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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