Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

Welcome Anthony Partington, Chair of LLP Board and Principal, Stamford Welland

Academy

Champion learners and leaders to shape their own futures

Promote successes, innovation, and evidence practice to benefit all

Challenge all schools to keep getting better

Empower schools to meet the needs of their communities

Wish you were here?

…?

Central Government

Local Authority ‘The Middle Tier’

Schools

Pre-1990s

Post-2010

Crowded ‘middle

tier’

Commercial resources

National Curriculum/ Exam Boards

Academisation

Multi Academy Trusts

Sector-Led School

Improvement

Teaching Schools

Regional Schools

Commissioner

Executive leadership

roles

Peer review

The middle tier is like a ‘swamp’ because it is ‘VUCA’ for a school/ trust leader to navigate…

…requiring anticipation, adaptability and resilience to succeed (or fail better, in some circumstances).

National Agenda

• Every school an academy (Education Excellence Everywhere, 2016) • Every school part of an academy trust with trusts of at least 1200

students and 10-15 schools (David Carter, National Schools Commissioner) • Free and Grammar schools • Apprenticeship Levy • National Funding Formula • Accountability/ Performance Measures

Here is Edward Bear coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way…if only he could stop bumping for a moment and think of it!

Agenda: Day 1 Timing Activity

08.30 – 09.00 Registration

09.00 – 09.30 Performance by the Huntingtower Primary School Choir

09.30 – 10.00 Welcome

10.00 – 10.30 Inclusive Lincolnshire

10.30 – 11.00 Break

11.00 – 11.45 Lincolnshire Teaching Schools Together

11.45 – 12.30 Role of Research in Lincolnshire Schools

12.30 – 13.30 Lunch

13.30 – 15.00 From Special Measures to Outstanding

15.00 – 16.30 Mini Workshops – ‘From Striving to Thriving – Effectively Balancing Your Energy When Leading Others’

17.00 Close

19.00 Performance by the Boston Youth Jazz Orchestra

19.30 Dinner

Agenda: Day 2

Timing Activity

09.30 – 10.30 What kind of school system are we aiming for?

10.30 – 10.45 Break

10.45 – 12.00 LLP Strategic Plan

12.00 – 12.30 Review and Reflections

17.00 Close

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

Inclusive Lincolnshire Mary Meredith, LCC Service Manager, Inclusion

Hearing the voice of the

marginalised

Stuck in the past?

https://www.youtube.com/watch?v=AuEnYVmngiU

“They care about all the kids here.” “The most overwhelming response was the need for teachers to care about young people in a pastoral way.” (Hawkins, 2011)

“If he had a mentor, it might have been different.” “Ideas of support and a desire for pastoral care are almost ubiquitous across the sample but resonate most with those who have had a higher number of exclusions” (Hawkins, 2011)

“Rejection or the sense of estrangement from the group is consistently associated with behavioural problems, lower interest in school, lower achievement and dropout.” (Osterman, 2000)

“Not just the ones who want to learn.”

Empathic Discipline Study, Stamford, 2016

Hypothesis

A punitive response to misbehaviour can alienate disaffected

pupils and thus incite the destructive, oppositional behaviours it aims to promote.

Three Experiments 1. Could a targeted message about empathic

discipline change teachers’ approach?

Responses

Punitive mindset Empathic mindset

“He would be given one warning. Once he left his seat the second time, he would be sent to the hall. If he continues to disrupt from the hall, he would be sent to the office.”

“I would give the class some work to do and then I would talk to [the student] privately. He has a need that is not being met. I would try to understand the need and try to meet it.”

Three Experiments 2. Would the empathic response motivate pupils to behave better?

Experiment Two - pupil respect As predicted, pupils reported that they would respect the teacher far

more in the empathic-mindset condition.

Experiment Three – lasting benefits through improved cycle of interactions

• A longitudinal randomized placebo-controlled field experiment. • Intervention comprised one 45 min and one 25 min online module. • “A teacher who makes pupils feel heard, valued, and respected shows

them that school is fair and they can grow and succeed there.”

