School Improvement Planning & Support Welcome and Introduction

Purpose of the session To inform school improvement planning: National priorities Regional business plan priorities Timescales for self-evaluation and school improvement plans and targets Why effective teacher professional learning is vital How schools can deliver and access support Information about grant

Agenda Priorities for the Future – the National Picture Key Priorities for the Consortium Business Plan Professional Learning Support for Professional Learning Findings from the Consortium Annual Survey Examples of Grant Funding to Drive Improvement

National Priorities PISA 16 and Estyn Annual review – quality of teaching and learning Qualified for Life 2 and £100m Wellbeing (ALN reform, PDG increase) Leadership academy and standards Implementing curriculum and assessment change Professional Standards, initial teacher education and workforce reform – incl. Welsh and digital skills Self improving system and rural schools Categorisation and performance measures Estyn activity – consortia, authorities and schools Local Government reform

Agenda Priorities for the Future – the National Picture Key Priorities for the Consortium Business Plan Professional Learning Support for Professional Learning Findings from the Consortium Annual Survey Examples of Grant Funding to Drive Improvement

Business Plan 2017-2020

Improvement Priority ONE To improve the outcomes of the most vulnerable and underperforming groups in the region, working in partnership with local authorities and community partners with a particular focus on: Effective tracking and assessing of vulnerable learners and EAL learners Improving the outcomes of boys in literacy Improving the outcomes of more able and talented pupils Improving the outcomes of pupils claiming free school meals Improving the outcomes of pupils with additional learning needs Improving the outcomes of pupils who are looked after

Improvement Priority TWO We will further develop the capacity of school-to-school working in order to implement curriculum reform in particular by: Improving the quality of teaching and learning and assessment Build capacity for improvement through school improvement hubs Support curriculum reform across all schools through school-to-school networks

Improvement Priority THREE: To improve leadership and governance and enhance workforce planning and development by: Developing a 5–year workforce needs analysis and development plan with particular focus in 17/18 on Welsh and digital learning Building leadership capacity for headship by piloting new programmes developed against need; evaluating and refreshing existing offer with particular focus on leadership standards and work of Leadership Academy Developing understanding and sharing learning about different leadership models including federations Developing governing body capacity across the region

Improvement Priority FOUR To improve rapid and sustainable intervention:  Improving outcomes in vulnerable schools Developing a coherent approach to risk management Reviewing challenge adviser deployment and practice in line with a self improving school system

Improvement Priority FIVE To improve leadership, governance and workforce reform by: Using research and evaluation effectively to provide evidence of value for money Developing the use of data Good governance Clear and consistent communication and stakeholder management

SER/SIP/Targets Self-evaluation and school improvement planning cycle begins in the summer and should be shared with challenge adviser. SER should detail how school led support has impacted in school, whilst the SIP details how it will be used to address priorities. Targets demonstrate ambition. Important to set out how funding is spent in school improvement plan Key Deadline: 8th September

Troedyrhiw Primary School – Talk 4 Project

Agenda Priorities for the Future – the National Picture Key Priorities for the Consortium Business Plan Professional Learning Support for Professional Learning Findings from the Consortium Annual Survey Examples of Grant Funding to Drive Improvement

Why is professional learning important? “In the very best schools, there is a strong focus on professional learning for all staff. Teachers and leaders across the schools are involved in an extensive range of networks of professional practice within the school and at local, regional and national level.” (HMCI Jan 17)

The Principles of Professional Learning Teachers teach better when they reflect on their impact Active engagement in professional learning for impact is the responsibility of every teacher, support staff and leader Professional learning should be planned recorded and reflected on in the context of professional standards All professional learning is driven by classroom based enquiry Professional learning always takes account of and develops through cross –school systems and is designed to benefit learners and increase system capacity

What Contributes To Successful Professional Learning? Inspection and thematic survey findings show the key areas that contribute to successful professional learning are: Creating the right culture and conditions for professional learning. Building collaborative and supportive professional relationships within and between schools engaging with research evidence and carrying out research Using data, research and new technologies as catalysts for improvement and innovation Learning how to lead professional learning and staff development Pages 15 – 18 of the HMCI Annual Report

What does ‘research based enquiry’ mean? Area of need identified Pre programme tasks/research Introductory session Reviewing the research. Setting lines of enquiry in relation to identified area for development. Setting impact criteria. In-school research Taking a baseline measure. Trialling strategies, collecting evidence. Review session What has happened so far? What has worked? What needs to change further? Adapting strategies based on outcomes of review. Tracking progress against baseline measure. Evaluation session Reporting on outcomes. Determining next steps. Developed practice School evaluates the impact of the programme on provision/pupil outcomes and plans appropriate next steps

