Primary National Strategy Primary Leadership Programme: Primary Strategy Consultant Leaders Summer...

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Primary Leadership Programme:Primary Strategy Consultant Leaders Summer training 2004 Session 7

© Crown Copyright 2004


© Crown Copyright 2003© Crown Copyright 2003

Objectives for this part of the course Slide 7.1

• To have a clear understanding of the messages set out in the Guide for Primary Strategy Consultant Leaders

• To explore the range of skills the Primary Strategy Consultant Leader needs to employ in differing school contexts, and which he/she is confident in selecting and applying from the range appropriately in order to maximise opportunities for raising standards of attainment

• To clarify the role of Primary Strategy Consultant Leader within a school improvement team, including working in partnership with remodelling advisers

Slide 7.1



Session 7 Support with challenge

Objectives for the session

To understand the messages set out in the Guide for Primary Strategy Consultant Leaders

To ensure that Primary Strategy Consultant Leaders:

• are given consistent messages about their role in the second year of the Programme;

• have a shared vision and common agreement of what constitutes effective leadership.

To give participants an opportunity to:

• consider the qualities and skills to share and apply this vision with schools participating in the programme;

• share the knowledge and experience gained in the first year of the programme with new colleagues.

Slide 7.2



Successful leadership for raising standards

Reflect on what you know about what constitutes effective leadership for raising standards

Slide 7.3



Five key questions

Within the leadership team, how do we:

• share, agree and disseminate our vision, aspirations and improvement strategies with the wider community?

• identify and develop our expertise, and define and communicate our roles and responsibilities in supporting our aspirations?

• report back to and support each other and all staff in raising expectations, and in improving teaching and standards?

• establish whole-school accountability based on common success criteria and ensure accountability to the wider community?

• lead and manage improvement in literacy and mathematics and sustain improvement across the curriculum?

Slide 7.4



Successful leadership for raising standards Slide 7.5

Using one of the five questions as a starting point, consider the range of consultancy skills and strategies you have used to move leadership teams forward in your own school.

What are the differences between working in your own school and working in other/participating schools?


Primary Leadership Programme:Primary Strategy Consultant Leaders Summer training 2004 Session 8




Session 8 Raising Standards through a focus on Learning and Teaching

Objectives for the session:

To ensure that Primary Strategy Consultant Leaders

have an understanding of:• The Primary National Strategy over the next twelve

months• The range of Primary Strategy support materials

already available to schools and those to be offered in the coming year

And has an opportunity to explore further the range of skills needed to employ when supporting in differing school contexts

Slide 8.1



Excellence and Enjoyment

Excellence and Enjoyment includes the following commitments:

‘ the dedicated Leadership Programme as part of the Primary Strategy, which we hope in time to roll out to all primary schools, focuses on empowering headteachers to lead excellent learning and teaching across the curriculum………. Networking and collaboration are important tools for supporting both leadership and school improvement.’

Slide 8.2


Primary Strategy Consultant Leader — Briefing - Session 9: Raising Awareness




Session 9 - Agenda

• Introduction and aims • Raising standards through remodelling • Change – pressures, drivers and barriers • Objectives of remodelling • Process of change • Remodelling tools, resources, roles • Conclusion

Slide 9.1Slid1



The aims of the Primary Strategy Consultant Leader briefing are very specific …

• After receiving the one day remodelling briefing Primary Strategy Consultant Leaders will:– Help schools ensure that the outcomes from remodelling are being

used to improve teaching and learning and raise standards – Promote the benefits of remodelling– Support schools implement the National Agreement– Have enough information to support schools confidently in making

connections between the Primary Strategy Leadership Programme and remodelling

• Following the briefing Primary Strategy Consultant Leaders are NOT expected to facilitate schools deliver the remodelling agenda, nor will they have the tools and skills to do so

Slide 9.2



The implications for Primary Strategy Consultant Leaders

Following this one day briefing, Primary Strategy Consultant Leaders:• Will understand the connections between the Primary Strategy Leadership

