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“On a cold winter’s day, a group of porcupines huddled together to stay
warm and keep from freezing. But, soon they felt one another’s quills and moved
apart. When the need for warmth brought them closer together again, their quills again forced them apart.
They were driven back and forth at the mercy of their discomforts until they found the distance from one another
that provided both a maximum of warmth and a minimum of pain.”
Arthur SchopenhauerFrom: Buonfino, A., and Mulgan, G. (2006) Porcupines in Winter, London: The Young Foundation
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Caroline Burn
• Headteacher St. Mark’s CE VA Primary, Talbot Village, Bournemouth
• Large primary – 420 pupils• Only school in Bournemouth in the Salisbury
Diocese, ‘honorary’ member of Winchester Diocese
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Founded in 2005 with a primary Strategy Learning Grant
For the purpose of…
SCHOOL IMPROVEMENT
Our Network Story
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HELPING PUPILS REACH THEIR POTENTIAL IN MATHS
High Quality joint INSET TRAINING DAYS for Teachers and Teaching Assistants
Mike Askew King’s College, LondonJanet Rees Independent Consultant in EY & SEN20
06
PROBLEM SOLVING IN MATHS… The Next StepsRuth Merrtens Education Director, Hamilton TrustLes Ruddick & Sue Wickings Bournemouth LEA20
0720
08
INSPIRE… CHALLENGE… MOTIVATE… Towards a Futures Curriculum
Nick Hinds, Independent Consultant
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DEVELOPING THE WHOLE CHILD THROUGH THE FUTURES CURRICULUM
High Quality INSET TRAINING DAYS for Teachers and Teaching Assistants
Peter Sharp - Director of learning, MouchelJenny Mosely workshop Colour WorksRights Respecting Schools
2009
Bournemouth 2010 BI-CENTENARYLocal artists and Xtreme Art
2010
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LEARNERS FOR THE 21ST CENTURYIs there a place for child-led learning in primary education?
High Quality INSET TRAINING DAYS for Teachers and Teaching Assistants
Julie Fisher – Independent Early Years Adviser
2011
NO JOINT TRAINING DAY
2012
2013
CURRENT SHARED FOCUS AREAS:Osiris Spelling, grammar & punctuationOsiris Y1 phonics screeningOsiris Outstanding TAsMichele Cousins Guided learning & pupil independenceAnne Crossland Good to outstanding teachingJudith O’Hare School self-evaluation
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Staff meetings
High Quality Professional Development for Teachers and Teaching Assistants
Head Teacher Networking e.g. SEF
Moderation of writing levels
Twilights
APP training
Lesson observations
Networking for curriculum leaders and year group colleagues
HT Training – John West-Burnham
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Heads – the driving force - JWB training
• Other things out there• Co-operative Trust• Federations• Multi-Academy chains
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Where do we see the Network right now?
Network Partnership Collaboration Federation
Autonomy
Integration
An informal voluntary association that is focused on a particular strategy or area of common interest.
A more formal structured relationship in which there is a clear merging and integration of a number of school roles and functions, sharing of services and staff and collaboration on innovations or policy initiatives.
Network
Collaboration
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The Local Authority Position
The Writing’s on the wall!!
In a year to 18 months things will have had to change! And have started to already, rapidly.
Funding will come directly from the Government in future.
Christine Gilbert ex-chief isnpector – ‘We’ll look at the role of Local Authorities and new models of collaboration that may supersede them.’
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Status quo – LA dries up and we’re on our own.
Become an Academy – discussed at own FGB meetings, but still an option. Autonomy on your own.
Multi-academy Trusts/chains – no longer autonomous.
Life Beyond the Local Authority
Local Umbrella Trusts – for academies.
Local Collaborative Trusts.
Mutual Trading Companies.
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WHY Collaborate?
Standards are likely to rise as the result of the dissemination of best practice across schools and between schools.
There is the potential for economies of scale, notably in terms of learning resources, materials & services.
Shared CPD has the potential to enhance consistent practice and embed improvement and cross-fertilise good ideas and the best practice.
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Why Collaborate?
Strategic planning is more likely to be effective through collaborative leadership (More expertise – 4 SLTs).
