TDA North East Regional Meeting

developing people, improving young lives developing people, improving young lives

TDA North East Regional Meeting

July 2nd 2008 Ramside Hall

Morning agenda:

2

School Workforce Leads and ESRAs

• Welcome, introductions and objectives: Margaret

• Keynote speech: Howard Kennedy

• National Strategies and the National Challenge: GONE and Margaret

• ‘Fit for the Future’: Kate and Andrew

• Impact Task and Finish Group: Margaret and Julia

12.45 Lunch and networking 1.45

Afternoon agenda:

3

School Workforce Leads:

1. Introduction/objectives: Kate

2. Training Schools: Jim McGrath

3. HLTA : Gill Tricoglis

4. CPD Leadership: John Leach

5. Change capable schools: Julie Sowerby

6. PM materials for support staff: Jane Reynolds

7. Supporting the management of underperformance: Jim Cook

Afternoon: Extended Schools

4

ESRAs:

1. Introduction: Mandy

2. Data Management: Mandy

3. Verification of data: Daphne Smith and Keith Scott

4. ES/NHSP update: Dawn

5. Extended Schools remits: Howard and Dawn

6. SEA/TYS update: Steve


Training and Development Agency for Schools (TDA) Remit

– 2008 to 2009

North East ..and it’s good to be here

July 2nd 2008 Ramside Hall

Workforce outcome

Children’s workforce

staff, operating in and

through schools, are

well-trained and

developed

WORKFORCE DEVELOPMENT

TDA Strategic Aims 2008-2013

Government goal

Improved well-being

and higher

educational

achievement for

all children and

young people

Workforce outcome

Schools can recruit

sufficient high-quality

teachers to their workforce

WORKFORCE SUPPLY

Remodelled workforce that

is fit for purpose

Workforce outcomes

Workforce deployment to

improve teaching

and learning and well-being

Effective and efficient

integrated working

WORKFORCE REFORM

WORKFORCE DEVELOPMENT

WORKFORCE REFORMWORKFORCE REFORM

WORKFORCE DEVELOPMENTWORKFORCE SUPPLYWORKFORCE SUPPLY

TDA remit 2008-09

Government goal

Improved well-being and

higher educational

achievement for

all children and

young people

National AgreementMonitor National AgreementPromote remodelling and effective deployment

Extended schoolsSupport to meet 2008 & 2010 targetsExpansion of PSAsSubsidy pathfinder to tackle economic barriers (new)

Targeted Youth Support

CPD for teachersMTL– all teachers to

achieve a Masters over the course of their career

(new)Performance

Management & CPDMaths & Science CPD

Strategy for 14-19 (new)Careers education (new)

EAL (new)

T&D of support staffSector qualification

strategyFunding for LAs

Work with NCSL – SBMs

Recruitment to STEM subjectsSubject enhancement coursesTransition to Teaching (new)Review financial incentives Teach First (expansion)

Recruiting strategies for SFCCs and geographical shortage areas

Focus in ITT on:Diversity of traineesPrimary languagesSEN14-19

Working together to deliver the children’s workforce

WAMG

ITT

Extended schools

TYS

PSAs

School Business Managers

Succession planning

Support staff strategy

NPQH

Sure Start leaders Headteacher

development

New models of headship

Support for leaders & managers across

children’s workforce

IQF

Support intro of EYFS

Early years development

Sector skills agreement

Social workers recruitment

CWN

MTL

Teacher CPD

SIPf Subsidy TDA/NCSL Joint Leadership Project

Compliance Quality

Sustainability

SI/ECM

Integration

Single Delivery

Chain

HLTA/SWIs/

PSACosted Plans

Survey LSPsNational

AgreementBSF

YST SSAT Manchester

11

What we know from research: start early

Source: Feinstein, Economica (2003)

High SES; low early rank

Low SES;low early rank

High SES;high early rank

Low SES; high early rank

0

10

20

30

40

50

60

70

80

90

100

22 28 34 40 46 52 58 64 70 76 82 88 94 100 106 112 118

Age in months

Avera

ge p

ositio

n in the d

istr

ibution

Schools – where we are now, and where we have to get to

37th percentile

50th percentile

0th percentile

100th percentile

Student performance

Age 8 Age 11

90th percentile

53 percentile points

37th percentile

50th percentile

0th percentile

100th percentile

Student performance

Age 8 Age 11

90th percentile

53 percentile points

… and continues to worsen …

• Key Stage 2

– FSM – 61% achieved L4+ in English, 58% in maths– Non FSM – 83% in English, 79% in maths