Findings

References Hawkins, B. (2011) A study of pupils at risk of exclusion and their attitudes to school. Unpublished Masters thesis Ostermon, K. (2000) Students’ need for belonging in the school community. Review of Educational Research Okonofua, K. et al (2016) Brief intervention to encourage empathic discipline. Stanford University Riley, K. (2004) Voices of disaffected pupils. Implications for policy and practice. British Journal of Educational Studies

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

Lincolnshire Teaching Schools Together Marie-Claire Bretherton, Executive Headteacher & Regional Director at CfBT

School’s Trust

Lincolnshire Teaching Schools Together

Marie-Claire Bretherton

Tectonic plates moving

“Sure glad the hole isn’t at our end”

“When the waterhole shrinks the animals look at each other differently”

“One way to drive fear out of a relationship is to realise that your partner’s value are the same as yours, that what you care about is exactly what they care about. In my opinion, that drives fear out and makes for a great partnership, whether it’s a corporate partnership or a marriage” Steve Jobs

Our most important objective is that more teachers succeed with more children

“We believe that as educators in Lincolnshire we are here to

work together to transform the lives of children and young

people through our relentless pursuit of excellence in every lesson, in every classroom and

in every school.” - LTT

www.lincolnshireteachingschoolstogether.co.uk

Collaborative Economy

“The collaborative economy (sometimes also referred to as the peer-to-peer economy, shared economy, collaborative consumption) is a socio-economic system built around the sharing of human and physical resources. It includes the shared creation, production, distribution, trade and consumption of goods and services by different people and organisations.”

Collaborative Economy

Car-sharing / Buzzcar (borrow the car next door)

Toy rental / toy swap

Textbook rental

Airbnb / House swap

Crowdfunding

Borrow my doggy

The clothing exchange

Desk surfing

Freecycle

“Give what you can. Ask for what you need. Pay it

forward.”

Depth

Participation

“We are working with our partners to build a community of mutual support and professional reciprocity. A collaboration which learns together and is focused on developing great teachers and great leaders. A place where together we can speak up and stand up for what is right for the children and young people we serve. A place where we discover that when we stand together we stand stronger. A place where we put our egos and agendas to one side and focus on our core purpose, our vocation and our mission - to lead our children and young people, and our colleagues, to live lives that matter.”

We will shape the future ….

‘Our leadership must be active, passionate, ethical and driven by our collective dedication and effort. We need to break the “mind-forged manacles” that chain us to accept certain beliefs or ways of doing things.’ ASCL : A blue print for a self improving system

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

Role of Research in Lincolnshire Schools Heather Sandy, LCC Assistant Director, Children’s Services

James Siddle, Headteacher, Withern St Margaret’s CofE Primary School, KYRA Teaching School Alliance

Juliet Brookes, Research & Development Leader, KYRA Teaching School Alliance

The Kyra Research School Supporting schools to use evidence to

improve teaching practice

James Siddle Head of St Margaret’s CE Primary &

Head of Kyra Research School

Juliet Brookes Kyra TS Research & Development lead

127 project

evaluations funded to

date

7,500 schools

participating in EEF

trials 750,000 children and

young people involved in EEF

trials

£220m

estimated spend in 15

years

Supporting schools to use research

The growing evidence-base

Summarise existing evidence

Fund innovative projects

Publish independent,

rigorous evaluations

Share and promote ‘what

has worked’

Clear and actionable guidance for schools

Scale-up evidence-based

programmes

Practical support to bring evidence to life

60 reports 106

RCTs

10 Research Schools 12

Advocate-partners

Generating evidence Using evidence

Teaching and Learning Toolkit

• The Toolkit is an accessible, teacher-friendly summary of educational research. ‘Which?’ for education.

• Based on meta-analyses conducted by Durham University.

• Practice focused: tries to give schools

the information they need to make informed decisions and narrow the gap.

• >60% Headteachers use the resource

The Toolkit - a starting point for making decisions

Publishing guidance is just the start…

Not aware of the report

Read the report or aware of it

Read the report and acted on the recommendations

31%

52%

16%

Source: Teacher Voice Omnibus Survey, November 2015

Q: The EEF’s guidance report, ‘Making Best Use of Teaching Assistants’, was published earlier this year [2015]. To what extent are you aware of the report?

Social nature of research use

Access and awareness necessary but not sufficient. Opportunities and motivation for engagement also required (Langer et al, 2016)…. nevertheless, default mechanism is ‘push’ (Davis et al, 2015)

Supporting schools to use research

• Research use is a social process • The expertise on how to apply evidence in

schools and classrooms lies with teachers • Schools listen to other schools • Research needs practical application: peer

coaching and training is key to producing substantive changes in teachers’ practice

Uptake of research is based on trust and personality as much as practical usefulness:

EEF practice partners

• Active dissemination and implementation led by the profession

• Work with six appointed ‘practice partners’ (schools, local authorities, multi academy trusts, charities) to reach >600 schools

• Running conferences, workshops, training, coaching

• Adopting and adapting implementation resources

Teaching Assistants Campaign – focused in South and West Yorkshire

Kyra TSA

Kingsbridge CC

Huntington School

Shireland CA

Aspirer TSA

The Research School Network, October 2016 • A partnership between the EEF and the IEE to fund a network of schools who will support the use of evidence to improve teaching practice

• 11 schools will be appointed in 2016-17

• £2.5m invested over three years to enable these schools to support 1000 schools to embed evidence-based practice

The Research School network

Differentiated but coordinated roles

Evidence brought ‘to

life’

EEF The ‘what’

Practice partners

The ‘how’ 4 As –

accurate, actionable, accessible, appropriate

Reach, relationships and respect at regional level How the evidence applies to practice? How to apply the evidence in practice?

