ACTION PLAN
RECOMMENDATIONS FOR KEY ISSUES: A
When devising its Education Development Plan for 2002-2007, the LEA should pay particular attention to local issues including:
- strategies to improve continuity and progression in pupils’ learning when transferring schools
- analyse the impact of school organisational features and consider ways of rationalising the present complex system.
- raising standards at Key Stage 2.
Objectives/Purpose:To ensure the three key issues of underperformance at Key Stage 2, the Borough’s complex school organisation and data analysis of its impact are addressed in EDP2
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. Address these three key local issues in EDP2 / Head of School Advice and Support / Advisers/Officers / Senior Management / EDP 2 approved by DfES / 31 January 2003 / EDP approved by DfES and currently being implemented.
Resources: £67,000 (see EDP2, Priority 8)
Monitoring:Policy Director (Education)
Evaluation: Learning Policy Advisory Group, Learning Overview and Scrutiny Committee and Executive
RECOMMENDATION FOR KEY ISSUES: B
Collect and analyse comprehensive data to assess the effectiveness of school organisation and to inform a review of current arrangements
Objectives/Purpose:To provide the Executive with a well-informed analysis on the effectiveness of the current school
organisation in order that it can make a decision on whether to consult on alternatives
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. To collect data to support a review of the current school organisation, and set up a working group to consider the findings / Head of School Advice and Support / Officers/Advisers
Headteachers
Governors / Working Group /
- Data analysed
- Review of current school organisation complete
- Working group report fundings
2. Executive considers report from Working Group and reaches a decision on whether to consult on alternatives to the current school organisation / Head of School Advice and Support / Officers/Advisers
Headteachers
Governors / Executive / Decision made by Executive. / February/March 2003 / Report was considered by Executive on 8 April 2003 on the outcome of consultation with schools and the recommendations from the Learning PAG.
Resources: £15,500 (see EDP2, Priority 8, Activity 4)
Monitoring:Schools Management Team and Schools Group
Evaluation: Learning Policy Advisory Group and Learning Overview and Scrutiny Committee
RECOMMENDATIONS FOR KEY ISSUES: C
For Literacy and Numeracy:
- raise teachers’ expectations particularly in Key Stage 2 and
- improve the rigour of analysis to target additional support effectively, raise the level of challenge and evaluate the effectiveness of support
Objectives/Purpose:To address underperformance in literacy and numeracy particularly at Key Stage 2
Insert success criteria for first, second and third actions in Activity 3 for underperformance plan
Clear, brief improvement plans developed and publicised - initially for KS2 but extending to other Key Stages in spring term
Schools understand that LEA’s view of their performance in terms of a shared analysis of strengths and weaknesses, and the level of resources the LEA will commit to securing further improvement
Targeted schools:
(a) review targets to ensure that both 2003 and 2004 targets are realistically challenging
(b) develop complementary strategies to take advantage of LEA support
(c) achieve at, or close to, adjusted targets in 2003 and 2004
(d) realistic yet challenging targets set for 2005
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. Devise and implement literacy and numeracy action plans, including the school specific plans for Key Stage 2 / Chief Adviser / Literacy and Numeracy
Strategy Managers
Advisers / Schools /
- Literacy and numeracy action plans in place
- All actions on plans carried out successfully
- School plans in place
- School actions completed
See EDP2
Priority 1B
for other timescales / All schools have developed a joint literacy and numeracy action plan. This will be incorporated into their school development plan. Robust target setting process in place.
2. Support schools in target-setting at pupil, teacher, subject area and whole school level, tracking pupil progress and devising appropriate interventions with LEA/ advice/ additional
resources as necessary / Chief Adviser / Assessment Adviser
Literacy and Numeracy team
Assigned Advisers / Schools /
- Literacy and numeracy target setting and action planning days challenge some Headteacher perceptions
- Allocation of intensive support (in inverse proportion)
- Impact of additional support evaluated
Priority 5
Activity 6 / This has been completed. Data analysis training has been provided for all schools. The Spring AA visit audited progress on Literacy and Numeracy targets. The Autumn term 2003 AA visit is a robust process to challenge schools to set appropriately stretching targets. Process is driven from accurate pupil level data.
