Belton Woods Hotel, Grantham, NG32 2LN 22 February 2018 09.30 to - - PowerPoint PPT Presentation

Belton Woods Hotel, Grantham, NG32 2LN

22 February 2018 — 09.30 to 16.00 | 23 February 2018 — 09.30 to 15.00

Welcome

Anthony Partington

Chair of the Lincolnshire Learning Partnership and Principal of Stamford Welland Academy

A Strategic Board to Set the Conditions for Schools to Thrive in Lincolnshire

• Governance
• Peer review
• Mobilise
• Sector-Led Initiatives
• Leadership Development &

Teacher Recruitment and Retention

• School-to-School Support
• Welfare and Inclusion
• Community & Agency

links

Working Together to Deliver a Resilient and Self-Improving School System

Alison Biddulph

Assistant Director, East Midlands and Humber Academies Regional Delivery Group

Alison Biddulph

Assistant Director East Midlands and the Humber

Lincolnshire Learning Partnership – Annual Conference22 February 2018 Working together to deliver a resilient and self-improving school system

• National policy frameworks – the Social Mobility Action Plan; helping young people to achieve

their potential regardless of their background

• The Lincolnshire context
• Working in partnership to support school and system leaders – understanding the school

improvement journey and sources of support: some insights

• Working in partnership to identify and spread best practice – features of successful Multi

Academy Trusts (MATs).

Improving Social Mobility through Education

Raising education standards by supporting underperforming schools and offering young people more opportunities to make the best of their lives are at the heart of a package of measures announced by Education Secretary, Damian Hinds. The Multi-Academy Trust (MAT) Development and Improvement Fund

• More than £45million awarded to successful multi-academy trusts to help tackle

underperformance and improve schools in areas that lack capacity; Strategic School Improvement Fund

• 75 projects sharing £25million to provide more support for schools, many of which will increase

pupils’ literacy and numeracy skills; and Opportunity Areas

• The publication of the next six Opportunity Area plans in Bradford, Doncaster, Fenland and East

Cambridgeshire, Hastings, Ipswich and Stoke-on-Trent.

A Drive to Raise Education Standards in Areas Most In Need

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Overarching Ambition - No community left behind. Putting real emphasis on the range of places where resources and additional targeting are needed the most, with our Opportunity Areas at the sharp end to tackle the most entrenched disadvantage.

Life Stage Ambitions:

Ambition 1

Close the word gap in the early years.

Ambition 2

Close the attainment gap in school while continuing to raise standards for all.

Ambition 3

High quality post-16 education choices for all young people.

Ambition 4

Everyone achieving their full potential in rewarding careers.

Unlocking Talent, Fulfilling Potential

9

2020

.

National Strategy

To increase the number of good and outstanding school places

The importance of quality and the prevention of failure through effective school improvement.

East Midlands & Humber 86.5% of EMH schools are good

• r better (Jan 2018) but this masks

significant sub regional variation (74.5% to 100%) and many historical good judgements.

The Lincolnshire Context

• Fourth largest county in England.
• 15 selective grammar schools (2 LA maintained and 13 Academies)
• Total number of pupils = 109,805 (January 2017), number of pupils eligible for pupil premium

= 27,881 (25% of total pupils)

• Primary FSM Eligibility 2017 (incl. Nursery) = 14.00% (England = 14.10%)
• Secondary FSM Eligibility = 9.90% (England = 12.90%)
• Primary First language other than English 2017 = 10.80% (England = 20.60%)
• Secondary First language other than English 2017 = 7.30% (England = 16.20%)

The Lincolnshire Context

Teacher recruitment and retention in coastal areas A number of small schools Poor building conditions of the schools Challenges in finding high quality sponsors in relatively isolated areas to take on underperforming/coasting schools and LA maintained schools judged ‘Inadequate’ by Ofsted Single Academy Trusts Social mobility

The Lincolnshire Context

12 18.9% 69.1% 8.3% 3.7% Lincolnshire schools by Ofsted

Grade at 31/01/18

Outstanding Good RI Inadequate 17.9% 68.7% 11.0% 2.4%

EMH Schools by Ofsted Grade at 31/01/18

Outstanding Good RI Inadequate 81.0% 86.2% 87.4% 91.3% 88.0% 75.0% 80.0% 85.0% 90.0% 95.0% Jan-14 Jan-15 Jan-16 Jan-17 Jan-18

