Post on 06-Jun-2020
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
Welcome Anthony Partington, Chair of LLP Board and Principal, Stamford Welland
Academy
Champion learners and leaders to shape their own futures
Promote successes, innovation, and evidence practice to benefit all
Challenge all schools to keep getting better
Empower schools to meet the needs of their communities
Wish you were here?
…?
Central Government
Local Authority ‘The Middle Tier’
Schools
Pre-1990s
Post-2010
Crowded ‘middle
tier’
Commercial resources
National Curriculum/ Exam Boards
Academisation
Multi Academy Trusts
Sector-Led School
Improvement
Teaching Schools
Regional Schools
Commissioner
Executive leadership
roles
Peer review
The middle tier is like a ‘swamp’ because it is ‘VUCA’ for a school/ trust leader to navigate…
…requiring anticipation, adaptability and resilience to succeed (or fail better, in some circumstances).
National Agenda
• Every school an academy (Education Excellence Everywhere, 2016) • Every school part of an academy trust with trusts of at least 1200
students and 10-15 schools (David Carter, National Schools Commissioner) • Free and Grammar schools • Apprenticeship Levy • National Funding Formula • Accountability/ Performance Measures
Here is Edward Bear coming downstairs now, bump, bump, bump, on the back of his head, behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels that there really is another way…if only he could stop bumping for a moment and think of it!
Agenda: Day 1 Timing Activity
08.30 – 09.00 Registration
09.00 – 09.30 Performance by the Huntingtower Primary School Choir
09.30 – 10.00 Welcome
10.00 – 10.30 Inclusive Lincolnshire
10.30 – 11.00 Break
11.00 – 11.45 Lincolnshire Teaching Schools Together
11.45 – 12.30 Role of Research in Lincolnshire Schools
12.30 – 13.30 Lunch
13.30 – 15.00 From Special Measures to Outstanding
15.00 – 16.30 Mini Workshops – ‘From Striving to Thriving – Effectively Balancing Your Energy When Leading Others’
17.00 Close
19.00 Performance by the Boston Youth Jazz Orchestra
19.30 Dinner
Agenda: Day 2
Timing Activity
09.30 – 10.30 What kind of school system are we aiming for?
10.30 – 10.45 Break
10.45 – 12.00 LLP Strategic Plan
12.00 – 12.30 Review and Reflections
17.00 Close
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
Inclusive Lincolnshire Mary Meredith, LCC Service Manager, Inclusion
Hearing the voice of the
marginalised
Stuck in the past?
“They care about all the kids here.” “The most overwhelming response was the need for teachers to care about young people in a pastoral way.” (Hawkins, 2011)
“If he had a mentor, it might have been different.” “Ideas of support and a desire for pastoral care are almost ubiquitous across the sample but resonate most with those who have had a higher number of exclusions” (Hawkins, 2011)
“Rejection or the sense of estrangement from the group is consistently associated with behavioural problems, lower interest in school, lower achievement and dropout.” (Osterman, 2000)
“Not just the ones who want to learn.”
Empathic Discipline Study, Stamford, 2016
Hypothesis
A punitive response to misbehaviour can alienate disaffected
pupils and thus incite the destructive, oppositional behaviours it aims to promote.
Three Experiments 1. Could a targeted message about empathic
discipline change teachers’ approach?
Responses
Punitive mindset Empathic mindset
“He would be given one warning. Once he left his seat the second time, he would be sent to the hall. If he continues to disrupt from the hall, he would be sent to the office.”
“I would give the class some work to do and then I would talk to [the student] privately. He has a need that is not being met. I would try to understand the need and try to meet it.”
Three Experiments 2. Would the empathic response motivate pupils to behave better?
Experiment Two - pupil respect As predicted, pupils reported that they would respect the teacher far
more in the empathic-mindset condition.
Experiment Three – lasting benefits through improved cycle of interactions
• A longitudinal randomized placebo-controlled field experiment. • Intervention comprised one 45 min and one 25 min online module. • “A teacher who makes pupils feel heard, valued, and respected shows
them that school is fair and they can grow and succeed there.”
