WHF -Moving forward Consolidating, developing and improving now to grow, thrive and lead in the future
Back to the beginning -Who are we? • 12 Primary Schools – 6 Ofsted “Outstanding”, 6 “Good”, • 100% Ofsted grade boundary - change within 12 months • 2 Teaching Schools • SCITT • Highest recruitment and retention score in country • 4 Secondary Schools- 1- best results in Swindon • 3 Commissioned services • Strategic partnerships- LA’s, NCTL,
A changing landscape? Change has always been present The Shift to a School Led System- 2010 – to today Wave 1 Academies under Labour Administration saw 200 open by 2010 GE Hard Federations became a new structure in the system Convertor Academies and Free Schools introduced from 2010 Teaching Schools launched in 2011 September 2014 the first Regional Schools Commissioners & HTB were appointed Today-800 Sponsors mainly great schools and third sector charities Today-Multi Academy Trusts-1000 by July 2016
The current drivers “Schools that work for everyone” Why: PM’s inaugural speech on becoming PM set out her focus on making Britain a country that works for everyone, not just the privileged few . Social mobility now at the heart of DfE’s agenda. What : Expanding the number of good schools and school places ; Removing the barriers and increasing the incentives for high performing schools and universities to support state schools ; and delivering a diverse school system that supports children of all backgrounds to succeed. Important note : The Government is keen to now focus on both children on FSM and those from families on modest incomes who are “just about managing” . This will have a large bearing on our work, once the definitions have been agreed etc.
The current drivers Let’s explore that a bit further within the academies system and government agenda… There are 14,660 Schools that are not Academies What if every one of the current 973 MATS increased by 10 schools between now and 2022? 9,730 schools could join existing MATS- but what would the system leadership challenges be? That would leave 4,930 to create or join new MATS Assuming this is 5 schools per new MAT with an aim of educating 1000-1200 children the demand is around 980 new MATS across 8 regions 122 over 6 years in each region 20 per year from 2016-17 Where and how will we be at the heart of this planned growth to ensure we provide what our schools need? Our schools need the pedagogical and financial advantage which size brings and the values which underpin all we do
The challenges of the future in our system? What might a School Led system of which the WHF is part look like in 2022? A summary of the key challenges (1) A World Class education system will understand progression points Progression 1-ENTRY to SCHOOL Progression 2-RECEPTION to Y1 Progression 3-Y2 into Y3 Progression 4-YEAR 6 into YEAR 7 Progression 5-TOWARDS GCSE Progression 6-ENTRY POST 16 Progression 7-HE and WORK We will need to incubate and grow our leaders and the staff of today to meet the progression challenges of tomorrow
The challenges of the future in our system? (2) A World Class education system of which we will be part, will understand the four stubborn challenges of our system The progress and attainment of our most disadvantaged children , we need to focus on progression from 3- 19, “keep up not catch up” The progress and attainment of our most talented children , building an entitlement which delivers choice for all WHF children and students Meeting the challenge of rurality and sparsity, in some parts of our regional hubs our schools often underpin the fabric of local communities, how can we think strategically to safeguard their futures? Embedding system leadership and bringing coherence to the moving parts so that we work as “One WHF” We will need to incubate and grow the leaders and staff of today who understand the four stubborn challenges of tomorrow to take the WHF forward
The challenges of the future in our system? (3) A World Class education system of which we will be part, will understand the four elements of a universal offer for every young person in our schools No student or child attends a weak school and many more attend great schools Universal high expectations feature throughout all schools and all back office support structures so that local context and lack of opportunity do not limit achievement and progress for our young people Our entire WHF organisation and our back office and school system develops the capacity and expertise to become self improving as a constant Schools will lead and accelerate the pace of improvement through R&D resulting in the requirement for direct intervention reducing year on year. What role should our Teaching Schools play here? We will need to incubate and grow the leaders of today across the entirety of the WHF to meet the universal offer of tomorrow
The future landscape? What might a school Led system look like in 2022? (and what are the challenges we will need to meet) Every WHF school will be at least “Good” more often “Outstanding” within 2-3 years of joining us. Every school is a giver and receiver of support What kind of emotionally literate leader will we need so that Heads look beyond their own boundaries? More of our schools within the MAT contribute to the concept of peer review The creation of true partnerships – how will ensure this? The WHF and other MATs and sponsors work together, share resources and talent between each other Our governance will be world class and we can name it and describe it How do we all play a part in shaping this?
The future landscape? (2) Every school is part of a hub partnership which develops next practice and research- we have two Teaching Schools H ow will we ensure that the WHF is the life’s breath of this both locally and nationally? We will work with stand alone schools and academies to help them thrive not just survive by working within a collaborative system Shared challenge, shared responsibility The performance gap in our schools is the smallest its ever been And the will be WHF at the heart of creating a world class educational system Teachers, leaders and support staff will be able to create a 10 year career pathway which embraces agility and change in its creation of option. How will the WHF achieve this?
Why do it?- adding value The 3 advantages • P • F • R&R
We want -success without ambiguity
We need to avoid failure
The future landscape – defining a readiness to grow FOCUS ON PURPOSE (not process) • Strategic readiness to grow- based on evidence • No more beauty parades- but proof not rhetoric required • Better more informed conversations with RSC’s
The strategy development process 2. Recognising the four phases of development we will travel through Understanding the process
The strategy development process
The future landscape – what will it look like?
Vision and values Four key messages • Everything you do, every word you say, every behaviour you model is your own personal brand and therefore reflects you as a leader. • You only get one chance to get your brand and the message across • The best leaders are not the best teachers they are the best learners. • Cultural leadership throughout
Key characteristics of the WHF going forward Underpinning our governance and leadership strategy of the WHF? (1) Working with partners towards an interdependently designed educational offer to all of our pupils and their families with a single focus; A 21 st Century educational system which is fit for purpose Each day a pupil goes to school is one which they will never get back, we can’t wait and hope it will be a good one. Every day in a WHF school will be a good one!!
Key characteristics of the WHF going forward Underpinning our governance and leadership strategy of the WHF? (2) Everything we do is intentionally designed Scott vs Amundsen race to the south pole. Amundsen won because he had a single focus and was not distracted. We will work with one single focus
Our broader role and how we might want to be seen What will define WHF moving forward? How will we work as the WHF and want to be seen? (The three C’s and the three P’s)
Some big questions To grow or not to grow? Without growth Could we lose our competitive edge in terms of pedagogical advantage, financial advantage, recruitment/retention advantage Could loss of these advantages make us liable to takeover? How do we retain our values base but grow significantly? It’s our USP but more importantly the foundation upon which we were built and one which makes us attractive. How do we balance the pressures of a hub and spoke model, to ensure earned autonomy at a local level and control and accountability from the centre How do we build succession planning into our growth model? At all levels, especially CEO and senior executive posts> Is the Function/Matrix business model possible? If not what would be a viable alternative? How do we embed continual improvement into our growth model?
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