1. Educational Excellence Everywhere Briefing Paper Summary Headlines and Diocesan response to date Headteacher and Chair of Governors Briefing May 2016

2. The DfE Vision  1.3 “Education is the hallmark of a civilised society, the engine of social justice and economic growth, the foundation of our culture and the best investment we can make in the future of our country. The better educated our society, the fairer, more cohesive, productive and innovative it can be.”

3.  A renewed National and Local vision around the purpose of education; theologically driven  Spiritual, emotional, physical, intellectual, moral & social development of our children and young people  Educating for wisdom, knowledge and skills  Educating for hope and aspiration  Educating for community and life together  Educating for respect and dignity Our Vision Life in all its Fullness

4. Current Position  Mixed economy  Majority of primary provision still maintained  Majority of secondary provision now academised  Increasing move to establishment of MATs  Move to school-led system  Teaching school alliances and MATS facilitating school to school support & collaboration

5. DfE Perceived Issues  UK behind international comparitors  Other countries improving faster  Need for consistency  Need for higher aspiration  Need for all children to fulfil their potential – brightest to least able  Need to ‘narrow the gap’ and do it faster  Need for more high quality teachers & leaders

6.  The power of transformation  High aspirations, high standards, hope  A holistic education  Opportunities for mission; a sense of place, of families  Valuing All  Inclusive not exclusive  Emotional well being and mental health  Partnerships and community Diocesan perspectives a ‘value-added’ approach

7. DfE Desired Outcomes 1.11 “This country’s best schools and highest performing areas already show us how relentlessly ambitious we can and should be for children from all backgrounds” “Wherever they live, whatever their background, prior attainment or needs, every child deserves a high quality education.”

8.  Excellence, high standards, high aspirations  Rooted in a distinctively Christian vision  A focus on the whole child  Counter cultural when necessary  Missional; reaching out to families and communities  An ‘offer’ of a life enhancing encounter with the person of Jesus Christ  Strong partnerships for the good of all  Maintaining the identity and strength of our church schools  Accountability for the distinctive nature of church schools through support and clear expectations Our desired outcomes

9.  Children and young people first  High expectations for every child  Outcomes, not methods  Building capacity through supported autonomy  Responsive to need and performance DfE plan for the next 5 years 5 Guiding Principles

10.  Great teachers – everywhere they’re needed  Great leaders running our schools and at the heart of our system  A school-led system with every school an academy, empowered pupils, parents and communities and a clearly defined role for local government  Preventing underperformance and helping schools go from good to great; school-led improvement, with scaffolding and support where it’s needed 7 Main elements to achieving Educational Excellence Everywhere

11.  High expectations and a world-leading curriculum for all  Fair, stretching accountability, ambitious for every child  The right resources in the right hands: investing every penny where it can do the most good Continued ….

12.  ‘we will support the school-led system to better develop and train the next generation of strong school and system leaders, supported by highly skilled governing boards’  Leadership development training, re-design of voluntary National Professional Qualifications, rebalance incentives ( improvement periods where schools are not inspected), National Teaching Service, Excellence in Leadership Fund, diversity in leadership, stronger expectations on governing boards to fill gaps, a new competency framework for governance Key DfE strand - Leadership

13. Great Leaders Running Schools & at the Heart of the System  More autonomous school system dependent on quality of leadership  MATs provide infrastructure to support new leadership models & career development to expand reach & influence of successful heads  New National Professional Qualifications to better equip leaders at all levels within developing structures (eg MAT CEO)

14. Talent Where it is Needed  Incentivise high quality leaders & teachers to work in challenging areas  ‘Improvement Period’ so new sponsored academies not inspected until third year after conversion  Implementation of new National Funding Formula  Excellence in Leadership Fund to innovate & support development of great school & system leaders

15.  Recognition of the needs of our leaders, including governors; ongoing listening and facilitation eg working with our teaching school partners and signposting  Core offer including pastoral support and headteacher recruitment  Full and revised well being package of support  Leadership development – National Foundation for Educational Leadership – specific to Church Schools but inclusive and accessible to all – SW Pilot  Governance development eg Governance Conference  Leadership with parish partners to meet community needs Leadership strand & Church school leadership Diocesan Education department 2016-17