Intervention to support pupils would be more effective with consistent record keeping, monitoring and use of data.
Deployment of staff could be more flexible and effective.
The potential for successful collaboration with other agencies would be enhanced.
(Robins D & West-Burnham J 2011 Leadership for Collaboration.)
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Status Quo
Self-legitimating bureaucratic systems – silos.
Self-referential culture, closed language.
Parallel accountability.
Competing professional identities.
Competition for status and resources.
The territorial imperative.
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LA push to do something
They realised the writing was on the wall…Encouraged us to expand our groupRather ‘church’ based, needed more of a community feelWe were all ‘good’ schools and some
schools to supportOne school had previously left26 primaries in Bournemouth to LCT’sWe became seven!
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Structure of LCTs
SCHOOL
TRUST
SCHOOL
SCHOOL
SCHOOL
PARTNERS, such as university, Diocese, LA, secondary school, a local business
SCHOOL
SCHOOL
SCHOOL
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The Legal Considerations
Community schools to set up trusts
LCT requires legally establishing and registering with the charities commission Seek legal help
Membership of the Trust Board, in our case the HT and CoG of each school
LCT board as policy maker
LCTs and budgets
Wise drafting of the Trust agreement
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Questions & Next Steps
FGB agreement of each school
Consult/discuss/inform stakeholders
Agree time-scale and deadlines
Working group with representation from each school
Formal meeting with interested parties -Schools, diocese, LA – this happened
Agree ethos and vision
Consider partnerships
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Bournemouth Septenary Trust
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Vision
Bournemouth Septenary Trust is committed to the core values of excellence, equity and effectiveness…promoting high levels of engagement, aspiration, achievement and enterprise across seven schools.
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Principles
1. The overriding principle is the success and wellbeing of the children educated within the Trust schools.
2. There is an expectation of professional challenge, support and development
between member schools.3. Trust between members is essential for the
success of the collaboration.
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Principles
4. Trust is engendered by: confidentiality, openness and professionalism. The HT and teacher standards provide a framework for this professionalism.
5. The Trust members will take account of data protection policies in all work they do.
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Principles
6. The Trust members abide by the principles of best value and the long term benefit and gain of all the member schools. The budget will support the priorities based on the action plan. The Trust will not hold great sums of money but it will be spent to benefit the children in the schools at that time.
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Principles
7. Our work is focused on raising standards of provision in all areas of the Ofsted criteria and securing school improvements.
Collaboratively we aim to respond quickly and effectively to new national priorities and local initiatives. Needs are identified across the Trust and responded to effectively both by the whole group and sub-groups.
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Documentation
• Trust agreement – articles• Bye-laws, working principles (including a ‘get
out’ clause)• Action plan
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Joint Art and Literacy Project – Degas – The beach scene
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2 staff meetings and afternoon of a training day to plan
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Y4 example – Literacy and Art
• Each HT led a year group team• Planned a theme, a ‘hook’, a literacy and an
art focii, an outcome• Each year group spends as much/little time on
this as they want
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Hook
• 450 Y4 and adults to The Pier Theatre, Bournemouth
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Punch and Judy show
• Performance• Literacy – writing scripts• Art/DT – making puppet theatres and puppets
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Outcome
• The children congregate in 3 of our schools this week to perform to each other
• An exhibition of all the work from the seven schools in the Bournemouth International Centre (BIC) next week, including filming of all the work
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What next?
• Regular HT meetings• Finance officers economy of scale• SENCOs• PE money – BST games• Training days – Oct 25th (two key note speakers) and Feb 14th • Subject leaders – the new curriculum• All piece in newsletter• British Council funded HT conference abroad• School parent associations meeting to share ideas and equipment
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“On a cold winter’s day, a group of porcupines huddled together to stay warm and keep from freezing. But, soon they felt one another’s quills and moved apart. When the need for warmth brought them closer together again, their quills again forced them apart. They were driven back and forth at the mercy of their discomforts until they found the distance from one another that provided both a maximum of warmth and a minimum of pain.”Arthur SchopenhauerFrom: Buonfino, A., and Mulgan, G. (2006) Porcupines in Winter, London: The Young Foundation