Challenge the Gap Marketing Strategy

This information is confidential and was prepared by Bain & Company solely for the use of our client; it is not to be relied on by any 3rd party without Bain's prior written consent

DRAFT

Challenge the Gap Marketing StrategyProject Summary and Handover Pack

This information is confidential and was prepared by Bain & Company solely for the use of our client; it is not to be relied on by any 3rd party without Bain's prior written consent 2LON 140613_Final handover packvF

Agenda

•Project scope

•Summary of project outputs

•Recap of key insights

•Action plan


Scope: Four key questions to answer

How can schools best recruit?

How can CtG facilitation and lead schools best recruit?

Which alternative routes to market

should be pursued?

Which areas and schools should be

targeted to achieve future growth?

What should the key marketing messages be?

1 2

43

Delivera

ble

sK

ey A

cti

vit

ies

• Articulation of best practice recruitment

• Marketing approach playbook for facilitation/lead schools

• Diagnostic of key sales triggers (KPCs and decision making process)

• Identification of key marketing messages and scoped materials update

• Identification and prioritisation of routes to market

• High-level action plan for approach

• Identification of priority locations and future Facilitation schools for targeting for expansion

• Conduct workshops of facilitation school heads and program leads

• Conduct interviews with heads of member schools (facilitation, lead and accelerators)

• Conduct interviews with heads of member schools

• Scope update to marketing materials

• Brainstorm alternative routes to market with management

• Conduct interviews with heads of member schools

• Conduct interviews with key decision makers

• Prioritise areas for expansion (impact vs. ease)

• Identify group of high priority “future facilitation” schools using defined criteria and assign to current schools


w/c 28th April

w/c 5th May

w/c 12th May

w/c 19th May

w/c 26th May

w/c 2nd June

w/c 9th June

Consolidate findings

Workplan: The project has run for a total of 6 weeks

Key meetings

Interim SteerCo Final SteerCo

What is the best recruitment approach for

schools?


Which alternative routes to market

should be pursued?

1

2

4

Interview facilitation schools to identify key sales themes

Schedule and conduct school customer interviews

Schedule and conduct interviews on alternative routes

Scope update to marketing materials

Prioritise areas for expansion

Identify target schools

Facilitation school workshop

Working Group #2

Working Group #3

Working Group #1


targeted to achieve future

growth?

3

Identify potential alternative routes to market

Programmelead workshop

Schedule and conduct school customer interviews


Sources: 16 primary interviews as well as school workshops, secondary research and mgmt. discussions

In-depth school interviews, n=16 School workshops

• Head teacher, Feltham CC (Facilitation School)

• Head teacher, Royal Wootton Bassett School (Facilitation school)

• Head teacher, St. Fidelis School (Facilitation School)

• Head teacher, Hayes School (Facilitation School)

• Head teacher, Stanville Primary (Lead School)

• Head teacher and Assistant Head teacher, Olive Hill Primary (Accelerator School)

• Head teacher, Athelney Primary and Elfrida Primary (Accelerator Schools)

• Head teacher, Sandhurst Junior School

• Head teacher, St. Catherine’s Primary School

• Head teacher, St. Mark’s School

• Head teacher, Bishop Justus School

• Programme Lead, Feltham CC (Facilitation School)

• Programme Lead, Kingsbridge CC (Facilitation School)

• Programme Lead, Rushey Mead School (Facilitation School)

• Programme Lead, The Earls High School (Facilitation School)

• Programme Lead, Gilbert Scott Primary

• Workshop conducted with Heads of Facilitation Schools during Management Board meeting

• Similar workshop conducted with Programme leads of Facilitation Schools on Tuesday 20th May

Secondary research/analysis

• Department for Education schools database

• Challenge Partners internal data

• “Unseen children: access and achievement 20 years on” – Ofsted

• OLEVI facilitation school data

• Office for National Statistics census data

Management discussions

• Multiple informal collaborative working and handover sessions with Challenge Partners management

• Two marketing messaging workshops conducted by Chris Davision (Permira) with Challenge Partners management


Agenda

•Project scope



•Action plan


Summary of Project Outputs

What is the best

recruitment approach for

schools?