• Key Stage 3

– FSM – 50% achieved L5+ in English, 56% in maths– Non FSM – 77% in English, 81% in maths

• Key Stage 4

– FSM – 33% achieved 5+ good GCSEs– Non FSM – 61%

2006 national data

14

‘One Team’ Alignment

Leadership

TeamshipPartnership

Vision

Culture

Build teams

Values

Strategy

Standards

Commercial

Voluntary

Parents

Charity

SponsorsCoaching

Learning

Skills

Feedback

Data analysis

15

‘One Team’ Progress

Leadership

TeamshipPartnership

16

‘One Team’ World Class

Vision

Culture

Build teams

Values

Strategy

Standards Commercial

Voluntary

Parents

Charity

Sponsors

Coaching

Learning

Skills

Feedback

Data analysis

Leadership

Teamship Partnership

WORLD CLASS

www.innocentive.com

0%

0%

0%

18%

46%

36%

0% 25% 50% 75%

Don't know

Not at all important

Not very important

Fairly important

Very important

Indispensable

East Midlands

0%

4%

4%

16%

64%

12%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

North East

0%

0%

4%

23%

58%

15%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

North West

0%

2%

4%

24%

55%

16%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

South East

0%

0%

12%

20%

59%

10%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

West Midlands

0%

3%

8%

25%

58%

6%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

South West

2%

4%

4%

30%

45%

16%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

London

2%

0%

5%

33%

49%

11%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

Yorkshire and Humberside

0%

0%

0%

54%

33%

13%

0% 25% 50% 75%

Don't know


Not very important

Fairly important

Very important

Indispensable

East of England

19

Question 8: "Overall, how important is the support of the TDA in helping you to do your job?"

Regional comparison: % Distribution of scores

Source: TDA customer feedback questionnaire May 2008, analysis of 372 responses received (56% response rate) Note: Excludes responses if left blank by respondent

Ordered by Question 8 answers, % Indispensable or Very Important (from left to right, top to bottom)

Ordered by Qu.8 % Indispensable or Very Important (highest at top)

(1 response)

(1 response) (1 response)

(1 response)(1 response)


0%

0%

0%

33%

67%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

East Midlands

4%

0%

4%

35%

58%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

North East

0%

4%

13%

52%

31%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

North West

2%

0%

16%

48%

34%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

South East

0%

0%

12%

43%

45%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

West Midlands

3%

0%

23%

51%

23%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

South West

0%

5%

11%

52%

32%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

London

0%

2%

7%

58%

33%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

Yorkshire and Humberside

0%

0%

13%

67%

21%

0% 25% 50% 75%

Poor

Below average

Average

Good

Excellent

East of England

20

Question 6: "Overall how would you rate the level of support provided by the TDA regional team?"

Regional comparison: % Distribution of scores

Ordered by Qu.8 % Indispensable or Very Important (highest at top)

(1 response)


Source: TDA customer feedback questionnaire May 2008, analysis of 372 responses received (56% response rate) Note: Excludes responses if left blank by respondent

Ordered by Question 8 answers, % Indispensable or Very Important (from left to right, top to bottom)

(1 response)

(1 response)


TDA SUPPORT FOR THE NATIONAL CHALLENGE

Margaret Morris 16 July 2008Middlesbrough TLC

DRAFT

22

Introduction

• The Training and Development Agency for Schools (TDA) is the government agency that provides guidance and support to the school workforce

• Raising standards of teaching and learning in all schools is central to the TDA’s activities

• The TDA’s work supports the National Challenge in its goal to transform schools, raise results in English and maths and tackle underachievement by young people

