TDA North East Regional Meeting

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TDA North East Regional Meeting

• July 2nd 2008 Ramside Hall

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Morning agenda

• School Workforce Leads and ESRAs
• Welcome, introductions and objectives Margaret
• Keynote speech Howard Kennedy
• National Strategies and the National Challenge
  GONE and Margaret
• Fit for the Future Kate and Andrew
• Impact Task and Finish Group Margaret and Julia

12.45 Lunch and networking 1.45
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Afternoon agenda

• School Workforce Leads
• Introduction/objectives Kate
• Training Schools Jim McGrath
• HLTA Gill Tricoglis
• CPD Leadership John Leach
• Change capable schools Julie Sowerby
• PM materials for support staff Jane Reynolds
• Supporting the management of underperformance
  Jim Cook

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Afternoon Extended Schools

• ESRAs
• Introduction Mandy
• Data Management Mandy
• Verification of data Daphne Smith and Keith
  Scott
• ES/NHSP update Dawn
• Extended Schools remits Howard and Dawn
• SEA/TYS update Steve

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Training and Development Agency for Schools (TDA)
Remit 2008 to 2009

• North East ..and its good to be here
• July 2nd 2008 Ramside Hall

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TDA Strategic Aims 2008-2013
Government goal Improved well-being and higher
educational achievement for all children and
young people
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TDA remit 2008-09
CPD for teachers MTL all teachers to achieve a
Masters over the course of their career
(new) Performance Management CPD Maths
Science CPD Strategy for 14-19 (new) Careers
education (new) EAL (new) TD of support
staff Sector qualification strategy Funding for
LAs Work with NCSL SBMs
Recruitment to STEM subjects Subject enhancement
courses Transition to Teaching (new) Review
financial incentives Teach First
(expansion) Recruiting strategies for SFCCs and
geographical shortage areas Focus in ITT
on Diversity of trainees Primary
languages SEN 14-19
National Agreement Monitor National
Agreement Promote remodelling and effective
deployment Extended schools Support to meet 2008
2010 targets Expansion of PSAs Subsidy
pathfinder to tackle economic barriers
(new) Targeted Youth Support
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Working together to deliver the childrens
workforce
Teacher CPD
ITT
Support staff strategy
PSAs
MTL
Extended schools
School Business Managers
IQF
TYS
Support intro of EYFS
Support for leaders managers across childrens
workforce
Succession planning
Early years development
NPQH
CWN
WAMG
Sure Start leaders
Headteacher development
Sector skills agreement
New models of headship
Social workers recruitment
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Compliance Quality Sustainability
TDA/NCSL Joint Leadership Project
Subsidy
SIPf
SI/ECM Integration
Single Delivery Chain
HLTA/SWIs/ PSA
Costed Plans
National Agreement
Survey
LSPs
BSF
YST
SSAT
Manchester
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What we know from research start early
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Schools where we are now, and where we have to
get to
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and continues to worsen

• Key Stage 2
• FSM 61 achieved L4 in English, 58 in maths
• Non FSM 83 in English, 79 in maths
• Key Stage 3
• FSM 50 achieved L5 in English, 56 in maths
• Non FSM 77 in English, 81 in maths
• Key Stage 4
• FSM 33 achieved 5 good GCSEs
• Non FSM 61

2006 national data
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One Team Alignment
Vision Culture Build teams Values Strategy Standar
ds
Leadership
Commercial Voluntary Parents Charity Sponsors
Coaching Learning Skills Feedback Data analysis
Partnership
Teamship
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One Team Progress
Leadership
Teamship
Partnership
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One Team World Class
Vision Culture Build teams Values Strategy Standar
ds
Leadership
Commercial Voluntary Parents Charity Sponsors
Coaching Learning Skills Feedback Data analysis
Teamship
Partnership
WORLD CLASS
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www.innocentive.com
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Question 8 "Overall, how important is the
support of the TDA in helping you to do your
job?" Regional comparison Distribution of
scores
Ordered by Qu.8 Indispensable or Very Important
(highest at top)
(1 response)
(1 response)
(1 response)
(1 response)
(1 response)
(1 response)
(1 response)
Source TDA customer feedback questionnaire May
2008, analysis of 372 responses received (56
response rate) Note Excludes responses if left
blank by respondent Ordered by Question 8
answers, Indispensable or Very Important (from
left to right, top to bottom)
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Question 6 "Overall how would you rate the level
of support provided by the TDA regional
team?" Regional comparison Distribution of
scores
Ordered by Qu.8 Indispensable or Very Important
(highest at top)
(1 response)
(1 response)
(1 response)
(1 response)
(1 response)
Source TDA customer feedback questionnaire May
2008, analysis of 372 responses received (56
response rate) Note Excludes responses if left
blank by respondent Ordered by Question 8
answers, Indispensable or Very Important (from
left to right, top to bottom)
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TDA SUPPORT FOR THE NATIONAL CHALLENGE
DRAFT

