1. Gavin Boyd Chief Executive Designate Education & Skills Authority (ESA) Conference for School Governors 21 May 2008

2. ESA – The Countdown  1 April 2009 - 12 months to go!  Clear political direction  Funding is there  Case for change widely understood

3. Why is Change Necessary? Educational outcomes can be better 63% of pupils achieve 5 GCSEs A*-C 63% of pupils achieve 5 GCSEs A*-C 50% of pupils achieve 5 GCSEs A*-C 50% of pupils achieve 5 GCSEs A*-C (including English and Maths) (including English and Maths) 37% of socially disadvantaged pupils 37% of socially disadvantaged pupils Huge variation in performance between schools Huge variation in performance between schools

5. Selective Post-Primary Schools Also a wide variation in performance Also a wide variation in performanceGCSEs 2006 – % achieving 7 GCSEs A*-C 2006 – % achieving 7 GCSEs A*-C ranged from 67% - 100% A Levels 2006 - % achieving 3 A Levels at A-C ranged from 35% - 97% 2006 - % achieving 3 A Levels at A-C ranged from 35% - 97%

6. Why is Change Necessary? System is over-engineered System is over-engineered Duplication of management and process Duplication of management and process Management of interfaces between 11 organisations Management of interfaces between 11 organisations Inconsistent delivery of policy Inconsistent delivery of policy Different levels of service Different levels of service Need to reflect greater expectations from the community Need to reflect greater expectations from the community

7. Education Change Programme Changing what children learn Changing what children learn Changing how they learn Changing how they learn Changing the environment in which they learn; and finally Changing the environment in which they learn; and finally Changing how they are supported throughout their learning Changing how they are supported throughout their learning

8. ESA - Making a Real Difference Improving outcomes for all learners by supporting and challenging schools Improving outcomes for all learners by supporting and challenging schools Integrating delivery of children’s services Integrating delivery of children’s services Area planning of school and youth provision Area planning of school and youth provision Building schools more quickly Building schools more quickly Releasing £20m savings for front line by 2011/12 Releasing £20m savings for front line by 2011/12 Reallocation of resources to make a real difference Reallocation of resources to make a real difference

9. ‘Don't tell people how to do things, tell them what you want them to achieve and let them surprise you with their results.’ ‘Don't tell people how to do things, tell them what you want them to achieve and let them surprise you with their results.’ (George S Patton) (George S Patton)

10. Improving Outcomes Improved outcomes can only be delivered in schools Improved outcomes can only be delivered in schools Increased focus on self-evaluation and self-improvement – will apply to vast majority of schools Increased focus on self-evaluation and self-improvement – will apply to vast majority of schools Key role for Principals and Boards of Governors in promoting high quality Key role for Principals and Boards of Governors in promoting high quality ESA’s role – monitor, support and challenge! ESA’s role – monitor, support and challenge!

11. Roles and Responsibilities Role of ETI Promote improvement through the inspection programme Promote improvement through the inspection programme Report outcomes of inspections to DE, ESA, Principal, Governors etc Report outcomes of inspections to DE, ESA, Principal, Governors etc Use outcomes from inspection to advise the Minister, DE and ESA Use outcomes from inspection to advise the Minister, DE and ESA Role of ESA Publish a School Improvement Plan Publish a School Improvement Plan Monitor performance re quality indicators and challenge if necessary Monitor performance re quality indicators and challenge if necessary Take account of inspection findings Take account of inspection findings Work with the school and provide support to effect improvement Work with the school and provide support to effect improvement

12. How Will ESA Support You? Support leadership development at all levels Support leadership development at all levels Disseminate best practice Disseminate best practice Provide benchmarking information Provide benchmarking information Provide access to appropriate training and professional qualifications Provide access to appropriate training and professional qualifications Critical friend for school leaders i.e. give clear direction, listen and respond Critical friend for school leaders i.e. give clear direction, listen and respond Celebrate and reward success; identify and address underachievement Celebrate and reward success; identify and address underachievement

13. ESA - Locally Responsive Small HQ - grouped functions in different areas, local support teams based upon district council model Small HQ - grouped functions in different areas, local support teams based upon district council model Schools will know who to contact, where to contact them Schools will know who to contact, where to contact them Advice on what schools can do, rather than what they cannot do Advice on what schools can do, rather than what they cannot do Tailored support – every school is different Tailored support – every school is different

14. Your Role in Moving Forward Continue to support school leadership Continue to support school leadership Act as a ‘critical friend’ by challenging performance and provision Act as a ‘critical friend’ by challenging performance and provision Identify the support and training you will need under ESA Identify the support and training you will need under ESA Work in partnership with ESA, the Department and the Education and Training Inspectorate to improve outcomes for all young people Work in partnership with ESA, the Department and the Education and Training Inspectorate to improve outcomes for all young people