Articulation of best practice recruitment

Key themes and rationale This pack (p10-14) CS

Draft “how-to” guideDraft of sales guide to be cascaded to Facilitation schools

Handover folder CS

What should the key

marketing messages be?

Diagnostic of key sales triggers

Key themes and rationale This pack (p18-19,21-23)CS

Identification of key marketing messages

Updated marketing message This pack (p19-20) CS


targeted to achieve future

growth?

Prioritised list of target Facilitation schools

List and interactive map of target schools for expansion

This pack (p27-32) and email in handover folder

CS

Facilitation school expansion analysis

Underlying flexible analysis of target schools for expansion

Handover folder CS/DG

Which alternative routes to

market should be pursued?

Identification and prioritisation of routes to market

High-level prioritisation of routes to market

This pack (p34) CS

High-level action plan for approach

Suggested considerations/next steps for select routes

This pack (p35-36) CS

All

Next steps work-plan Guide work-plan of next steps Handover folder CS/MG

Management board presentation

Draft presentation for use at 25th June management board

Handover folder CS/SBT

Interview notes Write-ups of school interviews Handover folder (zip file) CS

1

2

3

4

5

OUTPUT DESCRIPTION LOCATION OWNER


Agenda

•Project scope



•Action plan


Scope of the work: Our work has focused on four key questions

What is the best recruitment approach for schools?


Which areas and schools should be targeted to achieve future growth?

1

2

3

Which alternative routes to market should be pursued?4


We have identified five key success factors for recruitment by Facilitation schools

Build a structured process and be clear about the timeline

• The recruitment cycle runs from September to March

• You should identify events and opportunities within that period when you can engage with prospective targets and plan early (e.g. Head Forums)

• We would be grateful for regular updates on progress - we will aim to arrange meetings with you to discuss your recruitment plan in the coming year

Identify targets and engage with them early

• Aim beyond the target to allow for attrition

• Early engagement will maximise ability to move targets through the process

• Choose targets carefully – those with high Pupil Premium and attainment gaps are most likely to join

Use all the resource at your disposal, from the top of the organisation

• Try to use resource at all levels of the organisation

• Heads can be very effective advocates – involve them in the development of your plan to maximise their engagement

• Try to encourage Lead schools to help with recruitment and use their networkBe consistent and clear in your messaging

• We have created a set of marketing messages for use (refer to p18-23)

Employ a robust and effective recruitment process

• Record every interaction with target schools

• Classify their level of engagement to help determine next steps and prioritise efforts (high, medium, low prospect)

• Ensure an action point emerges from every discussion so as to create opportunity for further engagement

• Set deadlines for follow up to build momentum

• Share progress and ask for support from Challenge Partners where required

1


Structured process: Best practice recruitment by schools begins early, continuing throughout the year

Key events

Identify targets and event timeline, feed back where

CP support needed

Acquisition

Retention

Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May Jun Jul

Autumn Spring Summer

Conduct meetings between Facilitation Head and target Lead

school Heads

Head forum (agenda item)

Run open info session on CtG

Taster session Teaching school forum (agenda item)

Summer

Conduct follow up conversations/chase up by email as appropriate

1-2 hours, run by Programme Lead,

focused on programme structure

2-3 hours twilight session, with some

content, showcase by Challenge the Gap team

Conduct meetings between Facilitation/Lead Head and target

Accelerator school Heads

Deadline for sign-ups

Collect feedback from Lead and Accelerator Heads and gauge likelihood to join

Conduct meetings between Facilitation Head and target Lead school Heads

ILLUSTRATIVE

Key

Facilitation school action

Key event/mile-stone

DRAFT

1


Targets: Medium-high FSM schools with high attainment gaps are Challenge the Gap’s current core base

0

20

40

60

80

100%

All schools

0-25%

25-50%

50-75%

75% +

Schools that have participated in CtG

Proportion of school population on FSM

FSM POPULATION ATTAINMENT GAP

0

20

40

60

80

100%

All schools

Less than 3pp

3-15pp

15-25pp

25pp +

Schools that have participated in CtG

In-school gap in non-FSM and FSM attainment*

*Attainment defined as % of pupils achieving level 4 or above in reading and maths tests and writing TA for KS2, % of pupils achieving 5+ A*-C or equivalents including A*-C in both English and mathematics GCSEs for KS4Source: DfE schools database; Challenge Partners membership data

1

Core customer base

• Within-area recruitment should focus on schools within this segment

• Expansion of the programme should target areas which have a lot of schools in this segment

~80% of schools

~75% of schools


Targets: There is a potentially attractive segment of “Good”/“Outstanding” schools with a volatile gap

ILLUSTRATIVE “Ofsted is really crucial as so much hangs on how the disadvantaged children are performing. The schools most receptive to this message are those in danger of falling from “good” or “outstanding”.”

