nle 18 oct - the queens ballroom · / v ( } u ] } v } í ô k } î ì í ó1/( ,1'8&7,21 x...

Information correct as at 18 October 2017. Please do not publish these slides as the information is updated regularly by the NCTL. If you have any queries please contact [email protected] in the NCTL.

NATIONAL LEADERS OF EDUCATIONINDUCTION

Wednesday 18 October 2017

The Queens Hotel, Leeds


NLE INDUCTION

Gill Robinson OBE

Teaching School Council Vice Chair, NLE

• Welcome

• Agenda

• Practical arrangements for the day

• Aims and focus


AgendaAgenda

Time Item

10:30 – 10:40 Welcome

10:40 – 11:00Keynote 1 : Gillian Hillier, Deputy Director, Teaching Schools and School ImprovementnalCollege for Teaching and Leadership

11:00 – 11:45 Keynote 2 : Pauline Hagen OBE, NLE, New College Pontefract

11:45 – 12:30 Panel for Q&A

12:30 – 13:30 Lunch

13:30 – 14:30 Seminar Session 1 – Commissioning, Brokerage and Engagement

14:30 – 14:40 Tea and Coffee

14:40 – 15:40 Seminar Session 2 – Deployment in action, Impact, Reporting and Accountability

15:50 – 16:20Opportunity to hear from recently designated NLE about starting your new role inc tips and advice

16:20 – 16:30 Review of the day and next steps

16:30 Depart


Gill Robinson OBECEO Interaction and Communication Academy Trust

The role, influence and work of the Teaching School Council in a

self-improving, school-led system

@TeachSchCouncil


Context

What are teaching schools?

How do they relate to NLEs and other system leaders

How well are they working?

What is the TSC?


The History of Teaching Schools

The Importance of Teaching, DfE, 2010

‘The primary responsibility for improvement rests with schools, and the wider system should be designed so that our best schools and leaders can take on greater responsibility, leading improvement work across the system’

Educational Excellence Everywhere, DfE 2016 • Schools are accountable for their own improvement• Government supports the growth of a self-sustaining, self-

improving, school-led system• Collaboration between schools is the most effective way to

bring this about• Teaching school alliances and multi academy Trusts are the

preferred vehicles for collaboration


The current picture

NLG-481

TS - 811

NLE-1,308

8 regions, increasingly made up of a number of sub-regional groups – leading on ITT, CPD and S2SS

Diverse and representative membership: nursery, primary, secondary, special, academies, independent and sixth form colleges


The Role of the Teaching Schools Council

Represent the voice of Teaching Schools and act as a bridge

Facilitate regional partnerships

Broker school to school support including deploying NLEs

Engage with DfE in the development and implementation of policy

Playing important role in designation/de-designation of system leaders & TSAs

Participation on national strategy groups


The Teaching Schools Council:Values

Every child is entitled to be in a great school

Every school and every teacher receive the support they need to make this happen

Every school works in partnership as part of a mature, school-led system


A More Focused Role for Teaching Schools?

Co-ordinate and deliver school-based teacher training

Provide and/ or broker school-to-school support

Provide professional development for teachers and leaders


No School is an Island

Support existing teaching schools to work in regional partnerships

Build the capacity of aspiring teaching schools (succession planning);

Ensure more new teaching schools are in our most disadvantaged areas;

Develop regional action plans to address shared priorities


Current Challenges

The un-engaged

Funding

Sharing the message

Competition v collaboration

Intelligent joined up brokerage

Reciprocity

MAT/TSA


Opportunities

Transfer learning from pockets of success to system wide change

Shared accountability and systems that might incentivise collaboration

Connect relevant networks, organisations and contacts

Measure impact

Join up regional issues

Create hubs and specialisms


Why schools haven’t always developed effective networks and partnerships?

• Old world of competition and isolation

• Concentration on in-school students without distraction

• Initiative overload

• Competing agendas

• Closed mind sets

• Fear of judgement

• Cost!

• Because it’s challenging


How can we connect with purpose?

Partnership is connecting peers with purpose:

“…show me a cohesive, creative organisation, and I’ll show you peer interaction all the way down.”

Michael Fullan: The Six Secrets of Change


Children grow to fill the space we create for them, and if it’s big, they grow tall.

