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2 Primary School Improvement Partners Tuesday 24 March 2009

3 Aims for the day To reflect on Visit 3, identifying strengths and areas for development in practice. To gain an overview of key outcomes from Visit 3. To gain information about changes to support and intervention for identified schools. To be confident to undertake and report on Visits 4 and 5 in the summer term.

4 Feedback National Strategies: Reports are comprehensive, evaluative and include a clear summary of each school’s agreed challenges. Brokerage of support has improved to be good. DAG: At all meetings governors expressed satisfaction with the SIP arrangements and real benefit to their schools.

5 DES quality assurance From a small scale telephone sample: SIPs were well prepared for the visit. Schools felt listened to and heard. Challenges agreed were appropriate. Reports were evaluative and an accurate summary. Benefit of another view. Seen as supportive.

6 Even better if… Continue the focus on support required and the impact of support. Consistent use of the writing frame and evaluation of the school’s judgements. Being rigorous about the school’s capacity to improve. Securing risk management.

7 Reflection on Visit 3 Consider: What have we learned to help us develop our practice as SIPs, particularly in relation to the coaching questions developed at the last meeting? What might be the implications for our future work as SIPs? Examples of effective/less effective practice in school self-evaluation of the quality of provision.

8 Emerging strengths and issues for schools and the LA in relation to: Capacity to improve School self-evaluation: the quality of provision and EYFS Progress on agreed challenges Progress towards targets

9 Information: Models of leadership in Devon Sue Clarke Strategic Lead for Achievement through Collaboration

10 SYSTEM WIDE LEADERSHIP National priorities Local issues

11 NATIONAL PRIORITIES Twenty First Century Schools Self governing schools Extended Services Personalisation 14 – 19 Community cohesion

12 LOCAL ISSUES Rurality and sustainability Leadership issues Resources and funding Changing role of LA

13 SYSTEM WIDE LEADERSHIP Local Learning Communities Extended Services School Business Management Social partnerships Organisational change

14 PARTNERSHIP MODELS System Leadership Companies Ltd by guarantee Academics Trust Schools Federation Management Partnerships

15 ROLE OF THE LOCAL AUTHORITY To promote and develop partnership working Brokerage and advice and support Securing strong leadership Close work with Diocese

16 HOW SIPs CAN CONTRIBUTE Identify opportunities Sign posting Develop own knowledge of breadth of system leadership and its potential for school improvement

17 Information: Changes to support and intervention in identified schools David Blower School Improvement Officer

18 Current SCC process SIP Support level 3 Ofsted LA SIP Support level 2 Watching brief

19 Review of SCC Wider net required National Strategies Priority Schools Formal Warning Notice emphasised

20 Targeted Intervention and Support Programme (TISP) Re-emphasises partnership working Intervention in inverse proportion to success Tailored support Begin implementation from summer term 2009

21 TISP categories Category A: Ofsted identified Category B: LA identified Category C1: National Priority Schools requiring support Category C2: National Priority Schools with capacity to improve Category D: Watching Brief

22 TISP Category B ‘Risk Management’ by SIPs –attainment is persistently low across a range of national indicators and schools have been unable to respond effectively; –contextual value added/progress data is persistently low across a range of national indicators and schools have been unable to respond effectively; –self-evaluation processes are insufficient or inaccurate, as demonstrated through the school evaluation form (SEF); –the school has not responded effectively to significant LA/external challenge; –there is a current lack of capacity to secure necessary rapid improvement and/or –it faces and is unable to resolve a critical issue, such as a breakdown of relationships impacting on the quality of education.

23 ‘Risk Management’ by SIPs Alert LA to schools: potentially vulnerable to an Ofsted category showing little or no improvement, or, in some instances, deterioration, particularly in schools deemed satisfactory

24 SIP engagement with schools participating in TISP Planned programme of SIP visits continues. Categories A and B: SIPs receive outcomes of LA monitoring to inform SIP visits. Category C1: SIPs must evaluate with the school progress on National Strategy priorities. Category C2: SIPs aware of National Priority designation when evaluating with the school capacity to improve. Category D: SIPs aware of reasons for Watching Brief and support provided.

25 Preparation for Visit 4 This visit includes: Section 1: Key outcomes of the visit Section 2: Progress since the last visit Section 3: Leadership and management and overall effectiveness Section 4: Progress towards statutory targets

26 Extended services and the core offer Neal Chislett Primary Adviser

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28 Childcare Definition Primary schools should provide access to high-quality childcare, 8am–6pm, five days a week, 48 weeks a year, based on community need. Secondary schools do not need to provide formal childcare – although some choose to do so – but their activity programmes before and after school need to provide a safe, supervised place to be. Benefits of childcare Can enable parents to work, study or take part in parenting classes or family learning Can benefit pupils by providing a safe, stimulating and enriching environment that can ensure readiness to learn Can be a source of income for schools and provide local jobs

29 Varied menu of activities Definition Schools should offer access to a varied menu of study support activities, including :‘Catch up’ and ‘stretch’ activities; homework clubs, arts activities, e.g.. dance, drama, arts and crafts, sports activities (at least two hours a week for those who want it), other recreational activities, e.g.. special-interest clubs, music tuition, modern foreign languages, volunteering, business and enterprise activities, visits to museums and galleries Benefits For children and young people to reach their full potential they need a positive approach to learning and school. The opportunity to play sport, engage in arts and drama, volunteer and make creative use of ICT before and after school all help Study support, covering learning activities that take place out of school hours, helps to improve young people's motivation, build their self-esteem and help them to become more effective learners. Above all, it aims to raise achievement and can boost motivation, improve attendance rates and reduce exclusions

30 Swift and easy access Definition Swift and easy access begins with preventative work to ensure the health and well-being of all pupils. For children with additional needs, schools should work closely with multi-agency or locality teams developed under the children's trust arrangements to ensure that these are identified and supported in school as early as possible. In more serious cases, the child or young person will need to be referred to services outside the school. In those cases, effective SEA arrangements will ensure timely and accurate assessment, referral and intervention, and good links between the child, family, school and the service providers concerned. Benefits SEA is crucial to ensure the ECM outcomes for all pupils. Effective SEA means barriers to learning are addressed and pupils are able to achieve their full potential.

