Division(s): All

3.1

Support and challenge for school Leadership, Management and Governance.

Description

Improve the quality of leadership and management in all schools to a level where Oxfordshire is a leading authority, and continue to reduce the number of schools of concern.

Objective

To support the development of leadership and management in schools by providing a higher level of challenge and support for head teachers and Governors in their responsibilities for school improvement.

Proposed

Service

Improvement targets

1. Improve the quality of management decisions, so that development plans are realistic and attainable and that overall, Oxfordshire schools are judged to be in the top quartile of performance by summer 2003.

Comment: management in 76% of primary schools were judged to be good or better over the last year. This compares with figures of 68% and 57% in the previous two years. In any one year, too few secondary schools are inspected to draw firm conclusions (nine schools in 2002-3). Of those schools inspected 45% had improved their grade for leadership and management compared with their previous inspection report. There is a discernible upward movement in both sectors, although to reach the upper quartile, there are still too few schools in the "very good" category.

There is a greater expectation that schools prepare more thoroughly for Link Adviser monitoring quality and target setting visits. Headteachers are expected to consult with staff and Governors to identify strengths and areas for improvement and use of S Forms as the basis for discussion with Link Advisers. This ensures increased emphasis on school self evaluation supported by evidence which the Headteacher and Governors can use to enable more focused school improvement planning. The use of new performance databases will enable more detailed analysis of how well the school is performing in relation to LEA, national and similar schools’ contexts.

The level of improvement implies that the corporate assessment grade moves from 4 to 3.

2. Improve the level of progress and quality of education so that Oxfordshire is judged by OFSTED to be in the top quartile of performance by 2003.

Comment: performance in all key stages improved in 2003, with the significant exception of GCSE results at the A*-C and A*-G levels. The establishment of a new advisory team to work with secondary school senior managers particularly to improve the element of added value throughout the secondary years is a major priority for this year and follows recommendations from the BVR of Secondary Achievement.

On the other hand, there has been significant improvement in KS3 examination results in 2003, Oxfordshire was the most improved shire county at this level.

3. Reduce the number of schools in special measures or with serious

weakness to zero within two years.

Comment: the number of schools in the Ofsted categories of serious weakness or special measures is now 5 compared with 15 when the review specifications were agreed two years ago. The zero target has not been achieved. During the last year, one school was judged to require special measures and one to have serious weaknesses. Whilst no Oxfordshire schools who have been categorised during this autumn term, there has been a 30% increase in these categories nationally under the new inspection framework.

Tasks to support objectives:

3.1.1. Further development of the schools’ data base and performance management information.

Cost

Within existing resources

• IfD (Information from data) CD available to all schools and governors.
• All schools now receiving information on target setting with inbuilt range of challenges.
• Fischer Family Trust information provided to support target setting.
• Advisers are now accessing comparisons between ‘expected’ and ‘actual’ for sharing with schools and challenging outcomes at cohort and individual pupil level.

• L&C continues to provide value added information based on per pupil performance
• 200 Heads, and managers attended data training in 2003.

3.1.2 Create further networks of schools representing similar levels of performance to share best practice.

Within existing resources

• IfD enables schools to identify schools with similar backgrounds and compare performance.
• Schools encouraged to contact one another directly to share good practice.

3.1.3 Undertake specific work with head teachers of schools judged to be underachieving, in particular to link them to schools working in similar contexts who are performing well.

Within existing resources

• Additional School Reviews (ASRs) include specific work with headteachers where concerns have been noted.
• Primary Strategy is focussed on 56 primary schools where pupil performance is less than expected, supported by consultant leaders from other Oxfordshire schools.
• Task groups include specific expectations related to 12 schools of concern.

• Where schools have undergone reorganisation (e.g. City Schools) they have been paired with other schools to support changes required in organisation / internal structure.
• 3 Networked Learning Communities established
• LIG (Leadership Incentive Grant) funding for 3 secondary lower achieving schools obtained – plans include element of collaborative work.

3.1.4. to encourage successful head teachers, senior managers and governors to act as mentors and to provide case studies of successful practice to be shared by others.

Within existing resources

• Use of HTs as consultant leaders
• Each new HT (30+) paired with an experienced
• HTs encouraged to train as mentors and coaches using external providers.
• ‘Leading from the middle’ training requires a school-based coach to support participants. (4 schools in 1^st cohort – 2^nd cohort just starting).
• Deputies / senior leaders requested to support as mentors – take up low – workload issues.
• HTs and Deputies contributing to local training where possible e.g. budget management, preparing for deputy headship, feedback on pilot programmes, workforce remodelling, NQT mentoring.

3. 2

Providing improved systems for school leaders and managers

Description

To enhance support to enable head teachers, governors and other managers to concentrate on their core task of improving teaching and learning.

Proposed service improvement target(s)

1. .to reduce the levels of unnecessary administrative pressures on all schools to enable them to concentrate on their core task of improving teaching and learning in all schools.

