1. Teaching Schools Alliance
The 5 Wells
Teaching Schools Alliance

2. Overview
1. The National College
2. Teaching Schools
3. The Big 6

3. NCTL - Aim
NCTL will support the development and implementation of a 0-18 self-improving school-led system so that by September 2016 there will have been an irrevocable shift from the centre to schools

4. The Secretary of State’s Vision
“At the heart of this Government’s vision for education is a determination to give school leaders more power and control. Not just to drive improvement in their own schools - but to drive improvement across our whole education system.
This policy is driven, like all our education policy, by our guiding moral purpose – the need to raise attainment for all children and close the gap between the richest and poorest.”
Today excellent opportunity early in this new way of working to pick up this agenda of school improvement and how we can work together , National College DfE/NLE, LLE to find local solutions

5. The big picture Key policy drivers:
autonomy, collaboration, freedom, diversity, self-improvement, accountability – an increasingly school- led system
The challenges:
building capacity, confidence and trust – structure & governance
The goal:
that elements of a devolved system are held in balance so that …
Autonomy doesn’t become isolation
Diversity doesn’t act as a barrier to collaboration
Accountability doesn’t become regulation

6. Working with, not doing to….
Win-win for all is essential
Need to take the time to build trust
Not about empire-building and needs to be seen as such

7. Who can be a Teaching School?
Designation is open to…
any phase of school: nursery, primary, middle, secondary, 6th form/college, special or pupil referral unit / short stay school
any type of school including independent, academy, federated, faith school, free school, studio school, university technical college (UTC) grammar school or school leading a chain
smaller schools, such as smaller special or primary schools, as the model enables more than one school to share the designated role of leading a teaching schools alliance

8. Who can be a Teaching School?
Designation criteria … a high bar …
A clear track-record of successful collaboration with other schools
Ofsted outstanding for overall effectiveness, teaching and learning and leadership and management
Consistently high levels of pupil performance or continued improvement
An outstanding head teacher with at least three years headship experience, and outstanding senior and middle leaders with capacity to support others.
Designation criteria are approved by Secretary of State – schools need to meet all the criteria
Prioritisation criteria and evidence:
It is essential that, acting on behalf of the profession, we appoint the right schools to lead this important work
There a number of reasons why we may need to prioritise applications, particularly if we receive more applications than we have funding for
Whilst the designation criteria have already been agreed by ministers, we are keen to consult with schools on what evidence they should be expected to provide and what the criteria should be for prioritisation
Prioritisation criteria could include taking account of supply and demand in a particular area, or the need to try out the designation in different situations such as in a rural or small school context
De-designation – questions may be asked about de-designation criteria. Quality assurance is very important and there will be a formal de-designation process, however this has not yet been developed.

9. Role of Teaching Schools
As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to:
lead the development of a school-led ITT system
lead peer-to-peer professional and leadership development
identify and develop leadership potential
provide support for other schools
designate and broker Specialist Leaders of
Education (SLEs)
6. engage in research and development

10. Professional continuum
ITT / Schools Direct CPD Succession planning
Teacher training Leadership Development Talent Management
LEADERSHIP DEVELOPMENT

11. Initial Teacher Training (ITT)
Many Teaching Schools already involved
Opportunity to build on teaching hospital model
ITT a core business in TS
Fully accredited – SCITTs
Strategic leadership across alliance
Quality of ITT has potential to attract schools to join alliances
TS Council has developed principles/features of a mature ITT system
School Direct
Graduate Career Progression
“… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility.”
Training our next generation of outstanding teachers: An improvement strategy for discussion (June 2011)

12. School to school support
Comes in many forms
Combination of NLE, LLE, SLE, NLG and other support as required
Schools benefiting include those in Special Measures, Serious Weaknesses, “coasting” and those lacking in leadership capacity/specific expertise
Operates on a continuum – from relatively light touch to federation, trust, chain, academy sponsorship arrangements – as appropriate
Funded through various sources/contracts inc LA, DfE, school
Focus always on impact
Mutual benefits – or “win-win” of School to School support
National evidence that both supported school, and the school providing support raise standards, or maintain already high standards
Providing support can be some of the best personal CPD available as it requires you to reflect on your own practice, and observe both good and bad practice in other schools
Supports succession planning activities, and enables staff to “step up” and “step out” of their school, in structured and supported manner
Develops, supports, and enables individuals to practise coaching, facilitation and mentoring skills
Enables staff to work in greater numbers of schools, in differing contexts, and with different structures, thus enabling them to broaden their experience
Gives individuals the opportunity to celebrate their success and their achievements

