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ENTITLEMENT TO EXCELLENCE SOUTH WEST 2016-17
“Collective Strength, Shared Responsibility”
Rebecca Clark Regional Schools Commissioner
@vianclark
FOCUS ON VALUES & PURPOSE (not process)
Building a high performing school system
A good school place for every child
2020
“I am, because we are…….”
#1 challenge for the South West
– is the whole greater than the
sum of its parts?
SW KEY FACTS
• 2210 state schools, 907 academies (39%) • 1865 primary schools, 633 academies • 345 secondary schools, 274 academies • 199 multi-academy trusts • 76 Teaching School Alliances • 91% of schools are good or outstanding • Progress 8 SW average -0.05 • Primary RWM average 52%
STANDARDS
STRUCTURES
CAPACITY
PEOPLE
“From MASS CONVERSION to MASS IMPROVEMENT”
• World Class means having a good school for every child in every region
in England • Ensures that structural change is predicated on raising standards • Takes the starting point of all children and builds incremental progress
improvement every year • Builds a teaching, leadership and support staff workforce capable of
sustaining high performance • Sees the true value of outstanding early years teaching as an
underpinning of long term achievement
The challenges to be WORLD CLASS
4 STUBBORN CHALLENGES…….
1. The progress and attainment of our most disadvantaged children, we need to focus on progression from 3-19, “keep up not catch up”
2. The progress and attainment of our most talented children, building an entitlement which delivers choice
3. Meeting the challenge of rurality and sparsity, in many parts of our region our schools underpin the fabric of local communities, how can we think strategically to safeguard their futures?
4. Embedding system leadership and bringing coherence to the moving parts
2016-2020 STRATEGIC OBJECTIVES
1. No SW child attends a weak school and many more attend great schools
2. Universal high expectations feature throughout all SW schools so that local context and lack of opportunity do not limit achievement and progress for our young people
3. The school system develops the capacity and expertise to become self improving
4. Schools will lead and accelerate the pace of improvement with requirements for direct intervention reducing year on year
2017 PRIORITIES
1. Embed the principle of “intentional design”
2. Ensure that all MATS have a strong school improvement model
3. Promote opportunities for MATS to collaborate & work together
4. Understand and unlock the social mobility challenge across the SW
52%
54%
40%
42%
44%
46%
48%
50%
52%
54%
56%
58%
60%
South West National
KS2 - Percentage of pupils reaching the Expected Standard in RWM
• Where quoted, the national figure is for all state-funded schools in England.
52%
54%
36%
39%
30%
35%
40%
45%
50%
55%
60%
South West National
% Disadvantaged pupils reaching the Expected Standard in RWM
All pupils Disadvantaged
54% 54% 54%
51%
54%
45%
54%
55%
57%
54% 54%
52%
53%
46%
51%
54%
40%
42%
44%
46%
48%
50%
52%
54%
56%
58%
60%
Percentage of pupils reaching the Expected Standard in RWM
National
0.2
-1
-0.6
-1.2
-1
-0.8
-0.6
-0.4
-0.2
0
0.2
0.4
Reading Writing Maths
South West - Progress scores in Reading, Writing and Maths
National
0.1
-0.9
0.7
0.1
0.6
-0.6
0.7
-4.2
0.4 0.6
-1.2
-0.1
0.1
-0.3
0.7
0.4
-2.1
-0.5
0.2
-0.1
-1.2
-3.4
-1.1
-6.7
-0.4
0.1
-1.4
-0.5
-1.6
-3.6
-1.4
0.0
-1.3
-0.6
0.0
-1.0
-0.6
-1.9
-0.3
-4.9
-0.4
0.4
-1.4
-0.8
-0.4 -0.4
-0.1
-0.8
-7.0
-6.0
-5.0
-4.0
-3.0
-2.0
-1.0
0.0
1.0
Progress scores in Reading, Writing and Maths, split by local authority
Reading Progress Writing Progress Maths Progress
64%
63%
60%
61%
62%
63%
64%
65%
South West National
KS4 - Percentage of pupils achieving Basics
70%
67%
60%
64% 65% 65%
66%
70%
63%
58%
68%
63%
60% 61%
63%
66%
50%
55%
60%
65%
70%
75%
Percentage of pupils achieving Basics, split by local authority
National
64% 63%
40%
43%
20%
25%
30%
35%
40%
45%
50%
55%
60%
65%
70%
South West National
South West - Percentage of pupils achieving Basics, split by all and disadvantaged pupils
All pupils Disadvantaged pupils
