Critical Friendship and Extended Services

1. Critical Friendship and Extended Services Linda Leith, Director of Quality in Study Support and Extended Services Co-ordinator of the Teaching & Learning Academy

2. Outline • Background • What is a critical friend? • The characteristics and challenges of being a critical friend • Extended Services in England • What can a Critical Friend contribute?

3. Labour Government Policy • Research on Impact of Study Support • Government Grant £¾ million per year (5 years) • Support for 9 Government Regions and 150 Local Authorities • Developed QiSS quality assurance programme • Rank Local Authorties

4. What is a Critical Friend? ‘... a trusted person who asks provocative questions, provides data to be examined through another lens, and offers critiques of a person’s work as a friend. A critical friend who takes the time to fully understand the context of the work presented and the outcomes that the person or group is working toward. The friend is an advocate for the success of that work. Costa, A. and Kallick, B. (1993) Through the Lens of a Critical Friend. Educational Leadership 51 (2) 49-51

5. Characteristics of a Critical Friend ROLES (facilitator, supporter, listener, catalyst, monitor) BEHAVIOURS (listens, questions, reflects, encourages) KNOWLEDGE and EXPERIENCE (of process, support organisation development) SKILLS (interpersonal, analytical) QUALITIES (respect, empathy, optimism, diplomacy) Swaffield(2005)

6. Developmental phase of Critical Friendship Baskerville and Goldblatt (2010 p218)

7. What is the purpose of a Critical Friend? • To enhance the quality of provision by linking theory to practice • To develop the individual as a learner AND organisation learning • To assist members of the organisation(school/enrichment organisations/ museums) community to become reflective practitioners. (Kirwan 2006)

8. A Critical Friend is a supportive change agent for an organisation /school EMOTIONAL • RATIONAL • They have to be able to explain the rational reasons for change, at least to the second level of “why”. fear anger relief confidence sadness excitement Critical Friends need the emotional maturity and insight to support and challenge an organisation Allowing them to take safe risks Enable an organisation solve their own problems • POLITICAL • What’s in it for my organisation? • Understanding the influences on and the power within the organisation • Have the ability to achieve their objectives • They have to be able to demonstrate that they are in control: there is a plan When projects fail it is not normally for RATIONAL reasons

9. “Real change whether desired or not, represents a serious personal and collective experience characterized by ambivalence and uncertainty; and if the change works out it can result in a sense of mastery, accomplishment, and professional growth”. Fullan(2001) A Critical Friend will set the criteria for engagement, Understand the school data and environment Celebrate success with the school / organization

10. Quality assuring the Critical FriendsOutline of the three QiSS MA Modules • Critical Friendship theory and beginning practice • Reflective practice of your Critical Friendship role in two different settings • Measuring the impact of your Critical Friendship role

11. Starting PointEvery Child Matters (ECM) Extended services was developed as a key strategy for addressing the five outcomes of Every Child Matters (ECM) Every Child Achieves (ECA) Coalition Government (2010)

13. Every Child Matters (ECM) Government policy implemented by local authoritiesinto every school

14. Extended Services and the ‘core offer’ Extended services are a key strategy for addressing the five outcomes of Every Child Matters through the ‘core offer’ A varied menu of activities (including study support, enrichment activities and childcare)

15. Extended Services and the ‘core offer’ Parenting support (including parental programmes, family learning and advice and support services)

16. Extended Services and the ‘core offer’ Swift and easy access to targeted and specialist services

17. Extended Services and the ‘core offer’ Community access and cohesion

18. The 2010 schools White Paper stated that the Government ‘will rely on schools to work together with voluntary, business and statutory agencies to create an environment where every child can learn, where they can experience new and challenging opportunities through extended services and where school buildings and expertise are contributing to building strong families and communities’. (DfE, 2010; website accessed 7.12.11)

19. Closing the ‘attainment gap’

20. Closing the ‘attainment gap’ is achieved by • Sophisticated systems to ensure that the issues facing every pupil are known, tailor-made support is provided and failure is never seen as an option • A high profile approach to promoting better attendance and setting high standards of behaviour and consistency followed by all school staff • Investments in developing partnerships with parents that enhance parents’ ability to support their children’s learning •A rich diet of extra-curricular activities to engage students’ wider interests (Ofsted 2011, Annual report: 50)

21. ‘in outstanding schools’ in particular, the curriculum has been effectively designed to match the needs of pupils and, where an alternative curriculum was in place, this was rigorously quality assured to ensure effectiveness’ (Ofsted 2011:51)

22. Under their promotion of Academies, the Coalition Government have signalled their intention to ‘extend school hours and develop a personalised approach to every pupil’ (DfE 2010a:53). It is also part of the new standards for teachers (introduced September 2012) that they make ‘a positive contribution to the wider life and ethos of the school’ (DfE v2.0 171011 p.8).