Programme Lead, Facilitation School

“Being “outstanding” is about continually evolving. A school needs to demonstrate that it is dealing with Pupil Premium in an effective way. Those schools would naturally be attracted to CtG.”


“A school with a low proportion on FSM is quite vulnerable as each individual child counts for a huge amount. Your data over time is going to be variable. With CtG you can demonstrate that it might fluctuate, but that you are doing a serious piece of work.”

Head teacher, Facilitation School

Free School Meal Population

Att

ain

men

t G

ap

Core base

Alternate base

Potential attractive secondary segment,

where “Good” or “Outstanding” and

volatile gap

1

Source: School interviews


Resource: A question remains as to whether the current Lead school fee structure is appropriate

•Currently Lead schools receive a small payment for participating in the programme, regardless of how successfully they recruit or execute the programme

•Some Lead schools are not effective at recruiting to the programme; most benefit equally from the programme as Accelerator schools do

•It may be more effective to provide Lead schools with a discount for each school they recruit to the programme, but to still charge them to participate in the programme

1


Next steps: We’ve produced a draft how-to guide that needs further project management to complete

HOW-TO GUIDE NEXT STEPS

• Objective to produce short, sharp document that can be used to train Facilitation Heads/Leads to recruit effectively

• Content focused on “how-to” vs. collateral

Contents items:

• Tips for success

• Messages – which are important

• Common questions/challenges and responses (TBD)

• Overview of marketing materials (TBD)

• “CRM” notes page (TBD)

• Case studies of success of sale e.g. Blackpool (TBD)

• Playbook requires further project management to completion:

- Align internally on guide preliminary content

- Distribute draft to Facilitation Heads and Leads and solicit feedback

- Collate feedback and incorporate into final internal draft of specific content (“copy”)

- Brief copywriter and coordinate production/printing

- Distribute to Facilitation Heads and Leads

- Plan and run training workshop

- Run planning meetings with Facilitation Heads and Leads

External expertise to be utilised, requires internal sponsor to drive to

completion

1


Backup: Draft common questions/challenges for how-to guide

The programme only impacts the target cohort

The programme has the ability to impact the whole school through rolling out of the learnings of staff members involved in the programme

The programme may not raise attainment of pupils

Preliminary evidence suggests up to 5 terms improvement in 3 amongst the target cohort, in addition to strong evidence of improved attendance and engagement

OFSTED are happy with our Pupil Premium spend so we don’t need the programme

The programme will further improve pupil outcomes and has received strong informal feedback from current and former Ofsted inspectors

We don’t have a problem with an attainment gap

The programme can benefit all pupils in a school, as well as enable greater staff development and collaboration with other schools

We don’t have many Pupil Premium pupils so the programme won’t give us value for money

The programme cost is a fraction of Pupil Premium funding and has been shown to dramatically increase student outcomes even in schools with low amounts of Pupil Premium students

We can’t afford the staff time to participate in the programme

The programme enables staff to develop their skills as well as to feel more empowered to tackle educational disadvantage. Feedback from schools and staff has often been that the time commitment has paid dividends

We don’t want to travel large distances for the programme

Some schools have reported that they prefer to travel further as it improves the variety of ideas that they are exposed to. Where distances are large, it is often possible to rotate the venue of the cluster/trio meetings to share the travel load

QUESTION POTENTIAL RESPONSE1






1

2

3



Potentialkey

marketing messages

Importance (hypothesis)

Five broad themes with specific key messages2

PUPIL OUTCOMES

NETWORK FACILITATION

• Case studies of individual impact (schools or children)

