tda north east regional meeting
Post on 08-Jan-2016
28 Views
Preview:
DESCRIPTION
TRANSCRIPT
developing people, improving young lives developing people, improving young lives
TDA North East Regional Meeting
July 2nd 2008 Ramside Hall
Morning agenda:
2
School Workforce Leads and ESRAs
• Welcome, introductions and objectives: Margaret
• Keynote speech: Howard Kennedy
• National Strategies and the National Challenge: GONE and Margaret
• ‘Fit for the Future’: Kate and Andrew
• Impact Task and Finish Group: Margaret and Julia
12.45 Lunch and networking 1.45
Afternoon agenda:
3
School Workforce Leads:
1. Introduction/objectives: Kate
2. Training Schools: Jim McGrath
3. HLTA : Gill Tricoglis
4. CPD Leadership: John Leach
5. Change capable schools: Julie Sowerby
6. PM materials for support staff: Jane Reynolds
7. Supporting the management of underperformance: Jim Cook
Afternoon: Extended Schools
4
ESRAs:
1. Introduction: Mandy
2. Data Management: Mandy
3. Verification of data: Daphne Smith and Keith Scott
4. ES/NHSP update: Dawn
5. Extended Schools remits: Howard and Dawn
6. SEA/TYS update: Steve
developing people, improving young lives developing people, improving young lives
Training and Development Agency for Schools (TDA) Remit
– 2008 to 2009
North East ..and it’s good to be here
July 2nd 2008 Ramside Hall
Workforce outcome
Children’s workforce
staff, operating in and
through schools, are
well-trained and
developed
WORKFORCE DEVELOPMENT
TDA Strategic Aims 2008-2013
Government goal
Improved well-being
and higher
educational
achievement for
all children and
young people
Workforce outcome
Schools can recruit
sufficient high-quality
teachers to their workforce
WORKFORCE SUPPLY
Remodelled workforce that
is fit for purpose
Workforce outcomes
Workforce deployment to
improve teaching
and learning and well-being
Effective and efficient
integrated working
WORKFORCE REFORM
WORKFORCE DEVELOPMENT
WORKFORCE REFORMWORKFORCE REFORM
WORKFORCE DEVELOPMENTWORKFORCE SUPPLYWORKFORCE SUPPLY
TDA remit 2008-09
Government goal
Improved well-being and
higher educational
achievement for
all children and
young people
National AgreementMonitor National AgreementPromote remodelling and effective deployment
Extended schoolsSupport to meet 2008 & 2010 targetsExpansion of PSAsSubsidy pathfinder to tackle economic barriers (new)
Targeted Youth Support
CPD for teachersMTL– all teachers to
achieve a Masters over the course of their career
(new)Performance
Management & CPDMaths & Science CPD
Strategy for 14-19 (new)Careers education (new)
EAL (new)
T&D of support staffSector qualification
strategyFunding for LAs
Work with NCSL – SBMs
Recruitment to STEM subjectsSubject enhancement coursesTransition to Teaching (new)Review financial incentives Teach First (expansion)
Recruiting strategies for SFCCs and geographical shortage areas
Focus in ITT on:Diversity of traineesPrimary languagesSEN14-19
Working together to deliver the children’s workforce
WAMG
ITT
Extended schools
TYS
PSAs
School Business Managers
Succession planning
Support staff strategy
NPQH
Sure Start leaders Headteacher
development
New models of headship
Support for leaders & managers across
children’s workforce
IQF
Support intro of EYFS
Early years development
Sector skills agreement
Social workers recruitment
CWN
MTL
Teacher CPD
SIPf Subsidy TDA/NCSL Joint Leadership Project
Compliance Quality
Sustainability
SI/ECM
Integration
Single Delivery
Chain
HLTA/SWIs/
PSACosted Plans
Survey LSPsNational
AgreementBSF
YST SSAT Manchester
11
What we know from research: start early
Source: Feinstein, Economica (2003)