The Research School network A collaboration between research and practice

Innovation: 5-10 schools

Training: 50 schools

Communication: 100s of schools

1. Communication – Regular communication and advice on new and existing evidence

2. Training – Deliver CPD on how to improve classroom practice based on the best available evidence.

3. Innovation - Support schools to develop and evaluate innovative ways of improving teaching and learning

Each School:

The Kyra research school will:

• Inspire engagement, by making visible 'what works' and making it accessible to all practitioners

• Grow capacity, through encouraging leaders and teachers at all levels to be responsible for evidence-based practice in their classroom, with support from our core practitioner team

• Identify local champions, who will model and innovate in their schools and their clusters

• Build partnerships, harnessing our existing networks and developing new ones across the East Midlands region

• Plan for sustainability, we will create an effective team approach, where ownership and participation levels are high and sustainability is inherent

• Be ambitious for children, we will develop and deliver our vision of transforming the lives of the children we serve.

Kyra Research School – activity strands

Dissemination Training Innovation

• Bulletin, magazine, blogs • Distilling and making

‘practitioner ready’

• Workshops & programme of development

• ‘Research champions

• Mentoring & funding support • Making impact visible

Dissemination & Communication

Upcoming themes from EEF

• Primary Literacy

• Numeracy

• Metacognition

• Parental engagement • Extending school time

Tools for Schools - DIY evaluation

Our online DIY Evaluation Guide explains do-it-yourself impact measurement in schools:

• outlines a range of options open to teachers who want to improve the way they evaluate new interventions or strategies;

• provides practical advice on designing and carrying out evaluations.

Tools for schools – Families of Schools database

• Launched 2015 • Free, online tool so you can dig deep into your data • Puts schools into groups of 50, based on factors including

prior attainment, FSM % and EAL % • Encourages schools to collaborate and learn from other

similar schools • Includes 14,661 primary, 3,014 secondary schools

EEF Families of Schools database

Dissemination Events

Taster Workshops 3 half-day workshops across the county during April – July 2017 Evidence-based Workshops on a range of themes, for example: Marking and Feedback Metacognition Peer Learning Homework Guided reading Mastery learning Reading comprehension

Training

A Research Champion Is A … A Research Champion Is A…

Teacher Led Research programme

2016 -17 Partnership model Co-design and delivery Identify Research Champions Research Champions sign up for Teacher Led Research programme Staggered start allowing a beginner and fast track option Modest cost per person Introductory session to Teacher Led Research programme -

half-day session in the North and South

2017-18 Introductory session to Teacher Led Research programme

(repeat) Teacher Led Research programme modules - Utilising tools, methods and skills for teacher led research - Designing small scale research project - Mentor support

2018-19 Teacher Led Research programme (cohort 2) Innovators (cohort 1) - Running own research project

Teacher Led Research programme

Ten minute discussion – How might the Research School Network support you in terms of training or

dissemination of evidence based practice?

Capturing Innovation

Identifying, nurturing and packaging interventions from within your network.

What is an intervention?

What is an intervention?

• Replicable • Supported by existing evidence • Testable • Complex or simple

Liaison with Higher Education as Interventions Developed I'd be interested to know more about how this is helping the children's learning at the micro-level… • One is that the audience the children are writing

and working for has widened. • At this level I think the actual quality and specificity

of feedback perhaps matters less

• I guess one thing I'd want to focus on is the 'feed forward‘

Professor Steve Higgins from Durham University

• Research evidence suggests effective feedback has a significant impact on pupil progress

• Our initial trials suggested digital feedback may have a positive effect on pupil outcomes

• This effect may be greatest with SEND and PPF pupils • This is an important area due to a lack of knowledge of

the impact of new digital technologies on learning outcomes at a time when schools are investing in such technology

RCT Design

What was practical at small scale? How had the use of data and intervention design improved?

