Review of Progress in Developing a

Self-Improving School System in ERW

March 2016

Review of Progress in Developing a Self-Improving System

Contents

Introduction

1.1School to school work

1.2Collaborative structures – brief intro

a)Triads

b)Partnerships

c)Expanded advantages of using Cotswold

d)Lead and Emerging Schools – Special Schools

1.3Professional Learning Schools – brief intro

a)Pioneer Schools

b)Lead Schools MFL

Creative Arts

HWB + Digital tech

1.4High Reliability Schools

1.5High Integrity Index

1.6Direct Support for Critical Situation

1.7Federations

1.8Brokered Support

1.9Releasing lead practitioners

a)Leaders of Learning

b)Leaders of Assessment

c)Using H/Ts as part of CV1

d)Reducing within school variation

1.10Professional development

a)New Deal

b)Initial Teacher Education

c)OTP

Conclusion

Introduction

ERW’s vision is for a consistently high performing school network across the region with every school a good school offering high standards of teaching under good leadership resulting in all learners achieving their maximum potential.

The benefits of collaborative working are well documented and evident: access to a wide range of professional practice can lead to improved outcomes for pupils, with resultant time and financial efficiencies. This is turn impacts positively on facilitating improved systems, raising morale and building increased leadership capacity.

To drive a self-improving system, a Self-Improving School Strategy 2015 – 18 document highlights the overarching aims. This review looks at the first of those aims: ‘To build an effective and efficient infrastructure around which to build a self-improving and sustaining model’

The process has evolved to provide an infrastructure which embeds a collaborative approach, with opportunities to broker appropriate aspects of self-improvement. This is supported by a commitment from ERW to delegate regional funding directly to schools in order to facilitate the sharing of best practice. It is possible to identify collaboration directly as a contributing factor when schools improve and over time the impact on learner outcomes can be analysed.

ERW’s mission is to ensure effective performance in all schools across the region by:

  • robustly and consistently challenging the performance schools and the outcomes achieved by all their learners
  • developing a differentiated system of professional support to schools in proportion to need that is identified through a nationally agreed assessment and categorisation framework applied consistently across the region
  • supporting the deployment of national and regional strategies to develop the literacy and numeracy skills of learners and to improve outcomes for disadvantaged learners
  • facilitating and developing effective school to school support in order to improve performance and outcomes through the development of experienced and successful lead practitioners
  • managing and deploying well trained Challenge Advisers across the region and within the hubs to challenge performance and signpost appropriate relevant support
  • triggering formal interventions in schools that fail to perform to the required standard

School led improvement is a core principle throughout our work and is embedded in our Business Plan priorities.

1.1.School to school work (S2S)

School to school work takes many guises across the region’s work and is built into all our work. As a region, we are fortunate to build from a sound base where we have a greater percentage of schools and aspects within schools deemed as excellent by Estyn in our region than across the rest Wales.

Nevertheless, we recognise that school to school work requires high levels of capacity to deliver the required improvements within the system. In addition, we know that a greater critical mass of excellence is required than we have currently. We are therefore working systematically to build school level capacity to self-improve by:

  • compiling a high integrity index of where the best practice lies so that we can systematically broker the right S2S support
  • resourcing schools to release their effective practitioners so that we can build quickly the capacity required to sustain school to school work
  • evolving a comprehensive CPD programme for leaders and practitioners within schools to strengthen their skills for inter and in school engagement and improvement
  • using the new National Categorisation Model to broker the right S2S support where required as part of the Regional Menu of Support , Challenge and Intervention
  • up-skilling Challenge Advisers to be effective brokers of school driven improvement
  • actively influencing and changing the balance of the adviser workforce, to include a suitable balance of practicing school leaders and expert advisers.

In addition to the above core work, we also recognise that schools are working together on a day to day basis, building on a tradition of embedding and sharing practice. We are also delivering some aspects or specific projects of our work through school led improvement or S2S.

1.2 Collaborative structures, e.g. networks, triads, clusters, partnerships and chains. A common feature of these structures is that they involve two or more schools coming together for an agreed purpose

a)School to school triad programme

The core purpose of the ERW School to School Triad Programme is to support school improvement in a focused, effective and practical manner. The programme is implemented via a range of ‘School Triads’ which bring groups of schools (sharing similar improvement priorities) together in partnership with a ‘Lead School.’ The Triad is tasked with focusing on specific areas of school improvement following forensic analyses as noted below. The ‘Lead School’ takes on the role of a project facilitator but also participates fully within the group’s activity. The key theme across the work is ‘mutual aid’ supported by effective leadership.

Key Features

OurTriad approach is based on the clear identification and recognition of individual school improvement priorities through:

  • an analysis of school performance data trends (the most recent three year profile)
  • an analysis of leadership and provision (strengths and areas for improvement)
  • an analysis of the characteristics and context of each school (focusing directly on the opportunity and potential to ensure impact and effectiveness through collaboration)

Currently we have 11 triads involving 32 schools in varying stages of implementation across the region.

