Workforce modernisation – the experience in England

Dame Professor Pat Collarbone

Victoria, Australia 2009

Policy context

UKWorkforce

Modernisation

Every Child Matters

Train to Gain

GLOBALWorkforce

Development

Raising Educational Attainment

People equipped to work in C21

AUSTRALIATeachers for 21st Century: making the difference

National Goals for Schooling in

21st Century

Backing Australia’s

ability March 2009 2

The Allen report

Teaching service age profile Mismatch of teacher supply The quality of teacher training courses Mismatch of who is being trained Insufficient career development and leadership

opportunities Major societal and population changes Status of the teaching profession Shortfall in services staff supply

The Allen Report, December 2008

March 2009 3

The England context

Central control Local ownership

Lack of knowledge

Greater understanding

1976 – Ruskin speech

1988 – Education

Reform Act

1997 – Excellen

ce in Schools

2002 – Time for

Standards

Adapted from Michael Barber

March 2009 4

Cultural change

Co-dependence Dependence Independence Interdependence

Wrong solutions Supply led Demand led Personalisation

Remedial action Inspection Self evaluation Peer review

Conflict Consultation Negotiation Social partnership

Denial Compliance Development Professionalism

Maturity of the individual, team, organisation and sector

March 2009 5

Major workforce issues in England

An ageing workforce Shortage of teachers in certain subjects Poor behaviour of a few children Insufficient graduate teachers Raising the profile and status of teaching Teachers doing routine admin Inadequate leadership skills

… and PwC found that teachers were facing dramatic workload increases that were taking them away from a focus on teaching and learning …

March 2009 6

Pathfinder aspirations

The government looked to the “Transforming the school workforce pathfinder” to find ways to create:

A highly motivated teaching professionHeadteachers and schools committed to moving to new, more flexible ways of workingIncreased status of the teaching profession, with improved recruitment and retention levelsGreater collaboration and team working within and between schoolsA culture where schools were able to handle change effectively

March 2009 7

Pathfinder outcome

… but it is also clear that substantial challenges lay ahead if a national extension of the Pathfinder programme was to be a

success

March 2009 8

What the schools said...

It raised morale Gave us fresh, creative ideas Created a common agenda Was a catalyst for whole school change We started to really “let go” and delegate There was more communication/negotiation A growth of commitment/trust/respect We took control Staff were rejuvenation/transformed There is a “can do” philosophy Staff confidence grew There is now an “open door” mindset

“We have started a journey and don’t want to stop”

March 2009 9

National Agreement

September 2003:

• Administrative and clerical work – the “24 tasks”

• Work/life balance

• Leadership and management time

September 2004:

• Limit on cover for absent teachers (initially 38 hours/year)

September 2005:

• 10% guaranteed time for Planning, Preparation and Assessment

• Dedicated headship time

• No exam invigilation

March 2009 10

Local social partnerships

March 2009 11

The National Remodelling Team

Established to facilitate and track National Agreement implementation

The NRT

Central team

School change teams

Local authorityrole

Monitoring andevaluationRegional

advisers

Training events / networks

Roll outdesign

Process of change

March 2009 12

DCSF WAMG

NRT

LA clients

NCSL

RELATIONSHIP

A Sponsors

B NCSL leads & chairs

C NCSL sets up and manages

D Owns the strategy, supports and challenges, receives reports from

E Delivers change programme

F Gives feedback

A

DC

B

E/F

F

CSL

The National Remodelling Team

Schools

March 2009 13

School workforce

Source: Annual Survey of Workforce Numbers, School Census

FTE Maintained and Academy school workforce* in England, 1997 to 2008

* Does not includesite staff, catering staff, cleaners or supervisors

0.0

March 2009 14

The School Workforce

Pupil Welfare• Pastoral manager• Connexions advisor• Education welfare• Home liaison• Learning mentor• Nurse• Welfare assistant

TA Equivalent• Higher Level TA• LSA (SEN pupils)• Nursery nurse• Therapist• TA – primary• TA – secondary• TA – special

Technicians• ICT manager• ICT technician• Librarian• Science technician• Technology tech.• Media technician

Other pupil support• Bilingual support• Cover supervisor• Escort• Exam invigilator• Language assistant• Midday assistant• Midday supervisor

Facilities/site• Cleaner• Cook• Other catering• Caretaker• Grounds staff• Premises manager

Administrative• Administrator• SBM (Bursar)• Finance officer• Office manager• Personnel manager• Attendance office• Data manager• Exams officer• PA to Head

Teachers• Teacher• Excellent teacher• AST• Assistant head teacher• Deputy headteacher• Headteacher

Extended schools• Cluster manager• ES Co-ordinator• Parent Support

Advisers

March 2009 15

The 21st Century school

Teachers

Leadership/governors

Pupils

Clustermanager

Clusterschool

Clusterschool

Clusterschool

Voluntaryorgans.