• A between-subject design with a pre and post test • Two conditions – control and intervention • Involved 11 Key Stage 2 classes from 10 schools • 120 boys and 111 girls took part • 18.2% were PPF and 17.3 % SEND • Pupils were randomly allocated to control or intervention • Pupils were given a writing prompt, success criteria and watched a

video before writing • Next day the control group had written feedback • The Intervention group had digital feedback via an iPad • Day 3: A follow up piece of written work with gain scores recorded • 10% blinded marked

Innovation project grants

• Projects to be facilitated, but not run, by Research Schools

• Variable amounts of funding

Harnessing Innovation: Discussion and Questions

Next steps: how to be part of the Kyra Research School story…

• Subscribe to the RS newsletter • Invite us to speak to your staff • Tell us about your research experience • Write a blog or article for the newsletter • Become/nominate a research champion • Sign up for the Teacher Led Research CPD (for

research champions) • Co-design/deliver the Teacher Led Research CPD • Join a professional learning community • Design an innovation project

How to contact us… James.Siddle@st-margarets-pri.lincs.sch.uk Juliet.brookes@kyrateachingschool.com Research@kyrateachingschool.com @KyraResearch Kyra.researchschool.org.uk 07789 020606

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

From Special Measures to Outstanding Jenny McGarry, Headteacher, St Mary’s C.E. Primary School

Phil Torhear, Deputy Headteacher, St Mary’s C.E. Primary School

Article 29:

The right to become the best that you can be!

Key Stage 2 SATS Tables

2004 Literacy 24% Reading 29% Writing 19% Numeracy 19% Science 30%

What did we tell ourselves ?

What were our assumptions? (there were a lot!)

• Barriers too great and too numerous • Children didn’t speak English, so would struggle to achieve • Parents weren’t engaged and wouldn’t engage • We were adding value • We were doing our best in difficult circumstances • There was only so much we could do • Good teaching and learning would be enough to make the

difference by following “National Strategies” • We knew what the children needed

What are/were our big rocks ?

Barriers to achievement

• Poverty • EAL • Attendance • Engagement • Aspiration • Teaching and learning!!! • US!!!!!

‘Inside Out Moss Side’

Questions? Observations?

Creating the conditions for learning………

Article 29:

The right to become the best that you can be!

St Mary’s C.E Primary

Moss Side

The Willows Primary Wythenshawe

Haveley Hey Primary Wythenshawe

Transforming Learning Cultures Partnership

• The riots of summer, 2011 brought about a partnership between the 3 schools.

• A new thinking in ethos! • What can we do to improve the life chances of our children?

How has a rights respecting ethos had an impact at St Mary’s?

Pupil Voice

School improvement Leadership

and Management

Curriculum

Parental expectations

Governance

Pupil expectation Aspiration

Attainment Achievement

Community Art Exhibition • Art exhibition to involve parents, pupils and their extended

families. • Collaboration between the contrasting communities of Moss

Side and Wythenshawe. • Celebrate diversity and sense of well-being! • Work together to challenge stereotypes of both communities.

TLC Art Exhibition 2016

Questions? Observations?

Quality of teaching and

learning

Intervention Early Help

Pastoral Support

Community at the Heart

Professional Development

Our Strategy …….

What has worked well ?

• Parental support to de-escalate • Family support early on • Taking pride in our area • Open door policy • Multi- agency work • Arts and culture • Children’s Rights !

Key Stage 2 SATS Tables

2004

Literacy 24% Reading 29% Writing 19% Numeracy 19% Science 30%

2014/15

Literacy 87% Reading 97% Reading level 5 60% Writing 83% Numeracy 97% Numeracy Level 5 45%

Thank you for listening !

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

‘From Striving to Thriving – Effectively Balancing Your Energy When Leading Others’

Steve Russell, Beyond Behaviour

Beyond Behaviour

Functional Fluency

‘From Striving to Thriving’

Increasing our “response-ability” Beyond Behaviour

EVENT

Thoughts

Feelings

Beliefs

BEHAVIOUR

REACT

RESPOND

What does Functional Fluency mean?

“Response-ability” • Using my power to choose how I

respond to people – rather than being trapped in to automatic reactions.

• Having a variety of ways of using energy to communicate well.

• Getting on with people in ways that are fit for purpose.

Beyond Behaviour

Beyond Behaviour

Functional Fluency

“It ain’t what you do, it’s the way that you do it”

‘From Striving to Thriving’

“I’ve come to a frightening conclusion that I am the decisive element in the classroom.

It’s my personal approach that creates the

climate. It’s my daily mood that makes the weather.

As a teacher, I possess a tremendous power

to make a child’s life miserable or joyous.

Beyond Behaviour

“I can be a tool of torture or an instrument of inspiration. I can humiliate or heal.