Progress to Date

  • The Triad programme model is evolving within our schools. Triads are currently implementing a range of strategies in support of the following areas:

a)enhancing school leadership

b)developing literacy and numeracy (whole school / specific Key Stage)

c)raising standards in Welsh reading and writing

d)strengthening self-evaluation and improving quality

e)developing specific areas of practice e.g. Assessment for Learning, MAT provision etc

f)curriculum development

g)improving the effectiveness of Middle Managers

When the programme was set up, it was in response to a drive towards school to school working. Schools linked together on a basis of focus areas for improvement. However, the success criteria for each triad were not made clear at the time and the programme has not been sufficiently monitored and evaluated to date. Schools would possibly have worked together anyway as a result of local networking, which may not have given maximum opportunity for the dissemination of best practise. Systems and processes within ERW have developed significantly and thus the region is now in a stronger position to address this shortcoming and place appropriate emphasis on impact on pupil outcomes and value for money. The region is now in a more mature position and has clear arrangements as to how and why schools are supported or commissioned to collaborate. Whilst we note some shortcomings, about half of the triads gained useful and relevant experiences and teachers were given opportunities to work with peers and to share their work. In these successful examples, this led to greater confidence by teachers and effective strategies were shared at departmental or phase level. (eg QEH and Emlyn).

b)Partnerships

The core purpose of creating effective partnerships is to forge links that are of mutual benefit to the partners. This is an essential element of school to school working and of continuing and sustained school improvement. Effective partnerships take time and effort to set up and refine so that that it becomes a mutual two way process to generate positive impact.

Key Features

  • A shared responsibility for improving outcomes in both schools
  • Mutually supportive relationships, particularly between senior staff across the partner schools
  • Involvement at different levels of the organisations
  • Using differences to challenge thinking and practice
  • Involvement of an ‘outsider’ who can help facilitate, monitor and support collaboration
  • Focus is on building capacity within the schools to ensure sustained improvement

Progress to date

Currently a number of schools across the region work in partnership. Examples include those involved in the Schools Challenge Cymru (SCC), designed to ensure that some of the most challenged secondary schools in the region are able to make significant school improvement and become successful schoolsand in the Extended Schools Challenge Cymru (ESCC) programmes –ESCC, designed to ensure that secondary schools facing challenges are supported both financially and through adviser colleagues from successful schools to improve outcomes through building capacity at all levels of teaching and leadership. This addition to the core SCC programme was an ERW specific initiative to recognise that many schools in the region were not included in the national programme despite facing many challenges.

The linking of SCC and ESCC schools with support partners has generated a considerable degree of professional dialogue, sharing of ideas and development of initiatives to support school improvement. For example, the linking of CefnHengoed school with Builth Wells High School (ESCC programme) has had significant impact on identifying areas for improvement and clear strategies to address those areas. Similarly, Bryn Tawe has linked in with Milford Haven School (SCC programme) and this has resulted in the adoption and use of a robust tracking system which has enabled the school to monitor pupil progress and securely identify those in need of additional support. As partnership moves forward, careful consideration will need to be given to which schools work in partnership with each other to ensure the maximum benefit. In some current cases, the best possible links were not necessarily made and criteria for successful outcomes not identified. Criteria and expectations were set out more clearly for the ESCC programme, but there has been variance in the approach of the supporting schools. This evaluation has found that where school leaders know well what to do with additional resources and are engaging well with other schools, pupils benefit (CefnSaeson / Cymmer). Increasing capacity at crucial points within the senior leadership team has allowed most of these schools to demonstrate impact.

c)Expanded advantages of using a Support School across the region

This strand has evolved directly as a result of Support School involvement in the Extended Schools Challenge Cymru Programme. The profile of the Cotswold School in Gloucestershire identified it as a potential partner Support School for certain schools in the region. The Cotswold School was involved initially with 3 of the ESCC schools, each of which can now demonstrate positive impact as a result of the partnership. Schools involved report that this link has made the most significant difference in their improvement journey – eg. “The Cotswold project has opened doors for us at Ysgol Bro Gwaun. The informative visits and practical workshops have been instrumental in sharing good practice across the schools. It has raised staff confidence and awareness, and allowed everyone to experiment with new techniques and ideas in order to move the school forward on its journey”. (Nerys Nicholas, Headteacher). “The link between Ysgol DyffrynAman and the Cotswolds School has been extremely noteworthy on a number of fronts. The pooling of resources and ideas in key areas of the curriculum namely Maths and English has enabled staff to utilise these resources successfully in the classroom. The opportunity to visit schools and classrooms and to share in the learning experiences of the pupils and staff has been a real bonus due to the wide ranging areas that have been covered. The open collaboration between all of the schools has been refreshing as without doubt this has led to a dialogue that has enabled scenarios to be shared and trialled. It has proven to be a most valuable experience, right across the board – academically, in terms of pastoral care and in terms of systems.” (Steve Perks, Headteacher).