Findings
References Hawkins, B. (2011) A study of pupils at risk of exclusion and their attitudes to school. Unpublished Masters thesis Ostermon, K. (2000) Students’ need for belonging in the school community. Review of Educational Research Okonofua, K. et al (2016) Brief intervention to encourage empathic discipline. Stanford University Riley, K. (2004) Voices of disaffected pupils. Implications for policy and practice. British Journal of Educational Studies
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
Lincolnshire Teaching Schools Together Marie-Claire Bretherton, Executive Headteacher & Regional Director at CfBT
School’s Trust
Lincolnshire Teaching Schools Together
Marie-Claire Bretherton
Tectonic plates moving
“Sure glad the hole isn’t at our end”
“When the waterhole shrinks the animals look at each other differently”
“One way to drive fear out of a relationship is to realise that your partner’s value are the same as yours, that what you care about is exactly what they care about. In my opinion, that drives fear out and makes for a great partnership, whether it’s a corporate partnership or a marriage” Steve Jobs
Our most important objective is that more teachers succeed with more children
“We believe that as educators in Lincolnshire we are here to
work together to transform the lives of children and young
people through our relentless pursuit of excellence in every lesson, in every classroom and
in every school.” - LTT
www.lincolnshireteachingschoolstogether.co.uk
Collaborative Economy
“The collaborative economy (sometimes also referred to as the peer-to-peer economy, shared economy, collaborative consumption) is a socio-economic system built around the sharing of human and physical resources. It includes the shared creation, production, distribution, trade and consumption of goods and services by different people and organisations.”
Collaborative Economy
Car-sharing / Buzzcar (borrow the car next door)
Toy rental / toy swap
Textbook rental
Airbnb / House swap
Crowdfunding
Borrow my doggy
The clothing exchange
Desk surfing
Freecycle
“Give what you can. Ask for what you need. Pay it
forward.”
Depth
Participation
“We are working with our partners to build a community of mutual support and professional reciprocity. A collaboration which learns together and is focused on developing great teachers and great leaders. A place where together we can speak up and stand up for what is right for the children and young people we serve. A place where we discover that when we stand together we stand stronger. A place where we put our egos and agendas to one side and focus on our core purpose, our vocation and our mission - to lead our children and young people, and our colleagues, to live lives that matter.”
We will shape the future ….
‘Our leadership must be active, passionate, ethical and driven by our collective dedication and effort. We need to break the “mind-forged manacles” that chain us to accept certain beliefs or ways of doing things.’ ASCL : A blue print for a self improving system
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
Role of Research in Lincolnshire Schools Heather Sandy, LCC Assistant Director, Children’s Services
James Siddle, Headteacher, Withern St Margaret’s CofE Primary School, KYRA Teaching School Alliance
Juliet Brookes, Research & Development Leader, KYRA Teaching School Alliance
The Kyra Research School Supporting schools to use evidence to
improve teaching practice
James Siddle Head of St Margaret’s CE Primary &
Head of Kyra Research School
Juliet Brookes Kyra TS Research & Development lead
127 project
evaluations funded to
date
7,500 schools
participating in EEF
trials 750,000 children and
young people involved in EEF
trials
£220m
estimated spend in 15
years
Supporting schools to use research
The growing evidence-base
Summarise existing evidence
Fund innovative projects
Publish independent,
rigorous evaluations
Share and promote ‘what
has worked’
Clear and actionable guidance for schools
Scale-up evidence-based
programmes
Practical support to bring evidence to life
60 reports 106
RCTs
10 Research Schools 12
Advocate-partners
Generating evidence Using evidence
Teaching and Learning Toolkit
• The Toolkit is an accessible, teacher-friendly summary of educational research. ‘Which?’ for education.
• Based on meta-analyses conducted by Durham University.
• Practice focused: tries to give schools
the information they need to make informed decisions and narrow the gap.
• >60% Headteachers use the resource
The Toolkit - a starting point for making decisions
Publishing guidance is just the start…
Not aware of the report
Read the report or aware of it
Read the report and acted on the recommendations
31%
52%
16%
Source: Teacher Voice Omnibus Survey, November 2015
Q: The EEF’s guidance report, ‘Making Best Use of Teaching Assistants’, was published earlier this year [2015]. To what extent are you aware of the report?
Social nature of research use
Access and awareness necessary but not sufficient. Opportunities and motivation for engagement also required (Langer et al, 2016)…. nevertheless, default mechanism is ‘push’ (Davis et al, 2015)
Supporting schools to use research
• Research use is a social process • The expertise on how to apply evidence in
schools and classrooms lies with teachers • Schools listen to other schools • Research needs practical application: peer
coaching and training is key to producing substantive changes in teachers’ practice
Uptake of research is based on trust and personality as much as practical usefulness:
EEF practice partners
• Active dissemination and implementation led by the profession
• Work with six appointed ‘practice partners’ (schools, local authorities, multi academy trusts, charities) to reach >600 schools
• Running conferences, workshops, training, coaching
• Adopting and adapting implementation resources
Teaching Assistants Campaign – focused in South and West Yorkshire
Kyra TSA
Kingsbridge CC
Huntington School
Shireland CA
Aspirer TSA
The Research School Network, October 2016 • A partnership between the EEF and the IEE to fund a network of schools who will support the use of evidence to improve teaching practice
• 11 schools will be appointed in 2016-17
• £2.5m invested over three years to enable these schools to support 1000 schools to embed evidence-based practice
The Research School network
Differentiated but coordinated roles
Evidence brought ‘to
life’
EEF The ‘what’
Practice partners
The ‘how’ 4 As –
accurate, actionable, accessible, appropriate
Reach, relationships and respect at regional level How the evidence applies to practice? How to apply the evidence in practice?