31 Parenting support Definition Schools should provide access to parenting support, including information sessions around transition, signposting to services, parenting groups and family learning sessions. Benefits Parents are better equipped to engage with and support their children’s learning Families are better supported, which can improve outcomes for pupils, including their readiness to learn

32 Community access Definition Schools ensure they provide community access to appropriate facilities, such as ICT suites, sports and arts facilities, and also to adult learning. Benefits Potential for schools to earn revenue Community benefits from local access to leisure and sports activities, further education and vocational classes In some schools, GPs surgeries and other services have been set up

33 The key myths about extended schools ES distract a school from its core business of teaching and learning ES mean increased workload for the school Teachers are being asked to be childminders and social workers ES mean an extended school day – children kept at school longer There is no funding – who’s going to pay for this? Schools do not have to become extended schools by 2010 Schools always have to offer all the services themselves The main focus of ES is childcare and after-school clubs

34 Some key links for further information hatisanes_notes.pdfhttp:// hatisanes_notes.pdf home/Publications-and-research/Browse-all- by/Education/Extended-services/Extended- services-in-schools-and-children-s-centreshttp:// home/Publications-and-research/Browse-all- by/Education/Extended-services/Extended- services-in-schools-and-children-s-centres ardiansupplement.pdfhttp:// ardiansupplement.pdf /RR795.pdf

35 Financial Management Standard in Schools David Curnow Senior Audit Manager Devon Audit Services

36 FINANCIAL MANAGEMENT STANDARDS in SCHOOLS – the Requirements  DCSF set the Standard and has made it mandatory for all schools to achieve it as follows:  all secondary schools by 31st March 2007;  all primary and special schools by 31st March 2010;  Schools Forum agreed in July 2007 that in order to achieve the requirements all primary and special schools should aim to achieve the standard by March  FMSiS is included in the school SEF under section 6 Leadership and Governance

37 FMSiS – Current Position

38 FMSiS – The Challenge All schools must at least be at a position that the Director of Finance “believes” they meet the standard by 31st March This is substantiated from the schools 100% completion of the FMSiS self-assessment and sample checks by Devon Audit Services to support this assessment. Accreditation is achieved following a successful audit.

39 FMSiS - Challenge  What can the SIPs do to help ?  Ask schools “Has the school met the FMSiS ?  If the answer is no !  What action does the school intend to take to ensure it meets the FMSiS by 31 March 2010?  What support does the school need to access to enable it to meet the Standard ?

40 FMSiS - Support Devon Audit Services  Website :  Finance Services – School Finance Officer & Support Officer Governor Support

41 Revisiting capacity to improve In groups: Consider key features of capacity to improve. What questions might you ask to support your judgement of the school’s evaluation of capacity?

42 Development: Sharing good practice in writing Jennie Earlam Primary Adviser

43 Aims To refine expectations of SIPs’ written reports To identify and share strengths in examples of good practice To identify possible improvements to examples of writing For SIPs to identify next steps for their own writing

44 Report writing The audience: headteacher, governors and LA Effective reports Are clear and concise Are evaluative and avoid giving advice Include challenges which are clearly matched to the evidence Conform to the DES writing protocols

45 Activity Individually choose one section from the ‘examples of good practice’ Identify key features of good practice and share with partner and then the group With a partner select one section from the ‘examples to improve’ and identify key points for improvement

46 Further support for writing Handbook section 2, appendix 7 Feedback from managing adviser DES website – Primary SIPs: support for writing for each SIP visit School Improvement Partner reports booklet – Ref : BKT-EN

47 Visit 5: Annual report to the governing body Purpose: A summary of the outcomes of SIP visits in

48 Visit 5: Annual report to the governing body This report includes: Section 1: School self-evaluation and capacity to improve Section 2: Summary of overall effectiveness Section 3: Emerging priorities SIP support level; Issues for the LA; Future visits

49 Visit 5: Annual report to the governing body Expectations: SIP Support level 1 schools: Report ed to headteacher and chair of governors SIP Support level 2 and 3 schools: Report presented/discussed on site but no expectation to attend full governing body meetings

50 Further support for Visits 4 and 5 >school improvement>primary SIPs Guidance, report forms, prompts and support for writing. Briefing paper 4 – beginning of summer term CPD support from National Strategies

51 Invoicing for summer term visits Visit 4 all schools: 0.75 days Visit 5 (Annual Report) Support level 1 schools: 0.25 days Support levels 2 and 3 schools: 0.75 days

52 Updates and next steps Ofsted pilot inspections and changes to inspection Confirming next steps Issues Evaluation forms

53 Primary SIP CPD dates for Tuesday 8 December 2009 Tuesday 23 March 2010 Tuesday 13 July 2010

54 Next Primary SIP CPD day Monday 6 July 2009 Tiverton Hotel