High SES; low early rank
Low SES;low early rank
High SES;high early rank
Low SES; high early rank
0
10
20
30
40
50
60
70
80
90
100
22 28 34 40 46 52 58 64 70 76 82 88 94 100 106 112 118
Age in months
Avera
ge p
ositio
n in the d
istr
ibution
Schools – where we are now, and where we have to get to
37th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
90th percentile
53 percentile points
37th percentile
50th percentile
0th percentile
100th percentile
Student performance
Age 8 Age 11
90th percentile
53 percentile points
… and continues to worsen …
• Key Stage 2
– FSM – 61% achieved L4+ in English, 58% in maths– Non FSM – 83% in English, 79% in maths
• Key Stage 3
– FSM – 50% achieved L5+ in English, 56% in maths– Non FSM – 77% in English, 81% in maths
• Key Stage 4
– FSM – 33% achieved 5+ good GCSEs– Non FSM – 61%
2006 national data
14
‘One Team’ Alignment
Leadership
TeamshipPartnership
Vision
Culture
Build teams
Values
Strategy
Standards
Commercial
Voluntary
Parents
Charity
SponsorsCoaching
Learning
Skills
Feedback
Data analysis
15
‘One Team’ Progress
Leadership
TeamshipPartnership
16
‘One Team’ World Class
Vision
Culture
Build teams
Values
Strategy
Standards Commercial
Voluntary
Parents
Charity
Sponsors
Coaching
Learning
Skills
Feedback
Data analysis
Leadership
Teamship Partnership
WORLD CLASS
www.innocentive.com
0%
0%
0%
18%
46%
36%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
East Midlands
0%
4%
4%
16%
64%
12%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
North East
0%
0%
4%
23%
58%
15%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
North West
0%
2%
4%
24%
55%
16%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
South East
0%
0%
12%
20%
59%
10%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
West Midlands
0%
3%
8%
25%
58%
6%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
South West
2%
4%
4%
30%
45%
16%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
London
2%
0%
5%
33%
49%
11%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
Yorkshire and Humberside
0%
0%
0%
54%
33%
13%
0% 25% 50% 75%
Don't know
Not at all important
Not very important
Fairly important
Very important
Indispensable
East of England
19
Question 8: "Overall, how important is the support of the TDA in helping you to do your job?"
Regional comparison: % Distribution of scores
Source: TDA customer feedback questionnaire May 2008, analysis of 372 responses received (56% response rate) Note: Excludes responses if left blank by respondent
Ordered by Question 8 answers, % Indispensable or Very Important (from left to right, top to bottom)
Ordered by Qu.8 % Indispensable or Very Important (highest at top)
(1 response)
(1 response) (1 response)
(1 response)(1 response)
(1 response) (1 response)
0%
0%
0%
33%
67%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
East Midlands
4%
0%
4%
35%
58%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
North East
0%
4%
13%
52%
31%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
North West
2%
0%
16%
48%
34%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
South East
0%
0%
12%
43%
45%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
West Midlands
3%
0%
23%
51%
23%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
South West
0%
5%
11%
52%
32%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
London
0%
2%
7%
58%
33%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
Yorkshire and Humberside
0%
0%
13%
67%
21%
0% 25% 50% 75%
Poor
Below average
Average
Good
Excellent
East of England
20
Question 6: "Overall how would you rate the level of support provided by the TDA regional team?"
