Coalition Policy on Education

1. Designing the future:emerging models ofleadershipDiane Heritage, Regional Associate for Succession Planning and Models and PartnershipsEast Riding 25 November 2010

2. Coalition Policy on Education Hands off Let the system sort itself out De-centralise Put power into the hands of the consumer Big society............................... “teachers and leaders are hindered by over-prescription, complicated inspection systems and bureaucratic procedures...” “.....new approach based on trust, responsibility and freedom (which) requires a fundamental change in the relationship between schools and the Government, Ofsted and Local Authorities.” Nick Gibb 23/9/10

3. “This government’s determination is to give school leaders more power not only to drive improvement in their own schools, but across the education system...” "We know that the best way of improving schools is by getting the professionals who have already done a brilliant job to spread their wings..." RtHon Michael Gove MP 3

4. ‘Creating a self improving system’ David Hargreaves identifies four building blocks of a self improving system: clusters of schools a local solutions approach co-construction system leaders These building blocks, in combination with current and potential future models of leadership could generate improvement of the system from within. www.nationalcollege.org.uk

5. He argues that...... ‘Increased decentralisation provides an opportunity for a new vision of school improvement that capitalises on the gains made in school leadership and in partnerships between schools. It would usher in a new era in which the school system becomes the major agent of its own improvement and does so at a rate and to a depth that has hitherto been no more than an aspiration.’

6. System Leaders ..... One of school leaders’ new roles is increasingly to work with other schools and other school leaders, collaborating and developing relationships of interdependence and trust. System leaders, as they are being called, care about and work for the success of other schools as well as their own. Crucially they are willing to shoulder system leadership roles because they believe that in order to change the larger system you have to engage with it in a meaningful way. (OECD, 2008: 9) 6

7. SIP National Leader of Education Executive Headteacher National College Regional Associate Local Leader of Education Partnership Facilitator Leadership Succession Consultants Leadership Partner School Headteacher Mentor for new HT Head of Community Learning Head of School Principal of Inclusive Learning Centre Trust Chief Executive Principal from Academy Chain Professional Partner Extended Services Manager Locality Manager DCS National Support Schools Consultant Head Lead Headteacher

8. “In the savannah, when the watering hole begins to run dry, the animals start to look at one another rather differently” Professor Ben Levin 8

9. What is stimulating new models? • Models and partnerships are developing in response to a number of stimuli: • The drive to raise standards • Meeting the learning and well being needs of every student and member of staff • The need to ensure sustainability of leadership of schools in all sectors • The drive for ‘efficiencies’ in the current economic climate • Securing effective governance of schools • The 0-19 agenda as well as 14-19 developments • Support and sustainability of small rural community primary schools • The particular needs of faith schools • Better cross agency delivery and the promotion of community cohesion • Locality issues and challenges • Capital Programmes

10. Heads have always been older but never in these unique numbers… • In 1997 only 40% of heads were 50 years or older • and only 13% were 55 or over DCSF sourced data

11. Achieving More Together’ – Robert Hill ASCL – 2007 This report shows that partnerships do add value; Improved inputs Professional learning and leadership development Improved outputs Improved behaviour and improved learner motivation Improved outcomes Faster rates of improvement in attainment Emerging patterns of school leadership(Manchester Uni) - October 2009 Examines how new structural arrangements for leadership, management and governance are standing up to the challenges being faced by schools today. The impact of federations on student outcomes(Manchester Uni) - Oct 2009 Examines the impact that new approaches to the leadership and management of schools have on student outcomes. Evidence that ‘performance federations’ do raise standards Impact on Standards – National College research

12. Partnerships require local strategic support, a framework for partnership working and the development of skills required for leading partnerships, forming partnerships and running partnerships. Partnerships don’t want to be stifled by their local authority but do welcome intelligent support, trust and engagement. Achieving More Together , Robert Hill, 2009 Achieving More Together

13. Enablers / Barriers Local Authorities – knowledge, willingness and ‘shared solution finding approaches’ or insecure / lacking in capacity. Done to us rather than with us. Governors willing to recognise the need for new models and ‘able’ to explore the options or not HTs who have the capacity to embrace new ways of working and recognise the potential benefits to children & young people or not (collective responsibility v hoarding) Positive motivations well directed and supported by information, advice & guidance or negative, inward looking (chemistry & knowing where to look) High expectations that collaboration has benefits and potential impact on ‘standards’ or not worth the trouble / cynicism Individuals & organisations who make things happen – even in adversity or individuals or organisation that feel threatened

14. School Business Management A quiet revolution - Geoff Southworth 90%of maintained secondary schools and 30%of maintained primary schools have access to a School Business Manager. Most are part of the leadership teams. Research suggests that where SBM support is available HTs cut their workload by31% and reinvest 7% of the budget

15. Developing a School Business Manager - investing to save?

16. Investing to Save • The College intends to make up to around 200 grants available of up to £20,000 – with the aim of every local authority having at least one SBM Partnership. The College will part fund the Partnership’s contribution to the project, by supporting the group of schools (at least 75% primary) increased cost related to the appointment of an SBD or SBM for one year only. sbm@nationalcollege.org.uk or telephone 0115 872 2550SBM Regional Advocate Morag Somerville morag.somerville@nationalcollege.org.uk NCSL/Mckinseys 2008

17. A ‘Typical ’ Local Authority Youth services Further education Police Social services Health services Academies and free schools Partnerships Confederations Federations ECM Clusters Through Schools Trusts Collaborations Community & VA 14-19

18. What are the differentmodels of leadership? • NB. In all instances, this should be underpinned by a clear vision of how the chosen model will make a positive impact on the educational experience for pupils; it is this vision which will determine the resulting structure. Single schools This is the standard model with one school, one Headteacher and one governing body but shared headship is increasing as a new model of leadership Collaborations This is a formal Partnership model using the collaborative regulations to establish a strategic group across the Partnership. Federations This is where two or more schools are governed collectively under a single governing body. Mixed Federations and Collaborations This is where groups of schools apply both sets of regulations according to their local circumstances.

