Gavin BoydGavin BoydChief Executive DesignateChief Executive DesignateEducation & Skills Authority Education & Skills Authority

(ESA)(ESA)Conference for School Conference for School

GovernorsGovernors21 May 200821 May 2008

ESA – The CountdownESA – The Countdown

1 April 2009 - 12 months to go!1 April 2009 - 12 months to go!

Clear political direction Clear political direction

Funding is thereFunding is there

Case for change widely understoodCase for change widely understood

Why is Change Necessary?Why is Change Necessary?

Educational outcomes can be betterEducational outcomes can be better 63% of pupils achieve 5 GCSEs A*-C63% of pupils achieve 5 GCSEs A*-C 50% of pupils achieve 5 GCSEs A*-C 50% of pupils achieve 5 GCSEs A*-C

(including English and Maths)(including English and Maths) 37% of socially disadvantaged pupils 37% of socially disadvantaged pupils Huge variation in performance between Huge variation in performance between

schoolsschools

Secondary (non-selective) Schools Free School Meals and GCSE Results (5 or more A*-C)

R2 = 0.3403

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80

% FSM (4yr average)

% o

f pup

ils a

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ving

5+G

CSEs

@ g

rade

s A*

-C

(4 y

r ave

rage

)

43% NI Average 2005/06

Selective Post-Primary SchoolsSelective Post-Primary Schools

Also a wide variation in performanceAlso a wide variation in performance

GCSEsGCSEs 2006 – % achieving 7 GCSEs A*-C2006 – % achieving 7 GCSEs A*-C

ranged from ranged from 67% - 10067% - 100%%

A LevelsA Levels 2006 - % achieving 3 A Levels at A-C ranged 2006 - % achieving 3 A Levels at A-C ranged

from from 35% - 97%35% - 97%

Why is Change Necessary?Why is Change Necessary?

System is over-engineeredSystem is over-engineered Duplication of management and Duplication of management and

processprocess Management of interfaces between Management of interfaces between

11 organisations11 organisations Inconsistent delivery of policyInconsistent delivery of policy Different levels of serviceDifferent levels of service Need to reflect greater expectations Need to reflect greater expectations

from the communityfrom the community

Education Change ProgrammeEducation Change Programme

Changing Changing what what children learnchildren learn Changing Changing howhow they learn they learn Changing Changing the environmentthe environment in in

which they learn; and finallywhich they learn; and finally Changing Changing how they are supportedhow they are supported

throughout their learningthroughout their learning

ESA - Making a Real Difference ESA - Making a Real Difference

Improving outcomes for all learners by Improving outcomes for all learners by supporting and challenging schoolssupporting and challenging schools

Integrating delivery of children’s servicesIntegrating delivery of children’s services Area planning of school and youth Area planning of school and youth

provisionprovision Building schools more quicklyBuilding schools more quickly Releasing £20m savings for front line by Releasing £20m savings for front line by

2011/122011/12 Reallocation of resources to make a real Reallocation of resources to make a real

differencedifference

‘‘Don't tell people how to do things, Don't tell people how to do things, tell them what you want them to tell them what you want them to

achieve and let them surprise you achieve and let them surprise you with their results.’ with their results.’

(George S Patton)(George S Patton)

Improving OutcomesImproving Outcomes

Improved outcomes can only be delivered Improved outcomes can only be delivered in schoolsin schools

Increased focus on self-evaluation and Increased focus on self-evaluation and self-improvement – will apply to vast self-improvement – will apply to vast majority of schoolsmajority of schools

Key role for Principals and Boards of Key role for Principals and Boards of Governors in promoting high qualityGovernors in promoting high quality

ESA’s role – monitor, support and ESA’s role – monitor, support and challenge!challenge!

Roles and ResponsibilitiesRoles and Responsibilities

Role of ETIRole of ETI Promote improvement through the inspection programmePromote improvement through the inspection programme Report outcomes of inspections to DE, ESA, Principal, Report outcomes of inspections to DE, ESA, Principal,

Governors etcGovernors etc Use outcomes from inspection to advise the Minister, DE Use outcomes from inspection to advise the Minister, DE

and ESAand ESARole of ESARole of ESA Publish a School Improvement PlanPublish a School Improvement Plan Monitor performance re quality indicators and challenge if Monitor performance re quality indicators and challenge if

necessarynecessary Take account of inspection findingsTake account of inspection findings Work with the school and provide support to effect Work with the school and provide support to effect

improvementimprovement

How Will ESA Support You? How Will ESA Support You?

Support leadership development at all Support leadership development at all levelslevels

Disseminate best practiceDisseminate best practice Provide benchmarking informationProvide benchmarking information Provide access to appropriate training and Provide access to appropriate training and

professional qualificationsprofessional qualifications Critical friend for school leaders i.e. give Critical friend for school leaders i.e. give

clear direction, listen and respondclear direction, listen and respond Celebrate and reward success; identify Celebrate and reward success; identify

and address underachievementand address underachievement

ESA - Locally ResponsiveESA - Locally Responsive

Small HQ - grouped functions in Small HQ - grouped functions in different areas, local support teams different areas, local support teams based upon district council modelbased upon district council model

Schools will know who to contact, Schools will know who to contact, where to contact themwhere to contact them

Advice on what schools Advice on what schools can can do, do, rather than what they rather than what they cannot cannot dodo

Tailored support – every school is Tailored support – every school is differentdifferent

Your Role in Moving ForwardYour Role in Moving Forward

Continue to support school leadershipContinue to support school leadership Act as a ‘critical friend’ by challenging Act as a ‘critical friend’ by challenging

performance and provisionperformance and provision Identify the support and training you will Identify the support and training you will

need under ESAneed under ESA Work in partnership with ESA, the Work in partnership with ESA, the

Department and the Education and Department and the Education and Training Inspectorate to improve outcomes Training Inspectorate to improve outcomes for all young peoplefor all young people