Resources: £149,190 (see EDP2, Priority 1B, Activities 1 to 5)
£26,700 (see EDP2, Priority 5, Activity 6)
Monitoring:SASS Headteachers’ Advisory Group
Evaluation: Learning Overview and Scrutiny Committee
RECOMMENDATION 1
Increase the rigour for scrutiny of policies, independent questioning of cabinet decisions and the accountability of individual services by elected Members
Objectives/Purpose:to improve the scrutiny functions of the Overview and Scrutiny Committee for Learning
to clarify the lines of communication between the Scrutiny Committee, the Learning Policy Advisory Group and the Executive
to ensure the planning/ implementation/ review cycle is coherent and cohesive.
Outcomes/Success
Criteria:a clear annual programme for the Learning Overview and Scrutiny Committee which enables a timely review of policies and services, and is clearly linked in to the cycle of planning and implementation
a set of agreed strategies and structures for performing the scrutiny function
clear evidence in committee reports, minutes and recommendations that there has been rigorous questioning of policy decisions, service statements and service delivery
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. Annual programme for the Learning Overview and Scrutiny Committee / Policy Director (Education) / Learning Development Group
Members of the Learning Overview and Scrutiny Committee
Democratic Services / Members of the Learning Overview and Scrutiny Committee / Members exercise the opportunity to ask for items to be included that are not in the programme. / March 2002 / A forward programme has been produced which is updated and circulated to Members on a monthly basis.
2. Formulating with Members different strategies and structures for meetings in order to improve their scrutiny function / Policy Director
(Education) / Learning Development Group
Members of the Learning Overview and Scrutiny Committee
Democratic Services / Members of the Learning Overview and Scrutiny Committee / Members adopt appropriate strategies to scrutinise issues. / March - July 2002 / Report submitted to Committee on 25 June 2002. Four Members attended a ‘TEN’ seminar - Getting the Most from Education Scrutiny on 15 July. Executive on 2 July agreed to invite District Audit, as part of its continuing work on democratic renewal to focus (inter alia) on overview and scrutiny. District Audit presented to a special meeting of Learning Overview and Scrutiny on 20 January 2003. Revised scrutiny arrangements adopted by the new Administration in June 2003.
3. Trialing different strategies and structures for improving the scrutiny function in meetings of the Overview and Scrutiny Committee / Policy Director
(Education) / Learning Development Group
Members of the Learning Overview and Scrutiny Committee
Democratic Services / Members of the Learning Overview and Scrutiny Committee / Members adopt appropriate strategies to scrutinise issues. / September 2002 - July 2003 / See Activity 2 above.
4. Setting out the agreed strategies and structures for performing the scrutiny function / Policy Director (Education) / Learning Development Group
Members of the Learning Overview and Scrutiny Committee
Democratic Services / Members of the Learning Overview and Scrutiny Committee / Members adopt appropriate strategies to scrutinise issues. / October 2003 / See Activity 2 above.
Resources: Officer time already budgeted for.
Monitoring:Learning Development Group; Chair of Learning Overview and Scrutiny Committee
Evaluation:Learning Development Group; Management Team; Learning Overview and Scrutiny Committee; CISS Overview and Scrutiny Committee
RECOMMENDATION 2
Strengthen and prioritise the strategy for challenging high school balances
Objectives and Purpose:To ensure schools’ financial planning is based on the school’s development plan priorities and does not lead to contingencies higher than £20,000 or up to 5% of the school’s annual budget share, whichever is the greater.
Outcomes/Success
Criteria:Schools’ financial/business plans are clearly linked to their school development plan priorities
Aggregate school contingencies do not exceed £2.5 million by 2003/04 and individual school contingencies do not exceed £20,000 or up to 5% of the school’s annual budget share, whichever is the greater.