13. StSS/SLEs
Working with range of partners to improve practice and outcomes for pupils in schools which may request support or be required to be part of a support package
Often a bespoke and practitioner-led response to local need
Challenge of working with other providers
Government recognition of important role of senior/middle leaders play in school improvement
Teaching schools responsible for designation, brokerage and quality assurance of SLE
Attractive leadership development opportunities
Challenge of ‘culture change’ with TS ‘charging’ for SLEs

14. Specialist Leaders of Education (SLE)
Relatively new designation acknowledging the important role of middle and senior leaders in supporting their peers
Excellent professionals in leadership positions below the headteacher, with the capacity, capability and commitment to work beyond their own school
Outstanding in a particular area, for example: a subject specialism; inclusion; ITT mentoring; performance management; behaviour; school business management
Have the track-record and skills to work in this way
Designated and brokered by teaching schools, but may be from any school
System leadership
System leaders care about, and work for, the success of all children, not just those in their own school
Some system leadership roles are undertaken by those with formal designations that are identified against strict criteria such as SLEs, LLEs, NLEs, Heads of TSs and NLGs
Other key system leadership roles include CEOs of academy chains, principals of academies which act as sponsors and other important system roles such as chairs of head teacher networks
In addition to working beyond their own institutions system leaders often help shape national thinking, policy and practice
System leadership opportunities need to be considered in a non-hierarchical manner, and will depend on an individual leader’s circumstances as well as that of their school

15. Specialist Leaders of Education
Outstanding themselves, not their school
Range of roles
Skill
Track record
Capacity
This is brave and this is new but one of the best things that has happened recently in terms of leadership development is this increase in collaboration through school to school support. The Teaching Schools Model is based on this system leadership work (e.g. teaching schools pilot, the work of training schools) and will develop this further.
NLEs, LLEs and professional partners have all played their part in this – many colleagues here today are playing that role and all will be aware of the impact
Proud of the College’s role
Delighted that the White Paper has committed to doubling this by 2015.
Also delighted that within the White Paper was a commitment that Teaching Schools would draw together outstanding professionals (subject leaders, bursars) to become “Specialist Leaders of Education” 15

16. Research and development (R&D)
Research and development network
Enabling Teaching School alliances to engage in research and development activities, both working with their individual HEI partners and working in regional and national networks
Providing opportunities for training, sharing expertise and wider dissemination of ‘what works’
Teaching Schools network offers key means for alliances to collaborate and learn from each other
Way of creating new knowledge and evidence of effective practice
Many funded opportunities for TS to develop their expertise through working with other schools/university partners
Notes
Advisory group 5 TSs NC, and TDA.
New Slide 21
Title National research themes
What makes great pedagogy?
What makes great professional development which leads to consistently great pedagogy?
How can leaders lead successful teaching school alliances which enable the development of consistently great pedagogy?
Commissioned research teams
Grants available for TSAs to apply for
Themes emerged from autumn regional events and agreed through the R&D advisory group.
Duration April 2012 – July 2014
3 tranches of funding

17. Governance/Leadership
Governance of Teaching School Alliances:
Range of governance arrangements – layered
Involving key strategic partners in governance
Leadership of TS Alliance involves:
Clear vision
Strategy for developing people
Restructuring TS to allow strategic development and sustainability
Enhancing effective teaching and learning through TS remit
Building, developing partnerships within/beyond TS alliance – social capital
School Governance/Teaching School Accountability

18. What makes great leadership?
Optimistic, enthusiastic and curious – belief in people
Commitment to social justice, equity and excellence
Respect and empathy for others
Resilient – tireless energy
Persistent – in pursuit of excellence, putting pupils first
Drive and determination – ambitious
Courage, conviction and integrity
Vigilant and visible – ‘only the best will do’
Humility plus professional will (fierce resolve)
Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey Glatter 2009; Future of Leadership, National College 2008.
Implications for Leaders
Seizing the opportunities and accepting the challenges presented by collaboration and partnership working
Considering the “pluses and minuses” for all schools of good and outstanding schools leading the system
Making the most of the freedoms, the flexibility and the associated responsibility and accountability
Accepting/working through the tensions/challenges
Considering the mixture of LA response/capacity to engage with the new world

