Convergence

1
Convergence Transformation SSAT 28th November
2008

• Alan McMurdo
• CEO Principal

2
Aims

• Background to the Thomas Deacon Academy
• Leadership, management and governance
• Convergence
• Transformation
• System impact

3
Quick Facts.....its a school !
4
The convergence task KS4 Starting points in
our 3 predecessor schools

• Key Stage 4 2006
• 74 5A-C DS 98, JMS 58, HCC 52
• 40 5A-C (inc. Eng and Maths) DS 71, JMS
  21, HCC 9
• 89 5A-G DS 99, JMS 89, HCC 70
• 2 of all GCSE grades A
• Key Stage 4 2007
• 74 5A-C DS 99, JMS 50, HCC 65
• 41 5A-C (inc. Eng and Maths) DS 70, JMS
  15, HCC 25
• 92 5A-G DS 99, JMS 89, HCC 84

5
The convergence task Starting points in our 3
predecessor schools

• DS JMS HCC LA mean
• Authorised Absence 5.8 8.1 1.6 6.6
• Unauthorised absence 0.1 1.1 4.2 1.2
• F.S.M Number on roll Contribution to Thomas
  Deacon
• DS 12 1055 49
• JMS 20 736 34
• HCC 36 379 17
• Mean 19

6
System impact

• Admission protocol
• LA coordinated scheme
• LAC SEN then Distance to 4 school gates
• Fair banding assures a comprehensive intake
• Geographic impact has resulted in the removal of
  the catchment area
• Replaced a selective school and two poor
  performing comprehensives with an all ability
  school
• Reduced capacity within the LA to respond to new
  arrivals.
• Hard to place protocol
• Agent for improvement at LA level....offset the
  loss of revenue ?

7
Business involvement Strategy Action

• Sponsorship
• Target setting and the 5 A-C
• Enterprise and entrepreneurship
• Strategic planning
• Governance

8
Business involvement Strategic Planning

• Vision All our learners are of equal value and
  deserve to achieve their full potential. This
  will be recognised in both the planning and
  execution of all aspects of Academy life.
• Mission Maximum achievement for every
  individual
• Method Aim High Fulfil Potential Succeed
  Together
• Values Driven Leadership
• Integrity The power of honesty
• Excellence The power of quality
• Teamwork The power of working together
• Commitment The power of responsibility

9
Strategic intentions to be the leading Academy
in the country we will have.....

• Culture for learning a kind, calm purposeful
  academy where everyone feels valued, known,
  challenged and supported
• Motivation for learning where students desire
  for learning and achievement is met by the
  passionate commitment of all staff
• Specialism for learning our specialism in
  mathematics and science will be integral to our
  work in raising standards across the curriculum
• Environment for learning that represents a
  positive, considered response to local and global
  environmental issues.
• Resources for learning a business like
  academy characterised by resources that are fit
  for purpose, an operational efficiency that is
  measured and continually improved whilst all our
  people are fully engaged in learning
• Leading for learning a confident, self-managing
  academy where everyone is an effective learner,
  able to take responsibility for self and others
• Quality Assurance for learning Q.A. systems are
  used across all our endeavours to ensure error
  free delivery continuous improvement
• Teaching for learning Teachers with students
  formulate, deliver and monitor excellent
  activities that ensure learning
• Systems for learning where bureaucracy is
  minimised and communications with all
  stakeholders is effective and efficient.
• Partnerships for learning as a catalyst for
  change we recognise that effective external
  partnerships are a key to both our own and system
  wide improvement.

10
So what are we after, what is our product ? That
each of our students .

• Is an articulate, independent yet collaborative
  learner, who understands how he/she learns and is
  committed to lifelong learning
• recognises the importance of fulfilling potential
  and has the strength of purpose to maximise
  achievement of themselves and those around
• has a broad view of achievement and recognises
  the importance of her/his spiritual journey,
  moral code and cultural heritage
• has the emotional intelligence to engage, in a
  meaningful way with others, as individuals and
  groups
• recognises that rights bring responsibilities and
  relishes the opportunity to play a full and
  active role in the community
• learns through engaging with educational
  experiences that are enriched and extended with
  opportunities and challenges
• is supported by various people, materials and
  ICT
• is challenged supported and monitored through a
  pastoral system that is linked to general
  well-being but crucially focussed on learning
• is proud to be part of our Academy whose culture
  and structures sustain the continuous improvement
  of educational processes and outcomes across the
  breadth of the achievement agenda.

