What makes schools improvePrimary headteachers

February / March 2014

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What works?

•http://educationendowmentfoundation.org.uk/toolkit

•Teaching and Learning Toolkit is to support teachers to make their own informed choices and adopt a more ‘evidence based’ approach

•Programmes rated on:

-average impact is estimated in terms of additional months progress in attainment.

-cost is based on the estimated cost of implementing an approach

-evidence estimates

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Outdoor adventure learning

Parental involvement

Peer tutoring

Performance pay

Phonics

Physical environment Reducing class size

Repeating a year

School uniform

Setting or streaming

Small group tuition

Social and emotional learning

Sports participation

Summer schools

Teaching assistants

After school programmesArts participation Aspiration interventionsBehaviour interventionsBlock schedulingCollaborative learningDigital technologyEarly years interventionExtended school time Feedback HomeworkIndividualised instructionLearning styles Mastery learning MentoringMeta-cognition and

self regulation One to one tuitionOral language interventions  

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Outdoor adventure learning

Parental involvement

Peer tutoring

Performance pay

Phonics

Physical environment Reducing class size

Repeating a year

School uniform

Setting or streaming

Small group tuition

Social and emotional learning

Sports participation

Summer schools

Teaching assistants

After school programmesArts participation Aspiration interventionsBehaviour interventionsBlock schedulingCollaborative learningDigital technologyEarly years interventionExtended school time Feedback HomeworkIndividualised instructionLearning styles Mastery learning MentoringMeta-cognition and

self regulation One to one tuitionOral language interventions  

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National reviewhttp://www.ofsted.gov.uk/annualreport1213/commentaryhttp:/

/www.ofsted.gov.uk/annualreport1213/regions/east-england

•Grounds for optimism - Nearly eight in 10 schools in England are now good or better, which is the highest proportion since Ofsted was founded 20 years ago •Three factors are impeding educational progress:- too much mediocre teaching and weak leadership- regional variation in the quality of education- significant underachievement of children from low‑income families, particularly white children

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Concerns• Teaching observed was less than good in

around three in 10 lessons• More English and mathematics lessons judged

less than good than in many other parts of the curriculum

• (Too many secondary schools fail to tackle poor literacy skills)

• We have accepted for far too long minor disruption and inattention in school

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Eastern England• ‘Despite the relative affluence of the region, primary

school pupils in the East of England have one of the lowest chances in the country of attending a good or better school’

• Overall, a lower proportion of primary schools are good or outstanding than in every other region and the gap is widening, as the rate of improvement is substantially slower than across the rest of the country

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Essex• Essex rated 126th /152 for primary in the country for primary schools and

91st for secondary• Six local authorities in the region (in total 11) were rated even poorer for

primary schools • Proportion of primary schools in Essex judged good or outstanding up over

the year from 62% to 70% (nationally up from 70% to 78%) • Proportion of secondary schools up over

from 55% to 69% (nationally 66% to 71%)• Key priority for 2014 - establish Essex Primary Leadership Academy that

celebrates successes, attracts the best talent to Essex and grows the best talent already in Essex

Current support for leadership developmentFor Middle Leaders•LA courses•Specific Grade 3 schools course•NPQML

For Senior Leaders•NPQSL

For Deputy Headteachers•LA & Diocese courses•NPQH•National College funded – interview success•Shadow placements/internships9

Current support for leadership developmentFor Headteachers•Early Headship programme + Professional Partners•LLE/NLE•Executive Headship•Coaching Headteachers•Leading more than one school•Headspace

For Governors•National College courses•LA courses•IEB training

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Ideas raised as possible areas of development

• A web-based leadership “academy” – setting out a pathway from NQT to headship and beyond – with the range of training and support along the journey identified – with links to LA, National College and TSA courses and those from other providers

• Opportunities for longer term HT secondments – 2+ years fixed term in challenging school on an enhanced salary – with security of substantive post to return to. Creating more opportunities to “act up”

• Include a registration system – with alerts for new development opportunities suitable for each career stage

• A web based library of research – local and national

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Some further ideas• Accrediting leadership courses to Anglia Ruskin or A.N. Other University –

credits towards a school leadership Masters Degree. • Identifying future headteachers – interview – identifying development

areas – creating capacity for long term secondments/covering vacancies etc

• Partnerships of schools – creating capacity by jointly overstaffing to provide outreach and cover opportunities for effective leaders

• Regular Essex school leadership conferences with national speakers• Promote/develop international opportunities – LEAP, China, Finland or?• Leadership “swaps” between partner schools –

at all levels – for a fixed period – a term/a year

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Celebrating successes, attracting the best talent to Essex and growing the best talent in the county

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1. What would your priority be – and how should we take this forward?

2. Is the leadership we need already in our schools – in which case how do we capitalise on it?