19. Toward a self improving school system
Great use of data – ‘the best bits’
Collective responsibility for the issues – the brutal facts
A mechanism for moving ‘the best bits’ to where they are most needed
Engagement in research and access to research
A culture shift – from ‘my’ to ‘our’
Joint accountability – peer scrutiny and review; a willingness to be transparent
From ‘ sharing good practice’ to ‘ joint practice development’
Professional generosity, reciprocity and collective moral purpose

20. Risks Maturity, time and expertise, structures and accountability
Core purpose of education establishments– a distraction?
Inclusive and reciprocal – in a very diverse system?
Supported to deliver not stretched to fail?
Motivation - collective moral purpose?
A tale of two systems?

21. Strength in alliance, partnerships and collaboration

22. Teaching Schools Alliance
The 5 Wells
Teaching Schools Alliance

23. The 5 Wells TSA Partners Redwell Primary School (RPS)
Rowan Gate Primary School (RGPS)
Ruskin Infant School (RIS)
All Saints Primary School (ASPS)
Croyland Primary School (CPS)
Weavers Academy (WA)
University of Northampton (UoN)
Wellingborough Education Partnership (WEP)

24. All Heads / AA / NCTL / TSA
The 5 Wells Action Plan
Initial Teacher Training/School Direct
Success criteria
Increase percentage of good or outstanding candidates recruited & retained across 5 Wells TSA
Progress
All NQTs joining alliance are good or outstanding
Train future teachers through School Direct programme
KPI (use number from list at end of template, where appropriate)
ITT
Target: The number of initial trainees trained within teaching school alliances* increases year on year (in total and for each teaching school cohort).
(From July 2014 when data becomes available) The early employment rates for trainees trained in teaching school alliances.
Action steps
By whom
By when
How measured
Work with UoN to develop programmes;
Develop in hand with UoN the Recruitment Strategy of Schools Direct / BA Hons / PGCE student placements
Continue to support UoN in the development of the Schools Direct programme
Support with Quality Assurance of Schools Direct Programme, including mentor training & student observations
Increase marketing of Schools Direct across all partners / other outlets. Offer to include unique selling point that 5 Wells can offer
UoN / LD
UoN / LD / SBM’s
Dec 2014
July 2015
Increase Schools Direct from 2 placements offered across alliance to 4 in year 2
Increase student enrolments across partnership from 345 to 400
Impact of changes to training programme evident in 2015/2016 programme
Increased figures of students achieving higher grades at end of course ???
Increased number of applicants for 5 Wells TSA from 6 to 20
Apply to be lead school with increased placements across Primary / Special & Secondary phases for academic year 2015/2016
AA / Admin Team
July 2014
Designation as lead school for Schools Direct students
Work with LA, Diocese & network of TS’s to share developments of programmes & link our offer to Leads of all schools in Northamptonshire & beyond
All Heads / AA / NCTL / TSA
Evidence of work from all named