The Research School network A collaboration between research and practice
Innovation: 5-10 schools
Training: 50 schools
Communication: 100s of schools
1. Communication – Regular communication and advice on new and existing evidence
2. Training – Deliver CPD on how to improve classroom practice based on the best available evidence.
3. Innovation - Support schools to develop and evaluate innovative ways of improving teaching and learning
Each School:
The Kyra research school will:
• Inspire engagement, by making visible 'what works' and making it accessible to all practitioners
• Grow capacity, through encouraging leaders and teachers at all levels to be responsible for evidence-based practice in their classroom, with support from our core practitioner team
• Identify local champions, who will model and innovate in their schools and their clusters
• Build partnerships, harnessing our existing networks and developing new ones across the East Midlands region
• Plan for sustainability, we will create an effective team approach, where ownership and participation levels are high and sustainability is inherent
• Be ambitious for children, we will develop and deliver our vision of transforming the lives of the children we serve.
Kyra Research School – activity strands
Dissemination Training Innovation
• Bulletin, magazine, blogs • Distilling and making
‘practitioner ready’
• Workshops & programme of development
• ‘Research champions
• Mentoring & funding support • Making impact visible
Dissemination & Communication
Upcoming themes from EEF
• Primary Literacy
• Numeracy
• Metacognition
• Parental engagement • Extending school time
Tools for Schools - DIY evaluation
Our online DIY Evaluation Guide explains do-it-yourself impact measurement in schools:
• outlines a range of options open to teachers who want to improve the way they evaluate new interventions or strategies;
• provides practical advice on designing and carrying out evaluations.
Tools for schools – Families of Schools database
• Launched 2015 • Free, online tool so you can dig deep into your data • Puts schools into groups of 50, based on factors including
prior attainment, FSM % and EAL % • Encourages schools to collaborate and learn from other
similar schools • Includes 14,661 primary, 3,014 secondary schools
EEF Families of Schools database
Dissemination Events
Taster Workshops 3 half-day workshops across the county during April – July 2017 Evidence-based Workshops on a range of themes, for example: Marking and Feedback Metacognition Peer Learning Homework Guided reading Mastery learning Reading comprehension
Training
A Research Champion Is A … A Research Champion Is A…
Teacher Led Research programme
2016 -17 Partnership model Co-design and delivery Identify Research Champions Research Champions sign up for Teacher Led Research programme Staggered start allowing a beginner and fast track option Modest cost per person Introductory session to Teacher Led Research programme -
half-day session in the North and South
2017-18 Introductory session to Teacher Led Research programme
(repeat) Teacher Led Research programme modules - Utilising tools, methods and skills for teacher led research - Designing small scale research project - Mentor support
2018-19 Teacher Led Research programme (cohort 2) Innovators (cohort 1) - Running own research project
Teacher Led Research programme
Ten minute discussion – How might the Research School Network support you in terms of training or
dissemination of evidence based practice?
Capturing Innovation
Identifying, nurturing and packaging interventions from within your network.
What is an intervention?
What is an intervention?
• Replicable • Supported by existing evidence • Testable • Complex or simple
Liaison with Higher Education as Interventions Developed I'd be interested to know more about how this is helping the children's learning at the micro-level… • One is that the audience the children are writing
and working for has widened. • At this level I think the actual quality and specificity
of feedback perhaps matters less
• I guess one thing I'd want to focus on is the 'feed forward‘
Professor Steve Higgins from Durham University
• Research evidence suggests effective feedback has a significant impact on pupil progress
• Our initial trials suggested digital feedback may have a positive effect on pupil outcomes
• This effect may be greatest with SEND and PPF pupils • This is an important area due to a lack of knowledge of
the impact of new digital technologies on learning outcomes at a time when schools are investing in such technology
RCT Design
What was practical at small scale? How had the use of data and intervention design improved?