Comment: A "Communications with Schools" programme has been agreed so that schools as far as possible know what documentation they will receive and when. Systems are in place to provide a central person to overview school communications. Greater use is being made e-mail; however, changes to OCN have caused some interim difficulties with email access. Summaries of information and guidance papers are being used more frequently to help individuals judge which documents have greatest relevance to their needs.

2. to improve the information and mechanisms whereby all schools can purchase advice, training and support in the event that locally agreed provision does not fully meet their needs.

Comment: OQSA membership remains very high. Links have been established with other providers such as SEAC (South East Affiliated Centre) Benchmarque and SERCO (Providers of leadership training) Oxford Brookes University, Oxford University Department of Educational Studies, Cygnet (Headlamp Programme and

professional development for HTs / leaders as an element of the support for the

City re-organisation); the National College for School Leadership (providing

courses for new and longer-serving HTs, Middle Managers, New Visions for Schools, Leading Edge Schools,).

Comment: in last year’s report reference was made to Oxfordshire’s Vision Statement for Teaching and Learning which set out strategies for enriching the curriculum and developing a range of teaching styles. This local initiative has been reflected in national guidance from the DfES with recent publications ("Excellence and Enjoyment" for the primary phase, "Achievement and Excellence" for the secondary phase). This is being followed up this term by the publication of a Teaching and Learning model policy to support provision of rich curriculum and, in turn, curriculum enrichment is strengthened by the closer involvement of Cultural services in Learning & Culture. The 95% target figure is a challenging one, but from recent inspection evidence (where a number of school reports make reference to the significance of Oxfordshire’s Vision statement) and from local monitoring, there is evidence of the high proportion of schools who are making this a priority.

Tasks to support objectives

Cost

Comment on progress

3.2.1.Review levels of administrative pressures on schools

Within existing resources

• Workforce remodelling – 1^st cohort of schools to take part in the national programme have been identified, and L&C Workforce remodelling group has been established
• Monitoring of progress by schools in reducing teacher workload (24 tasks) has begun.

3.2.2.Produce for schools a list of other school improvement providers.

Within existing resources

• Ongoing information about other relevant providers is provided on request.
• Active promotion of professional development opportunities through other providers such as NPQH for deputies.
• Plans for Intranet database not yet available, however an expanding information file is available of alternative / complementary providers of leadership and management training and consultancy.

3.2.3.Implement a pilot programme of support for schools where local circumstances causes concern for management.

Within existing resources

• Schools being identified through monitoring quality review, and data analysis.
• Area team leaders allocating support and review progress under new SDS structure.

3.2.4 Further review joint provision for leadership and management development.

Within existing resources

• Accredited courses are now established with Brookes (50 groups of teachers) CAPP framework of accreditation.
• Partnerships of schools are encouraged to submit applications for NCSL LftM programmes

• Continued examination of best practices in Council and Higher Education joint provision by Oxfordshire’s Continuing Professional Development (CPD) team in cooperation with Brookes University.

3.2.5.Evaluate and provide necessary training to ensure that officers and advisers are accredited with the School Improvement Recognition Scheme (SIRS).

Training costs not yet known.

• Training for the National Standards for School Improvement Professionals (NSSIPS) completed (Parts 1 and 2) by the majority of Advisers. Advisory teachers to complete in January.

3.3

Building a greater capacity to meet all levels of continuing professional development (CPD) needs.

Description

Increase the management development services presently provided – especially at middle manager and deputy head teacher levels.

Objective

Increase the potential for all schools to access a Continuing Professional Development (CPD) programme for teachers at any stage of their career, and for serving senior teachers to be able to share best practice. It also allows the LEA to build some further capacity to provide consultancy services to other LEAs and individual schools.

Proposed service improvement targets

1. to enable up to five senior staff (in total contributing to 1fte post, by means of secondment) to contribute to improvement of leadership and management by providing increased advice and training to developing schools.

Comment: In addition to the appointment of an adviser for senior management development, there has been a temporary appointment of a Headteacher from a former city middle school to support those pupils and cohorts at risk of under-achievement. There is a number of senior school staff supporting the KS3 strategy as Leading Strategy Managers and SDS continues to support the development of ASTs (Advanced Skills Teachers) even though they are now employed and managed by schools.

There are 8 headteachers, whilst still head of their own schools, involved consultants in the Primary Strategy, and the Curriculum and Research Team. Two secondary headteachers are supporting the leadership incentive. Headteachers from "Early Adopter" schools in the national remodelling strategy have been trained to support other schools as the programme develops.

There is improved clarity of professional development related to leadership and management at all stages, supported by four CPD Advisers with clearly designated roles. SDS has brokered training opportunities for advanced and consultant leaders (Headteachers and Senior Managers) through links with NCSL and other providers. Further developments include pilots in peer mentoring through partnerships with four independent training providers.

2. to gain accreditation, in partnership with the Universities, for management development courses for subject coordinators, heads of department and deputy head teachers).