40%
43%
71% 71%
20%
30%
40%
50%
60%
70%
80%
South West National
South West - Percentage of pupils achieving Basics, split by disadvantaged and their peers
Disadvantaged pupils All other pupils
70% 67%
60%
64% 65% 65% 66%
70%
63%
58%
68%
63% 60% 61%
63%
66%
43%
39% 41%
45%
41%
45%
39%
0%
38%
34%
0%
39%
34%
42% 41%
38%
0%
10%
20%
30%
40%
50%
60%
70%
80%
Percentage pupils achieving Basics, split by all and disadvantaged pupils
All pupils Disadvantaged pupils
-0.05 -0.03
-0.51
-0.38
-0.60
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
0.10
South West National
Average Progress 8 score, split by all and disadvantaged pupils
All pupils Disadvantaged pupils
National
-0.51
-0.38
0.08 0.10
-0.60
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
0.10
South West National
Average Progress 8 score, split by disadvantaged and their peers
Disadvantaged pupils All other pupilsNational
-0.02 -0.01
-0.19
0.03
-0.02 -0.04 -0.05
0.00
-0.12 -0.14
0.04 0.03
-0.23
-0.17
-0.09
0.01
-0.63
-0.54
-0.59
-0.33
-0.46 -0.49
-0.64
-0.60
-0.66
-0.53
-0.19
-0.36
-0.82
-0.57
-0.35
-0.56
-0.90
-0.80
-0.70
-0.60
-0.50
-0.40
-0.30
-0.20
-0.10
0.00
0.10
Average Progress 8 scores, split by all and disadvantaged pupils
All pupils Disadvantaged pupilsNational
-0.63
-0.54
-0.59
-0.33
-0.46 -0.49
-0.64 -0.60
-0.66
-0.53
-0.19
-0.36
-0.82
-0.57
-0.35
-0.56
0.1
0.2
0.0
0.1 0.1
0.1 0.1
0.2
0.0 0.0
0.1 0.1
-0.1
-0.1
0.0
0.1
-1.00
-0.80
-0.60
-0.40
-0.20
0.00
0.20
0.40
Average Progress 8 scores, split by disadvantaged and their peers
Disadvantaged pupils All other pupilsNational
MORE GOOD SCHOOL PLACES
WITHIN SCHOOL
VARIATION
SW
VARIATION
INTER MAT VARIATION
DO WE UNDERSTAND THE PROBLEM?
& WHAT WE NEED TO DO
DIFFERENTLY?
SYSTEM LEADERSHIP
PUPIL LED
A SCHOOL LED, SELF IMPROVING SYSTEM
1. Intentionally design the MAT landscape (universal
school system, coherent Teaching Schools framework)
2. Create the best possible environment to “catch & re-calibrate”
3. Intervene quickly & effectively
WHO DO WE NEED TO WORK WITH?
HARD WIRED COLLABORATION
TO
WHY? WHAT?
FROM
HOW? WHETHER?
4 phases of MATS
• Starter Trusts
– 1-5 schools
– Up to 1000-1200 students
– Within single LA and Region
• Established Trusts
– 5-15 schools
– Up to 5000 students
– More than one LA and likely to be single region
• Regional Trusts
– 15-30 schools
– Approx 10000-12000 students
– Likely to be in more than one region
• System Trusts
– 30+ schools
– 12K students and beyond
– Working across the system in 3 or more RSC regions
ACCOUNTABILITY
AC
CO
UN
TAB
ILIT
Y IMPACT
COMPLIANCE
VALUE ADD SOCIAL IMPACT
Impact bigger than any of us
LIFE CHANGING
Provides hope
EMOTIONAL
Provides access
FUNCTIONAL
Saves time, simplifies, organises, integrates, connects, reduces effort, informs……..
Our collective impact is greater because the MAT enables teachers to teach & leaders to lead
Being in the MAT means something to everyone: you
feel part of something bigger
Regular opportunities to collaborate and moderate gives every teacher confidence around the new primary standards & reformed GCSEs
Everyone in the MAT can describe the added value it is having on their own personal
development
The MAT streamlines the stuff which gets in the way of teaching, common policies/systems etc.
Curriculum plans and resources are shared freely so that effort isn’t duplicated
The career development and talent management structure is enabling me to develop my
potential
The MAT infrastructure represents the highest
quality
WHAT DOES THE FUTURE LOOK LIKE?
1. Define success at every level by improved outcomes for all children
2. Raise the profile, value and strength of governance
3. Incubate the great leaders of tomorrow, today
4. Secure a system-wide understanding the biggest strengths and challenges across the South West to unlock shared responsibility
5. Intentionally design the MAT landscape, with the system for the system
6. Embed impactful collaboration within and between MATs and TSAs
7. Communicate effectively, with everyone
“A butterfly is a transformation, not a better caterpillar……….”
