1. Stephen Betts (Learn Sheffield) Thursday 4 th February 2016 (Town Hall) Governors’ Spring Term Briefing “The key focus will be on locality working and particularly on the Sheffield School Improvement Strategy (Jan 2016 to July 2018). This strategy, along with work on Sheffield's key priorities, is in the later stages of development and this briefing will be one of the significant opportunities for governors to consult and contribute to the process.”

2. Governors’ Spring Term Briefing - Agenda o Learn Sheffield Update o School Improvement Strategy o Sheffield Priorities Project o Governance Training

3. Governors’ Spring Term Briefing - Agenda o Learn Sheffield Update The main focus of Learn Sheffield this year has been the delivery of the statutory duties that it is commissioned to deliver by Sheffield City Council in relation to school improvement. The key elements of this work have been: o continuity of service – no ‘gap’ between existing and new strategies o strategy development – working with each sector to develop a new approach o enquiry – identifying the barriers to school improvement in the city The intention of this briefing session is to share this work and provide an opportunity for feedback and comment. Question Wall – use the post it notes on the table to record questions at any time and add them to the wall.

4. HMCI report sets out reflections on effective LA school improvement approaches and identifies issues and limitations. HMCI Annual Report 2014/15

5. Strategy – provides clear vision, purpose and direction. Consultation – ensures understanding and contribution of key stakeholders. Sheffield Procedures – provide appropriate analysis and challenge in order to identify the type/level of intervention and support. Commissioning Approach – robust and transparent spending decisions. Strategic Partnerships – characterised by relationships of Learn Sheffield with RSC and HMI. HMCI Annual Report 2014/15 HMCI report reflections on effective LA school improvement approaches are consistent with the direction of work in Sheffield.

6. The school improvement ethos described in the case study (including the roles of school leaders and the Wakefield LA) are consistent with the approach that we are taking. HMCI Annual Report 2014/15

7. Key learning from the description of ‘less effective LAs’ feed in to the Sheffield Priorities Project as key barriers to school improvement: Lack of involvement with good/better schools – need to know all schools. Ineffective building of leadership capacity across the system. Examples of good practice not identified quickly or shared effectively. HMCI Annual Report 2014/15

8. Key learning from the further issues remaining from the 2013/14 report also feed into the Sheffield Priorities Project as key barriers to school improvement: School improvement activity is too reactive. Over emphasis on working with ‘failing’ schools. Reluctance to use intervention powers. Quality assurance processes failed to check provided/brokered support.

9. Governors’ Spring Term Briefing - Agenda o School Improvement Strategy Activity – Using the large sheets of paper on your table, note down anything from the HMCI report that you feel is particularly relevant to Sheffield. This section of the briefing is based on extracts from the Sheffield School Improvement Strategy 2016-2018 The full document will be out for consultation during the second half of the spring term and will be available in the ‘Documents’ section of the website.

10. Underpinned by the work happening with each sector to determine approaches. Out for consultation during Spring 2 to be finalised by Easter 2016. Accompanied by Sheffield Priorities Project – working with NET to identify key barriers to school improvement in the city. Sheffield School Improvement Strategy 2016-2018

11. Previous Performance OFSTED – 3 yr trend increase 10% good/better schools FS2 – GLD increased – remains in line with national KS1 – 2b+/L3 improved faster than national KS2 – Combined improved faster than national - Significant drop in number of schools below floor KS4 – 5ACEM relative attainment improved Sheffield Context & Priorities Key Data Objectives Increased % pupils taught in good/better schools. Continue improvement in relative performance. Improved outcomes for vulnerable groups.

12. Vision Into Action Sheffield Approach o Only through a partnership/collaborative approach can we know the schools and have the platform to develop a self- improving school culture. o Collective refusal to tolerate poor performance is the basis for a shared approach to school improvement. o Collective understanding and shared ethos informs a programme of support and challenge. o Focus on impact – robust and comprehensive analysis leading to strategic action for improvement.