• A between-subject design with a pre and post test • Two conditions – control and intervention • Involved 11 Key Stage 2 classes from 10 schools • 120 boys and 111 girls took part • 18.2% were PPF and 17.3 % SEND • Pupils were randomly allocated to control or intervention • Pupils were given a writing prompt, success criteria and watched a
video before writing • Next day the control group had written feedback • The Intervention group had digital feedback via an iPad • Day 3: A follow up piece of written work with gain scores recorded • 10% blinded marked
Innovation project grants
• Projects to be facilitated, but not run, by Research Schools
• Variable amounts of funding
Harnessing Innovation: Discussion and Questions
Next steps: how to be part of the Kyra Research School story…
• Subscribe to the RS newsletter • Invite us to speak to your staff • Tell us about your research experience • Write a blog or article for the newsletter • Become/nominate a research champion • Sign up for the Teacher Led Research CPD (for
research champions) • Co-design/deliver the Teacher Led Research CPD • Join a professional learning community • Design an innovation project
How to contact us… James.Siddle@st-margarets-pri.lincs.sch.uk Juliet.brookes@kyrateachingschool.com Research@kyrateachingschool.com @KyraResearch Kyra.researchschool.org.uk 07789 020606
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
From Special Measures to Outstanding Jenny McGarry, Headteacher, St Mary’s C.E. Primary School
Phil Torhear, Deputy Headteacher, St Mary’s C.E. Primary School
Article 29:
The right to become the best that you can be!
Key Stage 2 SATS Tables
2004 Literacy 24% Reading 29% Writing 19% Numeracy 19% Science 30%
What did we tell ourselves ?
What were our assumptions? (there were a lot!)
• Barriers too great and too numerous • Children didn’t speak English, so would struggle to achieve • Parents weren’t engaged and wouldn’t engage • We were adding value • We were doing our best in difficult circumstances • There was only so much we could do • Good teaching and learning would be enough to make the
difference by following “National Strategies” • We knew what the children needed
What are/were our big rocks ?
Barriers to achievement
• Poverty • EAL • Attendance • Engagement • Aspiration • Teaching and learning!!! • US!!!!!
‘Inside Out Moss Side’
Questions? Observations?
Creating the conditions for learning………
Article 29:
The right to become the best that you can be!
St Mary’s C.E Primary
Moss Side
The Willows Primary Wythenshawe
Haveley Hey Primary Wythenshawe
Transforming Learning Cultures Partnership
• The riots of summer, 2011 brought about a partnership between the 3 schools.
• A new thinking in ethos! • What can we do to improve the life chances of our children?
How has a rights respecting ethos had an impact at St Mary’s?
Pupil Voice
School improvement Leadership
and Management
Curriculum
Parental expectations
Governance
Pupil expectation Aspiration
Attainment Achievement
Community Art Exhibition • Art exhibition to involve parents, pupils and their extended
families. • Collaboration between the contrasting communities of Moss
Side and Wythenshawe. • Celebrate diversity and sense of well-being! • Work together to challenge stereotypes of both communities.
TLC Art Exhibition 2016
Questions? Observations?
Quality of teaching and
learning
Intervention Early Help
Pastoral Support
Community at the Heart
Professional Development
Our Strategy …….
What has worked well ?
• Parental support to de-escalate • Family support early on • Taking pride in our area • Open door policy • Multi- agency work • Arts and culture • Children’s Rights !
Key Stage 2 SATS Tables
2004
Literacy 24% Reading 29% Writing 19% Numeracy 19% Science 30%
2014/15
Literacy 87% Reading 97% Reading level 5 60% Writing 83% Numeracy 97% Numeracy Level 5 45%
Thank you for listening !
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
‘From Striving to Thriving – Effectively Balancing Your Energy When Leading Others’
Steve Russell, Beyond Behaviour
Beyond Behaviour
Functional Fluency
‘From Striving to Thriving’
Increasing our “response-ability” Beyond Behaviour
EVENT
Thoughts
Feelings
Beliefs
BEHAVIOUR
REACT
RESPOND
What does Functional Fluency mean?
“Response-ability” • Using my power to choose how I
respond to people – rather than being trapped in to automatic reactions.
• Having a variety of ways of using energy to communicate well.
• Getting on with people in ways that are fit for purpose.
Beyond Behaviour
Beyond Behaviour
Functional Fluency
“It ain’t what you do, it’s the way that you do it”
‘From Striving to Thriving’
“I’ve come to a frightening conclusion that I am the decisive element in the classroom.
It’s my personal approach that creates the
climate. It’s my daily mood that makes the weather.
As a teacher, I possess a tremendous power
to make a child’s life miserable or joyous.
Beyond Behaviour
“I can be a tool of torture or an instrument of inspiration. I can humiliate or heal.
In all situations, it is my response that
decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized.”