25. CPD / Leadership Development
Success criteria
Existing staff move into promotional opportunities within the 5 Wells TSA
Progress
Quality of T&L improved across 5 Wells TSA
Data for partner schools improved
Ofsted grades for Leadership & Teaching & Learning increased
KPI (use number from list at end of template, where appropriate)
Quality of leadership
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement.
Quality of Teaching
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of teaching, compared with a comparator group of schools not involved with teaching schools.**
Target:  Double the rate of improvement
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4).
Target:  Double the rate of improvement.
Action steps
By whom
By when
How measured
Identify the Leadership & CPD needs of the 5 Wells TSA including local, National & individual schools priorities;
Audit skills of leaders
Work together as strategic partners to do peer reviews
Identified staff to complete OTP
Identified staff to complete OTP facilitator training
Deliver NPQML programmes
HE / All HTs
Sept 2014
Dec 2014
July 2014
July 2015
Complete audit of skills in 5 Wells TSA
Complete peer reviews within 5 Wells TSA
6 Staff to complete OTP
2 Staff to complete OTP Facilitator training
NPQML programme completed through 5 Wells TSA
Partnership working with WEP
Developing effective partnership working with WEP
Liaise with WEP MB about possible models of working
HE / LC
Clarity of working partnerships
Agreed model of working between WEP & 5 Wells TSA
Clear plan in place for future membership of 5 Wells TSA / WEP
Increase CPD offers
WEP – continue & extend network meetings / offer Governor training / NQT Induction
Accredit the NQT Programme
5 Wells TSA to offer targeted provision for all range of school Leaders, focus in Year 1 on Senior & Middle Leaders
Commissioned services of 5 Wells TSA for LA
Work with UoN to investigate opportunities for Masters links with 5 Wells for career pathways
JHF / HE / All HTs
April 2015
Schools Leaders including Head Teachers, Deputies, Middle Leaders – increase leadership capacity measured by LA / Ofsted
Increase promotional opportunities from 11 to 19
25 NQTs to complete accredited training
Increase engagement with supported accredited CPD for number of teachers / leaders - April 2013-April 2014=32 to April April 2015 = 40
Increase delivered CPD days = April 2013-April 2014= 54 to April April 2015 = 75
CPD links with Masters
Establish procedures for Quality Assurance for training
AA / LC train as Ofsted Inspectors to support Quality Assurance processes
AA / LC
Establish system for measuring impact to deliver training that is at least Good
Leaders in 5 Wells to train as Ofsted Inspectors
Expand system leaders team across 5 Wells TSA;
Talent spot to introduce roles of SLE’s
Consider LLE role being reintroduced
Increase NLE / NLG roles
Oct 2014
Increase numbers of system leaders
Type Current Target Number
NLE
NLG Consolidate Role
LLE
SLE
Work with LA, Diocese & network of TS’s to share programmes & link our offer to Leads of all schools in Northamptonshire & beyond
Evidence of work from all named

26. Succession Planning and Talent Management
Success criteria
Fewer vacancies & easy to recruit to 5 Wells TSA
Effective contribution to the LA / DfE needs
Progress
% of staff starting in post at graded Good or better increased
Increased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
Action steps
By whom
By when
How measured
Develop Aspirant Leaders dependent on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;
Create a 5 Wells framework for identifying Aspirant Leaders
Create a personalised learning journey
Use talent spotting for Aspirant Leaders provide opportunities for preparation for system leadership
Develop understanding of wider picture of National context
AB / All HTs
Sept 2014
Oct 2015
Dec 2014
July 2015
An effective framework is in place
Completed personalised learning journey
Internal / across 5 Wells promotion opportunities for 2013 – 2014 = 2 posts = 8 posts across 5 Wells TSA
Secondment opportunities available within & beyond 5 Wells TSA
Identify students in secondary school who are looking for careers in education, specifically as teachers AB
April 2015
Students entering teacher training increased
Work with LA, Diocese & network of TS’s to share opportunities for future succession priorities & link our offer to Leads of all schools in Northamptonshire & beyond
Evidence of work from all named

27. School to School Support
Success criteria
Impact on Leadership & Teaching & Learning, standards & closing the gap
Progress
Increase Ofsted / LA grading of schools working with 5 Wells TSA
Raise data of schools in 5 Wells TSA & those being supported by it
KPI (use number from list at end of template, where appropriate)
Quality of leadership
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement.
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4).
Target:  Double the rate of improvement.
Action steps
By whom
By when
How measured
Commission services of 5 Wells leaders to support targeted schools depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;
Complete peer reviews
QA principles coming from these experiences
Establish recording & reporting systems
Identify gaps in expertise / capacity, use this to inform plans
Identify gaps & skill development of system leaders
Develop bespoke / targeted programmes of support which can be commissioned
Use LA info to commission work to work with schools not yet Good
5 Wells supporting LA needs for school improvement as identified by local need, National need & DfE
AA / All HTs
Dec 2014
Sept 2014
July 2015
Securing & consolidation of Outstanding schools
Moving Good schools to Outstanding
Schools not yet good moving into Good category from LA / Ofsted
Evaluation from schools showing impact on leaders / narrowing of gaps in expertise
Number of schools supported increased from 7 in last 3 years to 6 in
NLG to support 5 CofG in schools across county strengthening Governance
Targeted support for schools not yet Good with clear impact on records of T&L
Audit the skills available across the 5 Wells TSA & produce a brochure of available support to use for brokerage of support
AA / Admin
6 new schools accessed / booked the 5 Wells TSA support brokered through the website / advertising
Develop the skills of the 5 Wells TSA
Develop capacity & build on existing practice
Establish core offer / provision for all schools
Complete peer reviews across the 6 5 Wells TSA school partners including either;
5 Wells Full Reviews – RIS / Weavers / CPS
5 Wells Mini Reviews – RPS / RGPS / All Saints
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond
Evidence of work from all named

