1. The self improving schools system - really? Pete Thorpe Assistant Director: Education NLAGB AGM 12 November 2014

2. So what? 2048 more children and young people now go to good or outstanding schools in North Lincolnshire March 2014 compared to September 2012 when the current Ofsted framework was introduced – taken from Ofsted data view 12/11/14.

3. The distance travelled...

4. Are we any the wiser about the self improving schools system?

5. The primary responsibility for improvement rests with schools… Our aim should be to create a school system which is self-improving… We know that teachers learn best from other professionals… We will make sure that schools are in control of their own improvement and make it easier for them to learn from one another. The importance of Teaching (Schools White Paper, 2010)

6. The rise of the system leader...?

7. Roger McGough Roger McGough The Leader I wanna be the leader I wanna be the leader Can I be the leader? Can I? I can? Promise? Promise? Yippee I'm the leader I'm the leader OK what shall we do?

8. Which of these are system leaders? Secondary Heads and Principals / Primary Consortium / NLAGBLocal Collaborative TrustsLearning NetworksSchool-to-school partnerships (brokered and self started)Federations / Amalgamations / Multi-Academy TrustsSchool level offer – e.g. training for other schoolsTeaching School Alliance – NLEs, LLEs, SLEs,National Programmes – Teach First, Future LeadersThe Local Authority

9. Evidence of change External support for the school provided by officers from North Lincolnshire local authority and from other schools, especially [ ] Church of England Primary School and schools in the [ ] Cluster, is of good quality, timely and well judged. This is making a significant contribution to improvements in the quality of teaching and learning, and leadership capacity.

10. Evidence of change Local authority officers continue to support leaders and to conduct regular reviews. Middle leaders have benefited from working with the Senior School Improvement Officer so that they are more confident leading and monitoring their subjects. Senior leaders’ links with other schools in the [ ] Local Collaborative Trust is proving beneficial by providing training and opportunities for staff to learn from each other.

11. Evidence of change [ ] Academies Trust is effectively supporting improvement and developing sustainable leadership capacity through a coaching and mentoring approach. Links have been maintained with the local authority, which is providing additional support, for example, for students who speak English as an additional language and to improve attendance.

12. Evidence of change The local authority has identified schools to help leaders to explore examples of good practice. The school is part of a developing network of schools on the journey to ‘good’.

13. 2011 mixed messages from the centre fear of fragmentation need to reaffirm roles sense of loss established partnerships with a statutory basis self improving schools system promoted 2014 local values and vision driving strategy schools as partners and leaders in improvement defined role for the local authority increasingly shared governance of partnerships emerging regional structures 2017 ambitious and inclusive partnerships for school improvement, vulnerable children and place planning mutual, local accountability for outcomes aligned regional structures RELATIONSHIPSPARTNERSHIPS

14. All our Children Governing bodies will be expected to review their capacity to act as a critical friend to school leadership and act on their findings. Understanding and application of effective governance will make a significant contribution to improving outcomes for children and young people.

15. All our Children In an enabled education system for North Lincolnshire, school leaders and staff will be truly responsible for ‘all our children’. Achieving this demands a step change in leadership within the education sector, where leaders and governors act to secure outcomes for children and young people beyond the immediate confines of their own organisation.

16. All our Children Partnerships and school-to-school working needs to be embraced as a means by which good and outstanding schools keep learning as organisations and keep getting better. Autonomy and individuality will be valued. Each individual school will have a complex and dynamic set of connections to other schools and organisations from which to further their own capacity and identity.

17. How engaged is your governing body in this agenda?

18. How about......a partnership led education system? Is a self improving schools system the right ambition?...for children and young people

19. The new conversation with school leaders Ensuring a supply of good school places Supporting vulnerable children Tackling underperformance and ensuring high standards Changing communities Cultural challenges Performance challenges Growth of System Leadership Increasingly diverse set of providers Increased financial pressures Education in the market place Tougher accountability The Partnership Challenge The Challenging Environment

20. Our learning about governance Effective governance leads to effective schools Weak governance is a time bomb... and has to be addressed, urgently Leaders at all levels need exposure to governors Effective governance is formal, focused and forward thinking Great governance sees beyond the railings Partnership working = resourceful governance