The best present we can give our children is the chance to do something great.

It’s a gift that will last a lifetime and transform their lives.

Jonathan Sacks, 2008


National Leaders of Education: induction

Gillian Hillier, Deputy Director, School Improvement and System Leadership


18

Justine Greening

We want to ensure every young

person can reach their potential,

regardless of their background or

where they are growing up.


Drivers, challenges and goals• Key policy drivers:

Social mobility – targeting efforts where most neededImproving and supporting those schools which need it

• The challenges: Building capacity where it’s most needed

• The goal: Some for all and more for some – using all the resources in the system to serve all children, families and communities and especially those facing most disadvantage


System leadership

System leaders care about, and work for, the success of all children, not just those in their own school

• Some system leadership roles are undertaken by those with formal designations that are identified against strict criteria such as SLEs, NLEs, Heads of teaching schools and NLGs

• Other key system leadership roles include CEOs of academy chains, principals of academies which act as sponsors and other important system roles such as chairs of headteacher networks

• In addition to working beyond their own institutions system leaders often help shape national thinking, policy and practice


• Optimistic, enthusiastic and curious – belief in people

• Commitment to social justice, equity and excellence

• Respect and empathy for others

• Resilient – tireless energy

• Persistent – in pursuit of excellence, putting pupils first

• Drive and determination – ambitious

• Courage, conviction and integrity

• Vigilant and visible – ‘only the best will do’

• Humility plus professional will (fierce resolve)

Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey 2010 Glatter 2009; Future of Leadership, National College 2008.

System leadership is great leadership


National leaders of education

• NLEs are strong school leaders, who have experience of effectively supporting schools in challenging circumstances.

• NLEs work alongside teaching schools and other system leaders to provide high quality support to those who need it most.

• The role of NLEs is to enable school improvement by providing school to school support:

• time-limited interventions• supporting other schools to build

leadership capacity• securing an improvement to pupil

outcomes


The school-led system

Teaching Schools Council

Chartered College of Teaching

NCTLRSCs

School improvement

CPD & LeadershipITT

Teaching School Alliances


Grow the top

School improvementGood

Not yet good enough

NLEs TSAs SLEs & NLGs

RSC, LAs, MATs, Schools)

Commission


Strategic School Improvement Fund

“I want this investment to not only transform

outcomes for children by improving schools,

but also to make sure our school-led system

learns from that work.”

Justine Greening30 November 2016


£140m per year over 2 years to support schools most in need of improved school performance and pupil attainment

• Evidence-based intervention to help schools use resources effectively and deliver more good school places

• Broad focus including improving leadership, governance, teaching methods and approaches, and financial health and efficiency

• Strategic proposals supporting multiple schools

• Open to LAs, TSAs and MATs



• Teaching schools, multi-academy trusts and local authorities

• Providing support to 4 or more schools

• Where 70% of supported schools meet eligibility criteria (some exceptions)

• Only MATs supporting a minimum of 25% or 5 eligible schools outside the MAT

• Only bids approved by applicant, providers and supported schools

• Multiple applications only where capacity and capability to deliver

Who can apply to SSIF?


• Round 1 closed in June 2017 with 55 successful applicants, who will collectively provide support to just under 1,350 schools.

• Round 2 is now open and will close midday 20 October 2017.

• In addition, the Education Endowment Foundation (EEF) is spending up to £20m over 2 years to scale up and disseminate evidence-based approaches.



• Address local improvement priorities

• Are of a scale and nature that brings about sustainable improvement

• Are evidence-based with clear rationale for why the improvement is necessary

• Are clear on the activities that will be undertaken by which providers

• Can detail expected costs

• Have defined short-term and long-term outcomes

• Start and finish sometime between January 2018 to March 2019

SSIF round 2 – we are looking for projects that…


Emergency funding can be provided in exceptional circumstances where it is intended to address:

• Unexpected or imminent failure

• Unexpected withdrawal of planned/existing support to address failure/imminent failure

or

• Failure where other long-term support options are not feasible

Unlike the main fund, emergency funding is provided for 1:1 support.

