The LEA Statistical profile (which aggregates Ofsted school inspection judgements to July 2003) shows a 23% improvement in ‘very good’ grades for primary school management compared with those of ‘Statistical Neighbours’ at 18%. In secondary schools the ‘good’ and ‘very good’ grades are at 81% (Statistical Neighbours are at 82%). The Secondary Action Group – established as a result of the Best Value Review of Secondary Achievement - is aware that the proportion of ‘very good’ schools is below that of similar authorities.

Management in 27 out of 36 primary schools inspected in 2002-3 (75%) was judged to be good or better This compares with figures of 68% and 57% in the previous two years. 16 out of the 36 improved their grade; in 7 schools it declined. Of nine secondary schools inspected, 4 had improved their previous grade; in two it declined; all were judged to be good or better in management and efficiency.

The Council’s self- assessment grade in preparation for the LEA inspection is judged at ‘3’ (on a 1-7 scale. In 199-200 this grade was ‘4’.

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

The 2003 test and examination results are the most recent and were analysed in the previous report. An analysis of the 2004 results will be available in October.

Since the last report, there have been two major developments in this area. The Council’s response to the national initiative for ‘Workforce Remodelling’ has resulted in the re-designation of one senior adviser’s and one school adviser’s specialist responsibilities to undertake the necessary work. Progress so far has included support to 24 schools through a change management process to ensure that teachers are most effectively used and routine administration and clerical work is performed by support staff. The support includes four one-day training events and up to three visits by trained consultants. This work will be extended to all schools over the next four terms so that every school will have had the opportunity to consider how best to implement the contractual changes in the School Teachers’ Pay and Conditions Document and how the school can be structured to raise standards of educational achievement. This work is support by a Standards Fund Grant and a national DfES Remodelling Team A note from the Regional Coordinator for Workforce Reform of 16^th May suggest that Oxfordshire is well placed to develop this work: "It was good meeting up last Wed. I was really impressed by all you managed to achieve so far and your remodelling plan is the best I have seen so far in our region. With your permission I have already shared it with several LEAs. So a big thank you for that from other LEAs".

The second area is to do with supporting schools in the Well-Being Project. This is being developed through the work of an Officer and seconded headteacher, together providing the equivalent of a full-time post. Creating the sense of well-being in the workplace is both an individual and employer responsibility. Using a confidential questionnaire as a benchmark starter, the results provide a starting point for establishing priorities and action that can be implemented collectively. Each school has a facilitator initially until a Well-Being team is established on behalf of all staff to continue the process of improvement over time. Established through Worklife Support Ltd the Well-Being project is gathering momentum nationally. Research conducted among headteachers in Norfolk schools, who have experienced the project over a number of years, demonstrates the project’s real benefits for improved staff well-being, school effectiveness, recruitment and retention, pupil behaviour, communication and ultimately pupil achievement. Currently 9 schools in the County are signed up for the programme. Centrally employed staff within Learning and Culture will also have the opportunity to take part in the programme.

Three documents making changes to the Oxfordshire Quality Schools Association (OQSA) provision have been sent to schools and five Headteacher briefing sessions by the Director, Principal Adviser and Senior Adviser for Staff Development have taken place, attended by 117 headteachers. The documents have been placed in the Members’ Library and will be circulated for discussion at the meeting.

As explained in the last report, the award of Beacon status has been discontinued, with schools being offered the opportunity to apply for ‘Leading Edge’ status in future years. The five rural Beacon Schools have contributed to a good practice document which is shortly to be published and a copy will be placed in the Members’ Library.

A further secondary school has been added to the list of specialist colleges making a total of 17. 4 Secondary schools have also been granted Training School status.

21 Advanced Skills Teachers (ASTs) have been appointed for 2004-5. 12 more teachers are in the process of being assessed as ASTs for September 2005. The ASTs (0.2 fte) are teachers from either phase working predominantly in their partnership schools on agreed local programmes.

3.10. 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.

The LEA Statistical Profile of the judgement on ‘Management and Efficiency’ of 202 primary schools inspected in the second cycle indicates that 98% reached this level compared with 97% in similar authorities; in the same period 37 secondary (including some former middle) reached a 95% level compared with 97% for statistical neighbour schools.

3.11 Improve the number of schools with good resource deployment and personnel management from 65% to 85% in two years

Within the same cycle of inspection, the judgements applied to these areas are carried out in full inspections only. In terms of ‘Adequacy of staffing, accommodation and learning resources’ good judgements were recorded in 42% of primary schools ( 46% in statistical neighbours) and 33% in secondary ( 29% in sn); for ‘Educational priorities are supported through the school’s financial planning 64% of primary schools (72% sn) and 80% of secondary schools (76% sn) were judged as good or better.

3.12. Investigate the extent to which new management Information Systems (MIS) can be best accessed by schools. Pilot schools to be involved by 2002.

The development and use of SAP (financial and human resource modules) has been explored through pilots involving ten schools during 2003-4. The L&C and Resources Directorates and the schools themselves agreed in April 2004 that the systems were insufficiently developed to allow implementation across all schools. Therefore, to provide schools with robust financial monitoring the Capita-SIMS financial system (MFS6) is being rolled out to the majority of schools between June and December 2004. This will provide a well-tested and suitable system for the medium term. Meanwhile, SAP development continues in the pilot schools to ensure local and specific development is fully tested and appropriate for schools before making further commitments. The aim remains to provide a fully integrated system across the Council, including schools, in the longer term.

3.13. Establish a formalised, annual consultation between the LEA and head teachers, deputies and governors by March 2002.(and) To use the information gained from the consultation programme in future service planning

This recommendation has largely been met by the establishment of the Schools’ Forum. Meetings with representatives of primary, special and secondary schools headteachers, teacher and governor associations continue at Director and Heads of Service levels on a regular basis. Formal consultation has recently taken place on the revised School Improvement Strategy and the Traded Services element of OQSA. Planning at Directorate, Service, Team and Individual levels follow the Council’s Medium Term Strategy. A further development worth considering is an annual report on Standards and Quality in Oxfordshire Schools drawn from the range of formal and informal consultations, local monitoring and analysis of external audit and inspection and submitted to the Executive following discussion with all stakeholders.