The White Paper and the future for Surrey

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The White Paper and the future for Surrey

• Anna Wright
• Director for Schools
• November 2005

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Blairs vision

• Schools to have more freedom
• To control assets and staffing
• To build stronger links with external partners
  and sponsors
• More power and choice for parents
• Faster intervention where schools are failing

3
Kellys vision

• Tailor education to the needs of each individual
  child
• Put parents at the centre of our thinking
  giving them greater choice and active engagement
  in the childs learning and how schools are run
• Empower schools and teachers to respond to local
  and parental demands, injecting dynamism and
  innovation into our schools

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The substance - trusts

• All primary and secondary schools will be
  encouraged to acquire a trust
• Trust schools will employ their own staff and
  have their own assets.
• They can seek freedoms from National Curriculum
  and pay regulations.
• They are funded in the same way as other schools,
  must abide by the Admissions Code of Practice and
  will be subject to the local authoritys
  intervention powers.
• There can be shared Trusts
• There will be no new community schools.

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Parents

• Parents would be able to ask for a new school to
  be provided to improve standards or meet a lack
  of faith provision.
• Local authorities will to appoint choice
  advisers to support them by 2008
• Ofsted to have new statutory power to investigate
  parental complaints
• All GBs to have regard to views of parents
• Trust schools to establish parent councils

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Supporting children and families

• All schools offering full service extended
  schools by 2010
• All schools working towards being healthy schools
  by 2009

7
Behaviour and discipline

• Clear right for teachers to discipline children
• Schools can use parenting orders to make parents
  take responsibility
• Parents to take responsibility for supervision
  the first 5 days of an exclusion
• HTs to work together in developing offsite
  alternative provision
• LAs to make full time provision for excluded
  pupils
• More vocational provision

8
Fair admissions

• There will be an extended transport offer for
  those less well off and charging for others
• Locally based banding systems
• Inner and outer catchment areas
• Specialist schools can offer up to 10 places for
  children with particular aptitudes
• Everyone subject to Code of practice

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Personalisation

• Intensive small group tuition for those falling
  behind (335 m)
• Stretch for gifted and talented
• More funding for those with largest numbers of
  children falling behind (60 m)
• 50 SEN specialism specialist schools
• Encourage more grouping by ability
• Publish contextual value added

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Local education authorities

• Will decide on response to parents proposal to
  establish new schools
• Decide on reorganisation proposals (SOC
  disbanded)
• New intervention powers in response to an adverse
  Ofsted report
• Can require a school to join a federation
• Schools in special measure only have one year to
  make progress or be closed
• Cannot set up new community schools, must hold
  competitions
• Lead 14-19 reforms

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• The rules in the paper are only guidance not
  mandatory, so can ultimately be set aside and
  ignored
• Chris Leslie, New local
• government network

12

• There are very big question marks about the
  extent to which parent power will deliver
  general improvements in standards as against
  relative improvements in some schools at the
  expense of others. And the further diminution in
  the role of local authorities could prove counter
  productive
• Nick Raynsford
• Ex Local Government Minister

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The vision in Surrey

• Every child and young person will be safe,
  healthy, happy, creative and have the personal
  confidence, skills and opportunities to
  contribute and achieve more than they thought
  possible

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Our strategy

• Develop a County Childrens Trust with health,
  LSC, Connexions
• This trust to have a joint budget and jointly
  commission education, social care, health
  services, and childrens services
• Commissioning to take place County-wide
• Commissioning also to take place at local level
  through confederations
• Schools could join this trust or become
  affiliated to it
• Schools could also change their confederation
  into a trust

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What the trust needs to do

• Develop the capacity of schools to support the
  broad spectrum of childrens development and
  become the foci of their communities in
  collaboration with each other and partners
• Develop the range of childrens services proven
  to meet the needs of children whose development
  is or is likely to be impaired
• Develop the capacity of childrens services to
  deliver the new services and decommission others
  that are not effective

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Ensuring personalisation and inclusion