Regional comparison: % Distribution of scores
Ordered by Qu.8 % Indispensable or Very Important (highest at top)
(1 response)
(1 response) (1 response)
Source: TDA customer feedback questionnaire May 2008, analysis of 372 responses received (56% response rate) Note: Excludes responses if left blank by respondent
Ordered by Question 8 answers, % Indispensable or Very Important (from left to right, top to bottom)
(1 response)
(1 response)
developing people, improving young lives developing people, improving young lives
TDA SUPPORT FOR THE NATIONAL CHALLENGE
Margaret Morris 16 July 2008Middlesbrough TLC
DRAFT
22
Introduction
• The Training and Development Agency for Schools (TDA) is the government agency that provides guidance and support to the school workforce
• Raising standards of teaching and learning in all schools is central to the TDA’s activities
• The TDA’s work supports the National Challenge in its goal to transform schools, raise results in English and maths and tackle underachievement by young people
The 21st century school - an extended school
23
24
Removing barriers to learning with extended services
25
Pupils
• Fun activities, more opportunities, more sports and art
• Being with friends before and after school
• Parents able to help with homework
• Help with school work• School safeguards
pupils’ well-being• Advice and help if
they need it• Personalised learning
Parents/carers
• Positive activities and study support
• High-quality childcare• Parenting courses,
advice and information• Greater involvement in
their children’s education
• Adult and family learning
• Use of school facilities
Community
• Access to school sports and IT facilities
• Local base for further education courses, vocational courses and other learning opportunities
• Local access to health and specialist services, and information about other local services
• Promotes community cohesion
The benefits of extended schools
26
The benefits of extended schools
Schools
• Improved standards• Reduced exclusions• School has a higher
local profile• Can help boost
school rolls• Helps schools meet
their duties on well-being, ECM and community cohesion
• Opportunity for income generation
Teachers
• More-motivated pupils• Better attendance
and behaviour• Engaged parents• Barriers to learning
are more effectively addressed
• Classroom work boosted by study support
Support staff
• Opportunities for career and skills development
• Being part of the team around the child
• Greater scope for taking responsibility
• More jobs and new roles, eg. school business managers, parent support advisers
Ofsted’s key findings on the impact of extended schools
“The provision of services to develop pupils’ study skills and leisure interests had a considerable effect on their attitudes and behaviour, and many schools reported a reduction in the number of exclusions”
“Breakfast clubs were often a key factor in improving attendance and punctuality, especially where particularly vulnerable pupils were targeted”
“Almost a third of the schools visited had data illustrating improved attendance as a consequence of their extended provision”
“The majority of the schools visited had compelling case-study evidence that extended services had made life-changing differences to pupils that had led to better attendance and attitudes”
“The schools with the most effective services had integrated the development of extended provision within their school improvement plans, with a clear focus on improving positive outcomes for children and young people”
TDA support for extended services
• The success of the National Challenge will depend on removing barriers to learning for individual young people and TDA views the role of extended services as a fundamental enabler to sustainable solutions for these below the floor schools
• The TDA works with local authorities (LAs) to support all schools in their provision of access to a core offer of extended services by 2010
• TDA support includes the delivery of a change (remodelling) process and tools, training and guidance, resource kits and case studies of good practice at school and LA level
28
TDA School Improvement Planning Framework
As of June, 70 Local authorities have
been trained to support schools
• The framework enables effective school improvement planning and guides the wide engagement that National Challenge recommend – engaging pupil and parent voice. • Schools are using the framework to design and deliver support and services that create a demonstrable impact on standards
TDA support a new role in schools - Parent Support Adviser
30
•
• The role of the PSA is to work with parents to help improve behaviour and attendance, overcome barriers to learning and increase the number of parents involved in their child’s education, both at school and at home
TDA North East response to JISPs:
• PRIORITY: Enjoy and Achieve: Narrowing the gap in attainment:
• SUPPORT: TDA School Improvement Planning Framework and developing role of Parenting Support Advisers + TDA core offer (attached sheets) also remodelling ‘change process’
• AGENCY: TDA supporting National Strategies
31
Wider TDA support:
• Support for the recruitment of teachers
• Support for the recruitment of trainees
• Support for ITT and CPD
• Support for the senior leadership teams
• Support for stronger systems packages
32
developing people, improving young lives developing people, improving young lives
‘Fit for the Future’ workshop
Kate and Andrew
developing people, improving young lives developing people, improving young lives
Impact
Task and Finish Group
Impact – Task and Finish Group
• The Journey
• The Experience
• The Next Steps
35
developing people, improving young lives developing people, improving young lives
12.45 – 1.45 LUNCH AND NETWORKING
Afternoon: Extended Schools
37
ESRAs:
1. Introduction: Mandy
2. Data Management: Mandy
3. Verification of data: Daphne Smith and Keith Scott
4. ES/NHSP update: Dawn
5. Extended Schools remits: Howard and Dawn
6. SEA/TYS update: Steve
developing people, improving young lives developing people, improving young lives
Training and Development Agency for Schools (TDA) Remit – 2008 to 2009
Additional slides that Howard didn’t use
39
TDA strategic framework
40
The Children’s Plan – key points for TDA
Schools are at the heart of
children’s services, and will offer on-site access to health, parenting and justice services. In some cases, this will include having mental health professionals and police officers located on school premises.
It is all about the Team Around the Child (TAC).
Extended schools are central to delivery.