SSIF Emergency Fund


Tap into NCTL social media and communications channels

– Twitter, Facebook, YouTube, blogs, system leader newsletter

– Let us know about the good things you are doing

Use the NCTL press template

• 30 schools and system leaders used the template after designation this summer

Promote your work!

• generating 88 articles

• seen by an estimated 1.25 million people

• great free publicity for schools and system leadership


@the_college

@rogerjpope

@getintoteaching

thenationalcollege

getintoteaching

Read our blogs: https://nctl.blog.gov.uk


National Leaders of Education InductionWednesday 18th October 2017

Pauline Hagen OBECEO

New Collaborative Learning Trust

@TeachSchCouncil


MotivationIt was a milestone in a planned journey

Pauline Hagen OBE, CEO, New Collaborative Learning Trust

@TeachSchCouncil


New College Pontefract

2013/14 2014/15 2015/16 2016/17 2017/18

R1 data“old good”

Outstanding Judgement

Teaching School Free School application (2)

Re-designationof NCP

Free School (1) opens

NLE MAT establishment

Free School application (1)


It was an intrinsic part of our vision:

• Social mobility• Levelling opportunity• Building ambition• Diminishing difference


@TeachSchCouncil



New College Pontefract: Headline “social mobility” data in 2016

• 9 students offered places at Oxford and Cambridge.• 8 places taken up.• 4 of these came from disadvantaged postcodes.• Of 3 looked after children:

• 1 went to university• 1 to an apprenticeship• 1 to further study

• 70% of students progressed to university.• 18% of these progressed to a Russell Group university.• 25% of this group came from disadvantaged postcodes.• 30% of students on an A-level study programme came from disadvantaged postcodes.• Of the total number of white working class boys, 56% progressed to university and 23% to meaningful

employment.


@TeachSchCouncil



The Benefits• Significant learning – challenged my thinking and changed my practice.

• I learnt that what I was proud of in our own college’s social mobility data actually masked a significant issue.

• The college has 16% former pupil premium students.• These are drawn from 55 schools.• Between them, these schools have between 30% and 70% disadvantaged pupils.• The primaries which serve these secondaries have similarly high levels of

disadvantage.


@TeachSchCouncil



3 uncomfortable truths:i. Significant numbers of disadvantaged children do not make it as far as post-16

education. Only 10% of school sixth form students were pupil premium eligible and only 11% of SFC students.

ii. They do not make it because they do not achieve in line with their non-disadvantaged peers.

iii. These children start at a disadvantage, which widens over the course of their education, and they are not therefore able to access the opportunities at post-16 which would enable their social mobility.


@TeachSchCouncil



Having the capacity to make a contribution:

• Building a social fairness vision for our Trust.• Building a team of SLEs and LLEs who share the vision.• Working from EYFS right through to key stage 5.• Widening access to post-16 level 3 learning.• Supporting social mobility outside our own Trust.


@TeachSchCouncil



My Learning About School Leadership

Transformational leadership is the norm for most leaders (80%)

• Setting and driving vision• Inspiring goals• Energising staff• Conferring autonomy• Using leadership theory


@TeachSchCouncil



My Learning About School Leadership

Instructional leaders are rare in my deployment experience

• Focus on student experience and outcomes• Impact of the teacher on student learning, progress and outcomes• Classroom and peer observation• CPD planned to explicitly support improvement in student progress and outcomes• Building professional trust in peer observation

My deployments with senior leaders have frequently involved moving people from the first group into the second• all planning and action designed to improve outcomes, learning and progress


@TeachSchCouncil



Working as a National Leader has changed my perceptionand my behaviour dramatically


@TeachSchCouncil



My Deployments• Leading on senior and middle leader programmes.• Coaching a Principal, and senior leaders in robust management of poorly performing teachers.• Implementing live data systems to enable rapid intervention.• Coaching senior leaders and governors in changing school cultures.• CPD for curriculum leaders to reinvigorate pedagogy using evidence-based methods.• Using CPD followed by impact measurement.• Leaving skilled practitioners at the end of the deployment to secure and sustain improvement.• Coaching senior leaders in talent management and succession planning and development of leaders.• Supporting 13 schools in Wakefield to diminish the difference in literacy outcomes.• Co-ordinating large numbers of SLEs in subject and behavioural improvement.• Auditing the impact of existing structures and supporting structural change for improved outcomes.