Haim G. Ginott
Beyond Behaviour
The Functional Fluency Model
Being In Charge
Being & Becoming Myself
Taking Reality Into Account
Beyond Behaviour
Dominating Marshmallowing
Structuring Nurturing
Accounting
Being In Charge Beyond Behaviour
Guiding and Directing
Looking After Others
Relating To Others
Doing My Own Thing
Accounting
The Elements Beyond Behaviour
Being In Charge
Guiding & Directing
Looking After People
Beyond Behaviour
Structuring Mode
Beyond Behaviour
Clear expectations
Guidelines
Firm and Fair
Inspiring
Empowering
“Enough is enough”
I’m OK/You’re OK
Dominating Mode
Beyond Behaviour Fault-finding
Blaming
Punitive
I’m OK/You’re Not
OK
Nurturing Mode
Beyond Behaviour Empathy
Availability
Understanding
Compassion
Marshmallowing Mode
Beyond Behaviour Inconsistent
Smothering
Over-tolerant
Over-indulgent
Accounting
Reality Assessment Beyond Behaviour
Accounting Mode
Beyond Behaviour Grounded
Attuned
“With-it”
Objectivity
Modes
Beyond Behaviour These are modes of behaviours. We are not the modes We USE the modes – we are not in the mode And we can therefore: CHOOSE which modes we use And BLEND the modes
Blending
Beyond Behaviour Structuring Nurturing
Accounting
Relating To Others
Doing My Own Thing
Being and Becoming Myself
Beyond Behaviour
Relating To Others
Being and Becoming Myself
Beyond Behaviour
Co-operative Mode
Beyond Behaviour Friendly
Assertive
Considerate
Compliant-Resistant Mode
Beyond Behaviour Anxious
Rebellious
Submissive
Spontaneous
Beyond Behaviour Creative
Playful
Zestful
Immature Mode
Beyond Behaviour Selfish
Take little/no account of
responsibilities
Ego-centric
Beyond Behaviour
Using Functional Fluency in schools
• Classroom management • Professional and personal development • Additional needs – ‘holding fast to our • principles, we are flexible in our
approaches’ • Developing a common language – e.g.
observations • Staff wellbeing
Beyond Behaviour Structuring Nurturing
Accounting
Co-operative
Spontaneous
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
Restorative Pilot
Michael Hartnack, Programme Manager, Restorative Solution (CIC) Theresa Thomas, Assistant Head/Head of Year 6, National Church of England
Junior School Ruth Davies, Pastoral Teaching Assistant, National Church of England Junior
School
Restorative Approaches In Schools Michael Hartnack Theresa Thomas Ruth Davis 23 Feb. 2017
• Introductions • What is Restorative Approaches in Schools – “Surely, this is something
we do anyway?” • Video - Carr Manor Leeds • Outline of the Restorative Approaches Pilot Programme in Lincolnshire – • The National Junior School – Our Experience of RA • Exclusions in our schools – a pressing social justice issue – ‘Zero
Exclusion Lincolnshire’ – Possibility or Pipe Dream?
A Definition of Restorative Practice.
• repairing the harm and finding a positive way forward to renew relationships.
• responsibility for their actions; are compassionate; who say no to bullying; who deal with conflict through discussion; who have confidence to assert themselves if they are harmed or see others harmed; and who feel regret if they have caused harm.
• RJC 2012
Traditional Retributive Approach
• Broken rule = punishment • punishments issued for breaking rules (victims play no part) • Punishments ‘send a message’ and deter • If the ‘punishment fits the crime’ then ‘justice has been done’ • Discipline, punishment and justice are the same thing and will result in
compliance “What’s happened? What rule has been broken? Who is to blame? How
shall we punish them to stop this happening again?”
PARADIGM
SHIFT
Retributive vs Restorative Approach
RETRIBUTIVE • What Happened?
• Who’s to blame?
• How should they be punished?
RESTORATIVE • What Happened?
• Who’s been affected & in
what way?
• How can we work together to put things right?
9
Retributive
▪ What happened? We become detectives and we interrogate until we get the whole truth
and nothing but! We become suspicious and assume there is dishonesty ▪ Who is to blame? Something bad has happened – there must be culprits – identify guilty
party! ▪ How do we punish? Punishment will deter: we are more powerful than you and we are going
to make you pay.
10
Restorative
▪ What happened? Everyone has their own unique story, its their interpretation – no
assumption made ▪ Who has been affected? Shift from who is guilty to who has been harmed? ▪ What needs to happen to put it right? Shift from sanctions/punishment to how to make people feel better
11
Restorative Language
▪ What happened? ▪ What were you thinking at the time? ▪ How were you feeling at the time? ▪ Who has been affected by what has happened? ▪ What needs to happen to put things right?