Schools will work in partnership with an increasing number of other service
providers
Schools will work in partnership with an increasing number of other service
providers
41
2008-2009 Extended Schools: summary of main partner project objectives
Projects2: ES/ECM EngagementBuild sustained school leadership capability and capacity to tackle the challenges of implementing extended schools and ECM within their schools and localities- initially targeting 150 schools
3: Parent Support Adviser Roll-outSupport the rollout of PSAs to work in partnership with families, parents, carers and pupils, in a school context, to enable pupils to have full access to educational opportunities and overcome barriers to learning and participation
4: School Improvement Planning FrameworkEnable schools to make the needs of children and families integral to school improvement planning, in a way that allows them to link standards of achievement with the ECM outcomes
5: Subsidy pilotUndertake a pilot that examines how to ensure children from disadvantaged backgrounds, and their parents, do not miss out on the benefits of extended schools
Projects14. Creating an accessible knowledge and learning exchangeUpdating and improving accessibility to existing content of the ES support aspects of the ContinYou website but adding interactivity and ability to share information and discuss issues.
15. Quality and visibilityDrafting, with partners, a code of practice for schools, cluster managers and local authorities to improve consistency of assessment of the core offer, highlight quality delivery and impact and support the on-going publication of the named schools delivering FCO
16-17. TBC
TDA ContinYou4ChildrenUniversal LA Support – partners providing support to build leadership capability and capacity, advice and best practice in the delivery of ES – ESRA, Cluster Manager, Governors, NCOGS, Elected Members, VCOs
1: Targeted LA SupportSupporting LAs using RDP/trainer days on known challenges which may include small primary schools (rural), faith schools or LAs who lag behind the national average. Providing every term regional drop-in surgeries covering ES tools, workshops and best practice Support for LAs in demonstrating the impact ES has on their PSA targets (LAAs)
12: Targeted LA and school supportA menu of training to be available to cluster managers, local authorities and schools including governance issues, support for elected members, engaging parents, engaging school improvement advisers/officers, developing successful activity programmes, business planning and funding issues.
13. Targeted Stakeholder involvement and partnership developmentActively working with the DCSF Study Support Partners (UFA, QiSS, CU and PfS) through regular briefings, meetings and a wider network forum to ensure consistent messages, coherent support for local authorities (avoiding duplication and overlap) and active engagement of the PVI sector in providing a wide range of high quality activities for children and young people
Targeted LA Support6: Rural ChildcareThis workshop and consultancy support will focus on how to develop childcare in and around schools in rural areas where there are likely to be smaller schools and more dispersed populations. This work is helping to create stronger links between schools and different childcare providers through the 4Children Community Partnership or federated childcare model
7: Engaging Third Sector Childcare ProvidersThis workshop and consultancy support will focus on how local authorities can increase the role of the third sector in the provision of childcare in and around schools. It will take forward work that DCSF commissioned 4Children and TDA to carry out in 2007/08
8: Access and InclusionThis workshop and consultancy support will be targeted at improving access for disadvantaged pupils in the extended schools programme. It will help schools to focus on the six areas identified by 4Children and TDA as being crucial to the development of services for disadvantaged pupils (e.g. CPD, consultation that goes beyond sending out surveys etc.)
9: Securing Sufficient ChildcareThis workshop and consultancy support will focus on helping local authorities to enhance the sustainability of childcare provision, and help LAs to respond to the findings of their childcare sufficiency assessments by ensuring that supply is properly linked with demand across a locality.
Projects10-11. TBC
developing people, improving young lives developing people, improving young lives
SEA TYS updates
Steve Davies
SEA QUESTIONS:
1. Are we engaging schools in discussions about the CYPP, Children’s Trust, targeted youth support (TYS) and the planning of current and future services to ensure developments take into account their perspectives? NB All 150 ESRAs confirmed back in sept 2007 that their answer to this was ‘Yes’
2. Have we got clear procedures (based on CAF) to support schools in identifying children and young people who would benefit from additional support? NB 150 LAs confirmed that they had plans in place to finalise this by Dec 2008
3. Do all children have access to the support of appropriate professionals through their school, if needed ? NB As 2) above
4. Are referral pathways are clear and result in swift engagement and continuing interaction between the schools and the other services? NB As 2) Above
43
44
Afternoon: Extended Schools
45
Next meeting agenda:
www/ebi
top related