Comment: SDS continues to work with Brookes on the CAPP (Certificate of Advanced Professional Practice) framework, including the development of new

units of accreditation, for example "Leading improvements in Learning" will begin shortly. In 2002/03 Oxfordshire had a greater number of teacher participants than any other LEA. (511 out of 1066 participants in total – 48%).

SDS is also working with OUDES (Oxford University Department for External Studies) on the fast track teaching programme and plan to introduce a leadership and management element to this programme.

Comment: the Government has decided to discontinue awarding Beacon Status to schools. 8 more schools have achieved specialist status as of September 2003, including one with Engineering as its specialism (Faringdon CC). The funding for ASTs was also withdrawn for a period which reduced the opportunities for further applications to be made – however this funding has been reinstated recently. We now have 20 ASTs in post and may be able appoint more now that the position re funding has been clarified.

Tasks to support objectives

Cost

Comment on progress

3.3.1.to provide for senior staff to be seconded for management advice and training.

The emphasis to address the needs of senior and middle managers was changed by appointing an Adviser for senior management.

Original allocation of £40k for two yrs was not taken up. Funding found by re-allocating existing resources

A wide range of training and support has been provided by the Adviser for senior management development including

• 1:1 consultancy for senior leaders (primary / secondary).
• leadership and management training programme for secondary middle managers, and partnerships of primary schools.
• audit of senior leaders training needs through questionnaire / feedback from network meetings.
• Customised training programmes for senior / middle managers in individual schools (primary /secondary).
• Dissemination of research / information updates related to leadership / management.
• Development of the Leadership network (sec) and Senior Leaders Consultation group (prim).
• Deputy Heads Conferences (primary / secondary).
• Pre- inspection seminars.

3.3.2.to seek formal accreditation for middle and senior management courses.

Within existing OQSA resources

• In operation from September 2002.

• Accreditation available through Brookes and brokered by SDS in a number aspects, e.g.: Managing issues for inclusion; Leadership Skills, Gifted and Talented, School-based Enquiry.
• In process of discussion with Brookes re accreditation of portfolio of work as evidence towards CAPP / masters units.
• AST Programme now reinstalled nationally.

3.3.3 to increase the number of schools achieving Beacon status from 7 to 12, for all secondary schools to apply for Specialist status, and for 35 teachers to become ASTs.

Within existing resources

• Withdrawal of Beacon status initiative (referred to above).
• Number of Specialist Schools now 18 with a new round of applications in process.
• 4 more schools applying for training school status.
• 20 ASTs funded and in place, (15 attached to partnerships, 5 on special projects), further 5 anticipated.

3.4

Support for Resource Deployment

Description

Increase training facilities for schools to access expert advice on budget management, costed improvement planning and human material resource deployment to better meet the needs of identified underachieving groups or areas in need of development

Objective

To improve schools own capacity to meet growing demands and to reduce the number of schools where the management of resources is weak.

Proposed service improvement target

1. Ensure that all schools able to meet OFSTED inspection and Audit

Commission requirements for efficiency – as measured by leadership and

management grades of satisfactory or better at inspection.

Comment: during this academic year’s cycle of inspection 34 of 35 schools have met this requirement

2. Improve the number of schools with good resource deployment and

personnel management from 65% to 85% in two years.

Comment: during this academic year, this requirement has been met by 90% of secondary and 80% of primary schools inspected. This apparent continued improvement should not disguise the fact that local funding and resource deployment facilities are under pressure.

3. Investigate the extent to which new management Information Systems

Comment: Considerable further work needs to be done to ensure that the MIS system provides an improved service.

Tasks to support objectives

Cost

Comment on progress

3.4.1 Implement training programme for resource deployment

Within existing resources

• Training sessions on personnel, legal, conduct and capability procedures and budget planning to support the aims of the school are scheduled for 03-04 in the OQSA booklet.

3.4.2. Identify schools in need of specific budget management support

Within existing resources

• The categorisation was completed and guidance issued in 2002.

3.4.3 Provide structures for schools to manage personnel functions with MIS

None relating to this BVR

• This is subject to review and redevelopment.

3. 5

Consultation with schools leaders and managers

Description

Provide a regular forum so that schools can report on the quality of management services provided

Objective

To be more responsive to schools’ needs and their evaluation of the services provided

Proposed service improvement targets

1. .To establish a formalised, annual consultation between the LEA and

Comment: Headteachers, Governors, Deputies and other senior leaders have been consulted about their training needs, through questionnaires, partnership and network groups. All inset evaluations request information on further training / support required. New Headteachers are provided with a self-evaluation form and returns from these inform the continuing development of the induction programme.

2. To use the information gained from the consultation programme in future

Comment: there are consultations in progress regarding changes to OQSA and the further development of traded services.

Tasks to support objectives

Cost

Comment on progress

3.5.1.Provide for heads, deputies and governors to act as a focus group

Within existing resources

Implemented in 2002

3.5.2.Instigate an annual feedback from schools on management services

Within existing resources

Implemented in 2002

3.5.3.Annual report of findings and recommended actions to Executive

Within existing resources

Not yet formally adopted.