City of Hull: Riverside Project Endeavour High School
Summary of impact:
• 45.6% reduction in incidents of Verbal Abuse
• 59.4% reduction in incidents of Physical Abuse
• 43.2% reduction in incidents of Disruptive Behaviour
• 78.6% reduction in Racist Incidents
• 100.0% reduction in incidents of drug use
• 50.0% reduction in incidents of Theft
• 44.5% reduction in Fixed Term Exclusions
• 62.5% reduction in total Days Staff Absence
NB - The decrease in staff absence saved the school over £60,000 in the first 8 months!
The Social Discipline Window
Control (Limit Setting Discipline)
HIGH
LOW HIGH Support (Encouragement, Nurture)
restorative
neglectful
punitive
permissive
To With
Not For
Wachtel & McCold
Organisational Culture
HIGH
LOW HIGH
Control
Support
TO WITH
NOT FOR
Power Struggles Confrontation Authoritarian Win-Lose Retribution Stigmatising
Consistent Responsive Flexible Accountable Responsible Cooperation Negotiation
Uncaring Tired Lazy Burnt Out Given Up
Chaotic Inconsistent Excusing Giving In Blurred Boundaries Rescuing
M. Thorsborne
A Fair and Equitable say for all!
Three essential components of fairness: • Engagement
• Explanation
• Future Clarity
Free expression of emotion
• Focus on the harm caused not the rule broken
• Focus on the feelings of the event not the expected consequences.
• Focus on repairing that harm not punishing the
harmer.
• What happened? • What were you thinking? • What were you feeling? • Who has been affected? • What needs to happen/do you need to do now?
Restorative Questions
Vision and steps since the training
• The ‘task of school leadership, is above all, to lead learning by creating and sustaining the conditions that maximise both academic and social learning’ (Lingard et al, 2003)
• The research by Lingard et al clearly showed that academic outcomes are enhanced when schools have a strong emphasis on the quality of relationships. Schools with a strong relational focus were found to have enhanced learning outcomes.
National CE Junior School
• Number on Role: 476 • Junior school with 2 infant
feeders. • Large can often lead to
relationships being fraught! • Boys: 228 Girls: 248 • SEND: 65 PSP plans: 10 • PP: 102 EAL: 88 • Mobility: 55 (20 EAL) • Permanent exclusions: 0 • Managed move: 1 • Fixed term exclusions: 3
Vision and steps since the training
• CPD delivered to all staff on Restorative Approaches (RA) • Collective Worship to the whole school to share RA • Cross reference RA to Christian Values, UNICEF • Create business cards linked to RA, Christian Values and UNICEF • Format for recording RA conferences on • Displays in school and additional resources linked to RA • Planned day or sessions with pupils to promote RA and
encourage use. • Photographs and videos linked to RA based on the children • Playground RA leaders (school council? Play leaders? Other
leaders?)
Links to UNICEF and Christian Values
UNICEF is a vital part of the Restorative Approach and Process.
• Article 3 • All adults must do what is best for
you. • Article 12 • You have the right to say what you
think and for adults to listen and take you seriously.
• Article 19 • You have the right to be protected
from any form of harm. • Article 28 • You have the right to a good quality
education and you should be encouraged to attend school everyday
Our Christian Values are part of the Restorative Approach and Process.
• Forgiveness • Endurance • Friendship • Wisdom • Peace • Trust • As a school community, it is vital that
we encourage all to take responsibility and ownership.
• We are to promote the Values, UNICEF and a way of “Restoring Relationships”
WHOLE SCHOOL APPROACH
The 5 Key Questions and our cards
• What happened? • What were you thinking? • How were / are you feeling? • Who do you think has been affected / harmed? • What needs to happen / do you need to do now?
The 5 Key Questions and our display
Repairing the Harm - resources
• What needs to happen / do you need to do now?
Repairing the Harm - conversations
• “We like the Restorative Approach as it really helped us to think more carefully about what we say to others as it can sometimes be harmful. We also feel that it has strengthened our relationships as we talked about our emotions. It also helped us to build new friendships as we were able to respect each other more” (CHILDREN: Hanna, Hannah, Freddie, Charles)
• “RA has really helped children take ownership of their actions, be kinder to each other, be happier and have a better day” (SUPERVISOR: Michelle)
• “I really like the RA questions as it has given me more confidence to speak to children and deal with issues. It has equipped me with the words and tools to help them solve their own problems” (TA: Susan)
• “RA has helped the children in our school realise that they need to consider their actions more. It has helped them to realise that they can improve their friendships and relationships through talking and discussing a way forward rather than other methods” TEACHER: Nita)
NEXT STEPS?
1. Work closely with all staff, pupils and parents – focusing upon the Restorative Approach.
2. Continually add to the RA display areas using photographs and comments from the children who have been involved in the process.