19. What are the differentmodels of leadership? Partnerships In this model, groups of schools establish formal and informal agreements to work together outside the statutory framework. Trusts This is a strategic model encompassing one or more schools with partners (educational and non-educational) to deliver improved outcomes. Academies These schools are expected to have innovative leadership structures to help them tackle underachievement. The new academies are expected to work with other schools to help raise standards. Free Schools These schools will be independent of Local Authority Control and may be sponsored by parents, community groups and others.

20. What are the differentmodels of leadership? Chains of Schools These may be Academies or other providing bodies where successful schools support others to develop the same systems. They are already in existence and may be expanded in the future. Local authority initiatives This is where local authorities work with schools to develop partnership working across the LA area. Dioceses also have a significant role in supporting the development of models of leadership for faith schools and others to work together. • These new models necessitate consideration of internal models of leadership such as • Executive Headship • consultant leadership • co-leadership structures • job share and other approaches to leadership • planning for succession

21. Mon Tues Wed Wed Thur Fri Ingleton Primary – Job Share

22. In September 2002, 7 schools in the Yewlands catchment area of North Sheffield… Each with a leader and leadership team decide to collaborate informally to deliver a shared learning agenda

23. … Putting children at the centre of all we do we appointed shared curriculum Directors for music, MFL and sport…

24. Curriculum Directors Learning & Teaching Business Management Community Engagement Leadership and Governance Safeguarding We identified and developed further shared systems and work streams including community engagement…

25. Curriculum Directors Clear ‘Brand’ Identity Shared CPD Safeguarding Family Leadership Roles Executive Head of two schools – forming a federation Over 7 years we have developed a federation within a collaboration impacting on the outcomes for our community

26. Our focus on staff development has built leadership succession for the family, but also provides a coherent learning journey for our children 0-19+

27. Joint 6th form confederation Head of School (Dep head) Head of School (Dep head) Chief Exec STPC Collaboration with executive HT Fair Oak and Hagley Park Schools

28. St Matthew Academy Single leadership team Community alliance Shared system for inclusion Innovative Curriculum single budget Single GB Full 3 to 19 provision

29. Leadership team Short Heath Hard Federation Mixed community and VA foundation model Assistant Hd Ex Head.wmv

30. BLEPB Dunstable College Associate VA school Trust Trust partners Trust partners plus associates Harlington Area Schools Trust

31. The 21st Century Model? Health services Community groups Youth services Voluntary groups Social services Police Hard Federation CEO Campus Management Nurseries inc SureStart Public Private

32. What makes a group of schools achain? • Deploying key leaders across the chain • This applies not just to heads and senior leaders but curriculum, special needs and support staff as well • Able leaders in their own right • Expert proponents and guardians of teaching and learning model • Deployment of a critical mass of leadership direction and energy to get a school moving R Hill Consulting

33. What makes a group of schools a chain? A system for training leaders and other staff in applying the teaching and learning model: Shared NQT & CPD sessions Monitoring and intervention Deployment of ASTs Model understood and applied consistently Cross-chain lesson observation Sharing and comparing of data R Hill Consulting

34. “The future is already here: it is just not yet distributed very well” William Gibson

35. On-going work Introductory booklet plus booklets on ‘Partnerships and Collaboration’ and ‘Federation’ already published. These and other resources are going online. Exploring Models of Leadership Toolkit (downloadable and available to purchase for £10) Case Studies as a resource covering all models Commissioning research:- Use of excellent leaders Non-QTS leaders Executive Headteachers Leadership in all-through schools Models of Leadership website www.nationalcollege.org.uk/modelsofleadership Email and telephone support from experts in the field Regional event 30 November Royal Hotel, York Regional Associate diane.heritage@nationalcollege.org.uk

36. Next Steps • Look out for our information resources • Introduction to Models of Leadership (available now) • Sharing a single headship * • 2 Collaborations & Partnerships (available now) • 3 Federations (available now) • Trusts * • 5 Academies and ‘Free Schools’ * • 6 All through schools * • 7 Executive Heads * • 8 School Business Manager * • 9 Chains of schools * • Local Authorities * • Faith Schools * • * Presently being written • The new resources will be downloadable from the • National College website • To find out more about models and partnerships you can: • > Go to the Models and Partnerships website • www.nationalcollege.org.uk/modelsandpartnerships • > Download the Exploring Models of Leadership Toolkit • www.nationalcollege.org.uk/publications • > Contact the Models and Partnerships consulting Team • mol@nationalcollege.org.uk / Telephone 01158 722169 • > Attend a models and partnerships event • www.nationalcollege.org.uk/modelsofleadership/events