What a difference 350 make Northamptonshire HLTA Celebration Event

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What a difference 350 makeNorthamptonshire HLTA
Celebration Event

• Christine Jones
• Support Staff Training Delivery, TDA
• June 2008

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Attainment goals for 2020

• every child ready for success in school, with at
  least 90 per cent developing well across all
  areas of the Early Years Foundation Stage Profile
  by age 5
• every child ready for secondary school, with at
  least 90 per cent achieving at or above the
  expected level in both English and mathematics by
  age 11(2007 80 and 77 respectively)
• every young person with the skills for adult life
  and further study, with at least 90 per cent
  achieving the equivalent of five higher level
  GCSEs by age 19 (2006 71)
• at least 70 per cent achieving the equivalent of
  two A levels by age 19

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The attainment gap starts early
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but we know good teaching makes a difference
Sanders Rivers (1996) Cumulative and Residual
Effects on Future Student Academic Achievement
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TDAs strategic aims

• The TDAs strategic aims are
• Supporting workforce supply
• Workforce development
• Workforce reform
• These are underpinned by new and existing work
• support for teacher training and support staff
  development
• performance management and continued professional
  development
• building capability and capacity in schools to
  deliver improved teaching and learning and
  extended services (which all schools will offer
  by 2010).

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The impact of the 2003 national workforce
agreement
aims to raise standards while reducing teacher
workload
The schools which had understood the principles
underlying workforce reform had planned a
coherent strategy and managed the changes well
This enabled them to plan for and implement other
national initiatives more successfully
The substantial expansion of the wider workforce
and the increasing breadth and diversity of roles
were leading to changes in working practices at
all levels
These changes were most effective when good
practice was identified, shared and used to agree
the most effective ways of deploying the wider
workforce
The reforms have resulted in a revolutionary
shift in workforce culture, with clear benefits
for many schools
Ofsted, 2007
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School workforce
FTE Maintained and Academy school workforce in
England, 1997 to 2008 Does not include site
staff, catering staff, cleaners or supervisors
Source Annual Survey of Workforce Numbers,
School Census
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TDA skills strategy for the wider school workforce

• Creating a framework of standards and
  qualifications
• Supporting schools to develop new ways of
  training and deploying their support staff
• Extending training opportunities to meet the
  development needs of all support staff

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HLTA developed as core part of National
Workforce Agreement

• 2003 TTA created new superteaching assistant
  role
• First set of HLTA standards published
• Introduction of HLTA Status to ensure
  quality of HLTA
• 2004 End of pilot in Feb 2004
• Phase 1 started in April 2004
• 2005 Specialist Mathematics and Science
  programme piloted
• 2006 Current RPAs came into existence
• 2007 Mathematics and Science programme rolled
  out
• Revised standards published
• 2008 Nationwide 22,000 candidates awarded HLTA
  status
• In Northamptonshire 350 candidates
  awarded HLTA status

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Challenges for the future

• Overcoming resistance and changing the culture
• Continuing development for HLTAs
• Deployment practices
• 36 of those with HLTA status worked exclusively
  as HLTAs
• 33 of HLTAs working in split roles
• More than 60 of head teachers feel that they are
  deploying HLTAs well but 40 said that they would
  appreciate further guidance on deployment
• National pay and conditions framework

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(No Transcript)
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We know the HLTA programme is a success

• National Foundation for Education (NFER) Research
• Key findings supported by other smaller scale
  studies
• 80 of HLTAs identified positive impact on pupil
  performance, the work of teachers and their
  school as a whole
• 74 of HLTAs felt greater confidence / self
  esteem as a result of gaining status
• 90 of head teacher / senior leaders identified
  positive impact within schools and on pupil
  performance
• 73 of senior leaders indicated that the HLTA
  role had reduced teacher workload
• Teachers and support staff are increasingly
  working as teams
• HLTA an integral part of new initiatives such
  as Food Technology
• Case Studies

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Reasons to celebrate

• HLTAs have made a significant difference
• to the pupils and staff in schools
• to the way that support staff are perceived
• to the development of the HLTA programme.
• The combined impact of 350 HLTAs in one area is
  significant
• You have proved your ability and skills against
  challenging standards
• You are now essential to the schools in which you
  work
• Its your professionalism and commitment that has
  achieved this

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• Congratulations and thank you