3. Create video and promotional material using children to explore the value and benefits of Restorative Approaches.
4. Develop the role of a RA leader across the school (school council, play leaders, RA leaders)
5. Continue with CPD and updates for all staff, including our infant feeder schools.
6. Consider developing a RA magazine/newsletter created by the children.
Exclusions in our schools – a pressing social justice issue – ‘Exclusions in our schools – a pressing social justice issue – ‘Zero Exclusion Lincolnshire’ – Possibility or Pipe Dream? Zero Exclusion Lincolnshire’ – Possibility or Pipe Dream?
Exclusions in our schools – a pressing social justice issue –
‘Zero Exclusion Lincolnshire’ – Possibility or Pipe Dream?
Restorative Approaches & Practices
• A few video links; • https://www.youtube.com/watch/?v=tH7tn4vHmyM
Restorative Approaches: Transforming conflict – 2 min video
• https://www.youtube.com/watch?v=uSr1T36PoeM Restorative Approaches: Primary School – 8 mins video
• https://www.youtube.com/watch?v=JYzZ6I_kKeQ Restorative Approaches: Swansea Model – 27 min video
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by Welcome back
• VUCA • Increasingly diverse school system • A recalibrated Welfare State
Volatility
Uncertainty
Complexity
Ambiguity
Turbulence and countless, often conflicting, dynamics at work The past is no longer an accurate predictor of the future = less scope for confidence and certainty Inter-connected events and apparent randomness of results – cause and effect become indiscernible The combined impact of volatility, uncertainty and complexity – even experts struggle to make sense
Paparone et al. ‘From the Swamp to the High Ground and Back’ (2011)
Over the course of this decade, UK Government spending is forecast to decline by a fifth as a proportion of GDP. Among advanced economies, the UK looks set to drop from the 16th biggest spender on its state to the 26th, requiring a profound adjustment in how the public sector operates. In other words, Government in the UK is recalibrating – and that recalibration aims to align lower public spending with a leaner public sector. The State of the State, Deloitte LLP (2015)
Recalibrating government
The UK finds itself questioning its design, capacity, autonomy and efficacy as a nation state.
The relationship between citizen and ‘state’ is increasingly unsettled, not least because the locus of ‘state’ is so particularly (albeit temporally) in flux:
• public sector cuts and reprioritisation of government expenditure and activity
• the dynamics and aftermath of the Scottish referendum, a shift towards greater localism and city-regional governance within England
• BREXIT
The RSA and Staff College believe…that there is an urgent need to set about “Changing the Narrative” for public services and public policy…this is not something that can happen through institutional fiat or a technocratic blueprint. It needs substantive, long-term conversations between citizens and those with particular responsibility for our local and national public services. By setting out the scale of the challenges, and identifying some of the seeds of change and the conditions in which they may thrive – including more localise decision making – we hope that this report will encourage that essential conversation.
What kind of school system are we aiming for? Dr Simon Duffy, Director of the Centre for Welfare for Reform
An education fit for citizens by Dr Simon Duffy
What do y o u teach when our phones are getting smarter, but our leaders are getting dumber?
• Education and the economy
• Education and the meritocracy
• Education for education’s sake
• Education for citizenship
• Special education – a case study
• Reimagining education in the 21st century
The Economy: A circular relationship of
consumption and production
£ Reducing us to
workers and consumers
How does the Treasury measure the economic value of philosophy?
It is a strange irony that, in the name of ‘The Market,’ teachersare told to design education that makes students ready for work; for the central purpose of the labour market is to adjust itself to whatever array of skills and needs are actually available.
… and what do teachers or politicians know about the skills the economy will
need in 20 years time anyway?
[Frey C B & Osborne M A (2013) The Future of Employment: how susceptible are jobs to computerisation. Oxford. Oxford University.]
47% of existing job roles highly likely to be replaceable by robots or computers in next 20 years.
(Although teachers have a very low probability of replacement, especially in primary education)
Meritocracy: Corrupting our natural desire to achieve excellence and converting it into an empty exercise in the domination of others out of vanity and greed
Satire becomes fact: “T oday we frankly recognise that democracy can be no more
than an aspiration,and have rule not so much bythe people as by the cleverest people; not an aristocracy of birth, not a plutocracy of wealth, but a true meritocracy of talent.”
[Michael Young (the father of
T oby) in 1958]
“my vision for a truly meritocratic Britain that puts the interests of ordinary, working class people first.” [Theresa May, 2016]
UK inequality has nearly doubled in a generation Richest
10% In 2013 the average family income is 5 t im es bigger than ours and for the richest 10% of families it is 13 t imes .
We're one of the 2.7 mil lion British families with the lowest incomes. In 2013 we llive on £100 per week after tax.