In order to strengthen specific aspects of school improvement in areas causing concern, the link with the Cotswold School was extended to a Local Authority so that the benefits could be shared on a wider basis.

Key Features:

  • Mutually supportive relationships
  • Specific foci to targets identified areas for development
  • Consistent approaches and messages to support professional dialogue across the Authority
  • Non-judgemental approach to the sharing of tried and tested strategies

Progress to date

A number of middle and senior leaders have benefited from the link. Staff from the Cotswold School have contributed to training courses within the region. This has strengthened the senior and middle management in the schools involved, facilitated greater consistency and enabled regional schools to develop effective networks and partnerships built around specific aspects to drive school improvement.There was initial concern that the geographical distance might make effective linking impractical, but his has not been the case. The potential to continue and develop this link is evident and should be pursued. This could well lead to the identification of additional schools outside Wales to contribute to our school improvement journey.

1.3 Professional Learning Schools

The core purpose of Professional Learning Schools(PLSs) is to develop areas of excellent practice or innovation in many facets of school life and to share this with schools across the region. ERW is committed to engaging Headteachers in PLSs in a wide range of school improvement, leadership, innovation and professional learning.

By 2018 it is envisaged that a significant number of secondary, primary and special schools across ERW will be identified as a PLS in at least one significant aspect of their work. PLS schools will have been categorised as Green or Yellow through the National Categorisation system (potentially Amber for specific strands)They will have an excellent track record of sustained self-improvement, effective partnership working with cluster, family or other schools and a focus on supporting school improvement. PLS schools are able to access funding to support their work

a)Pioneer schools - to develop national strategies aligned with developing the newDigital Competency Framework, implementing the Donaldson Curriculum change and securing the New Deal for the educational workforce.

b)Lead Schools –

Modern Foreign Languages (MFL)to lead, promote and implement the development of innovative strategies in engaging schools in approaches to delivering MFL. This Global Futures strand aims to promote and raise the profile of MFL and its career potential, building capacity amongst the educational workforce and providing enhanced opportunities for learners. To date, over 300 pupils in 45 schools across ERW have been trained as Global Futures Ambassadorsand 72 teachers from 33 schools have attended GCSE workshops. Training has been given to SLAs and Lead schools have created lessons in collaboration with UWTSD. At the moment the strand covers Y5 to Y11 and has impacted positively upon uptake for GCSE. There is a need to extend this emphasis to literacy aspects of MFL and to KS5.

Creative Arts, to lead in developing aspects of the Creative Arts across the curriculum. In Lead creative Schools, teachers and creative professionals work together to plan, implement, reflect and evaluate a creative project or projects. The aim is to develop innovative and bespoke programmes of learning designed to focus upon teaching and learning. Projects are designed to be specific to the context of the schools and allow pupils to have greater involvement in decision making and in their own learning. Projects have included an architect and engineer working with Y8 pupils to develop confidence and engagement in the STEM subjects, and projects to build on improving attainment in literacy. This two year project is now in the evaluation phase of year one, and data is currently being gathered to assess the impact creative teaching can have on pupil performance, engagement and attendance. Schools have already noted impressive levels of engagement and increased pupil confidence.

HWB + Digital Technology, to develop as lead schools in developing Hwb + digital technology. The emphasis across this strand is to use developments in technology to promote innovative approaches to the learning experiences of pupils. In Johnstown, Aberporth and Gnoll Schools, flexible learning spaces which are driven by the technology have been created, allowing the technology to be used appropriately and blending it with the more traditional approach. Additional schools will be chosen in the Summer of 2015.

Key Features

  • Schools are identified based on track record and sustained improvement to date
  • Initiatives have to be embedded as part of the School Development Plan
  • Identified schools have the opportunity to bid for additional funding to allow the initiative to develop
  • In each strand, schools from across the hubs are involved, building towards the ERW aim that the schools which have been beneficiaries of funding grants will support the national and regional agenda to secure school to school support and improvement.
  • Appropriate training and support is offered on a regional basis

Progress to date

Most of the PLS schools are new to the initiative and so impact is difficult to demonstrate to date. However, schools have already shared good examples and there is clearly some very good work going on. The PLS programme has gathered momentum during the 2015 – 16 academic year and a commendable number of schools from across the region are involved. It will be important to ensure that the development of the programme is appropriately monitored as it progresses, with a focus on improved pupil outcomes and value for money.Maintaining the currency of ‘effective or sector leading’ practice is key as other schools continue to improve. The case studies are available on the ERW website but the system to share the practice between schools and advisers has not yet fully embedded. Therefore, on occasion schools which would benefit from working and learning from other schools do not access the opportunities. Proactive school leaders and teachers report that the support and cooperation within the region is significantly improved and the opportunities need to be embraced by all.