services