• Evidence of “soft” measures i.e. lives as well as attainment

• Potential to impact all FSM pupils in school

• Attainment data

• Leadership development opportunity (staff become leaders within schools on pupil premium)

• Staff feel more empowered to address disadvantaged children

Decreasing

• Programme facilitates stronger links between schools that already work together e.g. feeder schools

• Also Provides possibility to work with other schools outside of usual network

STAFF DEVELOPMENT


• Uniqueness of programme content

• Flexible/ tailored nature of programme delivery

• Focus on school collaboration/ “joint-practice development” to drive improvement

UNIQUE PROGRAMME OFSTED RATING

• Ability to directly impact Ofsted rating (vs. indirectly through attainment)

• Examples of schools which have been impacted positively

• Danger of schools losing high ratings


“Challenge the Gap provides schools with practical tools and strategies to break the link between poverty and poor outcomes and to drive long-term

performance improvement. Working collaboratively, CtG is about thinking big, starting small and scaling fast to have a far reaching impact and make a lasting

difference.”

Importance (hypothesis)

Five key themes contribute to a proposed new core message and three sub messages

2

PUPIL OUTCOMES

NETWORK FACILITATION

Decreasing

STAFF DEVELOPMENT


UNIQUE PROGRAMME OFSTED RATING

Challenge the Gap worksChallenge the Gap has a

unique approach

CtG has far-reaching benefits for

participating schools

A proposed new core

message…

…with three main sub messages

Can be rolled into staff

development

Likely too tactical for explicit use (though

important)

PRELIMINARY


Each sub message is supported by a number of further detailed points

• CtG works- On average, pupils in the target cohorts made 5 terms progress in 3- Loyalty demonstrates effectiveness – 83% of schools from the second year are continuing to a third- It has a positive impact not just on the target cohort but on the whole school – 30% of leaders said they had seen an

impact after just one term, rising to 67% after four terms - It’s not just about seeing a different set of results. It is about seeing a different child. Pupils on the programme become

more engaged, self-starting and empowered

• CtG has a unique approach- The program is a practical, tailored and research-led model that builds in-school expertise in collaboration with other

schools - The programme is structured to create tools and processes for each individual circumstance - It is evidence-based, reviewing and refining activities half-termly and tracking progress across a range of parameters

termly- It focuses on building competencies specifically relevant to pupil premium pupils – academic competence, self-awareness

and resilience- Once the evidence base is established, the program is designed to be cascaded quickly across the school- It is built on a foundation of school to school learning, whereby schools are able to learn from others’ experiences and

jointly design improvements

• CtG has far-reaching benefits for participating schools- The program works across all levels at the school to deliver a lasting transformational impact on staff and their ability to

tackle educational disadvantage- CtG believes that long-term solutions need to be driven from within. That means taking a non-hierarchical approach to

work with leaders, teachers and para-professionals to create a cohesive in-school programme- Collaborating with other schools builds powerful and enduring networks - Working on the program helps model the leadership of the future

1

2

3

2

PRELIMINARY


“The hard data is really useful, but the actual story can often have more impact. The individual story is better.”

Assistant Head, Accelerator School

Pupil outcomes

Backup: Select quotes on each key marketing theme (1/3)

2

“It’s not only about closing the gap in terms of figures, it’s challenging what the gap is through challenging the underlying behaviours. It’s changing lives as well as gaps.”


“Schools respond very well to case studies of schools that have succeeded by being part of the programme. It’s useful to bring it to life.”

Programme lead, Facilitation School

“We’ve had to massively emphasise how you can roll it out to the rest of the school. Schools want to know they can impact more than just the target cohort through the programme.”


Case studies

Softer measures

Whole school impact

“The qualitative outcomes were important to see before we signed up. It wasn’t about the hard data achievement, it was about the kids themselves. How they see themselves.”

Head teacher, Accelerator School


“It was primarily about narrowing the attainment gap in school. It’s not enough just to gain an outside perspective, we needed the evidence base.”



Unique prog-

ramme


2


Staff develop-

ment

“If there is one unique selling point it’s how you up-skill your staff. Schools react well to equipping their staff with skills to address Pupil Premium, and train others too.”


“The staff development is incredibly important. If you get it right it will be so embedded in the school, you won’t even know it’s there.”


