New Professionalism 29 March 2006

1. New Professionalism 29 March 2006 Conference for Leicestershire Classroom Support Staff Pat Lockett East Midlands Leadership Centre

2. Good morning, and welcome!!

3. Our focus today • Celebrate success • Recognise impact • Consider the future

4. Dependency National Prescription Schools leading reform Interdependency Schools of the future?

5. The 3 Phases of the National Agreement • September 2003: • Administrative and clerical work • Work/life balance • Leadership and management time September 2004: • Limit on cover for absent teachers September 2005: • 10% Planning, Preparation and Assessment time • Dedicated headship time • End to routine invigilation of external examinations by teachers

6. Capacity building through school support staff • 97% increase from 1997 to 2005 • from 136,500 to 268,600 including for Teaching Assistants….. • from 61,300 to148,500 including for administrators………… • from 39,200 to 58,600

7. What is remodelling “ A set of principles that work. It draws on a range of tools and techniques which allow teams to mobilise behind the need for change….it allows teams to develop and deliver strategies which meet the need for change and then to sustain that change” Dame Pat Collarbone Director NRT

8. Key questions • What are we doing? • Why are we doing it? • Does it enrich lives? • Can we do it differently? • Do we need to do it at all?

9. Workforce Reform NationalAgreement The National Agreement is part of a much wider change • A wider culture change • Inclusive • Flexible • Focused • Collaborative

10. Remodelling builds capacity Workforce Reform A wider culture change NationalAgreement Standards Professional focus on teaching and learning Pupils’ exam results Planning and preparation Improved attendance and behaviour Lesson observation and reflective practice Staff recruitment, retention and morale Capacity building through remodelling Personalised Learning Improved motivation, pupils and staff Assessment for Learning School is more popular ICT in the classroom Stakeholder expectations being met better CPD for support support staff Every child matters Performance management and feedback

11. The principles needed for effective and sustainable change Local Authorities Schools Constructive collaboration Inclusive change teams Process for managing change Open inclusive leadership Positive and ambitious culture Rational, political and emotional Change

12. A structured change process Mobilise (the stakeholders) Discover (open our minds and behaviours to spot the opportunities) PPA … continuing to assessthe needs of the communityand adapt to deliver those needs Deliver (Establish theenterprise) Results Deepen (Evaluate and choosethe opportunities) Develop (Vision & Plan )

13. Overcoming the barriers to change • Active involvement • Groundswell of support • Senior management consensus • Personal staff commitment • Visible stakeholder support • Enthusiasm • Appreciation of need • Clear role(s) • Engagement • Willingness to act • Clear vision/ understanding • Case for change • Plan of activities • Agreed way forward Rational Political These are the difficult bits Emotional

14. “ A few teachers were worried the quality wouldn’t be there but they all think it’s brilliant now. During PPA time, the transition from teacher to senior TA is seamless. These are not holding lessons” Annie Tempest Headteacher Dartington Primary

15. Making a difference • Support for learning • Inclusion and achievement • Building relationships • Broader curriculum • Extended services • School management • School environment

16. Excites and challenges? • What excites you about workforce reform? • What challenges does reform still present? 5 minutes discussion and 5 minutes feedback

17. Life for some members of our communities… • 4.1 million live in poverty • 2 million children go without at least two things they need • Two thirds of heads of households in social housing are unemployed • 16% of children live in households where no one works • 40,000 girls under 18 become pregnant each year • Infants born to fathers in unskilled or semi skilled occupations have infant mortality rates over 70% higher than those in professional and managerial positions • Around 10% of children between the age of 5 and 15 experience some sort of mental disorder

18. Socio-economic status has the single biggest influence on achievement and life chances

19. The Children Act 2004 • Cooperation • Accountability • Safeguarding • Inspection • Information

20. Local authority timeline for extended schools 2005-2010 2005 2006 2008 2010 • 2005 • Development of Integrated Inspection Framework • Mid-2006 • Children and Young People’s Plans in all authorities • Safeguarding Children • 2006 • Most authorities have Children’s Trusts arrangements in place • Most authorities have a Director of Children’s Services • A lead member for Children’s Services in most authorities • 2008 • Wraparound affordable childcare in at least half of all primary schools • One third of all secondary schools open 8am-6pm, all year round and offering activities • All authorities have Children’s Trusts arrangements • All authorities have a Director of Children’s Services • A lead member for Children’s Services in all authorities • 2010 • Wraparound affordable childcare available for all parents of primary aged children • All secondary schools open 8am-6pm, all year round and offering activities • All 3-4 year olds receiving 15 hours of free early years education, 38 weeks of the year

21. A Core Offer Every Child Matters outcomes National agendas for local change Extended Services Core Offer • Raising standards & achievement • Support for vulnerable children and families • Developing communities and partnerships • A children’s workforce strategy • Being healthy • Enjoying and achieving • Staying safe • Making a positive contribution • Achieving economic well-being The impetus for which was The Laming Report

22. Quality childcare A varied menu of activities Core offer All year round 8am-6pm on site or through local providers including study support Parenting support Swift and easy referral including family learning to specialised support services including adult learning The core offer for all parents and families Community access Community access

23. Mobilise Discover Deepen Develop Deliver Sustain Develop Proposals The Extended Schools and Services workshop programme Workshop1 Mobilise & Discover Workshop2 Discover & Deepen Workshop3 Develop & Deliver Workshop4 Deliver & Sustain Identify Opportunities DeliverServices

24. Implications for the core business of schools Every Childs Matters Outcome 2 Enjoy and achieve

25. Enjoy and achieve: Aims • Ready for school • Attend and enjoy school • Achieve stretching national educational standards at primary school • Achieve personal and social development and enjoy recreation • Achieve stretching national educational standards at secondary school

26. Ofsted: school self-evaluation Section 4 Personal development and well-being 4c How much do learners enjoy their education? • learners’ attitudes, behaviour and attendance • Learners’ spiritual, moral, social, emotional and cultural development

27. What could we do? • Study support • Personalised learning • Behaviour improvement programmes • Inclusion • Attendance improvement programmes

28. What else could we do? Help pupils to better engage with lessons? • Starter activities • Pupil voice • Expectations • Challenge • Air time • Relevance of activities • Homework • Plenaries

29. Current status • What are we doing already? • What more could we do?

30. DfES Learning Skills Council National College for School Leadership Qualifications and Curriculum Authority Workforce Agreement Monitoring Group Employers’ Organisation National Strategies includingCoVE Ofsted Training and Development Agency School Workforce Development Board

31. The TDA and the School Workforce Development Board Building the school team • Remove barriers • Training and development • Quality of provision

32. Developing people to support learning • Training and deployment • Framework of standards and qualifications • Extend training opportunities

33. Training and deployment • Simplify and streamline communications • www.skills4schools.org.uk • Development of change expertise • Development of performance management

34. Standards and Qualifications • Promote relevant qualifications • Ensure relevance to role of standards • Support identification of career development opportunities

35. Training opportunities • Generic training • Skills for life • Key roles • Innovation and improvement

36. Rules of Life 1 You will receive one body 2. You will be presented with lessons 3. There are no mistakes, only lessons 4. The lesson is repeated until learned 5. Learning does not end

37. And… 6. “There” is no better than “here” 7. Others are only mirrors of you 8. What you make of your life is up to you 9. Your answers lie inside of you

38. …and lastly 10. You will forget all this at birth