17 February 2011 Future Shape: Learning in Sheffield Changes in Government Policy and Our Response DRAFT

Purpose of today’s briefing (1) Set out the key points from the changing direction of national policy and the new legislation (2) Highlight the crucial implications for the city’s education system and progress in developing a new relationship with schools

(1) The Schools White Paper set out significant changes to every aspect of the education system Teaching and Leadership Behaviour Curriculum and assessment Accountability School Improvement Funding Key changes from The importance of Teaching Determination to focus on quality of teachers and teaching More emphasis on quality of new entrants - reform teacher training, new network of Teaching Schools, expand Teach First, raise entry bar Good behaviour as a key driver of good teacher retention – strengthen powers and deregulate Focus OFSTED more on behaviour, particularly bullying, and improve alternative provision Introduction of the English Baccalaureate and reviews of National Curriculum, Foundation Stage, vocational learning and and continued commitment to Raising Participation Age Raise primary and secondary floor targets and more emphasis on progression. Higher expectations for disadvantaged pupils the underlying objective behind scrapping CVA Schools much more in control of improvement (Teaching Schools, National, Local Leaders) – Councils trading services if demand is there Pupil Premium for disadvantaged pupils – significant part of future funding framework Consultation on new NATIONAL Funding Formula Spring 2011; much greater transparency over school spend

(1) Redefining the roles of schools and councils by setting a clear ambition around academies “It is our ambition that Academy status should be the norm for all state schools…….” New Roles “local authorities will have a strong strategic role as champions for parents and families ……. Restore Academy freedoms Rapid expansion at secondary and primary and legislate for PRUs Lower threshold for conversion Including open to lower performing if in partnership – e.g. Academy Chains Councils continue to coordinate admissions Champion for vulnerable pupils, particularly SEND Define own role in school improvement Move towards strategic commissioner role “As champions of excellence, local authorities will be expected to take action if there are concerns about the performance of any school…….” “if you have a school that is performing well and is happy with its arrangement with the local authority then why muck around…….” (M Gove, interview to FT, Nov 2010)

(1) The Education Bill provides the legal base, although for Academies this is largely in place School Organisation/Academies Behaviour Inspection, intervention and improvement Infrastructure and influence Presumption that all new schools academies and for creation/conversion of PRUs and Academies, easier to leave federations Education Secretary already can convert schools that are failing Outstanding schools and FE colleges exempt from inspection SoS can direct a school causing concern to close No longer requirement for SIP Details of selected key clauses Significant extension to search pupils without consent Restrict power of Exclusion Appeals Panels to reinstate Repeal of Behaviour and Attendance partnerships Increasingly, direct relationship between schools (Academies) and Department for Education Removal of duty to cooperate and have regard to Children’s Plan Abolition of 4 Education Quangos – functions back to DfE

(2) There are three overall reasons why we need to think carefully about the future Standards of education in Sheffield need to continue to rise faster than the national average if all young people are to be prepared for the future economy and for life – and the gap between rich and poor is not getting any narrower The education system is about to experience its greatest change for a generation alongside major reductions in public service funding for children’s services We need a creative and collective Sheffield response to these changes and challenges

(2) We have made a good start in redefining the relationship with schools 78% of head teachers from Sheffield’s schools met to discuss the future of learning and support services for children and young people Consensus to avoid school system becoming fragmented, but that services needed to improve Concluded by proposing some broad models for future collaboration – majority of schools wanted some form of partnership 20 October Don Valley 9-10 November Chaucer School 2 days intensive work with head teachers, SASGB, council officers, young people and parents Developed collective vision and three models: –New model for delivering services to children and families –Groups of schools collaborating on school improvement and shaping services –Development of a City Wide Learning Body 19 November and beyond Further event at Don Valley (57% of heads) led to broad agreement that the 3 models developed further Work divided up into 3 strands to be taken forward jointly with heads

(2) Including looking at a system that fosters collaboration at every level alongside autonomy…. Structure and accountability [DfE] city wide learning body City wide Community level responsibility 0-16 (Groups of schools and children centres) Strong institutional accountability (school level) Based on proposals from Don Valley and Chaucer school events National Learners and families at the centre of the system

(2) …and enables a secure transition to a world where schools have greater choice over services Therapies + health related support Sims Financial services Premises ICT Management Human resource Insurance Governors service Study support School improvement Hospital and home education CPD School workforce development E-learning Vocational learning Early Years Educational Psychology Home/school travel service Inclusion Service Independent special schools fees/out of city placements Specialist learning support Mental health services Admissions Youth work and positive activities Connexions Travellers’ service Community cohesion Youth justice Family support MAST Business Services Support Learning Additional needs External Support for young people and families Examples of services (not exhaustive) Currently the council is a significant provider of services to schools This will change over time - schools will purchase from a mix of providers and play an active role in shaping services locally in partnership with others

(2) Central to our vision is a City Wide Body – with form and functions under development Likely form POSSIBLE Functions With the following partners central to setting direction -Schools -Council -Parents -Young people -Governors  Executive and delegated functions  Some form of legal status Key strategic body for education for 0-19 year olds in the city Commissioning of specialist services for greater efficiency and impact Monitoring, tracking and challenging performance – spreading best practice and innovation Design principles Focuses on world class education for all and on closing attainment gap Enables greater school autonomy while providing framework for collaboration Creates equal partnership across education institutions, services, parents and young people Not a talking shop - “with teeth”

(2) We will continue to develop these proposals over a transitional period Interim Board Oversee transition to new model of service delivery Act as representative body for schools, parents, young people and services in responding to pressing policy and resource changes now Act as prototype for new framework of collaboration across the key partners involved in education Advisory in first instance Timeline Establishment of Interim Board – February 2011 Transition period for council run services – move to commercialised approach (now – April 2012) Agreement on precise form and function of City Wide Learning Body – September 2011 Formal establishment of a City Wide Body – April 2012