In all situations, it is my response that

decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”

Haim G. Ginott

Beyond Behaviour

The Functional Fluency Model

Being In Charge

Being & Becoming Myself

Taking Reality Into Account

Beyond Behaviour

Dominating Marshmallowing

Structuring Nurturing

Accounting

Being In Charge Beyond Behaviour

Guiding and Directing

Looking After Others

Relating To Others

Doing My Own Thing

Accounting

The Elements Beyond Behaviour

Being In Charge

Guiding & Directing

Looking After People

Beyond Behaviour

Structuring Mode

Beyond Behaviour

Clear expectations

Guidelines

Firm and Fair

Inspiring

Empowering

“Enough is enough”

I’m OK/You’re OK

Dominating Mode

Beyond Behaviour Fault-finding

Blaming

Punitive

I’m OK/You’re Not

OK

Nurturing Mode

Beyond Behaviour Empathy

Availability

Understanding

Compassion

Marshmallowing Mode

Beyond Behaviour Inconsistent

Smothering

Over-tolerant

Over-indulgent

Accounting

Reality Assessment Beyond Behaviour

Accounting Mode

Beyond Behaviour Grounded

Attuned

“With-it”

Objectivity

Modes

Beyond Behaviour These are modes of behaviours. We are not the modes We USE the modes – we are not in the mode And we can therefore: CHOOSE which modes we use And BLEND the modes

Blending

Beyond Behaviour Structuring Nurturing

Accounting

Relating To Others

Doing My Own Thing

Being and Becoming Myself

Beyond Behaviour

Relating To Others

Being and Becoming Myself

Beyond Behaviour

Co-operative Mode

Beyond Behaviour Friendly

Assertive

Considerate

Compliant-Resistant Mode

Beyond Behaviour Anxious

Rebellious

Submissive

Spontaneous

Beyond Behaviour Creative

Playful

Zestful

Immature Mode

Beyond Behaviour Selfish

Take little/no account of

responsibilities

Ego-centric

Beyond Behaviour

Using Functional Fluency in schools

• Classroom management • Professional and personal development • Additional needs – ‘holding fast to our • principles, we are flexible in our

approaches’ • Developing a common language – e.g.

observations • Staff wellbeing

Beyond Behaviour Structuring Nurturing

Accounting

Co-operative

Spontaneous

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

Restorative Pilot

Michael Hartnack, Programme Manager, Restorative Solution (CIC) Theresa Thomas, Assistant Head/Head of Year 6, National Church of England

Junior School Ruth Davies, Pastoral Teaching Assistant, National Church of England Junior

School

Restorative Approaches In Schools Michael Hartnack Theresa Thomas Ruth Davis 23 Feb. 2017

• Introductions • What is Restorative Approaches in Schools – “Surely, this is something

we do anyway?” • Video - Carr Manor Leeds • Outline of the Restorative Approaches Pilot Programme in Lincolnshire – • The National Junior School – Our Experience of RA • Exclusions in our schools – a pressing social justice issue – ‘Zero

Exclusion Lincolnshire’ – Possibility or Pipe Dream?

A Definition of Restorative Practice.

• repairing the harm and finding a positive way forward to renew relationships.

• responsibility for their actions; are compassionate; who say no to bullying; who deal with conflict through discussion; who have confidence to assert themselves if they are harmed or see others harmed; and who feel regret if they have caused harm.

• RJC 2012

Traditional Retributive Approach

• Broken rule = punishment • punishments issued for breaking rules (victims play no part) • Punishments ‘send a message’ and deter • If the ‘punishment fits the crime’ then ‘justice has been done’ • Discipline, punishment and justice are the same thing and will result in

compliance “What’s happened? What rule has been broken? Who is to blame? How

shall we punish them to stop this happening again?”

PARADIGM

SHIFT

Retributive vs Restorative Approach

RETRIBUTIVE • What Happened?

• Who’s to blame?

• How should they be punished?

RESTORATIVE • What Happened?

• Who’s been affected & in

what way?

• How can we work together to put things right?

9

Retributive

▪ What happened? We become detectives and we interrogate until we get the whole truth

and nothing but! We become suspicious and assume there is dishonesty ▪ Who is to blame? Something bad has happened – there must be culprits – identify guilty

party! ▪ How do we punish? Punishment will deter: we are more powerful than you and we are going

to make you pay.

10

Restorative

▪ What happened? Everyone has their own unique story, its their interpretation – no

assumption made ▪ Who has been affected? Shift from who is guilty to who has been harmed? ▪ What needs to happen to put it right? Shift from sanctions/punishment to how to make people feel better

11

Restorative Language

▪ What happened? ▪ What were you thinking at the time? ▪ How were you feeling at the time? ▪ Who has been affected by what has happened? ▪ What needs to happen to put things right?