• Margaret Morris 16 July 2008
• Middlesbrough TLC

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Introduction

• The Training and Development Agency for Schools
  (TDA) is the government agency that provides
  guidance and support to the school workforce
• Raising standards of teaching and learning in all
  schools is central to the TDAs activities
• The TDAs work supports the National Challenge in
  its goal to transform schools, raise results in
  English and maths and tackle underachievement by
  young people

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The 21st century school - an extended school
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Removing barriers to learning with extended
services
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The benefits of extended schools
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The benefits of extended schools
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Ofsteds key findings on the impact of extended
schools
The majority of the schools visited had
compelling case-study evidence that extended
services had made life-changing differences to
pupils that had led to better attendance and
attitudes
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TDA support for extended services

• The success of the National Challenge will depend
  on removing barriers to learning for individual
  young people and TDA views the role of extended
  services as a fundamental enabler to sustainable
  solutions for these below the floor schools
• The TDA works with local authorities (LAs) to
  support all schools in their provision of access
  to a core offer of extended services by 2010
• TDA support includes the delivery of a change
  (remodelling) process and tools, training and
  guidance, resource kits and case studies of good
  practice at school and LA level

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TDA School Improvement Planning Framework

• The framework enables effective school
  improvement planning and guides the wide
  engagement that National Challenge recommend
  engaging pupil and parent voice.  
• Schools are using the framework to design and
  deliver support and services that create a
  demonstrable impact on standards

As of June, 70 Local authorities have been
trained to support schools
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TDA support a new role in schools - Parent
Support Adviser

• The role of the PSA is to work with parents to
  help improve behaviour and attendance, overcome
  barriers to learning and increase the number of
  parents involved in their childs education, both
  at school and at home

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TDA North East response to JISPs

• PRIORITY Enjoy and Achieve Narrowing the gap in
  attainment
• SUPPORT TDA School Improvement Planning
  Framework and developing role of Parenting
  Support Advisers TDA core offer (attached
  sheets) also remodelling change process
• AGENCY TDA supporting National Strategies

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Wider TDA support

• Support for the recruitment of teachers
• Support for the recruitment of trainees
• Support for ITT and CPD
• Support for the senior leadership teams
• Support for stronger systems packages

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Fit for the Future workshop

• Kate and Andrew

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Impact

• Task and Finish Group

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Impact Task and Finish Group

• The Journey
• The Experience
• The Next Steps

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12.45 1.45 LUNCH AND NETWORKING
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Afternoon Extended Schools

• ESRAs
• Introduction Mandy
• Data Management Mandy
• Verification of data Daphne Smith and Keith
  Scott
• ES/NHSP update Dawn
• Extended Schools remits Howard and Dawn
• SEA/TYS update Steve

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Training and Development Agency for Schools (TDA)
Remit 2008 to 2009

• Additional slides that Howard didnt use

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TDA strategic framework
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The Childrens Plan key points for TDA
Schools will work in partnership with an
increasing number of other service providers

• Schools are at the heart of childrens services,
  and will offer on-site access to health,
  parenting and justice services. In some cases,
  this will include having mental health
  professionals and police officers located on
  school premises.
• It is all about the Team Around the Child (TAC).
• Extended schools are central to delivery.