Programme and remodelling• Will know enough to help schools take advantage of the benefits of

remodelling in order to improve teaching and learning and raise standards• Will have an understanding of the remodelling agenda and the implication of

the National Agreement• Will understand the NRT process of change and what it means for schools• Will have a clear understanding of the NRT structure, programme and roles• Will be able to identify potential remodelling issues• Know how to mobilise the appropriate resources to assist the school address

the remodelling issues

Slide 9.3



Raising standards through remodelling

Capacitybuildingthrough

remodelling

Professionalism

Standards

Transfer administration and clerical tasks

38hr cover limits for all teachers

Guaranteed 10% PPA time

Planning and preparation

Lesson observation and reflective practice

Personalised Learning

Assessment for Learning

ICT in the classroom

Leadership programmes

Leader and learning with support staff

Performance management and feedback

Level 4+ at end of KS2

Whole school service focus on teaching & learning

Slide 9.4



BREAKOUT session - PSLP and Remodelling – supporting standards and working together

• At your tables spend ten to fifteen minutes recording on to Post-it’s the following:– How to ensure that the time released by remodelling is used

effectively to support improvements in teaching and learning and to raise standards? (one idea per Post-it)

– What are the implications for Primary Strategy Consultant Leaders and LEA remodelling teams? (one question per Post-it)

• Put your Post-its in the appropriate box on the brownpaper• Spend a few minutes reviewing the responses from other tables• Elect someone from your table to feedback to the plenary group

Slide 9.5



Supporting standards and working together…

How to ensure that the time released by remodelling is used

effectively to support

improvements in teaching and learning and raise standards?

What are the implications for PSCLs and LEA

remodelling teams?

Table … Table … Table … Table … Table … Table …

Slide 9.6



There are a number of significant pressures that are driving change

Tacklingworkload

Employmentlegislation

Budgetconstraints

Pupilassessment

Governmentinitiatives

• Responding to ambitious national targets

• Increased need to cater for individual learning styles

• Effective use of ICT

• Reducing hours worked• Improving work/life balance• Freeing teachers to teach• Developing the role of support staff

School

Raisingstandards

Social changesTechnologicalchanges

Slide 9.7



BREAKOUT session – drivers and barriers to change

• At your tables discuss the positive drivers for change and the potential barriers

• Summarise your discussions on a flip chart and prepare a short feedback summary

+ve DriversPotential Barriers

Slide 9.8



As a consequence, there is a significant opportunity for schools to improve the working conditions for the whole staff, be more

effective and ensure standards continue to improve

There are some underlying symptoms of the need for change

• Retention issues – workload is the major reason cited for leaving

• Recruitment issues – hard to make the profession attractive• Over 30% of teacher’s working week spent on non-teaching

activities• Teachers are retiring faster – nearly 50% will reach 60 over the

next 15 years• Need for development of professional support staff

Slide 9.9



Support staff reform

In recent years there has been an increasing focus on:• Recognition of support staff contribution• Expansion of support staff roles• Improved training and career opportunities

Some examples:

Teaching and learning

• Higher level teaching assistants

• Specialist teacher assistants

• ICT technicians

• Learning resource managers

Behaviour and guidance

• Learning mentors

• Pastoral care

• Counsellors

• Home/school liaison

Administration and organisation

• Bursar

• Business manager

• Personnel support

• Premises managers

Slide 9.10



The remodelling agenda will help to deliver this and therefore provide schools with the

tools to improve standards

Sustainable change driven from within each school is therefore needed to deliver:

More time for teaching - freeing teachers to teach

More support for teaching and learning

Opportunity to develop better leadership of teaching and learning

Slide 9.11



What are the objectives of remodelling?