City of Hull: Riverside Project Endeavour High School

Summary of impact:

• 45.6% reduction in incidents of Verbal Abuse

• 59.4% reduction in incidents of Physical Abuse

• 43.2% reduction in incidents of Disruptive Behaviour

• 78.6% reduction in Racist Incidents

• 100.0% reduction in incidents of drug use

• 50.0% reduction in incidents of Theft

• 44.5% reduction in Fixed Term Exclusions

• 62.5% reduction in total Days Staff Absence

NB - The decrease in staff absence saved the school over £60,000 in the first 8 months!

The Social Discipline Window

Control (Limit Setting Discipline)

HIGH

LOW HIGH Support (Encouragement, Nurture)

restorative

neglectful

punitive

permissive

To With

Not For

Wachtel & McCold

Organisational Culture

HIGH

LOW HIGH

Control

Support

TO WITH

NOT FOR

Power Struggles Confrontation Authoritarian Win-Lose Retribution Stigmatising

Consistent Responsive Flexible Accountable Responsible Cooperation Negotiation

Uncaring Tired Lazy Burnt Out Given Up

Chaotic Inconsistent Excusing Giving In Blurred Boundaries Rescuing

M. Thorsborne

A Fair and Equitable say for all!

Three essential components of fairness: • Engagement

• Explanation

• Future Clarity

Free expression of emotion

• Focus on the harm caused not the rule broken

• Focus on the feelings of the event not the expected consequences.

• Focus on repairing that harm not punishing the

harmer.

• What happened? • What were you thinking? • What were you feeling? • Who has been affected? • What needs to happen/do you need to do now?

Restorative Questions

Vision and steps since the training

• The ‘task of school leadership, is above all, to lead learning by creating and sustaining the conditions that maximise both academic and social learning’ (Lingard et al, 2003)

• The research by Lingard et al clearly showed that academic outcomes are enhanced when schools have a strong emphasis on the quality of relationships. Schools with a strong relational focus were found to have enhanced learning outcomes.

National CE Junior School

• Number on Role: 476 • Junior school with 2 infant

feeders. • Large can often lead to

relationships being fraught! • Boys: 228 Girls: 248 • SEND: 65 PSP plans: 10 • PP: 102 EAL: 88 • Mobility: 55 (20 EAL) • Permanent exclusions: 0 • Managed move: 1 • Fixed term exclusions: 3

Vision and steps since the training

• CPD delivered to all staff on Restorative Approaches (RA) • Collective Worship to the whole school to share RA • Cross reference RA to Christian Values, UNICEF • Create business cards linked to RA, Christian Values and UNICEF • Format for recording RA conferences on • Displays in school and additional resources linked to RA • Planned day or sessions with pupils to promote RA and

encourage use. • Photographs and videos linked to RA based on the children • Playground RA leaders (school council? Play leaders? Other

leaders?)

Links to UNICEF and Christian Values

UNICEF is a vital part of the Restorative Approach and Process.

• Article 3 • All adults must do what is best for

you. • Article 12 • You have the right to say what you

think and for adults to listen and take you seriously.

• Article 19 • You have the right to be protected

from any form of harm. • Article 28 • You have the right to a good quality

education and you should be encouraged to attend school everyday

Our Christian Values are part of the Restorative Approach and Process.

• Forgiveness • Endurance • Friendship • Wisdom • Peace • Trust • As a school community, it is vital that

we encourage all to take responsibility and ownership.

• We are to promote the Values, UNICEF and a way of “Restoring Relationships”

WHOLE SCHOOL APPROACH

The 5 Key Questions and our cards

• What happened? • What were you thinking? • How were / are you feeling? • Who do you think has been affected / harmed? • What needs to happen / do you need to do now?

The 5 Key Questions and our display

Repairing the Harm - resources

• What needs to happen / do you need to do now?

Repairing the Harm - conversations

• “We like the Restorative Approach as it really helped us to think more carefully about what we say to others as it can sometimes be harmful. We also feel that it has strengthened our relationships as we talked about our emotions. It also helped us to build new friendships as we were able to respect each other more” (CHILDREN: Hanna, Hannah, Freddie, Charles)

• “RA has really helped children take ownership of their actions, be kinder to each other, be happier and have a better day” (SUPERVISOR: Michelle)

• “I really like the RA questions as it has given me more confidence to speak to children and deal with issues. It has equipped me with the words and tools to help them solve their own problems” (TA: Susan)

• “RA has helped the children in our school realise that they need to consider their actions more. It has helped them to realise that they can improve their friendships and relationships through talking and discussing a way forward rather than other methods” TEACHER: Nita)

NEXT STEPS?

1. Work closely with all staff, pupils and parents – focusing upon the Restorative Approach.

2. Continually add to the RA display areas using photographs and comments from the children who have been involved in the process.