13. Core School Improvement Principles - Support & Challenge The process is: o Clear (accountabilities/process understood by all stakeholders) o Robust (includes comprehensive review of data) o Collaborative (includes self-evaluation / participation) o Effective (identifies risks and vulnerabilities in schools) o Economical (resources targeted appropriately) o Focussed (actions are timely and lead to impact) o Reflective (all aspects reviewed by all stakeholders) Sheffield Approach

14. The approach is bespoke to each sector but there are common features across the system: o School Profile – captures the information the sector will use to inform the categorisation and be the platform for support, challenge and partnership working. o Categorisation – traffic lights approach with common language, clear criteria and clarity about the support and challenge package that accompanies each category. o School Improvement Cycle – agreed timeline for the year which includes the way that the sector will play a part in the review of the support and challenge that is taking place. Sheffield Approach

15. School Improvement Cycle (Primary Version) TermMonthDetail Autumn Term September Profile / Category confirmed and shared Locality / Sector action plans ‘signed off’ Category and support communicated Category Disputes – Independent reviews Monthly board – Locality Review (Data/Action Plans) October Monthly board – Locality Review (Data/Action Plans) November Monthly boards December Monthly boards – Taskforce/Overstaffing Annual Review Spring Term January Monthly boards – Taskforce/Overstaffing Annual Review February Monthly boards March Monthly boards Desktop analysis of confirmed data Summer Term April Monthly boards May Monthly boards June Monthly boards – Review (Taskforce/Plans) – Priorities Considered July Monthly boards – Review (Data) – Priorities Considered Desktop analysis / share data packs - provisional data Profile / Category determined (where possible) Draft Locality / Sector action plans (where possible)

16. School Profiles (Secondary Version) o Secondary – publically available data combined with partnership info. o Primary – Children’s Profile school summary linked to self-evaluation info o Special – a working group will consider this for the special sector, where this is much more challenging. o Considering using partnership criteria to identify depth.

17. Categorisation (Primary Version) Approach Green High performing Securely good or outstanding (recently judged by OFSTED or likely to be so). On track to be or to maintain and outstanding OFSTED judgement.  Universal package/offer  Annual LSIP visit (will support self-evaluation activity) No sub- category Yellow Self- Improving RI/Likely RI but rapidly improving Below/close to floor standards but rapidly improving Uncharacteristic drop in performance Improving but not consistently good Good but not meeting standards of comparable schools  Medium priority in locality action plan  Termly LSIP visit (will support self-evaluation activity)  Annual Learn Sheffield Support & Challenge Meeting  School Review considered No sub- category Amber Vulnerable RI/Likely RI but not rapidly improving Below/close to floor standards but not rapidly improving Decline in performance over time Performance significantly below comparable schools Significant other vulnerability limiting capacity Early signs of improvement having caused concern  High priority package/offer  Identified Improvement Partner / LSIP  Half-termly visit (linked to agreed self-evaluation activity)  Termly Learn Sheffield Support & Challenge Meeting  School Review  Consider Governance Review No sub- category Red Causing Concern OFSTED Category (Special Measures or Serious Weaknesses) or judged likely to be so. Complex or sustained vulnerability limiting capacity  Bespoke priority in locality action plan  Identified Improvement Partner / LSIP  At least half-termly visit (linked to agreed self- evaluation activity)  Half-termly Support & Challenge Meeting  Termly School Review (as appropriate)  Governance Review  Brokerage of partnership arrangements Not OFSTED Category OFSTED Category

