One Improvement Strategy for our System. Sir David Carter November 2016 National Schools Commissioner

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1 One Improvement Strategy for our System Sir David Carter November 2016 National Schools Commissioner

2 Our Changing World How the changing landscape of school improvement looks in November 2016 to me Schools that work for everyone Standards not Structures Schools in the driving seat of school improvement Building the capacity of system leaders to move faster Prioritise where the need is greatest The removal of the compulsion to become an Academy is enabling the right strategic decisions to be taken The role of LA and the relationship with NSC and RSC must become clearer and be partnership based

3 How do we get Schools that work for everyone? What kind of schools led education system should we be aiming to create? 5 Priorities; Every school is a giver and receiver of support,with Teaching Schools and NLEs the recognised system leaders Academies and Maintained schools should be part of one dynamic system Collaboration will be hard wired into the system through MATS and Intra MAT partnerships Governance will be world class and we can name it and describe it Teachers, leaders and support staff have 10 year career plans that are realistic and deliverable

4 My Two Core Priorities that we need to Deliver between 2016 and 2020 Growing the capacity of the System with Care Expanding our Existing MATS Approving and Developing new MATS Improving the system strategically Raising the performance of Academies Embedding the MAT as the best structure for improvement

5 Core Aims of the RSC Role Monitoring the performance and intervening to secure improvement in underperforming academies Taking decisions on the creation of new academies Ensuring that the sponsor market meets local need by authorising new sponsors and challenging those that exist to perform even better Promoting and supporting new models of System leadership

6 Developing a structure for MAT Growth Our strongest Sponsors and Trusts will need to grow Our newest Sponsors and Trusts will need to become established quickly We need to create a Growth Development Plan that enables RSC to assess capability quickly and transparently

7 Developing a strategy for MAT Growth Growth Healthcheck Areas 30 Pilots between Nov 1 and mid December Track Record People and Leadership Governance Models and Capacity Risk Management Financial Stability Different Stages of MAT Growth Plans 85% of our current MATS are 5 schools or less Starter 1-5 schools ( children) Established 5-15 schools ( children) Regional schools System 30 or more schools

8 Hard Wired Collaboration through & across MATS Collective Responsibility for more children than can be taught in one school Use the talent pool to intervene in under performance more quickly Trust wide sharing of CPD, curriculum development & assessment resources Workload reduction as less reinventing of the wheel Strong non educational support unleashes capacity of teachers and leaders Financial sustainability & economies of scale

9 Hard Wired Collaboration through and across MATS Moderation and assessment between staff who share the accountability for outcomes in the same trust Enrichment offer for children can be broader Clear evidence that MATS are finding it easier to recruit staff Retaining talent in the trust even if not in the original school Governance at the school level focuses on three areas Experience of children, staff and parents Local Academy boards are therefore vital

10 The Performance Challenge Improving our System Strategically and Significantly

11 The system leader and the school improvement space Phase 1 - Stabilise The school is broken No underpinning of the future Real truth comes after project starts Phase 2 - Repair Control from chaos Reactive decision making Make the school feel like a normal school Phase 3 - Improve Leadership becomes more proactive Strategies start to embed Outcomes never as bad again Phase 4 - Sustain Maslow self actualisation Confident, innovative and risk taking delivery

12 The Leaders we need on this journey Phase 1 - Stabilise Calm and Reassuring Leadership Ability to focus on urgent priorities Give team members the right jobs Highly visible Phase 2 Repair Lock down the early improvements Build a medium term plan Still visible but more QA Phase 3 Improve Monitoring and Tracking is the key Management shifting to leadership Benefiting from collaboration Phase 4 Sustain Securing excellence Looking to lead collaboration 3-5 year planning

13 Intervention as a 6 stage process? Stage 1-Analysis What does data and other intelligence tell us? Can we draw the right conclusions from this? Stage 2-Diagnosis What are the deep seated issues that require intervention? Stage 3-Commissioning Who are we going to invite to do the work? Who will lead the due diligence on the system leaders? Who will ensure that the school being supported understands what is being commissioned? Stage 4-System Delivery Have we got system leaders that can deliver the improvement that the diagnosis suggests we need? How do we know they can deliver what is needed? Evidence of track record? Stage 5-Accountability Who are we holding to account? What do we do if the support is ineffective? The delivery team & The school being supported are accountable Stage 6-Sustainability Can the school continue to improve on its own or not?

14 System Leadership and how it can work better MATS Need to be collaborative beyond their MAT as well as within it MATS supporting LA schools and vice versa Mentor MATS Teaching Schools schools need to be in a TSA How many TSA will we need? 750 in October 2016 means 28 per alliance Not evenly spread however Focus for Teaching Schools School to School support ITT Leadership, Professional Development, and centres of excellence Brokerage hubs for other system leaders, e.g. for NLEs Better design criteria: good schools with a track record of supporting others NLE and NLG 1,150 NLE and 500 NLE Need to be more strategic about deployment November 9 to December 11 applications window Good schools with track record of supporting others

15 Prioritise where the need is Greatest Opportunity Areas Six areas have been announced Place Based Improvement Strategies are not new but bring a new dimension in 2016 Balance system wide improvement with rapid support for targeted areas Focus on RI and Category 4 schools Focus on Careers and Business Partnerships

16 The NSC, RSC, LA Relationship It needs to be a close one The system cannot afford to lose the best practice from the maintained sector Academies continue to purchase a range of services from LA and Traded Services because they value the quality

17 The NSC, RSC, LA Relationship The RSC relationship-the reality is that it is mixed in places. Best practice however seems to include the following Regular dialogue-3 meetings per year Engagement in sub regional meetings Sharing of soft intelligence Many LA officers are on MAT boards Broker academies and maintained schools to support each other

18 The NSC, RSC, LA Relationship The school improvement function from September 2017 Good and outstanding schools should require little intervention & are accountable for their own improvement Support is needed with weaker performance needs and priority access to monitoring and support commissioned from the range of School Improvement partners RSC will intervene in failing schools and seek a quick and appropriate academy solution or work with the LA to broker support where a school has capacity to improve

19 The NSC, RSC, LA Relationship The school improvement function from September 2017 Many LA have created traded service organisations or school centred improvement teams charging a competitive price that schools can afford and see as a priority The White Paper highlights the important role of local authorities in education The DfE review on the wider role of the LAs will consider responsibilities and accountabilities for school improvement. We will say more on the review in due course.

20 8 Questions Boards need to pose in the next six months Q1-Are we delivering on the promise we made to raise standards in our school(s)? Q2-Do parents know and understand what we do and how they can communicate with us in an easy and transparent manner? Q3-Are we testing all of the options available to us to determine the right course of action? Q4-Do we care enough that a school in our neighbourhood is in difficulty?

21 8 Questions Boards need to pose in the next six months Q5-What does the current performance of our school(s) tell us about the areas that needs to be better? Q6-How will we know that the educational leaders are working on the right things? Q7-What are the future challenges that we can anticipate that will test us over the next five years? Q8-How secure is our current governance model? Do we comply in both spirit and the law?