% Good/Outstanding schools

89% Good or Outstanding schools at KS2

Measure

• No. of schools

ranked in the top 2,500 nationally

• No. of schools

ranked between 2,500 and 5,000 Total number

• f schools in

the top 5,000 nationally %

• f pupils meeting

the expected standard 20 28 48 %

• f pupils meeting

the higher standard 25 33 58 Reading Progress 13 41 54 Writing Progress 26 33 59 Maths Progress 14 35 49 %

• f pupils meeting

the expected standard

• disadvantaged

16 30 46 Reading Progress - disadvantaged 18 26

44

Writing Progress - disadvantaged 15 30 45 Maths Progress - disadvantaged 14 20 34

KS2 – there are 281 KS2 Lincolnshire schools with performance results (out

• f 15,169 schools nationally). For disadvantaged data that shifts to 119 in

Lincolnshire and 9,806 nationally due to data suppression.

The Lincolnshire Context: KS2

13 15% 74.4% 7.7% 2.9%

KS2

Outstanding Good RI Inadequate

Measure ( KS4) No. of schools ranked in the top 1,000 schools nationally

• No. of schools

ranked between 1,000 and 2,000 nationally Total no. of schools in top 2,000 schools A8 17 2 19 P8 12 18 30 Basics 18 5 23 A8 – disadvantaged 16 15 31 P8 – disadvantaged 17 15 32

KS4 – there are 66 schools in Lincolnshire with performance results at KS4 in 2017. This is out of 4,431 schools in the Performance Tables for KS4

76% Good or Outstanding schools at KS4

The Lincolnshire Context: KS4

14 26% 50% 14% 10%

KS4

Outstanding Good RI Inadequate

Building Lasting Success through Partnership

• Government has a key role in helping to break the cycles of disadvantage based on

background and geography.

• But it cannot drive forward these actions alone
• We want to maintain a dialogue with school and system leaders about school

improvement and how we can help to identify where a school is on its journey

• We want to spread and share best practice

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School Improvement – the 3 Strategic Questions that Leaders have to be Held to Account For

1. Do leaders understand what the specific improvement challenges are in each of the schools they work in and know what needs to be done to raise standards? 2. Do leaders have enough capacity to improve their schools and if not where are they going to find it? 3. Does the governance of the trust and/or school have enough strategic capacity to hold leaders to account for delivering improvement

What Underpins the Way that the School-Led System Delivers Improvement?

• Secure Sustainable Improvement TAKES TIME, but leaders need to

prioritise and sequence the changes they need to make

• Schools improve sequentially and in stages:
• Stabilise, Repair, Improve, Sustain
• a tool to understand the phase of improvement
• Schools and Trusts need to see themselves as capacity givers and capacity

takers over a period of time

• School Improvement is the product of high quality leadership, so

understanding the stage of the improvement journey is important for getting the right leaders in place

• School Improvement can be judged through the lens of results and OFSTED

inspections, but not exclusively.

• STRATEGY+CAPACITY + PACE = Improvement

Floor Coasting Nat Ave Top 15% Performance Trajectory

STABILISE REPAIR IMPROVE SUSTAIN B A F C D E H G H E C F A

Strongest Performers Steady Improvers Steady and Secure Improver Decliners Rapid Decliners Weakest System Performers Slow Decliners Time

B

Rapid improvers

D G

Who are the ‘Capacity Givers’ in the System?

Organisations

• Successful and Sustainable high performing

maintained schools, academies and MATS

• Teaching School Alliances
• Maths Hubs
• NPQ Licensed Providers
• Newly designated Research Schools
• Effective school improvement providers

working across Local Authorities

• Credible and Effective Improvement
• rganisations (Teach First, ASL, EEF, Sutton

Trust, NSN)

• Universities and HE Schools of Education
• Independent Schools

Designated System Leaders

• National leaders of education
• National leaders of governors
• Specialist leaders of education
• CEO of MATS
• Headteacher Board Members
• DfE Education Advisors
• Academy Ambassadors
• Leaders of School Improvement in TSA,

& MATS etc

• Outstanding Heads of good schools
• Leaders who are none of the above but

Can improve schools

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What Contribution Should We Expect our ‘Capacity Givers’ to Make?