Faithorgans.

LA SIPs

Parents

Childcareprovision

Nursery

Children’scentre

Youth justice

Socialcare

Health

LAcoordinatore.g. ESRA

Police

14 to 19 strategy

Furthereducation

Employers

Clusterpartner

3rd sector

Supportstaff

March 2009 16

Mobilise(the

organisation)

Discover(what works andthe challenges)

Deepen(the challenges)

Develop(Vision and Plan)

Deliver(The results)

Results… and challenges

keep happening

SchoolChallenges

A change process that works

March 2009 17

The emotional curve

Prepare the way

Create the team

Survey the

landscape

Dig deeper

Develop solutions

Finalise the plans

Build and

maintain

We are going to tackle this

We have a great team

This isn’t easy

There’s an awful lot to do

We know we have options

We have plans

This is really challenging

We can involve others and build success

‘The main change has been in staff behaviour and the belief that they can bring about change’.

South Thames College

March 2009 18

Past, present, future

Schools The National Agreement Extended Schools Parent Support Advisers School Improvement Planning

Local Authorities Every Child Matters Targeted Youth Support

Further Education Pathfinder

Where next – FE, HE, NHS, Police …. ?

March 2009 19

Alignment & coherence

Policy

Practice

People

PolicyPractic

ePeople Process

‘Remodelling has allowed us to do in three months what previously would have taken three years’

Mariane Cavalli, Principal of Croydon College.

March 2009 20

Ofsted said…

The reforms have resulted in a revolutionary shift in workforce culture, with clear benefits for many schools

The substantial expansion of the wider workforce at all levels is allowing …schools to extend the curriculum, provide more care, guidance and support for pupils, and use data more effectively to monitor pupils’ progressOfsted survey of schools, 2007

March 2009 21

Impact on the ground

The whole process led to a massive raising of morale among the support staff. Secondary head teacher

The most impressive aspect of the TYS change process has been the power of the process itself. …. An LA officer

My message to other schools is that it really is working and although it is a challenge, it is doable. The headteacher of a joint primary / special school

‘We felt, and still feel, that remodelling is the best way to instigate, drive and sustain change on this scale and to really change the culture of an organisation’ – FE Principal

March 2009 22

Success factors

Appropriate governance and accountability Clear objectives and measures set by the senior leadership

team Applicability of national policies to the local context Pace and rigour, by using a structured change process Empowered and energised cross functional change teams Transfer of skills - change tools and techniques Support and challenge at all stages Clear communications Working on current challenges collaboratively developing and

implementing sustainable solutions

March 2009 23

Key learning Each organisation is different – one size does not fit all Requires capacity and capability building at individual, team,

organisation and system level A deep pool of expertise and commitment exists in most organisations

and this needs to be harnessed and released There is a need for coherence in the face of multiple initiatives It is possible by working with the staff to have a significant impact on

modernising the workforce in a short space of time A high quality ‘process consultancy’ approach delivers sustainable

cultural change Support and challenge is required for leaders during the process Remodelling helps organisations engender change in a whole-

organisation way It releases creativity and encourages innovation and the sharing of

practice The process can help identify and develop potential leaders

March 2009 24

The challenge

The challenge we all face is to ensure we have:

•the right people

•with the right skills and attitude,

•doing the right tasks

•in the right structure

In order to educate our children successfully for

the 21st century

March 2009 25

“The future is not some place we are going to, but one we are creating. The paths are not to be found, but made, and the activity of making them changes both the maker and the destination.”

John Schaar - political theorist

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www.creatingtomorrow.org.uk

“An outstanding book…. A fascinating account of how to implement reform.”

Sir Michael Barber

March 2009 27