“We would need to know that teachers have found it useful and that is has an impact on their practice. The involvement of the para-professionals is also a big plus. They are often not involved in taking a lead.”


“We liked the structure of the project. The structure was really quite appealing and we hadn’t seen it before. The fact that you work with other schools was great. It looked really attractive to us.”


“I chose to sign up to the programme because it was relevant. It involved working with the nearest secondary school and it looked like a good programme. It fitted with the work we were doing.”


“The integrity of the programme was good and it fitted with our ethos. We like to work collaboratively. It just appealed as a programme in itself.”

Head teacher, Lead School



2

Network facilitation

“Many schools won’t be exposed to school to school learning and collaboration. They recognise that it’s a useful thing to become involved in.”


“We knew that the programme would facilitate even closer collaboration with the secondary, which was a good thing.”


“We were already working closely with the schools that we signed up, we even share a couple of staff members. We knew this would help for collaboration.”

Head teacher, Lead School


Ofsted rating

“The programme is a useful box ticked for Ofsted. You know how it is going to look on the development plan.”


“Ofsted is really crucial as so much hangs on how the disadvantaged children are performing. The schools most receptive to this message are those in danger of falling from “good” or “outstanding”.”


“You are under the pressure of Ofsted continuously, it’s important to deliver on the attainment of disadvantaged children. The school wasn’t in an Ofsted category, but possibly would have been if it had had an inspection. We needed to address that.”



Suggested next steps: Updated marketing material and use of consistent messages

2

•Messages should be refined and finalised, with input from Chris

•Updated materials to then be scoped out and produced, with the help of a copywriter as required

•Materials should be distributed both to Facilitation Heads and Leads






1

2

3



We’ve set out to select potential Facilitation schools of the future by ranking Teaching schools…

3

RANKING OF ALL TEACHING SCHOOLS…

…BASED ON CRITERIA THAT MAY DETERMINE SUCCESS

• Membership of Challenge Partners

• Facilitation of ITP/OTP

• Membership of other regional Challenges

Collaborative working

Area feasibility

• Population density (as proxy for school density)

• % of schools in the area that are in the “core” segment (high FSM %, high attainment gap)


…and have identified a “top 100” list of target schools based on this approach, largely in urban areas

Click here for interactive map, refer to appendix

for full list

Top 100 “priority” schools

Existing Facilitation schools

3

Source: DfE schools database; Challenge Partners data; ONS; OLEVI

• Most schools are in urban areas due to a weighting placed on geographical density; we believe that these areas would be the easiest to grow the programme in the first instance

• All schools identified are in areas with significant need, due to the importance placed on having schools with large amounts of FSM pupils and gaps (incidentally, many existing Facilitation schools rank very highly in this analysis)

• We recognise that the suitability of schools will in many cases largely be determined by individual factors and context, but hope that this analysis serves as a useful platform to further prioritise

TOP 100 SCHOOLS FOR CTG CLUSTERS COMMENTS

http://batchgeo.com/map/a0237c5e55631f37027c47ccbf991763


Suggested next steps: Agree approach and select schools to on-board to the programme

•Challenge Partners should align internally on relative priority of this expansion vs. new routes to market

•Challenge Partners should recommend and seek sign-off on approach from Management Board on June 25th

•It is suggested that Challenge Partners invites each Facilitation school to suggest 3 schools that they would like to work with, and then to assign each school with a new school to on-board through shadowing/adoption of a new trio

3


Backup: Top 100 “target” future Facilitation schools (1/4)

1 The Earls High School West Midlands Dudley2 Fairlawn Primary School London Lewisham3 Manor Primary School West Midlands Wolverhampton4 Rushey Mead School East Midlands Leicester5 Lampton Academy London Hounslow6 Outwood Grange Academy Yorkshire and the Humber Wakefield7 Gawthorpe Community Academy Yorkshire and the Humber Wakefield8 Bartley Green School West Midlands Birmingham9 Belleville Primary School London Wandsworth

10 Southfields Academy London Wandsworth11 The Bridge School London Islington12 Hayes School London Bromley13 Darrick Wood School London Bromley14 Corngreaves Primary School West Midlands Sandwell15 Wood Green Academy West Midlands Sandwell16 The Orchard School West Midlands Sandwell17 Bentley High Street Primary School Yorkshire and the Humber Doncaster18 Canons High School London Harrow19 The Compton School London Barnet