3. Create video and promotional material using children to explore the value and benefits of Restorative Approaches.

4. Develop the role of a RA leader across the school (school council, play leaders, RA leaders)

5. Continue with CPD and updates for all staff, including our infant feeder schools.

6. Consider developing a RA magazine/newsletter created by the children.

Exclusions in our schools – a pressing social justice issue – ‘Exclusions in our schools – a pressing social justice issue – ‘Zero Exclusion Lincolnshire’ – Possibility or Pipe Dream? Zero Exclusion Lincolnshire’ – Possibility or Pipe Dream?

Exclusions in our schools – a pressing social justice issue –

‘Zero Exclusion Lincolnshire’ – Possibility or Pipe Dream?

Restorative Approaches & Practices

• A few video links; • https://www.youtube.com/watch/?v=tH7tn4vHmyM

Restorative Approaches: Transforming conflict – 2 min video

• https://www.youtube.com/watch?v=uSr1T36PoeM Restorative Approaches: Primary School – 8 mins video

• https://www.youtube.com/watch?v=JYzZ6I_kKeQ Restorative Approaches: Swansea Model – 27 min video

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by Welcome back

• VUCA • Increasingly diverse school system • A recalibrated Welfare State

Volatility

Uncertainty

Complexity

Ambiguity

Turbulence and countless, often conflicting, dynamics at work The past is no longer an accurate predictor of the future = less scope for confidence and certainty Inter-connected events and apparent randomness of results – cause and effect become indiscernible The combined impact of volatility, uncertainty and complexity – even experts struggle to make sense

Paparone et al. ‘From the Swamp to the High Ground and Back’ (2011)

Over the course of this decade, UK Government spending is forecast to decline by a fifth as a proportion of GDP. Among advanced economies, the UK looks set to drop from the 16th biggest spender on its state to the 26th, requiring a profound adjustment in how the public sector operates. In other words, Government in the UK is recalibrating – and that recalibration aims to align lower public spending with a leaner public sector. The State of the State, Deloitte LLP (2015)

Recalibrating government

The UK finds itself questioning its design, capacity, autonomy and efficacy as a nation state.

The relationship between citizen and ‘state’ is increasingly unsettled, not least because the locus of ‘state’ is so particularly (albeit temporally) in flux:

• public sector cuts and reprioritisation of government expenditure and activity

• the dynamics and aftermath of the Scottish referendum, a shift towards greater localism and city-regional governance within England

• BREXIT

The RSA and Staff College believe…that there is an urgent need to set about “Changing the Narrative” for public services and public policy…this is not something that can happen through institutional fiat or a technocratic blueprint. It needs substantive, long-term conversations between citizens and those with particular responsibility for our local and national public services. By setting out the scale of the challenges, and identifying some of the seeds of change and the conditions in which they may thrive – including more localise decision making – we hope that this report will encourage that essential conversation.

What kind of school system are we aiming for? Dr Simon Duffy, Director of the Centre for Welfare for Reform

An education fit for citizens by Dr Simon Duffy

What do y o u teach when our phones are getting smarter, but our leaders are getting dumber?

• Education and the economy

• Education and the meritocracy

• Education for education’s sake

• Education for citizenship

• Special education – a case study

• Reimagining education in the 21st century

The Economy: A circular relationship of

consumption and production

£ Reducing us to

workers and consumers

How does the Treasury measure the economic value of philosophy?

It is a strange irony that, in the name of ‘The Market,’ teachersare told to design education that makes students ready for work; for the central purpose of the labour market is to adjust itself to whatever array of skills and needs are actually available.

… and what do teachers or politicians know about the skills the economy will

need in 20 years time anyway?

[Frey C B & Osborne M A (2013) The Future of Employment: how susceptible are jobs to computerisation. Oxford. Oxford University.]

47% of existing job roles highly likely to be replaceable by robots or computers in next 20 years.

(Although teachers have a very low probability of replacement, especially in primary education)

Meritocracy: Corrupting our natural desire to achieve excellence and converting it into an empty exercise in the domination of others out of vanity and greed

Satire becomes fact: “T oday we frankly recognise that democracy can be no more

than an aspiration,and have rule not so much bythe people as by the cleverest people; not an aristocracy of birth, not a plutocracy of wealth, but a true meritocracy of talent.”

[Michael Young (the father of

T oby) in 1958]

“my vision for a truly meritocratic Britain that puts the interests of ordinary, working class people first.” [Theresa May, 2016]

UK inequality has nearly doubled in a generation Richest

10% In 2013 the average family income is 5 t im es bigger than ours and for the richest 10% of families it is 13 t imes .

We're one of the 2.7 mil lion British families with the lowest incomes. In 2013 we llive on £100 per week after tax.