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2008-2009 Extended Schools summary of main
partner project objectives
ContinYou
TDA
4Children
Universal LA Support partners providing support
to build leadership capability and capacity,
advice and best practice in the delivery of ES
ESRA, Cluster Manager, Governors, NCOGS, Elected
Members, VCOs
1 Targeted LA Support Supporting LAs using
RDP/trainer days on known challenges which may
include small primary schools (rural), faith
schools or LAs who lag behind the national
average. Providing every term regional drop-in
surgeries covering ES tools, workshops and best
practice Support for LAs in demonstrating the
impact ES has on their PSA targets (LAAs)
12 Targeted LA and school support A menu of
training to be available to cluster managers,
local authorities and schools including
governance issues, support for elected members,
engaging parents, engaging school improvement
advisers/officers, developing successful activity
programmes, business planning and funding
issues. 13. Targeted Stakeholder involvement and
partnership development Actively working with the
DCSF Study Support Partners (UFA, QiSS, CU and
PfS) through regular briefings, meetings and a
wider network forum to ensure consistent
messages, coherent support for local authorities
(avoiding duplication and overlap) and active
engagement of the PVI sector in providing a wide
range of high quality activities for children and
young people
Targeted LA Support 6 Rural Childcare This
workshop and consultancy support will focus on
how to develop childcare in and around schools in
rural areas where there are likely to be smaller
schools and more dispersed populations. This work
is helping to create stronger links between
schools and different childcare providers through
the 4Children Community Partnership or federated
childcare model 7 Engaging Third Sector
Childcare Providers This workshop and consultancy
support will focus on how local authorities can
increase the role of the third sector in the
provision of childcare in and around schools. It
will take forward work that DCSF commissioned
4Children and TDA to carry out in 2007/08 8
Access and Inclusion This workshop and
consultancy support will be targeted at improving
access for disadvantaged pupils in the extended
schools programme. It will help schools to focus
on the six areas identified by 4Children and TDA
as being crucial to the development of services
for disadvantaged pupils (e.g. CPD, consultation
that goes beyond sending out surveys etc.) 9
Securing Sufficient Childcare This workshop and
consultancy support will focus on helping local
authorities to enhance the sustainability of
childcare provision, and help LAs to respond to
the findings of their childcare sufficiency
assessments by ensuring that supply is properly
linked with demand across a locality.
Projects 2 ES/ECM Engagement Build sustained
school leadership capability and capacity to
tackle the challenges of implementing extended
schools and ECM within their schools and
localities- initially targeting 150 schools 3
Parent Support Adviser Roll-out Support the
rollout of PSAs to work in partnership with
families, parents, carers and pupils, in a school
context, to enable pupils to have full access to
educational opportunities and overcome barriers
to learning and participation 4 School
Improvement Planning Framework Enable schools to
make the needs of children and families integral
to school improvement planning, in a way that
allows them to link standards of achievement with
the ECM outcomes 5 Subsidy pilot Undertake a
pilot that examines how to ensure children from
disadvantaged backgrounds, and their parents, do
not miss out on the benefits of extended schools
Projects 14. Creating an accessible knowledge and
learning exchange Updating and improving
accessibility to existing content of the ES
support aspects of the ContinYou website but
adding interactivity and ability to share
information and discuss issues. 15. Quality and
visibility Drafting, with partners, a code of
practice for schools, cluster managers and local
authorities to improve consistency of assessment
of the core offer, highlight quality delivery and
impact and support the on-going publication of
the named schools delivering FCO 16-17. TBC
Projects 10-11. TBC
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SEA TYS updates

• Steve Davies

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SEA QUESTIONS

• Are we engaging schools in discussions about the
  CYPP, Childrens Trust, targeted youth support
  (TYS) and the planning of current and future
  services to ensure developments take into account
  their perspectives?   NB All 150 ESRAs confirmed
  back in sept 2007 that their answer to this was
  Yes
• Have we got  clear procedures (based on CAF) to
  support schools in identifying children and young
  people who would benefit from additional
  support?  NB 150 LAs confirmed that they had
  plans in place to finalise this by Dec 2008
• Do all children have access to the support of
  appropriate professionals through their school,
  if needed ?  NB As 2) above
• Are referral pathways are clear and result in
  swift engagement and continuing interaction
  between the schools and the other services? NB As
  2) Above

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Afternoon Extended Schools

• Next meeting agenda
• www/ebi