• Focus teachers’ time and energies on teaching and learning

• Re-focus time-consuming, non-teaching activities

• Facilitate the use of new technologies to improve efficiency and effectiveness

• Assist Headteachers and school change teams (SCTs) to optimise the use of resources to meet contractual changes

• Learn and share innovative and effective practices within and between schools

• Enable schools to deliver solutions to workload issues appropriate to their individual context and circumstances

• Encourage school leaders to take control of and lead the change agenda appropriate to its situation, taking account of appropriate Government initiatives

Slide 9.12



Remodelling – your experience

• Spend a few minutes in pairs at your tables discussing the following:– Take one or two of the bullets

from the previous slide (agree at your tables which points each pair will take)

– Discuss how you have/propose to addressed the points in your school

– By table summarise your discussions on a flipchart

– Briefly present back in plenary

PointApproach inYour school

Slide 9.13



Characteristics of a remodelling school - summary

What you may see:

• Teaching and learning is the main focus

• Implementing the National Agreement

• There is a change process involving many levels of workforce

• Many levels of the workforce are involved in making decisions

• Tasks and activities are undertaken by the appropriate people within flexible working patterns

• Managing change is a normal part of school life

• Morale amongst the whole workforce is high

• The school shares experiences and learning with other schools

• The work/life balance is acceptable to the whole workforce

• All workforce and stakeholders are aware of the direction of the school

Slide 9.14



NRT Remodelling video

• Watch the video • Consider the following:

– What are the implications for the work with PSLP schools?

Slide 9.15



Characteristics of a successful changeprogramme – summary

• A self-directed approach that places the school in control

• Involvement of the whole school community

• A proven change process for schools to achieve results

• A wider network of support

Slide 9.16



Managing risks and failure during change initiatives

• Ensure teams don’t get complacent

• Create teams with enough power to lead the change

• Understand the power of a truly shared vision

• Ensure the vision is communicated

• Don’t allow obstacles, real or imagined, to block the vision

• Create short-term gains and quick wins

• Don’t declare victory too soon

• Embed the changes in the culture

• Consult all stakeholders and get them involved

Adapted from John P Kotter, “Leading Change” 1996

Slide 9.17



The change management process for remodelling enables a school to respond to their own particular issues

Mobilise(the

organisation)

Discover(what works &

the issues)

Deepen(the issues)

Develop(Vision & Plan)

Deliver(The results) Results

SchoolChallenges

… and challenges keep happening

Slide 9.18



Uncover the issues around workload, assess the change readiness and start to build commitment

A greater understanding of the scale and scope of the change required and sharing findings with other schools

Develop the vision and strategy for change, our potential solutions, combined with the delivery plan

Starts to deliver the results identified in the change initiative plans and monitor effectiveness

MobiliseRecognise the need for change, form a school change team and identify the Big Opportunities/Issues for the school

Stage 1

Stage 2

Stage 3

Stage 4

Stage 5

Each school works through the same stages of change over a 11⁄2 - 2 term period and then starts to implement

Deepen

Develop

Deliver

Discover

Slide 9.19



However, there is a natural emotional curve that will take a dip before the school’s motivation picks up …

Confidence+ve

-ve

• It’s difficult• It is not the best news

•Not sure how to solve• It looks like this….

•There is a solution•We have some options

•We have a plan to success•We have an answer

We have a solution

… and sustain!

Mobilise

Em

otio

na

l Sta

te

Deepen Develop DeliverDiscover

•Made the right decision•We have some news

Slide 9.20



Schools use various remodelling tools

Brainstorming

Brownpaper Technique

Day In the Life Of (DILO)

Fishbone Analysis andFive Whys

Force-field Analysis

Prioritisation Matrix

Problem Solving/TeamBuilding (PSTB)

Stakeholder Mapping

SWOT

WWW/EBI

Slide 9.21



Casestudy: Pembury School (early adopter)

• Formed a change team with representives from throughout the school including Governors and parents and it deliberately included the more negative staff

• The attendees report back to their immediate colleagues, letting them know what has been discussed and asking for their input

• All staff attended the first change team and the head only attended the first meeting

• Teacher and teaching assistants (TA) carried out a tasks audit outlining what they do, what they’re happy with and what they would like to do, and see happen, in the future

• Obtained ideas from other Early Adopters (EA) at the second EA event

• Worked closely with Kent LEA who provided a ‘critical remodelling friend’ and mentor

• Reviewed progress after 2 months – what has been positive and what hasn’t worked.