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. Schools’ financial plans for 2001/2002 analysed in relation to their school development plan priorities and planned use of surpluses / Head of School Advice and Support / Assigned Advisers
Education Financial Accountant
Headteachers / Headteachers / a)Clear link between priorities in SDP and financial planning
b)Surpluses clearly accounted for by the end of July and predictions made for March 2003 / February - May 2002 / Financial assessments have been done for all schools.
a)Patchy progress.
b)Complete.
Many schools have used up considerable amounts of reserves and are facing budget difficulties in 2003/4
2. Meetings with headteachers and Chairman of Governors of schools where schools’ financial plans are a cause for concern in order to agree action plans to remedy the schools’ business planning / Head of School Advice and Support / Assigned Advisers
Education Financial Accountant
Headteachers
Chairmen of Governors / Headteachers
Chairmen of Governors /
- Financial plans monitored by AAs during year
- Evaluation of effectiveness of financial planning by Dec 31st 2002
- Intervention results in improved planning by July 2003
3. Training for headteachers, governors and school finance officers on business planning, and financial monitoring, including use of Audit Commission website / Education Financial Accountant / Assigned Advisers
Head of Governors’ Support / Headteachers
Chairmen of Governors
Other Governors
School Finance Officers /
- Governors, especially Finance Committee members have attended joint Governing Body and Finance training on budget/finance monitoring
- Governing Bodies with specific/targeted requirements have had SLAs run jointly by Finance and Governor Training
Central Governor training with Head of Financial Services took place in March 2003 and identified planning and monitoring principles for attendees. It is anticipated that more of such training will be provided in Autumn 2003 and Spring term 2004, supported by the new Education Finance Manager.
Business planning training was provided in October 2002.
4. Analysis of schools’ financial plans for 2002/2003 to ensure improved business planning / Education Financial Accountant / Assigned Advisers / Headteachers /
- Monitoring programme complete
- Analysis reveals improvements so all plans firmly underpin SDP
Analysis of financial plans and SDP patchy.
Report considered by Joint Scrutiny and Learning PAG on 15 October. New Senior Education Finance Manager developing guidance for improved business planning
Resources: £11,000 (Assigned Adviser)
£13,200 (Education Financial Accountants)
Monitoring:Policy Director (Education) with Head of School Advice and Support, Assigned Advisers and Education Financial Accountant; Learning Overview and Scrutiny Committee
Evaluation:Policy Director (Education) with Head of School Advice and Support; Learning Overview and Scrutiny Committee; Executive
RECOMMENDATION 3
Copy all notes from assigned advisers and results from other monitoring visits to the governing body.
Objectives/Purpose:To ensure governing bodies are kept up-to-date and well-informed of the outcomes and recommendations from the LEA’s monitoring of their school, especially through visits by assigned advisers and other officers
Outcomes/Success
Criteria:Headteachers and governing bodies receive a termly summary of LEA support to the school, identifying the purpose of the support and its outcomes
Headteachers and governing bodies receive annual LEA monitoring reports on their school’s standards, achievement of targets, the school’s SEN provision, the school’s stewardship of buildings and the school’s financial planning
Headteachers and Chairmen of Governors receive copies of the assigned advisers termly review reports on their school’s performance
Positive feedback received from sample of Headteachers and Chairmen of Governors
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. Termly summaries of LEA support sent to Headteachers and Chairmen of Governors; and checked on assigned adviser visits / Head of School Advice and Support / Head of Pupil and Parent Support
Advisers/Officers / Headteachers
Chairmen of Governors / Headteachers aware of support to their school / Termly assigned adviser visits, with effect from February 2002 / System working and in place to enable schools to receive copies of visit sheets. These go to headteachers and have been sent to governors from Summer 2003
2. Monitoring reports on schools’ standards and achievement of targets sent to headteachers, Literacy Governor and Numeracy Governor and discussion with assigned adviser, where appropriate at a governing body meeting. / Head of School Advice and Support / Assigned Advisers
Assessment Adviser and Officers / Headteachers
Chairmen of Governors / Literacy and Numeracy Governors informed of their school’s levels of standards and levels of achievement and how to interpret data.
