1 New Professionalism 29 March 2006 Conference for Leicestershire Classroom Support Staff Pat Lockett East Midlands Leadership Centre.

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New Professionalism29 March 2006

Conferencefor

Leicestershire Classroom Support Staff

Pat Lockett

East Midlands Leadership Centre

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Good morning, and

welcome!!

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Our focus today

Celebrate success

Recognise impact

Consider the future

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Schools of the future?

NationalPrescription

Schools leading reform

Dependency

InterdependencyInterdependency

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The 3 Phases of the National Agreement

September 2003:• Administrative and clerical work

• Work/life balance

• Leadership and management time

September 2004:• Limit on cover for absent teachers

September 2005:• 10% Planning, Preparation and Assessment time

• Dedicated headship time

• End to routine invigilation of external examinations by teachers

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Capacity building through school support staff

97% increase from 1997 to 2005– from 136,500 to 268,600

including for Teaching Assistants….. from 61,300 to148,500

including for administrators………… from 39,200 to 58,600

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What is remodelling

“ A set of principles that work. It draws on a range of tools and techniques which allow teams to mobilise behind the need for change….it allows teams to develop and deliver strategies which meet the need for change and then to sustain that change”

Dame Pat Collarbone

Director NRT

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Key questions

What are we doing? Why are we doing it? Does it enrich lives? Can we do it differently? Do we need to do it at all?

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The National Agreement is part of a much wider change

NationalAgreement

A wider culture change

• Inclusive

• Flexible

• Focused

• Collaborative

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Remodelling builds capacity

Capacity buildingthrough remodelling

Professional focus on teaching and learning

Standards

Planning and preparation

Lesson observation and reflective practice

Personalised Learning

Assessment for Learning

ICT in the classroom

CPD for support support staff

Performance management and

feedback

Pupils’ exam results

Improved attendance and behaviour

Staff recruitment, retention and morale

Improved motivation, pupils and staff

School is more popular

NationalAgreement

A wider culture change

Stakeholder expectations being met

better

Every child matters

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Change

The principles needed for effective and sustainable change

Open inclusive

leadership

Positive and

ambitious culture

Constructive collaboration

Inclusive change teams

Process for

managing change

Rational, political

and emotiona

l

Local AuthoritiesSchools

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Mobilise(the

stakeholders)

Discover(open our minds and

behaviours to spot theopportunities)

Deepen(Evaluate and choose

the opportunities)

Develop(Vision & Plan )

Deliver(Establish the

enterprise) Results

… continuing to assessthe needs of the communityand adapt to deliver those needs

PPA

A structured change process

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Overcoming the barriers to change

• Clear vision/ understanding

• Case for change

• Plan of activities

• Agreed way forward

• Active involvement

• Groundswell of support

• Senior management consensus

• Personal staff commitment

• Visible stakeholder support

• Enthusiasm

• Appreciation of need

• Clear role(s)

• Engagement

• Willingness to act

Rational Political

Emotional

These are the difficult bits

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“ A few teachers were worried the quality wouldn’t be there but they all think it’s brilliant now. During PPA time, the transition from teacher to senior TA is seamless. These are not holding lessons”

Annie Tempest

Headteacher

Dartington Primary

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Making a difference

Support for learning Inclusion and achievement Building relationships Broader curriculum Extended services School management School environment

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Excites and challenges?

What excites you about workforce reform?

What challenges does reform still present?