16. High Quality Governance - DfE  Skills based  Focus on strategic functions, vision setting & holding leaders to account for educational & financial performance of their schools  Under MATs, strong governance expanded and weak governance removed  Focus on recruitment and training of high calibre governors  Unsuitable candidates able to be barred

17.  Core offer for governors of church schools  Generic training to deliver high quality governance with partners and bespoke advice and support  Audits, tools, self review including SIAMS  Clarity of role and expectations; job description  Accountability of foundation governors, directors and members in MATs  Facilitation of NLGs to support vulnerable FGBs / LGBs  Ethos committees and their role  Clarity re: Ofsted and expectations ( culture, vision and impact Diocesan support for high quality governance

18. Great teachers  Recruit, develop & retain high quality teachers and enable them to work where they are most needed, including building a diverse workforce  Reform NCTL  Reform ITT delivery – increased proportion direct via schools  Review ITT content to ensure subject knowledge, behaviour management skills, understanding of SEND, based on evidence & research  New accreditation for teachers; replace QTS with a stronger more challenging accreditation  Development of National Teaching Service  Improved, high-quality, accessible CPD including new Standards for Teachers’ Professional development and a College of Teaching  Strong, evidence-informed profession on a par with medical & legal professions

19.  Developing our teachers as teachers in church schools  New networks to share good practice – pilot SW  New leadership development opportunities at all levels  Well being support for those teachers; nurturing them  Support in thinking about and developing a church school curriculum which is different and distinctive  Rooted in a distinctive vision and purpose  Character education  Facilitation of training and sharing of expertise across new and developing partnerships Key strand - Great teachers In the context of church schools

20.  Ensure every child has a school place  Ensure needs of vulnerable pupils are met  Champion for parents and families  LA-led MATs ? Only the highest performing LAs  MATs and teaching alliances to promote and provide school to school support  RSCs to commission turnaround of failing and coasting schools The role of LAs

21. School-Led System  Every school an academy or beginning process by 2020  Good schools enabled to expand influence  Underperformance tackled promptly especially where LAs have failed to act  End to geographic boundaries, local monopolies, more accountability, choice & challenge

22. Simplification of System  Complex current parallel systems  All academy system simpler, more transparent & accountable  Change of role for LAs to become advocates for parents & communities & challenge schools to provide better outcomes for children  Potential for retention of high quality professionals from LAs within MAT system

23. MATs  Most schools to form or join MATs  Size & influence of each MAT dependent on performance  RSC able to intervene in underperforming MATs  500 new schools by 2020 to increase influence of good providers & offer high quality choice

24. Stakeholder Engagement  Parent Portal: one-stop shop  Simpler complaints system, easier to escalate from FGB to DfE to public service ombudsman  New admissions code to increase transparency, accessibility & consistency  Improved Parent View website Autumn 2016

25. Improving School Performance  MATs and Teaching School Alliances to promote school-to-school support  Additional 800 NLEs to be appointed  Additional 300 more teaching schools  Increased system leadership so all areas covered  RSCs to commission turnaround of failing & coasting schools

26. School Effectiveness  Improved brokerage of school improvement  New sponsors identified  Focus on areas of ‘chronic, persistent underperformance’  Targeted support for these ‘Achieving Excellence Areas’

27. High Expectations & A World-leading Curriculum  Knowledge-based curriculum as cornerstone for academies to build on  Support to help teachers to deliver curriculum effectively  Focus on outcomes not methodology  Assessment reforms to ensure rigour & consistency  Majority of pupils to study EBacc

28. Character & Resilience  To enable children to: succeed academically, have a fulfilling career & make positive contribution to British society  Expansion of evidence-based, character building opportunities eg sports, art, debating  Expansion of National Citizen Service so all can participate  Development of improved PSHE

29.  Executive Summary  Summary at the start of each chapter  Annex A – Education Strategy Overview 2015-2010  This includes 3 system goals and 5 principles  Materials and summaries to be shared on our website post meeting, and link to the White Paper as well as regular updates  Development of ongoing diocesan response and vision More information