1. Gloucestershire vision Ensuring every child thrives and reaches their potential National challenges – local solutions

2. Working in partnership Gloucestershire County Council is working in partnership with local organisations across the private, public and voluntary sectors to improve outcomes for all children and young people. One team – one focus, helping every child thrive and reach their potential

3. pupil

5. 2020 Vision Report of the Teaching and Learning in 2020 Review Group 5 key drivers: Demographic Technological Environmental Economic Social

6. pupil

7. Personalised learning Professional teaching Networking collaboration Intelligent accountability

8. pupil

9. Making Good Progress Pilot School Improvement Partners Early Years Disciplined Innovation 14-19 Partnerships Succession Planning Success by Design packages

10. pupil

11. 7 partnership elements 4 key levers Teaching and Learning in 2020 - 5 key drivers leadershipbuilding capacity pupil

12. We define moral purpose as a compelling drive to do right for and by students, serving them through professional behaviours that ‘raise the bar and narrow the gap’ and through so doing demonstrate an intent to learn with and from each other as we live together in this world. The G100 Communique

13. Tomorrow’s Leaders Today “Succession Planning” GGA/LA October 1 st 2007

14. The Succession Planning Challenge Global workforce trends Shifts in Education sector Key drivers at national, local and school level

15. Demographics Source: DFES Average age of first headship: Primary 42 Secondary 45

16. Perceptions of headship Middle leaders Assistant/ Deputy Heads Head teachers (general motivation) Head teachers (decision to apply/ leave) High standards Dynamic role Collegiality Make a difference Governors support risks × Less teaching × Personal priorities × Negative media image × Administration × Inspection/ accountability × Little impact on school × Restricted autonomy × Lack of challenge Shared values New challenges × Less pupil contact × Stress Job satisfaction

17. Re-advertisements Trend increasing over time Recent improvements for secondaries Recent difficulties for specials Source: Hay

18. ‘Hard to fill’ posts Likely factors Location Faith Deprivation Performance (at both ends of the spectrum) Possible factors Urban location Small schools Source: Hay

19. Most hard to recruit schools are “average” 75% of ‘hard to recruit’ primary vacancies are in community schools outside high cost Government Office Regions We need a system-wide response not just a targeted one

20. The ‘supply’ side 3,000 NPQH graduates seeking headship 47% already applied for headship 29% intend within 1 year 21% intend in over 1 year Their support requirements: Interview skills Mentoring Coaching Internships

21. Our response – investing in local solutions

22. enough good leaders in the right places adequate supply better recruitment in difficult areas governors’ recruitment effective & open more women seek leadership talented staff get on rapidly more BME aspirants wider supply (e.g. bursars) headship seen to be positive positive stories about headship more NPQH holders seek headship GB LA &c give good support talent and career manage- ment paths to earlier leadership remodelled and distributed leadership more use of Trusts, Federati ons improved ambition and quality collabora- tive growing of leaders better retention fewer good HTs retire early Sustaina- ble use of leaders by gnt & LAs pensions support retention better support from governors Strategic response

23. Diversity “We, the following organisations, agree to work together to increase the diversity of school leaders in order to make full use of the talents of all members of the workforce. Our first priorities will be gender and ethnicity. We will also consider disability, sexual orientation, age and religious belief.” National College for School Leadership, Training & Development Agency for Schools, General Teaching Council for England, London Centre for Leadership in Learning, National Union of Teachers, Association of Teachers and Lecturers, National Association of Head Teachers, Specialist Schools and Academies Trust, National Governors’ Association, the Church of England Education Service and the Catholic Education Service.

26. NQT Identification of career plan ASPIRANT LEADER Opportunities for Business & International Placements Leading school based projects SUPPORTING LEADER Creating capacity Opportunities to ‘Play with the train set’ SCHOOL LEADER Models of Successful school leadership SYSTEM LEADER Portfolio of System Leaders – increasing capacity GOVERNORS Vision to support enabling models of leadership SUBJECT LEADER Curriculum leadership of one specific area of the curriculum CURRICULUM LEADER/DEPARTMENT LEADER Team & curriculum leadership in one or more specific areas of the curriculum ADVANCED SKILLS TEACHER System Leadership of specific curriculum area PUPILS Improved quality of Learning…preparation for lifelong learning PARENTS – Opportunities to speak & listen GREAT LEARNING LEADERS – Growing Leaders & capacity Improved quality of Learning…preparation for lifelong learningImproved quality of Learning…preparation for lifelong learning © Debbie Innes – September 2007

27. Activity Aim: To promote the need for a local solution for Succession Planning & ensure the commitment of Governors. 5 minutes Using the placemat – place the cards in your envelope on the placement in the quadrant of the circle that you think is most appropriate 10minutes Discussion of areas where we are with Succession Planning 5 minutes Where next?

28. http://www.ncsl.org.uk/mediastore/image2/tomorrowsleaderstoday/governersindex.htm Quick links Live now: David Bell asks for your views on work-life balance Recruiting head teachers and senior leaders (PDF, 316kb) Retaining school leaders: A guide to keeping talented leaders engaged (PDF, 266kb, 48 pages) Leadership succession - overview (PDF, 183kb) Turning heads (PDF, 291kb) Greenhouse schools (PDF, 280kb) NGA/NCSL discussion paper (PDF, 67kb) NGA conference letter (Word, 296kb) NGA presentation (Powerpoint, 2,264kb)