Richest 10%
Average Income
Average Income
Poorest 10%
1985 2013
Source: Office of National Statistics (2015) The Effects of Taxes and Benefits on Household Income, Historical Data, 1977-2013/14 Release. London, Office of National Statistics. Post-tax income for poorest decile relative to mean household income and income of the richest decile lor both 1985 and 2013-14.
In 1985 the average family income was 3 t imes bigger than ours and for the richest 10% it was 7 times more.
Meritocrats
The problem with meritocracy the more we think the clever should also have the power the more powerful will think of themselves as clever, and reward themselves for the privilege
Education for education’s sake
• Education - from Latin - educare/educere – mould or lead out - shared root with dux
• Learning - from Old English – leornian – to follow a track - shared root with lore
• Teaching – from Old English – tæcan – to point out or show - shared root with tacen [token]
• Development the potential to grow and stretch our capacities
• Authority the power of truth and the wisdom of experience
• Exploration the possibility of new discoveries
But there is also a powerful case for public education
Aristotle . Politics VIII. [Note that Polis is often (mis)translated as ‘state’ but this is misleading as the term ‘polis’ might be better translated as community.]
“But matters of public interest ought to be under public supervision; at the same time we ought not to think that any of the citizens belongs to himself, but that all belong to the polis, for each is a part of the polis, and it is natural for the superintendence of the several parts to have regard to the superintendence of the whole."
"But if you believe you're a citizen of the world , you're a citizen of nowhere. You don't under stand what the very word 'citizenship ' means." Theresa May
Aristotle explains that a community is not made out of equals, but on the contrary of people who are different and unequal. The community comes into being through equalising, 'isathenai.' [Nich. Ethics 1133 a 14] [Arendt]
Could we not see part of our role as preparing our children for citizenship? “Every educational system has a moral goal that it tries to attain and that informs its curriculum. It wants to produce a certain kind of human being.” [Allan Bloom]
Totalitarians Egoists
Citizens
Chauvinists
What would an education orientated towards citizenship
look like?
The old ‘transition’ pathway - dominated by systems…
Social Care Social Care
Health Health
Education Education
My Budget
My Plan
----- Family leadership Citizenship
INFO
Information Services S ecialist Advice
• Hope - there is a meaningful and positive place for you in the world for
• Partnership - we are partners with the person and their family - we are not alone
• Leadership - we can generate purposeful action by seeing our actions in a wider context
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
LLP Strategic Plan Anton Florek, Chief Executive, The Staff College
LLP Strategic Plan
Champion Upscale promotion and communication among the partnership schools • Teacher Leadership and recruitment
strategy • Small scale projects • LLP Collaboration
Challenge Strengthen school to school support • Supporting Governance in Lincolnshire • Peer to Peer Review • Data sharing at Headteacher Briefing
Promote Drive future strategic initiatives • Innovation fund • Mobilise
Empower Foster strong links between schools, local teaching schools and their communities • Emotional wellbeing • Attendance and admissions • Caring schools learning placements
Challenge
LLP will: • Support Governance in Lincolnshire:
NLGs to receive resources and structural support
• Enhance Peer to Peer Review though the launch of an online form
• Introduce considerations around data sharing at Headteacher briefings
Schools will:
Champion
LLP will: • Develop Teacher Leadership and
Recruitment Strategy • Support small scale projects aimed at
engaging teaching staff at all levels to enhance their practice
• Foster LLP collaboration through monitoring and embedding the partnerships KPI’s
Schools will:
Promote
LLP will: • Administer innovation fund to
encourage and embed innovative practice in Lincolnshire schools
• Design Mobilise 2: The means through which Lincolnshire schools will engage with research
Schools will:
Empower
LLP will: • Consult with Headteachers on
emotional wellbeing pathways • Implement a year-long pilot to
manage attendance and admission, followed by an evaluation and reassessment of the initiative
• Allocate two case workers to the “Caring Schools Learning Placements” initiative
Schools will:
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by
Review and Reflections Anthony Partington, Chair of LLP Board and Principal, Stamford
Welland Academy Heather Sandy, LCC Assistant Director, Children’s Services
Nursery, Primary and Special Schools 2nd March 2017 - Woodhall Spa (The Petwood Hotel) 3rd March 2017 - Boston (Enterprise Centre, Endeavour Park) 6th March 2017 - Grantham (The Urban Hotel) 7th March 2017 - Market Deeping (Eventus) 8th March 2017 - Lincoln (The Bentley Hotel & Spa) Secondary and Special Schools 13th March 2017 - Woodhall Spa (The Petwood Hotel)
Headteacher Briefings Spring 2017
Belton Woods Hotel Grantham NG32 2LN
23-24th February 2017
Supported by Safe journey home