You have to challenge – not be fainthearted


@TeachSchCouncil



Challenges• Robust challenge of low aspirations.• Changing “tired” attitudes.• Maintaining momentum and securing longer-term change.

(But I love the non-inspectoral aspect – you are in it for the longer-term and have a huge stake in the success or failure of the support you give.)


@TeachSchCouncil



Working as a National Leader has transformed my practice.

I now know a lot moreI am able to do more

I understand much, much more


@TeachSchCouncil



NLE INDUCTION: Q&A

Panel:

Gillian Hillier

Pauline Hagen OBE

Gill Robinson OBE

Amanda Costello


NLE INDUCTION

Seminar Session 1: Commissioning, Brokerage and Engagement

Early Years: Dr Lesley Curtis OBE, Everton Nursery School & Family Centre in Liverpool The Rochester

Primary: Fiona Cullivan-Ward, Littletown Junior Infant and Nursery School The Queens Ballroom

Secondary: Rob Pritchard, St John Fisher Catholic High School, Harrogate The Ark Royal

Special and PRU: Amanda Costello, Bents Green School The Airedale


NLE INDUCTION

Seminar Session 2: Deployment in action, Impact, Reporting and Accountability

Early Years: Dr Lesley Curtis OBE, Everton Nursery School & Family Centre in Liverpool The Rochester

Primary: Fiona Cullivan-Ward, Littletown Junior Infant and Nursery School The Queens Ballroom

Secondary: Rob Pritchard, St John Fisher Catholic High School, Harrogate The Ark Royal

Special and PRU: Amanda Costello, Bents Green School The Airedale


NLE INDUCTION

Opportunity to hear from a recently designated NLE about starting your new role inc. tips and advice

Amanda CostelloBents Green School, Sheffield


NEW ROLE AS NLEThe difference between School to School Support and School

Improvement


Growing the NLE & National Support School role to make a difference to

system leadership


The Role of NLE◦ Being an NLE means you support, challenge, coach and

direct a partner school to be stronger, more vibrant and sustainable by delivering bespoke solutions

◦ Being at NLE opens the doors to be part of a transformation discussion between the future of the Local Authority and the growing system leadership with Teaching Schools and other partnerships

◦ We have started to work beyond the school to share successful practice from our own school with colleagues in other schools, providing coaching and deployment to support another school in challenging circumstances


How do we make a difference?◦The National Leaders of Education and National Support Schools programme is about using people’s skills to make a difference to the educational experience of more students.

◦ In addition to running our own National Support School (BGS) our staff will initially support another school facing challenging circumstances. We will work to increase leadership capacity and help to raise standards


How will we support another school?

◦We have one NLE and four SLE’s ◦SLE specialisms cover: SEND support, Outdoor Learning and Forest School development, MathsMastery and Music

◦We are developing a centre of excellence in Communication and Interaction Disorders and related autistic conditions

Tips and Advice for a New NLE

1. Develop your staff to become rowers for school improvement & school to school support

2. Grow and develop your own leaders to distribute support to other schools

3. Grow others behind the emerging leaders

4. Work shadowing at all levels within school to school support

5. Link to a Teaching School Alliance

6. Striving towards a cadre of school leaders who can develop the aspirations of young people



Prevent people sitting in the boat


Watch out for those drilling holes in your boat


Big Tip!

Make sure everybody in your boat is rowing and not drilling holes when you’re not looking.


The Four C’s Mantra for successful school to school support

Commissioning –Engaging the NSS with Client school

Capacity – Ability of NLE and NSS to take an outreach commitment

Capability – NSS and NLE needs to be solution focused, capability also involves having systems for restoring calm, Securing safety and wellbeing, developing effective T & L, rigorous assessment, re-establish roles and responsibilities

Commitment – NLE’s demonstrate: courage and commitment, tenacity, reslilience and vision, self-belief, confidence and humility


NLE INDUCTION

Gill Robinson OBETeaching School Council Vice Chair, NLE

• Review of the day

• Next steps

• Evaluation form

nle 18 oct - the queens ballroom · / v ( } u ] } v } í ô k } î ì í ó1/( ,1'8&7,21 x...

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