5 minutes discussion and 5 minutes feedback

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Life for some members of our communities…

4.1 million live in poverty 2 million children go without at least two things they need Two thirds of heads of households in social housing are

unemployed 16% of children live in households where no one works 40,000 girls under 18 become pregnant each year Infants born to fathers in unskilled or semi skilled occupations

have infant mortality rates over 70% higher than those in professional and managerial positions

Around 10% of children between the age of 5 and 15 experience some sort of mental disorder

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Socio-economic status has the single biggest influence on achievement and life chances

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

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The Children Act 2004

Cooperation

Accountability

Safeguarding

Inspection

Information

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Local authority timeline for extended schools 2005-2010

2005 2006 2008 2010

2005

• Development of Integrated Inspection Framework

Mid-2006

• Children and Young People’s Plans in all authorities

• Safeguarding Children

2006

• Most authorities have Children’s Trusts arrangements in place

• Most authorities have a Director of Children’s Services

• A lead member for Children’s Services in most authorities

2008

• Wraparound affordable childcare in at least half of all primary schools

• One third of all secondary schools open 8am-6pm, all year round and offering activities

• All authorities have Children’s Trusts arrangements

• All authorities have a Director of Children’s Services

• A lead member for Children’s Services in all authorities

2010

• Wraparound affordable childcare available for all parents of primary aged children

• All secondary schools open 8am-6pm, all year round and offering activities

• All 3-4 year olds receiving 15 hours of free early years education, 38 weeks of the year

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A Core Offer

• Raising standards & achievement

• Support for vulnerable children and families

• Developing communities and partnerships

• A children’s workforce strategy

• Being healthy

• Enjoying and achieving

• Staying safe

• Making a positive contribution

• Achieving economic well-beingThe impetus for which

was The Laming Report

National agendas for local change

Every Child Matters outcomes

Extended Services

Core Offer

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The core offer for all parents and families

Community access

A varied menu of activities

Parenting support

Swift and easy referral

to specialisedsupport services

including family learning including adult learning

Quality childcare

Allyear

round8am-6pm

on site or throughlocal providers

including study support

Core

offer

Community access

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The Extended Schools and Services workshop programme

Identify Opportunitie

s

Develop Proposals

DeliverServices

Mobilise Discover Deepen Develop Deliver Sustain

Workshop1

Mobilise &

Discover

Workshop4

Deliver & Sustain

Workshop2

Discover &

Deepen

Workshop3

Develop & Deliver

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Implications for the core business of schools

Every Childs MattersOutcome 2

Enjoy and achieve

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Enjoy and achieve: Aims

Ready for school

Attend and enjoy school

Achieve stretching national educational standards at primary school

Achieve personal and social development and enjoy recreation

Achieve stretching national educational standards at secondary school

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Ofsted: school self-evaluation

Section 4 Personal development and well-being

4c How much do learners enjoy their education?

learners’ attitudes, behaviour and attendance

Learners’ spiritual, moral, social, emotional and cultural development

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What could we do?

Study support

Personalised learning

Behaviour improvement programmes

Inclusion

Attendance improvement programmes

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What else could we do? Help pupils to better engage with lessons?

Starter activities Pupil voice Expectations Challenge Air time Relevance of activities Homework Plenaries

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Current status

What are we doing already?

What more could we do?

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School Workforce Development Board

DfES Learning Skills Council National College for

School Leadership Qualifications and

Curriculum Authority Workforce Agreement

Monitoring Group

Employers’ Organisation

National Strategies

includingCoVE Ofsted Training and

Development Agency

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The TDA and the School Workforce Development Board

Building the school team

Remove barriers

Training and development

Quality of provision

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Developing people to support learning

Training and deployment

Framework of standards and qualifications

Extend training opportunities

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Training and deployment

Simplify and streamline communications– www.skills4schools.org.uk

Development of change expertise

Development of performance management

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Standards and Qualifications

Promote relevant qualifications

Ensure relevance to role of standards

Support identification of career development opportunities

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Training opportunities

Generic training

Skills for life

Key roles

Innovation and improvement

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Rules of Life

1 You will receive one body

2. You will be presented with lessons

3. There are no mistakes, only lessons

4. The lesson is repeated until learned

5. Learning does not end

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And…

6. “There” is no better than “here”

7. Others are only mirrors of you

8. What you make of your life is up to you

9. Your answers lie inside of you

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…and lastly

10. You will forget all this at birth