• Teachers have more time to plan and the school is moving towards 10% PPA by:

– deployment of teaching assistants– use of ICT suite– bringing in a music and a cricket coach

• 2 TAs have been taking on a cover role, supervising lessons when teachers are away for a maximum of three days

• Increased collaboration across the school• Improving teachers work/life balance – they

are consequently less stressed and more open to new ideas and CPD.

• Teachers’ skill sets are developing and they are keen to actively contribute to the future of the school

• “feel good” factor in the school – staff morale incredibly high

What they did Outcomes

For more details on this case study and others visit the NRT website www.remodelling.org

Slide 9.22



Five Whys - example

Revenue budget

not balanced

Costs too high

Income too low

Premises costs 8.5%

Staffing costs 86% of the budget.

Income heavily reliant on LEA formula

Schools facilities are underused

Teachers used to support pupils with SEN.

Large number of management points

Staffing very stable

Historic.

Have allowed some queue jumping.

Cleaners local people with strong connection to school.

Employ own cleaning staff at high rates.

Plan still has 3 years to run.

Roll drop in January

Co-ordinator's salary now in main school budget.

School decided not to reapply 2 years ago.

Knock-on impact in other areas e.g. FSM, SEN

Health and safety issues.

LEA cut back on community use of school.

Greater variety of facilities available.

Governing body have stopped s/keeper overtime.

Premises staff costs 3.5%

Low number of TAs

Teachers are 70%

5 year routine maintenance plan undercosted

New Council sports centre opened locally

LEA uses January PLASC for Fair Funding formula

Beacon school funding not renewed

School not used for external events

Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 4.10

Slide 9.23



Five Whys – breakout session

School does not see remodelling contributing to

raising standards

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Remodelling Resources v6.0 – Section 6 Remodelling Tools – Page 4.10

Slide 9.24



The NRT’s approach has a number of critical elements for success

• An inclusive School Change Team

• Key checkpoints … supported by Regional Events to share

learning and experiences

• Explicit attention to the rational, political and emotional aspects

of change … and the emotional curve

• Fostering informed practice and collaboration between schools

• Support and challenge to schools as they engage in the

remodelling process … the “critical friend role”

Remodelling Resources v6.0 – Section 3 Change Management Process – Page 19

Slide 9.25



Roles supporting the remodelling process

Headteacher• Sign up to programme• Provide starting baseline• Form and build SCT• Inspire and lead team• Involve appropriate staff• Participate in group review

School Change Team Member• Commit to programme• Lead change strands• Undertake analyses• Represent staff interests • Communicate and inform

Remodelling Consultant

• Help form school plans

• Guide H/Ts and SCTs

• Ensure team-working

• Coach and facilitate

• Provide expert advice

Results

Primary Strategy Consultant Leaders• Understand the remodelling agenda, the NRT

programme and structure• Know when to engage with the LEA Remodelling Team

when there is a potential remodelling issue in a school• Promote benefits of remodelling

National Remodelling Team• Provide change management framework• Design change process• Train LEA Remodelling Advisers and

Consultant Leaders• Manage national website

LEA Remodelling Adviser• Local programme delivery• Organise and deliver regional

events• Local remodelling support to

schools• Ensure co-ordination • Assess progress• Communicate lessons learned

Mobilise Deepen Develop DeliverDiscover

Slide 9.26



Recap of session 9

• Links between and implications for the two strategies• Remodelling supports the delivery of the Primary

Strategy• Assessed the drivers and need for change in schools• Reviewed the remodelling change process and

implications for schools• Understand the resources available to schools and

the support network

Slide 9.27

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