David Normington SHA Presentation

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(No Transcript)
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SCHOOL PARTNERSHIPS TO IMPROVE BEHAVIOUR AND
TACKLE PERSISTENT TRUANCY WHAT DO WE WANT TO
HAPPEN? BY WHEN?

• January 2006 284 secondary schools in 37
  pathfinder partnerships across 19 local
  authorities
• September 2006 60 of all secondary schools in
  partnerships (subject to confirmation)
• September 2007
• All secondary schools working together in
  partnerships to improve behaviour and tackle
  persistent truancy
• Hard to place pupil protocols cover all schools
• Education Inspections Bill exclusions clauses
  come into effect

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INCENTIVES FOR SCHOOLS TO WORK TOGETHER TO
IMPROVE BEHAVIOUR AND TACKLE PERSISTENT TRUANCY

• Schools have more say over use of Behaviour
  Support funding decisions and funding nearer
  pupils
• More emphasis on preventative work
• Sharing expertise staff and experience
• Education and Inspections Bill to require schools
  to arrange full time education from Day 6 of
  fixed period exclusion in school year from
  September 2007
• Lead the system and focus on what works

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INCENTIVES FOR LOCAL AUTHORITIES TO ENCOURAGE
SCHOOLS TO WORK IN PARTNERSHIP

• Focus on strategic role
• Champions of school standards
• Capitalising on expertise in schools
• Fewer delivery partners
• More funding at the front line
• Holistic childrens services
• Ownership by community
• Adapted to local needs

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BARRIERS TO JOINT WORKING

• Will it make a difference delivering ECM agenda
• Culture of competition
• Limited commitment and / or funding
• Individual school performance tables and
  variable performance
• Individual school ICT systems
• LA legal responsibilities for excluded pupils
• Cross-border exclusions
• Rural dimension what is possible?

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WHAT OUTCOMES WILL WE EXPECT FROM SCHOOL
PARTNERSHIPS?

• positive impact on behaviour in schools and
  fewer schools where behaviour is judged
  unsatisfactory (Ofsted judgements)
• positive impact on persistent truancy
• better overall attendance and reduction in
  unauthorised attendance
• reduction in permanent exclusions and multiple
  fixed period exclusions
• and local outcomes

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DESIGN PRINCIPLES FOR SCHOOL PARTNERSHIPS

• Minimal central prescription
• Shared vision and focus view all pupils as
  collective responsibility and have arrangements
  in place to assess and meet range of pupil needs
• Governance need for documentation to describe
  relationship between schools and LA - and
  accountabilities / responsibilities
• Performance Management
• Funding and external support links to ECM
  agenda

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SO WHAT DOES A SCHOOL PARTNERSHIP LOOK LIKE?

• Group of secondary schools working together
  linking with primary schools, FE colleges, PRUs
  and other local service providers
• Funding devolved by local authority to
  partnership
• Focus on working towards meeting key outcomes
• Schools commission range of high quality
  support and provision for pupils in school and
  out of school
• Minimal central prescription building on
  existing partnerships and Education Improvement
  Partnership framework

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AND FOR MORE INFORMATION
DfES guidance on Education Improvement
Partnerships available on line at www.standards.d
fes.gov.uk/sie/si/eips DfES guidance on school
partnerships available on line only
at www.teachernet.gov.uk/wholeschool/behaviour/co
llaboration