The 21st century school - an extended school

23

24

Removing barriers to learning with extended services

25

Pupils

• Fun activities, more opportunities, more sports and art

• Being with friends before and after school

• Parents able to help with homework

• Help with school work• School safeguards

pupils’ well-being• Advice and help if

they need it• Personalised learning

Parents/carers

• Positive activities and study support

• High-quality childcare• Parenting courses,

advice and information• Greater involvement in

their children’s education

• Adult and family learning

• Use of school facilities

Community

• Access to school sports and IT facilities

• Local base for further education courses, vocational courses and other learning opportunities

• Local access to health and specialist services, and information about other local services

• Promotes community cohesion

The benefits of extended schools

26

The benefits of extended schools

Schools

• Improved standards• Reduced exclusions• School has a higher

local profile• Can help boost

school rolls• Helps schools meet

their duties on well-being, ECM and community cohesion

• Opportunity for income generation

Teachers

• More-motivated pupils• Better attendance

and behaviour• Engaged parents• Barriers to learning

are more effectively addressed

• Classroom work boosted by study support

Support staff

• Opportunities for career and skills development

• Being part of the team around the child

• Greater scope for taking responsibility

• More jobs and new roles, eg. school business managers, parent support advisers

Ofsted’s key findings on the impact of extended schools

“The provision of services to develop pupils’ study skills and leisure interests had a considerable effect on their attitudes and behaviour, and many schools reported a reduction in the number of exclusions”

“Breakfast clubs were often a key factor in improving attendance and punctuality, especially where particularly vulnerable pupils were targeted”

“Almost a third of the schools visited had data illustrating improved attendance as a consequence of their extended provision”

“The majority of the schools visited had compelling case-study evidence that extended services had made life-changing differences to pupils that had led to better attendance and attitudes”

“The schools with the most effective services had integrated the development of extended provision within their school improvement plans, with a clear focus on improving positive outcomes for children and young people”

TDA support for extended services

• The success of the National Challenge will depend on removing barriers to learning for individual young people and TDA views the role of extended services as a fundamental enabler to sustainable solutions for these below the floor schools

• The TDA works with local authorities (LAs) to support all schools in their provision of access to a core offer of extended services by 2010

• TDA support includes the delivery of a change (remodelling) process and tools, training and guidance, resource kits and case studies of good practice at school and LA level

28

TDA School Improvement Planning Framework

As of June, 70 Local authorities have

been trained to support schools

• The framework enables effective school improvement planning and guides the wide engagement that National Challenge recommend – engaging pupil and parent voice. • Schools are using the framework to design and deliver support and services that create a demonstrable impact on standards

TDA support a new role in schools - Parent Support Adviser

30

•

• The role of the PSA is to work with parents to help improve behaviour and attendance, overcome barriers to learning and increase the number of parents involved in their child’s education, both at school and at home

TDA North East response to JISPs:

• PRIORITY: Enjoy and Achieve: Narrowing the gap in attainment:

• SUPPORT: TDA School Improvement Planning Framework and developing role of Parenting Support Advisers + TDA core offer (attached sheets) also remodelling ‘change process’

• AGENCY: TDA supporting National Strategies

31

Wider TDA support:

• Support for the recruitment of teachers

• Support for the recruitment of trainees

• Support for ITT and CPD

• Support for the senior leadership teams

• Support for stronger systems packages

32


‘Fit for the Future’ workshop

Kate and Andrew


Impact

Task and Finish Group

Impact – Task and Finish Group

• The Journey

• The Experience

• The Next Steps

35


12.45 – 1.45 LUNCH AND NETWORKING


37

ESRAs:

1. Introduction: Mandy

2. Data Management: Mandy

3. Verification of data: Daphne Smith and Keith Scott

4. ES/NHSP update: Dawn

5. Extended Schools remits: Howard and Dawn

6. SEA/TYS update: Steve


Training and Development Agency for Schools (TDA) Remit – 2008 to 2009

Additional slides that Howard didn’t use

39

TDA strategic framework

40

The Children’s Plan – key points for TDA

Schools are at the heart of

children’s services, and will offer on-site access to health, parenting and justice services. In some cases, this will include having mental health professionals and police officers located on school premises.

It is all about the Team Around the Child (TAC).

Extended schools are central to delivery.

