developing people, improving young lives   developing people, improving young lives  

Your child, your schools, our future: building a 21st century schools system

Diocese of Blackburn: succession planning conference 9th November 2009

Why are we here?

• Introductions around your tables

• Name

• School/role

• What brings you here today?

• Be prepared to share your interest in succession planning

Objectives for the day

• Understanding the current national picture and our response

• Picturing the future: the 21st century school and an integrated workforce

• Grasping the local context and action planning

Agenda

• Welcome and introductions

• The current situation: view from the National College

• The 21st Century school: the TDA’s perspective

• Your school’s focus/ plans: the Diocesan overview

Raising standards

Narrowing the achievement gap

Well-being

Community cohesion

TDA’s role in …

… the 21st century school

Raising standards Extended services

Workforce modernisation Managing change

TDA strategic aims

TDA in partnership

21st Century Schools white paper aims:

• Excellent teaching in every school and the extra help each child needs

• Every school working in partnerships

• Strong accountability and rapid intervention when needed

• The right roles for local and central government

• A well-led, highly skilled workforce

The school workforce

The school workforce

• Quality and diversity of the school workforce

• Leadership development, collaboration and federation

• Redefine teachers’ and headteachers’ core responsibilities

• Masters in teaching and learning

• CPD entitlement

• Different routes into teaching

• Negotiating council for support staff

• School Business Manager role

• Skills strategy (including revised NOS)

Audit of school needs

Recruitment InductionDevelopmentCareer

progression

Priorities for the school workforce

• Recruitment, selection and ITT

• CPD culture and entitlements

• Broaden range of schools workforce, improve training

• Support governors and strengthen school governance• Selection and training of the best graduates as teachers• Masters in Teaching and Learning• Renewable ‘Licence to Teach’• Support staff development, pay and conditions• Wider range of skilled professionals in the workforce

• Resources to support professional development

• Routes into teaching

• Ensure workload and standards reflect the demands of the 21st century school

Priorities for the wider children’s workforce

Effective development and deployment:

• All staff - Level 3 qualification

• Co‑ordinated system of early intervention, linked to other professionals

• School Business Managers

• Extended Schools Coordinators

• Higher Level Teaching Assistants

• Improve quality and status of whole school workforce

Parent and Pupil

Guarantees

The Parent Guarantee

• Extended services including support and advice on parenting

• High-quality information and advice on the career and subject choices (Information, Advice and Guidance Strategy)

• Parent’s views on quality of schools sought by local authorities

• School Report Card

• Home School Agreement

• Personal Tutor (secondary)

• Online and other information about catch-up support and children’s progress

• Extra challenge and support for gifted and talented children

The Pupil Guarantee

• Behaviour, school performance and improvement • One-to-one tuition in English or mathematics • Small group tuition• Personal Tutor (secondary)• Additional needs linked to health and other specialist services

identified: swift and easy access to support• Tailored curriculum• 14-19 choices • Education or training up to the age of 17 (from 2013) and

up to the age of 18 (from 2015)• Childcare (primary)• High-quality activities in school and out of school hours

Partnership working

Promoting partnership working

Because no school can do it alone:

• Legislate to clarify schools’ responsibilities for children in their area as well as those on their own roll

• Reduce barriers to schools and other partners pooling funds and resources to achieve better value for money

• Support multi-agency teams in schools• Bring schools and wider services together in Children’s Trusts• Ofsted’s revised grade for partnership

Accountability and

intervention

Accountability and intervention

• Reformed role for ‘School Improvement Partner’ (SIP)

• SIPs to sign off improvement plans and the use of the School Development Grant

• SIP training and quality assurance

• School Report Card

• Professional judgement of schools through Ofsted inspection

• Empower individual schools: DCSF cease funding school improvement support quality-assured improvement support TDA’s CPD database and NCSL’s accreditation of

course providers

Accountability mechanisms

A framework for early intervention

Central and local

government roles

Central and local government roles

• Central government:

o Drive improvement

• Local authority/Children’s Trust:

o Strengthen commissioning

o Address poor performance

o Seek and take account of parent’s views

• Local authorities:

o Drive school improvement

o Promote schools’ compliance

o Intervene quickly to get school performance back on track

• Governance:

o Strengthened model

The challenge• Provide a more personalised

approach for each child and young person

• Deliver a wider offer

• Meet additional needs

• Contribute to school improvement

• Maximise the impact of the best leaders and governors

• Share effective practice and professional development

• Make the best use of resources

• Ensure greater collective accountability for outcomes

The challenge for the 21st century church school

How will a 21st century church school be distinctive?

Activity

In groups of 4:

• Picture the future

• Identify the challenges.

• Prepare a presentation in whatever format you like that envisions a 21st century church school