23. Why?Impact from previous research Attainment MacBeathet al (2001) three year reseach study of study support activities with over 8,000 pupils • Those pupils who participated in study support activities achieved better than their predicted grades Average = 3.5 grades or 1 ormore A - C pass at GCSE compared to pupilsof equal ability who did not participate in study support. • Raised self-esteem, motivation, attitudes to school, behaviour and attendance were also positively correlated

24. Attendance - breakfast clubs were having a positive impact on attendance, punctuality, pupils’ attitude to school and readiness to learn (Ofsted 2008) Motivation & Self Esteem – ‘The major benefits to children, young people and adults were enhanced self-confidence, improved relationships, raised aspirations and better attitudes to learning’ (Ofsted 2006:3) Family and Community – schools perceive it to positive impacts on communities (Cummings et al 2007)

25. National review of Embedded ES • Multiple and interlinked impacts i.e. professionals working collaboratively had prevented problems from escalating. • Impacts were long lasting and transformative • Majority of school leaders felt it had a positive impact on families, children's personal, social and health outcomes • Most successful when used as an early intervention strategy/with children in particular need Cummings et al (2011)

26. Cost- benefit analysis/social impacts An embedded Extended Servicesecondary school reported: 21 gained entry to University. Reduced teenage birth rate by 5, SDIs by 14, cases of drug use by 25, smoking by 10. Over a lifetime even a small improvement in examination results = £160 000 Each avoided teenage birth = £65 000 (savings in welfare and to the health service) Total benefits from this school (saving/income generation to society) = £5.5 million (Cummings et al 2011)

27. QiSS’ Kent LA Research Report 2012 Conducted in the South of England (Primary, Secondary and Special schools) (2011-2012) Found positive impacts on: • Attainment • Attendance • Motivation & Self Esteem • Community relations • Use of school facilities and return on investment

28. However, improvement does not simply come from importing the practice of others. School improvement is not a rational process, it is about discussion, negotiation, uncertainty, situational understanding, wisdom…. challenging environment is better suited to change. Elliot (1998)

29. Improvement is also a journey an improving school has… capacity to develop and maintain the culture, strategies and conditions that enable it to define a direction for change, set its own goals, maintain stability and momentum and engage in self-evaluation. Stoll (1999)

30. Challenges & Opportunities • Management • New workforce roles • Strategy • Funding and sustainability Cummings et al (2011)

31. What can a Critical Friend contribute?

32. Alter the way change is viewed “The traditional approach to change is to look for the problem, do a diagnosis, and find a solution. The primary focus is on what is wrong or broken; since we look for problems, we find them. Appreciative Inquiry suggests that we look for what works in an organisation. The tangible result of the inquiry process is a series of statements that describe where the organisation wants to be, based on the high moments of where they have been. Because the statements are grounded in real experience and history, people know how to repeat their success.” (Hammond, Sue. The Thin Book of Appreciative Inquiry. Thin Book Publishing Company, 1998, pages 6-7.) http://appreciativeinquiry.case.edu/

33. Promote Self Evaluation For Ofsted this should be honest, reflecting a shared culture of improvementas impact is measured Inspectors are looking at performance and the underpinning quality which informs the school’s judgements Rob Hubbleday former HEI, Self-evaluation in Action ConcertEd conference 20/6/12

34. Facilitate leadership “As far as we are aware there is not one single documented case of a school turning round its pupil achievement trajectory in the absence of talented leadership” Leithwood,K., Day,C., Sammond, P., Harris, A., Hopkins, D., 2006, Seven strong claims about successful school leadership, Nottingham, NCSL

35. Effective leadership style - distributed leadership • Leadership is releasing potential in organisations • It is bestowed by those who are led • It cannot be delegated - there’s no empowerment • It involves values and wilfull emancipation • It affects the role of the leader - moral agent, architect, social architect, educator, servant, member of community, capacity builder. David Jackson, DISTRIBUTED LEADERSHIP ‘spaces between the pebbles in the jar’, NCSL)

36. Effective leadership - behaviours Views from teachers and support staff on effective leadership behaviours. Effective leaders… • Adopt an open, consultative and non-hierarchical approach – distribute leadership responsibilities effectively; • Are approachable and visible throughout the school; • Communicate effectively with all staff; • Take performance management of staff seriously and provide clear development pathways for staff; • Understand classroom practice as well as the role of the school in the wider community. (Source PWC report)

37. New Ofsted Framework Jan 2012 Schools are judged on: • The achievement of pupils at school • The quality of teaching in school • The quality of the leadership in and management of the school • The behaviour and safety of pupils at the school Critical Friends and Extended Services clearly then contribute to all of these

39. What do we mean by Quality? Fit for purpose

40. How do you know it is fit for purpose?

41. Why Quality Assure with QiSS? • Use a DfE QA national framework • Supports government agenda – e.g. closing the gap/targeting the disadvantaged • Demonstrates consideration of aims • Support schools with Ofsted criteria - impact measure • Measure a return on investment/aid in financial planning

43. Recognition scheme core elements: Self evaluation based on the ELO Recognition of quality through peer scrutiny Dissemination of good practice built into the procedures

44. ELO – Extending Learning Opportunities: a framework for self evaluationenhancing quality provision through: identifying common principles across sectors offering strategies based on state of the art knowledge about learning providing a standards framework offers methods and sources of support Recognition is an endorsement of quality

45. Categories of Good Practice - Emerged - Good practice in this category will illustrate aspects of well-run study support in which a visitor would expect to find clarity of purpose and coherent planning and provision. A clear link is demonstrated between needs and purposes.

46. - Established- Good practice in this category will demonstrate a commitment to continuing improvement and increasing ownership by young people. This includes the ability to be self critical, to address weaknesses and build on strengths. Provision will include links with the community.

47. - Advanced - Good practice in this category will represent the leading edge of study support practice, involving young people and wider community in goal setting, planning and tutoring. There will be conviction, confidence and expertise to train and to lead others and to become a national centre of excellence.

48. What is First Steps? • Familiarising yourself with the self- evaluation process • Thinking about how well you are doing and recognising what you are not doing • Identifying the sorts of evidence you have available or could provide • The table shows areas to be explored and themes from the ELO document

49. The table below shows some initial areas to be explored and discussed and how some of the themes of the ELO might be used to develop the thinking further.

50. Audit & action planning