Schools will work in partnership with an increasing number of other service

providers

Schools will work in partnership with an increasing number of other service

providers

41

2008-2009 Extended Schools: summary of main partner project objectives

Projects2: ES/ECM EngagementBuild sustained school leadership capability and capacity to tackle the challenges of implementing extended schools and ECM within their schools and localities- initially targeting 150 schools

3: Parent Support Adviser Roll-outSupport the rollout of PSAs to work in partnership with families, parents, carers and pupils, in a school context, to enable pupils to have full access to educational opportunities and overcome barriers to learning and participation

4: School Improvement Planning FrameworkEnable schools to make the needs of children and families integral to school improvement planning, in a way that allows them to link standards of achievement with the ECM outcomes

5: Subsidy pilotUndertake a pilot that examines how to ensure children from disadvantaged backgrounds, and their parents, do not miss out on the benefits of extended schools

Projects14. Creating an accessible knowledge and learning exchangeUpdating and improving accessibility to existing content of the ES support aspects of the ContinYou website but adding interactivity and ability to share information and discuss issues.

15. Quality and visibilityDrafting, with partners, a code of practice for schools, cluster managers and local authorities to improve consistency of assessment of the core offer, highlight quality delivery and impact and support the on-going publication of the named schools delivering FCO

16-17. TBC

TDA ContinYou4ChildrenUniversal LA Support – partners providing support to build leadership capability and capacity, advice and best practice in the delivery of ES – ESRA, Cluster Manager, Governors, NCOGS, Elected Members, VCOs

1: Targeted LA SupportSupporting LAs using RDP/trainer days on known challenges which may include small primary schools (rural), faith schools or LAs who lag behind the national average. Providing every term regional drop-in surgeries covering ES tools, workshops and best practice Support for LAs in demonstrating the impact ES has on their PSA targets (LAAs)

12: Targeted LA and school supportA menu of training to be available to cluster managers, local authorities and schools including governance issues, support for elected members, engaging parents, engaging school improvement advisers/officers, developing successful activity programmes, business planning and funding issues.

13. Targeted Stakeholder involvement and partnership developmentActively working with the DCSF Study Support Partners (UFA, QiSS, CU and PfS) through regular briefings, meetings and a wider network forum to ensure consistent messages, coherent support for local authorities (avoiding duplication and overlap) and active engagement of the PVI sector in providing a wide range of high quality activities for children and young people

Targeted LA Support6: Rural ChildcareThis workshop and consultancy support will focus on how to develop childcare in and around schools in rural areas where there are likely to be smaller schools and more dispersed populations. This work is helping to create stronger links between schools and different childcare providers through the 4Children Community Partnership or federated childcare model

7: Engaging Third Sector Childcare ProvidersThis workshop and consultancy support will focus on how local authorities can increase the role of the third sector in the provision of childcare in and around schools. It will take forward work that DCSF commissioned 4Children and TDA to carry out in 2007/08

8: Access and InclusionThis workshop and consultancy support will be targeted at improving access for disadvantaged pupils in the extended schools programme. It will help schools to focus on the six areas identified by 4Children and TDA as being crucial to the development of services for disadvantaged pupils (e.g. CPD, consultation that goes beyond sending out surveys etc.)

9: Securing Sufficient ChildcareThis workshop and consultancy support will focus on helping local authorities to enhance the sustainability of childcare provision, and help LAs to respond to the findings of their childcare sufficiency assessments by ensuring that supply is properly linked with demand across a locality.

Projects10-11. TBC


SEA TYS updates

Steve Davies

SEA QUESTIONS:

1. Are we engaging schools in discussions about the CYPP, Children’s Trust, targeted youth support (TYS) and the planning of current and future services to ensure developments take into account their perspectives? NB All 150 ESRAs confirmed back in sept 2007 that their answer to this was ‘Yes’

2. Have we got clear procedures (based on CAF) to support schools in identifying children and young people who would benefit from additional support? NB 150 LAs confirmed that they had plans in place to finalise this by Dec 2008

3. Do all children have access to the support of appropriate professionals through their school, if needed ? NB As 2) above

4. Are referral pathways are clear and result in swift engagement and continuing interaction between the schools and the other services? NB As 2) Above

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Next meeting agenda:

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TDA North East Regional Meeting

Documents

Transcript of TDA North East Regional Meeting