Joint LEA (AA) and school’s leadership (Head and Chair) annual review of a school’s standards and achievement established / October - December 2002 / Central general training sessions for Literacy and Numeracy Governors on standards and targets in their schools have been taking place since February 2003.
Benchmarking training session for governors took place in summer term 2003
Review meetings on standards and achievement of targets taken place, March to May 2003, between AAs, Heads and Chairs of Governors.
3. SEN monitoring reports sent to Headteacher, SENCOs, Chairmen of Governors and SEN Governor / SEN Adviser / SEN Officers / Headteachers
Chairmen of Governors
SENCO
SEN Governor / Positive feedback from sample of Headteachers, SENCO and Chairmen of Governors / With effect from January 2002 / System in place. Reports sent with effect from visits taken place from April 2002.
4. Reports on schools’ financial plans for 2002/2003 sent to headteachers and Chairmen of Governors / Education Financial Accountant / Assigned Advisers / Headteachers
Chairmen of Governors / With effect from March 2002, and thereafter every December / Target of written reports in schools by 31 Dec 2002 unrealistic given complexities of budget strategy for 2003/04. New Senior Education Finance Officer is developing reporting processes with schools.
5. Reports on schools’ stewardship of buildings with recommendations for action sent to headteachers and Chairmen of Governors / Education Officer
(Planning) / Property Services
Surveryors
Assigned Advisers / Headteachers
Chairmen of Governors / Positive feedback from sample of Chairmen of Governors / With effect from May 2002 / Currently being resolved with Property Services and the AMP Consultative Group. Implementation – Spring 2004.
6. Termly review reports sent to headteachers and Chairmen of Governors / Head of School Advice and Support / Assigned Advisers / Headteachers
Chairmen of Governors / Positive feedback from sample of Chairmen of Governors / With effect from July 2002 (revised) by end December 2002. / In place.
Resources: Already costed within EDP2
Monitoring:Head of School Advice and Support, Headteachers Termly Meetings, Governors’ Forum
Evaluation:Head of Governor Support, Learning Overview and Scrutiny Committee
RECOMMENDATION 4
Extend training for assigned advisers in the analysis and interpretation of data.
Objectives/Purpose:To improve the consistency with which assigned advisers challenge schools to set aspirational targets and look critically at pupil performance
Outcomes/Success
Criteria:Challenging targets agreed with schools which meet the challenging targets set for the LEA
Action plans for improving pupil performance are clearly based on an analysis of pupil performance, pupil targets, value-added data, benchmarked information from similar schools, and the rate at which the school’s results are improving over time, compared to statistical neighbours and national data
Activities / Lead / Involving / Target Group / Success Criteria / Timescale / Progress1. Training session for assigned advisers on use and interpretation of data / Head of School Advice and Support / Assessment Adviser
Officers
Assigned Advisers / Assigned Advisers /
- AAs understand: Use of Autumn Package and local test data for school review, monitoring individual pupils and setting targets.
- Use of other data eg LAC, ethnicity, absence figuresetc in school management
- Consistency amongst AAs in use and interpretation of data with schools
2. Briefing session for headteachers and schools’ senior management on the LEA’s strategy for the use and interpretation of data / Head of School Advice and Support / Assessment Adviser
Officers
Assigned Advisers / Headteachers
Schools’ Senior Management / LEA strategy developed with schools / Revised December 2002. / Headteachers and school senior managers have been brief about new IT package to be used. Over half the schools have started using the package. Assessment, data and statistics team now up to full strength. Clearer Strategy now shared with headteachers.
3. Analyses of each school’s performance discussed with headteacher in order to agree challenging targets and action plan for improvement / Head of School Advice and Support / Assessment Adviser
Officers
Assigned Advisers / Headteachers /
- Background data for Target Setting provided and understood
- Challenging targets set with each school
- Action plans in place to achieve targeted improvements
Resources: Already costed within EDP2 (see Priority 5, Activity 6)