20 St Clement Danes School East of England Hertfordshire21 Lutley Primary School West Midlands Dudley22 Tidemill Academy London Lewisham23 Mounts Bay Academy South West Cornwall24 Notre Dame High School Yorkshire and the Humber Sheffield25 Silverdale School Yorkshire and the Humber Sheffield

RANK SCHOOL NAME REGION LOCAL

AUTHORITY

3

Existing Facilitation school



26 Bramhope Primary School Yorkshire and the Humber Leeds27 John Jamieson School Yorkshire and the Humber Leeds28 Mary Rose School South East Portsmouth29 Denbigh High School South East Milton Keynes30 Altrincham Grammar School for Girls North West Trafford31 Lilian Baylis Technology School London Lambeth32 Town End Academy North East Sunderland33 Belgrave St Bartholomew's Academy West Midlands Stoke-on-Trent34 St Joseph's College West Midlands Stoke-on-Trent35 Shelley College Yorkshire and the Humber Kirklees36 Moor End Academy Yorkshire and the Humber Kirklees37 Ivybridge Community College South West Devon38 Royal Wootton Bassett Academy South West Wiltshire39 Corsham Primary School South West Wiltshire40 Chipstead Valley Primary School London Croydon41 St Ambrose Barlow RC High School North West Salford42 Avenue Primary School London Sutton43 Glenthorne High School London Sutton44 The Kingfisher Community Special School North West Oldham

45 Holy Rosary Catholic Primary School North West Sefton46 Sacred Heart Catholic Primary School West Midlands Coventry47 Caludon Castle School West Midlands Coventry48 Frederick Bird Primary School West Midlands Coventry49 Ash Field Academy East Midlands Leicester50 Abbey Primary Community School East Midlands Leicester


AUTHORITY

3

Existing Facilitation school



51 Harton Technology College North East South Tyneside52 Eleanor Palmer Primary School London Camden53 Ryders Hayes School West Midlands Walsall54 Bygrove Primary School London Tower Hamlets55 St Hugh's Communication and Interaction College Yorkshire and the Humber North Lincolnshire56 Elmhurst Primary School London Newham57 Tollgate Primary School London Newham58 St Angela's Ursuline School London Newham59 Cranford Community College London Hounslow60 Wickersley School and Sports College Yorkshire and the Humber Rotherham61 Thrybergh Fullerton CofE VA Primary School Yorkshire and the Humber Rotherham62 Whiston Worry Goose Junior and Infant School Yorkshire and the Humber Rotherham63 St Bernard's Catholic High School Yorkshire and the Humber Rotherham64 The Vale Primary Academy Yorkshire and the Humber Wakefield65 Wakefield City Academy Yorkshire and the Humber Wakefield66 Drove Primary School South West Swindon67 St John Plessington Catholic College North West Wirral68 James Brindley School West Midlands Birmingham69 The Arthur Terry School West Midlands Birmingham

70 Waverley School West Midlands Birmingham71 Colmore Junior School West Midlands Birmingham72 St Mary's and St Thomas' CofE Primary School North West St. Helens73 Sneinton St Stephen's CofE Primary School East Midlands Nottingham74 Cramlington Learning Village North East Northumberland75 Ormiston Venture Academy East of England Norfolk


AUTHORITY

3



76 Sheringham Community Primary School East of England Norfolk

77West Raynham Church of England Voluntary Aided Primary School East of England Norfolk

78 Cardinal Hume Catholic School North East Gateshead79 St Aidan's Church of England Primary School North East Gateshead80 St Mary and St Thomas Aquinas Catholic Primary School North East Gateshead81 St Thomas More Catholic School North East Gateshead82 Grafton Primary School London Islington83 Carmel College A Catholic Academy North East Darlington84 Cheadle Hulme High School North West Stockport85 Challney High School for Boys East of England Luton86 Pickhurst Infant School London Bromley87 Warren Road Primary School London Bromley88 Molescroft Primary School Yorkshire and the Humber East Riding of Yorkshire89 Huish Primary School South West Somerset90 Lightwoods Primary School West Midlands Sandwell91 Shireland Collegiate Academy West Midlands Sandwell92 St Francis Xavier Catholic Primary School West Midlands Sandwell93 St John Bosco Catholic Primary School West Midlands Sandwell94 Harvills Hawthorn Primary School West Midlands Sandwell

