NATIONAL REMODELLING TEAM EAST MIDLANDS REGION LEAs FORUM

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NATIONAL REMODELLING TEAMEAST MIDLANDS REGION
LEAs FORUM

• 20th March 2006

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Agenda

• Check In
• The New /Developing Context
• National Agreement Sustainability
• Sustainable Remodelling Capability
• Implications of OfSTED inspections of Workforce
  Reform
• NAS / Remodelling and links with Extended
  Schools
• The New / Developing Context - revisited
• Next Steps

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NRT field force structure
NRT East Midlands REGIONAL CENTRE
Government Offices
NRT
Regional Adviser Stephen Hopkins ( Nick Martin)
Training Coordinator Kelly Longmuir
Programme Manager Jane Thomas
LEA Remodelling Adviser
Local Authority School Workforce Adviser
NRT Regional Training Team
LEA Remodelling Consultants
Training and delivery learning and support
Frontline delivery
Agencies stakeholders
Schools
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NRT field force structure
Government Offices
TDA Development
NRT NE REGIONAL CENTRE
Regional Adviser Stephen Hopkins (Nick Martin)
Training Coordinator Kelly Longmuir
NRT Regional Training Team
Programme Manager Jane Thomas
Local Authority workforce team
Local Authority TDA Deliverables
Training and delivery learning and support
Frontline delivery
Agencies stakeholders
Schools
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The expansion of the school workforce will
continue
TDA today

• TDA opportunity
• Extended whole-school workforce
• Recruitment
• Initial training
• CPD
• Reform modernisation

Teachers
Work done in school
Other school workforce
Old School
21st Century
For the 21st Century the TDA must take a holistic
view of school the workforce development needs
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The TDA covers the full scope of the life cycle
for school workforce training and development

• Encourage people into the workforce
• Influence pre-employment training through
  standard setting, funding and regulation
• Influence job descriptions and person
  specifications for recruitment and deployment of
  staff
• Provide models for shaping the school workforce
  and developing roles
• Set standards to provide a benchmark for
  performance management and appraisal
• Training and development plans arise from
  performance management and appraisal discussions,
  based on standards and deployment guidance

Pre-employment
Recruitment
Professional personal development
Deployment Duties
Performance management
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School Workforce Advisers programme

• Created April 2005 funded until March 2007
• Focus - all school workforce training
  development issues (the TDAs new remit)
• Main activities
• Communication channel in both directions
  between authorities and the TDA
• Knowledge hub within each authority
• Knowledge sharing across authorities

• SWA Activities to Date
• Inaugural conference
• Regional networking meetings
• TDA activities
• Test Beds
• Audit
• Training Development questionnaire

• SWA programme design
• Fill gap in many authorities for an overview
  across whole school workforce training and
  development agenda
• Replaces series of 'field force per policy'
  initiatives, to give single route for TDA
  communication into/out of authorities
• Flexible funding to allow authorities to fit role
  within own organisational structures

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Key activities continue alongside new programmes
on the modernisation agenda
January 2006
January 2007
January 2008

• Yr 3 NA/ Remodelling Sustainability
• Work / Life Balance

• Existing Programmes
• Extended schools
• TYSTS (TYSP)

• Future Programmes
• Performance Development

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National Agreement Sustainability

• Supporting PPA Sustainability LA reports
• Other aspects LA reports invigilation , Work
  Life Balance etc
• Inputs from Northamptonshire and Nottinghamshire
• Local WAMGs
• Workforce development Implications Group
  Activity

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Sustainable remodelling Capability

• Two national publications
• Secondary school engagement Leicestershire
  update
• NRT Sustainability remodelling event regional
  delivery options - Activity

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Implications of OfSTED inspections of workforce
Reform

• Recommendations
• Schools should
• consider how to provide dedicated headship time
  for headteachers, and leadership and management
  time for headteachers and senior managers
• monitor and evaluate the effect of the changes
  they have made in order to assess the impact on
  raising standards
• ensure that governing bodies take an active role
  in shaping, supporting and challenging the way
  schools are planning for and managing change
• consider how they might use the support of
  external agencies more effectively.
• LAs should
• gather accurate information about the progress
  schools are making in order to target support and
  training for those who need it most
• monitor and evaluate the impact of their actions
  on the quality of education and standards in
  schools.

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NA / Remodelling and links with Extended
SchoolsOpportunities and hallenges

• Key messages for schools
• How can these be delivered
• Group Activity

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The New / Developing Context - revisited

• Are there any implications from today for
  integrated working with ESRAs / SWAs ? What are
  they?
• What do we no next regionally?
• Regional forums which focus on specific
  deliverables rather than the RA, ESAR SWA Forum
  model we currently have?

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Next Steps

• SH meetings with LA Teams
• ?
• ?
• ?