28. Specialist Leaders of Education
Success criteria
Designate SLE’s successfully
Develop effective system leadership
Progress
Increased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
The number of SLEs designated and trained.
Target: The number of SLEs designated and trained is in line with targets agreed with the DfE.
Overall effectiveness of schools
The percentage of schools within teaching school alliances that improve their overall judgement between Ofsted inspections, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement.
Action steps
By whom
By when
How measured
Provide opportunities for preparation for system leadership depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;
Use talent spotting for SLE’s
Aspirant SLE’s to be coached by SLE’s
Establish Quality Assurance & reporting mechanisms for SLE work
AB / VG / All HTs
Oct 2014
July 2015
Increase number of SLE’s in 5 Wells from 0 to 4
Newly established SLE’s to support an aspirant SLE
SLE support impacted on school being supported evidence in feedback
Increase SLE provision;
Apply for 4 SLE posts linked to audit of need
Deploy SLE’s effectively to support schools not yet good
Deploy SLE’s effectively to support schools from Good to Outstanding
Reporting SLE deployment
SLE’s deployed for the minimum of 10 days in first year
SLE’s supporting schools to move forward in LA / Ofsted categories
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond
Evidence of work from all named

29. Research and Development
Success criteria
Research & Development successful fulfils needs of 5 Wells TSA / LA / DfE / NCTL priorities
Progress
R&D impacting on practice & improving data of schools in 5 Wells TSA
KPI (use number from list at end of template, where appropriate)
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage 2 and Key Stage 4).
Target:  Double the rate of improvement.
Action steps
By whom
By when
How measured
Identify Action Research project needs across the 5 Wells TSA depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;
Audit priorities
Prioritising needs
Recruiting colleagues to be involved in ARPs
Complete ARPs
LC / All HTs / WEP
Sept 2014
Dec 2014
July 2015
Complete audit
Evaluate & prioritise & identify ARPs
Implement ARP’s across 5 Wells TSA increase from 8 in to 13 in
Develop training programmes with UoN to develop research skills of students
LC / UoN
Training opportunities delivered to UoN partners
Share expertise of running ARP’s
Support development of system leaders in sharing expertise of ARP’s
Publish findings of ARP’s & offer relevant training linked
Identify ways that R&D will link into S2S support plans
LC / All HTs
Support other schools middle leaders to run Action Research
Publish for strategic partners & local WEP partners
Record & report impact R&D has on other schools
Work with LA, Diocese & network of TS’s to share outcomes of ARP’s & link our offer to Leads of all schools in Northamptonshire & beyond
Evidence of work from all named

30. Governance Success criteria
Success criteria
Establish effective challenge & support from 5 Wells TSA Strategic Board
Progress
5 Wells TSA becomes established by end of Year 1 & able to extend partnership numbers for Year 2
KPI (use number from list at end of template, where appropriate)
Number of schools in teaching school alliances
The number of schools involved with a teaching school alliance.
Target:  The number of schools involved within teaching school alliances increases year on year (in total and for each teaching school cohort).
Action steps
By whom
By when
How measured
Develop role of Strategic Board
Partners to be named on an area of responsibility
Key aspects led by system leaders
Strategic Board
April 2014
June 2014
Across year;
All areas linked to named lead partner
Reporting mechanisms in place for leads to report termly ( 6x a year)
Identify what can be offered by 5 Wells TSA
Identify core provision
Identify optional provision
Establish scale of charges
Rates for staff
Rates for programmes eg, Peer Reviews
Sept 2014
Dec 2014
July 2014
Increased take up of core provision
3 Identified schools for optional provision
Income generated
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond
July 2015
Evidence of work from all named

31. “ A person with ubuntu is open and available to others, affirming of others, does not feel threatened that others are able and good, for he or she has a proper self-assurance that comes from knowing that he or she belongs in a greater whole and is diminished when others are humiliated or diminished.”
Desmond Tutu