95 Oldway Primary School South West Torbay96 Everton Nursery School and Family Centre North West Liverpool97 Palmerston School North West Liverpool98 St John Bosco Arts College North West Liverpool99 Guru Nanak Sikh Academy London Hillingdon

100 Whitley Bay High School North East North Tyneside


AUTHORITY

3






1

2

3



Routes to market have been prioritised based on how much influence the institutions have on a school’s decision

Source: School interviews; Management discussions

Challenge Partners

Local authorities

Governors

Teach First

Pupil Premium reviewers

NLEs/LLEs

Unions

Teaching Leaders/Future

Leaders

Church dioceses

Other challenges (e.g. Welsh)

LLS National College

DfE brokers

Regional commissioners

DfE Pupil Premium dept.

OLEVI

Other networks e.g. SSAT, PIXEL

Teaching Schools’ Council

Regional networks e.g. NSEC

Ease t

o a

ccess/s

ize o

f p

rize

Degree of influence on school Head

Marketing only Attractive routes to market

Light touch only Lower priority routes to market

School associations

Academychains

Ofsted HMIs

4

PRELIMINARY


Alternative routes should be prioritised further with likely approach identified (1/2)

Local authorities

• Particularly important to appeal to schools in an Ofsted category, these will simultaneously be closed to outside involvement but under high influence of LA

• Local authorities under increasing pressure to address educational disadvantage

• Local authority messaging is repeatable and sphere of influence is high

• Prioritise local authorities to target

• Design presentation to use with local authorities

• Schedule and conduct local authority pitches (educationalist preferable)

Regional Ofsted HMIs

• Ofsted may hold schools directly accountable for any attainment gap and suggest interventions (e.g. Wootton Bassett)

• Call/meet with relevant HMIs to ensure awareness of the programme (educationalist preferable)

Pupil Premium champions

• Champions specifically brought in to advise on Pupil Premium expenditure and hold high degree of influence

• Call/meet with relevant Champions to ensure awareness of the programme (educationalist preferable)

WHO WHY HOW PRIORITY

Decreasing

4


Alternative routes should be prioritised further with likely approach identified (2/2)

NLEs/LLEs • NLEs advise on a range of school improvement topics including Pupil Premium expenditure

• Call/meet with relevant NLEs to ensure awareness of the programme (educationalist preferable)

Other challenges (e.g. Welsh)

• Regional challenges may recommend/require certain programmes are adopted by member schools

• Set up meetings with regional challenge organisers (educationalist preferable)

Challenge Partners

• Challenge Partners hubs can recommend specific programmes are used by members

• Challenge Partners could also make Challenge the Gap an add-on offering to membership

• Consider change to Challenge Partners hub requirements (explicitly including) or set up meetings with hub leaders to promote programme

Regional school comm-issioners

• Regional commissioners hold schools accountable for a range of issues and have increasing interest in Pupil Premium, though may be hard to influence

• Call/meet with relevant commissioners to ensure awareness of the programme (educationalist preferable)

WHO WHY HOW PRIORITY

Decreasing

4


Suggested next steps: Challenge Partners should agree priorities and plan approach for each route

•Challenge Partners should align internally on relative priority of addressing new routes to market vs. targeting new Facilitation schools

•Challenge Partners should agree relative prioritisation of different routes for short-term focus and define the pitch for each specific channel

4


Agenda

•Project scope



•Action plan


We have drafted an implementation action plan for use by Challenge Partners

•SBT/Bain have created a draft action plan that outlines the next steps required in order to implement the recommendations arising from this work (it is contained in the handover folder in word document format)

• It is designed to be a living document that can be used to track progress; it is suggested that reviews will take place on a monthly basis between SBT/Bain and Challenge Partners to track progress

• It is suggested that Challenge Partners should review the content/timings of this action plan and then share an updated version with SBT/Bain

Challenge the Gap Marketing Strategy

Documents

Transcript of Challenge the Gap Marketing Strategy