Agenda Priorities for the Future – the National Picture Key Priorities for the Consortium Business Plan Professional Learning Support for Professional Learning Findings from the Consortium Annual Survey Examples of Grant Funding to Drive Improvement

In this region there are a range of evidence based ways schools can work together to drive professional learning Schools identify which approach they wish to draw on from the outcomes of robust self-evaluation and identification of improvement priorities

Accessing Support Where can I get support? Pathfinder Partnerships Professional Learning Hubs School Improvement Groups (SIGs) Challenge Adviser Strategic Advisers Lead Practitioner (non core subjects) Curriculum Hubs Leadership Programme Peer Enquiry Pioneer Schools Governor Training Have you got great practice you can share? Let us know or share it through your School Improvement Group (SIG) or partnership If you need support to broker a school-to-school partnership please let us know Support from the professional learning hubs and curriculum hubs can be found on Cronfa (www.cscjes-cronfa.co.uk) or contact the Business Desk on businessdesk@cscjes.org.uk / 01443 827523 Can you access the capacity or support you need by working with another school?

School Improvement hub partnerships Must Provide high quality CPD: must offer one or two programmes for other schools for free Develop school to school practice sharing: Must play a leading role in their SIG, network of schools and bring in other schools to deliver programmes through their hub Support school improvement must support another red/amber school in bespoke ways brokered by CA Build capacity in leadership of networks of lead teachers or leaders across the region Undertake and share research: leading research and publish action research, linked to a university

Funding and evaluation All hubs have applied against a set criteria, with evaluation mid and end of year Funding is providing against a specific SLA which can be withdrawn if not delivered Hubs are responsible for providing evidence of impact Hubs will this year have to include other schools delivering as part of their programme All hub provision will be free unless accredited or branded and so will be charged at cost Hubs (or all) schools can of course develop and charge for their own provision outside of the Central South offer Longer term – hubs likely to merge with pioneer schools as curriculum roles out

Leadership Programmes An interactive guide is being developed and will be produced on Cronfa which will include further specific details of each programme – details of which will be sent to schools via the CSC bulletin. Programme Facilitators Cost Future Middle Leader Primary Professional Learning Hubs Free Future Middle Leader Secondary Existing Middle Leaders Secondary Existing Middle Leaders Primary Existing Senior Leaders NPQSL Secondary Chargeable Future Leaders Primary Future Leaders in Special Schools Deputy Headteachers Primary Headship Now Ambition School Leadership Commissioned NPQH Central South Consortium Funded by WG New to Headship Sylvia Jones / IOE Strategic Headship Executive Headteachers Sylvia Jones Consultant Leadership OLEVI OLE/SOLE Olevi / Professional Learning Hub Senior Leader in Education Future Leaders in Education Service

Rhaglenni Arweinyddiaeth yn y Gymraeg/Leadership Programmes in Welsh Hwb Melin Gruffydd: Arweinwyr Canol/Middle Leaders Gyda’n Gilydd: Arweinwyr Canol ac Uwch Arweinwyr yn derbyn hyfforddiant eu cyfoedion yn yr Ysgol Uwchradd. Middle Leaders and Senior Leaders receive coaching from their Secondary Peers

Agenda Priorities for the Future – the National Picture Key Priorities for the Consortium Business Plan Professional Learning Support for Professional Learning Findings from the Consortium Annual Survey Examples of Grant Funding to Drive Improvement

CSC Survey 2016-17 The first annual CSC survey took place in November 2016, targeting 20% of schools in the Consortium. These surveys were a first attempt to quantify the opinions of pupils and staff in the CSC region. The pupil survey focused on the two main areas of pupil engagement and the impact of the Donaldson reforms on their experience of school. The teacher survey explored two key aspects of CSC Provision, professional learning and leadership development.