Richest 10%

Average Income

Average Income

Poorest 10%

1985 2013

Source: Office of National Statistics (2015) The Effects of Taxes and Benefits on Household Income, Historical Data, 1977-2013/14 Release. London, Office of National Statistics. Post-tax income for poorest decile relative to mean household income and income of the richest decile lor both 1985 and 2013-14.

In 1985 the average family income was 3 t imes bigger than ours and for the richest 10% it was 7 times more.

Meritocrats

The problem with meritocracy the more we think the clever should also have the power the more powerful will think of themselves as clever, and reward themselves for the privilege

Education for education’s sake

• Education - from Latin - educare/educere – mould or lead out - shared root with dux

• Learning - from Old English – leornian – to follow a track - shared root with lore

• Teaching – from Old English – tæcan – to point out or show - shared root with tacen [token]

• Development the potential to grow and stretch our capacities

• Authority the power of truth and the wisdom of experience

• Exploration the possibility of new discoveries

But there is also a powerful case for public education

Aristotle . Politics VIII. [Note that Polis is often (mis)translated as ‘state’ but this is misleading as the term ‘polis’ might be better translated as community.]

“But matters of public interest ought to be under public supervision; at the same time we ought not to think that any of the citizens belongs to himself, but that all belong to the polis, for each is a part of the polis, and it is natural for the superintendence of the several parts to have regard to the superintendence of the whole."

"But if you believe you're a citizen of the world , you're a citizen of nowhere. You don't under stand what the very word 'citizenship ' means." Theresa May

Aristotle explains that a community is not made out of equals, but on the contrary of people who are different and unequal. The community comes into being through equalising, 'isathenai.' [Nich. Ethics 1133 a 14] [Arendt]

Could we not see part of our role as preparing our children for citizenship? “Every educational system has a moral goal that it tries to attain and that informs its curriculum. It wants to produce a certain kind of human being.” [Allan Bloom]

Totalitarians Egoists

Citizens

Chauvinists

What would an education orientated towards citizenship

look like?

The old ‘transition’ pathway - dominated by systems…

Social Care Social Care

Health Health

Education Education

My Budget

My Plan

----- Family leadership Citizenship

INFO

Information Services S ecialist Advice

• Hope - there is a meaningful and positive place for you in the world for

• Partnership - we are partners with the person and their family - we are not alone

• Leadership - we can generate purposeful action by seeing our actions in a wider context

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

LLP Strategic Plan Anton Florek, Chief Executive, The Staff College

LLP Strategic Plan

Champion Upscale promotion and communication among the partnership schools • Teacher Leadership and recruitment

strategy • Small scale projects • LLP Collaboration

Challenge Strengthen school to school support • Supporting Governance in Lincolnshire • Peer to Peer Review • Data sharing at Headteacher Briefing

Promote Drive future strategic initiatives • Innovation fund • Mobilise

Empower Foster strong links between schools, local teaching schools and their communities • Emotional wellbeing • Attendance and admissions • Caring schools learning placements

Challenge

LLP will: • Support Governance in Lincolnshire:

NLGs to receive resources and structural support

• Enhance Peer to Peer Review though the launch of an online form

• Introduce considerations around data sharing at Headteacher briefings

Schools will:

Champion

LLP will: • Develop Teacher Leadership and

Recruitment Strategy • Support small scale projects aimed at

engaging teaching staff at all levels to enhance their practice

• Foster LLP collaboration through monitoring and embedding the partnerships KPI’s

Schools will:

Promote

LLP will: • Administer innovation fund to

encourage and embed innovative practice in Lincolnshire schools

• Design Mobilise 2: The means through which Lincolnshire schools will engage with research

Schools will:

Empower

LLP will: • Consult with Headteachers on

emotional wellbeing pathways • Implement a year-long pilot to

manage attendance and admission, followed by an evaluation and reassessment of the initiative

• Allocate two case workers to the “Caring Schools Learning Placements” initiative

Schools will:

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by

Review and Reflections Anthony Partington, Chair of LLP Board and Principal, Stamford

Welland Academy Heather Sandy, LCC Assistant Director, Children’s Services

Nursery, Primary and Special Schools 2nd March 2017 - Woodhall Spa (The Petwood Hotel) 3rd March 2017 - Boston (Enterprise Centre, Endeavour Park) 6th March 2017 - Grantham (The Urban Hotel) 7th March 2017 - Market Deeping (Eventus) 8th March 2017 - Lincoln (The Bentley Hotel & Spa) Secondary and Special Schools 13th March 2017 - Woodhall Spa (The Petwood Hotel)

Headteacher Briefings Spring 2017

Belton Woods Hotel Grantham NG32 2LN

23-24th February 2017

Supported by Safe journey home