Connecting the school to wider system thinking

• Diagnosis of Improvement Need
• Bring evidence based thinking to strategic

development

• Challenge the emerging strategic plan
• Offer Advice and Guidance to Leaders and

Governors on managing change

• Mentor and Coach School Leadership

teams

• Challenge thinking and practice and review

implementation

• Open up access to new networks

Bringing the wider system into the school

• Take over the leadership of a school in

severe crisis

• Add capacity at team level and review team

performance

• Source classroom and middle leader

support

• Build sustainability for long term success
• Identify talent and potential for succession

planning

• Deliver bespoke training
• Identify better schools for leaders to visit

and learn from

Sharing Good Practice: The Ten things the Best MATS Seem to Get Right Most of the Time

• 1. View the whole workforce as a

MAT resource that can be deployed to deliver the maximum benefit to as many children as possible

• 2. The best MATS have strong

partnerships with maintained schools, other trusts and academies, TSA & Universities and Colleges 3. There is a cohesive trust wide school improvement plan that takes account of the improvement trajectory each academy is on 4. The MAT has aligned and standardised more of the educational delivery functions across all of its schools

The Ten Things the Best MATS Seem to Get Right Most of the Time

5. Each Academy Principal has a performance management target to contribute to the development of the MAT 6. There is a clear talent management strategy for all sectors of the workforce that is understood by 7. The MAT understands the need for a growth strategy that does not compromise the standards of the children it already educates 8. The MAT board understands the dual function of creating the strategy for improvement and holding leaders to account to deliver it 9. The MAT enables children from its academies to extend their learning together (eg Post 16)

• 10. Improvement and Curriculum

development is evidence based before implementation

“Britain will only succeed if we unlock talent and potential for all, ensuring that everyone has the chance to be the best version of themselves. To achieve this will take time, it will take an incredible amount of determination and focus, and it will take an unprecedented

• partnership. But together it is possible”

Unlocking talent, fulfilling potential A plan for improving social mobility through education

Unlocking talent, fulfilling potential

Contacts: Alison Biddulph (Assistant Director): Alison.biddulph@education.gov.uk Alison Middleton (Team Leader): Alison.middleton@education.gov.uk

Lincolnshire’s Success Story of Sector-Led School Improvement

Debbie Barnes

Director of Children’s Services, Lincolnshire County Council

An Education System that Works for ALL Children:

Debbie Barnes Director of Children’s Services

Invisible to Education

• Around 38,000 children and young people are exclusively or primarily

enrolled in alternative provision

• The number of permanent exclusions has increased by 44% since

2012/13 – locally we are seeing a reduction in exclusions, bucking the national trend

• Approximately 50,000 children across England could be home

educated

• Ofsted has identified nearly 300 establishments which could be
• perating illegally as unregistered schools

Is this a system that works for all children?

• 3 in 10 children live in poverty
• 729,000 new school places are needed by 2020
• Schools must save £3 billion by 2020
• For every £1 spent on preventative services, £4 is spent on

child protection

• 1in 10 children have a diagnosed mental health condition

Succeed in Adversity

• Fairer Funding will bring in an additional £16 million
• Exclusions are reducing
• Low levels of children who need to be looked after
• No reductions in Children’s Services over the next 2 years
• Strong relationships across schools and with the council

Sector-Led School Improvement in Lincolnshire

Summer 2014

• National Progress rates faster than Lincs and CfBT contract ending

Autumn 2014

• Task and Design Group established
• Extensive stakeholder engagement and consultation

Autumn 2015

• Peer Review training for every Lincolnshire School Leader
• Drive to increase the number of NLEs, LLEs and SLEs

Sector-Led School Improvement in Lincolnshire

Summer 2015

• Lincolnshire Teaching Schools Together recognised as key strategic

partner

April 2016 • LLP Launch Event September 2016 – 2017

• First year of the sector-led school improvement system in

Lincolnshire

School Improvement and Standards - What’s Working Well?

• Engagement of schools and academies
• Regional Partnerships – including RSC
• Lincolnshire Learning Partnership
• Lincolnshire Teaching Schools Together

School Improvement and Standards - What Needs to Happen?

• Standards and Equity
• Recruitment
• Small Schools
• Capacity

Inclusion and SEND – What’s Working Well?

• Reduced Exclusion
• Alternative Provision
• Collaborative Headteacher Inclusion Panels
• Education Health and Care Plans
• Communities of Specialist Support

Inclusion and SEND – What needs to Happen?

• PRU Capacity
• High-excluding schools
• Narrowing accountability framework and off-rolling
• SEND Support for Pupils
• Educational Psychology

Enabling Sector Led-School Improvement

• A clear and compelling vision
• Trust
• Strong engagement
• Key system leaders and capacity

Challenge

To create an education system that works for all Lincolnshire children and young people

Belton Woods Hotel, Grantham, NG32 2LN

22 February 2018 — 09.30 to 16.00 | 23 February 2018 — 09.30 to 15.00