National Leaders of

Education

Commissioning, Brokerage and Engagement

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Overview of the session

The workshop will outline the system leadership role as identified

within Bents Green Specialist School

We will also explore the importance of NLE’s in a school led

system and will link the role to the Sheffield context and the sub-

regions

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Amanda Costello

H eadteacher of Bents Green

Specialist School

National Leader of Education

Research on distributed leadership

for a Doctorate in Education

Regional Representat ive for

womensed

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Brief background to my system

leadership roleI see the role of system leaders

of those who work beyond

their own school gates

Sharing successful practice

with colleagues in other

schools

Providing coaching,

mentoring & work shadowing

Formal deployment to support

a school in Challenging

circumstances

INFORMATION CORRECT AS AT 18 OCTOBER 2017

NLE’s play an important role in a school-led system

Being an NLE means you support, challenge, coach

and direct, leaving a partner organisation stronger,

more vibrant and more sustainable by delivering

bespoke solutions.

Write on a post-it note where you can support,

challenge or coach as a first step in your role as

NLE

INFORMATION CORRECT AS AT 18 OCTOBER 2017

• How have my school Governors been

involved with the role of NLE and

developing leadership capacity

• SLT & Governors have written a Business Plan

• Business Plan shared with LA with a request for support re: Pump Primed Funding 10k set up costs

• Target group for outreach: Mainstream Secondary Schools and I ntegrated Resources – supporting students with ASD and related communication and interaction disorders

• TLR position holder allocated to Outreach development

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Next steps brokerageI made an appointment with

Learn Sheffield, Sheffield LA

commissioners

First step was to find out which

schools need the support of an

NLE

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The relationship between

research and NLE

collaboration and leadershipW hat we learn from the research and how the research

prepares us (in so many ways) for leadership

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Top Ten Strategic Tips for Successful

NLE Deployment• I dentify which schools need to improve as identified by DfE

W ork with Teaching School Alliances to know where to support the building of capacity within schools

Link with the regional schools commissioner, LA or diocese

Audit the school to identify areas of support and improvement

W ork alongside staff

W ork with the H eadteacher or other members of leadership

Build relationships and partner up with other schools connected to the school requiring support

Use research to share good practice

Develop all staff in schools with a work shadowing coaching approach

All your staff will have the chance to develop their skills and gain valuable experience

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Lego Activity

Building your vision for your

National Leader of Education

Role

Using the Lego pieces, build your vision for developing a school-led system that links with a Teaching School

Alliance for sub-regional collaboration

Demonstrate shared practice via Lego visioning

INFORMATION CORRECT AS AT 18 OCTOBER 2017

Shared norms

& Values

Trust &

Empathy

Judgement

Interpersonal

Relationships

Respecting

knowledge

of others

Through

Interaction

Developing a School-led

System

Spontaneous collaboration where practit ioners collect ively identify

opportunit ies to rely on others knowledge, interests and

efforts will support the development of a school-led system

INFORMATION CORRECT AS AT 18 OCTOBER 2017

DEPLOYMENT IN ACTION, IMPACT, REPORTING AND ACCOUNTABILITY

INFORMATION CORRECT AS AT 18 OCTOBER 2017

SHEFFIELD INCLUSION CENTREWORKING WITH HEADTEACHER

1. OFSTED Judgement: Requires improvement

2. NLE agreed to work with Headteacher to add capacity

3. Invited to become active member of Management Committee

4. Review of Inclusion Centre OFSTED report with Headteacher

5. Gained clarity and understanding of KPI’s set out in Centre Improvement Plan

6. Studied together SWOT Analysis of current situation

7. We agreed the Centre is now positioned to establish renewed working relationships within educational sectors, support agencies and the LA

8. We agreed the principles of the proposed inclusion strategy to reduce the rate of permanent exclusions and better support for vulnerable young people

INFORMATION CORRECT AS AT 18 OCTOBER 2017

HOW WE DESIGNED THE SUCCESS CRITERIA

Using the OFSTED criteria for improvement and to build capacity

1. Improve the quality of leadership and management and accelerate student progress

2. Improve the quality of teaching and learning for students in key stages 3 & 4

3. Accelerate the progress students make in key stages 3 & 4

INFORMATION CORRECT AS AT 18 OCTOBER 2017

CURRENT SITUATION

Strengths Weaknesses

Safeguarding Current influence and vision

Behaviour management Presence in sectors and LA

Improving profile Reintegration rates

Local knowledge Student voice

Reducing NEET Consistency in T & L

Quality of SENCO Clarity of vision &

Primary teaching and learning progression & integration

INFORMATION CORRECT AS AT 18 OCTOBER 2017

INTERVENTION AND SUPPORT NLE & HEADTEACHER

1. Develop partnership work in all phases

2. Work with BGS Headteacher to develop CPD programmes across both Schools

3. Work together to build capacity linking with Sheffield TSA’s to improve teaching and learning strategies

4. Work with local consultant and Sheffield Hallam University to provide half day conference to engage parent in understanding attachment and mental health conditions

5. Input for BGS SLE’s Maths, English, SEND and Outdoor Learning

6. Progress to be reported back to Management Committee

INFORMATION CORRECT AS AT 18 OCTOBER 2017

SCHOOL TO SCHOOL SUPPORT BGS & LEARN SHEFFIELD COMMISSIONING PROCESS

1. Request is made to Bents Green Specialist School via website or Learn Sheffield

2. Request is considered by Amanda Costello, NLE or Stephen Betts Learn Sheffield

3. Learn Sheffield makes contact with BGS and brokers the support with possible TSA support. Cost is presented. Initial meeting organised

4. Learn Sheffield/BGS NLE meets Headteacher or nominated lead from school requesting support. Focus, frequency and length of work and expected outcomes are agreed

5. Partner Agreement and Deployment Action Plan signed and agreed by BGS, Learn Sheffield and recipient school.

6. NLE BGS reviews action forms after commission is completed to consider impact, effectiveness, further action required

INFORMATION CORRECT AS AT 18 OCTOBER 2017

GROUP TASK

You are a newly designated National Leader of Education.

Work in pairs to scope out your plan for supporting other schools that require significant improvement or input from your specialism.

Think about

1. Your whole school team & capacity to support

2. Opportunity with partners to collaborate, share good practice and economies of scale

3. Linking with a TSA in your locality

INFORMATION CORRECT AS AT 18 OCTOBER 2017

WHAT ARE OUR 5 TOP STRATEGIC TIPS FOR SUCCESSFUL NLE DEPLOYMENT

Feedback your thoughts to the whole group

INFORMATION CORRECT AS AT 18 OCTOBER 2017