18. Categorisation (Secondary working document) CategoryCriteriaRange of support and interventions High performing school Sustained high levels of performance, meeting most or all of the criteria below:  Progress 8 significantly above 0  Value added score for both English and mathematics that are significantly above national expectations  Overall value added score (best 8 ) for school significantly above average  Above national averages for 3 and 4 levels of progress in mathematics and English  The achievement of all sizeable groups is significantly above average, including pupils who are disadvantaged and/or who have SEND. Such schools will be expected to take part in the dissemination of best practice as required by all schools and in accordance with the school’s normal evaluation processes Self-improving school  Data (as above) that may not yet be at levels required to be a high performing school but 3 year trend indicates continuous or rapid improvement  The achievement of all sizeable groups is improving, including pupils who are disadvantaged and/or who have SEND. Such schools will be expected to take part in the dissemination of best practice as required by all schools and in accordance with the school’s normal evaluation processes Vulnerable school  Levels of performance for a number of key measures are below national norms and trend data (3 years) shows no significant improvement in performance. The data shows flat line or decreasing trend in a number of key indicators (above)  The achievement of sizeable groups of pupils remains significantly below average, including pupils who are disadvantaged and/or who have SEND. Co-constructed action plan that is resourced from Learn Sheffield School Improvement fund and is monitored by peer head teacher reviews School causing concern  Schools in an Ofsted category  Analysis of the data profile indicates that the school is at risk of being placed in and Ofsted category. Bespoke priority action plan Identified Improvement Partner / LSIP At least half-termly visit (linked to agreed self- evaluation activity) Half-termly Support & Challenge Meeting Termly School Review (as appropriate) Governance Review Brokerage of partnership arrangements

19. o School Profile – captures the information the sector will use to inform the categorisation and be the platform for support, challenge and partnership working. o Categorisation – traffic lights approach with common language, clear criteria and clarity about the support and challenge package that accompanies each category. o School Improvement Cycle – agreed timeline for the year which includes the way that the sector will play a part in the review of the support and challenge that is taking place. Sheffield Approach Activity – Record any questions on the post it notes and add them to the question wall. Activity – Record any comments or feedback on the large sheets of paper on your table.

20. Governors’ Spring Term Briefing o Sheffield Priorities Project Learn Sheffield is working with Marc Rowland (National Education Trust) to consider what its key priorities should be, as part of the development of the Sheffield School Improvement Strategy (January 2016- July 2018). o Phase 1 - Four days of workshops (December/January) o Phase 2 – Action Planning (February) o Phase 3 – Consultation (March – up to end of Spring term) o Phase 4 – Enquiry Visits (March – May)

21. Governors’ Spring Term Briefing o Sheffield Priorities Project The emerging themes are below … Diversity Enrichment & Entitlement Training & Development School Improvement Capacity Inclusion – Overcoming Barriers Vulnerable/Disadvantaged Pupils Recruitment & Retention of TAs, teachers, leaders & governance Activity – Annotate the sheet on your table and then rotate. Add comments & tell us “If it was ‘better’ what would that look like in your school and/or across the city?” Education Culture National Agenda

22. Governors’ Spring Term Briefing o Governance Training There is an agreement in principle that the commission for Governance Training will move to Learn Sheffield from Summer 2016, using the same commissioning procedures that apply to the school improvement statutory duties commission. Learn Sheffield’s intentions are set out below: to design an offer which will extend until Summer 2017 to commission different organisations to deliver specific elements of the offer to include all TSAs, each locality and sector partnership and the Sheffield NLGs within this commissioning

23. Governors’ Spring Term Briefing o Governance Training – Key Principles Activity – Complete the group feedback form. Tell us your views on the key principles and intentions above. Each year should include a termly briefing and a conference. Venues should be widespread around the city. Access should be enhanced using additional means of delivery (including online viewing). The offer should include training sessions to impart key information. The offer should include seminars to facilitate consideration of key issues. TSAs, NLGs and other providers should be commissioned to design/deliver. Localities and sector partnerships should be commissioned to design/deliver.

24. Governors’ Spring Term Briefing - Agenda o Learn Sheffield Update Other things from Learn Sheffield to keep an eye out for at the moment and over the coming weeks and months …  Consultations & Enquiry Visits  Commissioned Opportunities (including capacity development)  Workshops – Academisation & Term Time Calendar www.learnsheffield.co.uk  School Improvement Service  Spring update