Great Response! Pupil Survey Teacher Survey 75% of the primary and 91% of secondary schools that were invited to take part, completed the survey - 57 schools in total Pupil Survey 3,476 surveys were returned giving a response rate of 77% Teacher Survey 818 staff surveys were returned giving a response rate of 63%

Key Message 1 – Collaborative ethos and mutual support There is a strong collaborative ethos in schools within central south Approx. 80% of staff agreed/strongly agreed that their school has a culture which is open to working with other schools to share ideas and practice Just over 70% of staff agreed/strongly agreed that if a local school needed help, the SL and staff would see it as important to support them Bulltet 1 – this is from 13a question and we are avoidng breaking it down into primary and secondary

Key Message 2– Starting to deepen collaborative cross school working Approx. 40% of staff have been involved in cross school sharing ideas about teaching and learning Approx. 20% of staff have been involved in developing cross school new joint practice around teaching and learning Approx. 12% of staff have been involved in cross school inquiry based approaches to improve teaching and learning These stats are showing that cross school joint practice is starting to deepen but not yet there…

Key Message 3 – collaboration begins at ‘home’ Approx. 25% of staff said they never observed other teachers’ classes and provide feedback Approx. 50% of staff work with other teachers to improve teaching and learning at least monthly, but one in ten said they never work in this way 80% of primary and 50% of secondary teachers agreed that within their school there is a culture of collaboration and mutual support In order to do cross school collaboration you need to start at home (in school). Building a collaborative ethos WITHIN school- getting this culture normalised- eg observing each other; giving feedback etc between teachers WITHIN school.This is needed first before you can expect system change cross school

Key Messages: Pupil Survey Pupils have a strong voice: 90% of pupils said that some or almost all of the time teachers listen to what they have to say BUT they need more opportunities to lead their learning: 35% of pupils said they never or rarely take a lead in suggesting how things are done in class Pupils rate their teachers - Over 90% of pupils agreed/strongly agreed that teachers are good at helping them understand what they need to know

Agenda Priorities for the Future – the National Picture Key Priorities for the Consortium Business Plan Professional Learning Support for Professional Learning Findings from the Consortium Annual Survey Examples of Grant Funding to Drive Improvement

YGG Bodringallt – Art Project

Education Improvement Grant 2017 - 2018 Indicative Allocations for 2017 – 2018 include a £1m cut across Wales to £133,282,000 CSC Allocation of £41,210,497 This represents which only a 0.62% cut to CSC A cut of £255,000 Central South Agreed Principles To delegate increasing amounts to schools – currently delegation rates are 94% To base all calculations on pupil numbers within published PLASC (January 2017) To continue to fund pupil specific components: MEAG & the Education of Gypsy and Traveller Children To provide schools with a single allocation of EIG funding To continue to impose a protection mechanism for a further year to prevent significant swings in allocations To retain centrally less than 5% for school improvement strategies

Pupil Deprivation Grant £918 Per Pupil in 2014-15 £1,050 Per Pupil in 2015-16 £1,150 Per Pupil in 2016-17 £1,150 Per Pupil Aged 5 – 15 £600 Per Pupil Early Years (weighted formula) in 2017/18

PDG - Who are our eligible learners ? Vulnerable Learners   EAL Learners More able and talented learners Gaps which arise due to gender Looked after children Learners with Additional Learning Needs Traveller pupils MOD Learners Other groups identified by the school Disadvantaged Learners   Income Support Income Based Jobseekers Allowance; Support under Part VI of the Immigration and Asylum Act 1999 Income-related Employment and Support Allowance Child Tax Credit, provided they are not entitled to Working Tax Credit and their annual income, as assessed by HM Revenue and Customs, does not exceed £16,190 Guarantee element of State Pension Credit Universal Credit

What can I spend the grant on ? ‘How well does the school establish an ethos that meets the needs of pupils eligible for free school meals?’ (KQ2.4) Whole school ethos Cultural Change Strategies that have impact on wider groups of vulnerable learners Wider Intervention Strategies that have impact for eFSM learners (intervention) Removing the barriers

Context : Nature of deprivation in your school? Rationale: What is your rationale for PDG spending? Impact: How will you evidence the impact?

What is expected of us? Key Questions for Schools Do you have a clear understanding of the headline issues that deprivation plays within you context? Do you have a clear rationale for effective PDG spending? Do you evidence all strategic actions through the school’s SIP, with reference to amounts allocated and the suggested method for measuring impact ? Do you evidence the impact of PDG spending through the school’s SER? Key Questions for CAs What is the quality of the information given regarding PDG on the school website? In the SIP, is the school’s approach to eFSM pupils clear and shown in their use of PDG? Is there a section within the SER which reviews how impactful the school’s action and use of PDG has been? How does the school measure impact? Do they need support in order to do so?

PDG Self Evaluation Toolkit

Bishop Hedley Catholic High School

Further information ...... Simply select the category called ’Grants’ in the menu on the right of the screen