11
Strategic Goals

• All our students will achieve level 2 equivalent
  to 5A-C at GCSE by the time they leave us.
• 2008 65 2009 75 2010
  95 2011 100
• We will have a positive, and improving,
  value-added score in terms of Key Stage 2 4
  performance.
• 2008 1010 2009 1011 2010
  1012 2011 1013
• All our students will leave to appropriate
  employment, education or training.
• 2008 85 2009 90 2010
  95 2011 100
• The majority of these destinations will reflect
  our specialism. This figure will increase year on
  year.
• 2008 40 2009 45 2010
  50 2011 60
• Staff and student satisfaction values indicate
  that the vast majority over 90 of the Academy
  community are committed and engaged in our work.
• 2008 70 2009 80 2010
  90 2011 90
• No student falls below 90 attendance.
• 2008 20 2009 15
  2010 10 2011 0

12
Business involvement Structures monitoring

• Leadership team structures
• College based planning and evaluation
• Monitoring
• Quantitative and qualitative data

13
Key Performance Indicators based on strategic
intentions

• Culture Behavioural incidents Student absence
• Motivation Attitude to learning grades Staff
  absence Enrichment participation
• Specialism post 16 students on maths and
  science related programmes
• of Y13 leavers going into maths and science
  related HE programmes
• Impact of extra-curricular specialist
  opportunities
• Impact of specialism across the curriculum
• Environment Recycling stats Sustainability report
• Resources ICT serviceability ICT use
  Budget spend
• MMRC use FM failures time to close
• Leading Line management meetings
• Distributed leadership survey findings
• Quality Assurance Lesson observations undertaken
• Performance management meetings
• Professional development / learning
  activities undertaken
• Open issues
• Average time to close open issues
• Teaching of lessons satisfactory good
  outstanding
• Systems Parental satisfaction Student
  satisfaction Staff satisfaction
• Partnership External partnership activity
  Number of staff/students involved

14
Monthly Dashboard data reported to the
C.E.O./Principal Drill down will include
benchmark and actions required / proposed. Report
will generally be by exception report outside
tolerance

• College Performance Academy Performance
• Student satisfaction survey Student satisfaction
  survey
• Staff satisfaction survey Staff satisfaction
  survey
• students on target Budget spent
  against benchmark
• students above target Predicted outturn
• students below target ICT serviceability
• Student attendance ICT use
• Students attitude to learning grades MMRC use
• Enrichment participation Parental survey
  satisfaction
• Serious incidents number/nature Sporting
  achievement
• Exclusions number/nature Specialism update
• Number of lesson observations
• of lessons satisfactory or better
• of lessons good or better
• Staff absence
• HR incidents number/nature
• Professional development / learning activities
  undertaken

15
Directorate structure

• Three phases
• Prior to opening.
• Year one.....20 months
• Long term sustainable
• HR
• Business Resources
• The educational stuff.......vertical and
  horizontal...
• Colleges, Teaching and Learning
• Innovation and Development

16
Human Resources Directorate

• Staff absence
• Staff turnover
• Employee relations issues managed
• Vacancies v Positions Filled and Time to Fill
• Performance Management Process Fulfilment
• Evaluation of CPD / Learning Activity
• Oversight of CPD budget (in due course)
• Professional development / CPD / Learning
  activities undertaken
• Staff Satisfaction / Employee Opinions
• Leadership Feedback Process (Upward feedback)

17
Resources Directorate

• Ecovert overview stats
• FM failures time to close
• Sustainability report electricity, gas, water,
  paper, waste, recycling
• Budget spend and against benchmark
• Predicted outturn
• Health Safety incidents
• accidents
• security ecovert
• fire ecovert
• Risk assessments
• Risk management policy

18
Colleges, Teaching and Learning Directorate

• Student attendance Global attendance figure by
  year group College, number of students gt10
  unauthorised absence by year group and college
• students on target trajectory V
  aspirational by year group and college
• students above target by college/year group
• students below target by college/year group
  
• Students attitude to learning grades by
  college/year group9 point scale
• Enrichment participation by college/year group
  
• post 16 students on maths and science related
  programmes
• Sporting achievement
• Serious incidents and removals by college/year
  group number/nature
• Exclusions by college/year group
  number/nature
• Number of lesson observations by college
• of lessons satisfactory or better by
  college
• of lessons good or better by college

19
(No Transcript)
20
Innovation and Development Directorate

• of Y13 leavers going into maths and science
  related undergraduate programmes benchmark and
  baseline
• Student Parent satisfaction surveys
  satisfaction.
• Impact of extra-curricular specialist
  opportunities number of students by year groups
  colleges hours per student by year groups
  colleges
• Impact of specialism across the curriculum
• ICT serviceability qualitative survey of users
  and sampling PINACL reference, fitness for
  purpose/procurement
• Average time to close open issues help desk
  data
• ICT use log ons, classroom based use
• MMRC use borrowing rate, timetable allocation,
  student use
• External partnership activity quantitative list
  of partnership activity
• Number of staff / students involved

21
Business involvement The model of governance

• The Funding Agreement...
• Board of Directors...
• 9 directors...
• 4 meetings a year
• Resources Facilities committee
• People Remuneration committee
• Admissions committee
• Exclusions committee
• One or more Appeals committees
• Advisory Board of Governance

22
Governance gap analysis

• Local accountability....reference groups
• Students
• Staff
• Parents
• Community
• Frequency of meetings
• The need for the board to
• Ensure that the sponsors vision is verbalised
  and operationalised
• Receive input and discuss strategic issues
• Monitor the development and effectiveness of
  external partnerships and communication strategy
• Monitor the impact of specialism across the
  academy.

23
(No Transcript)
24
The transformational agenda
25
Learning Expectations

• Extended Learning Extended School
• L2L and the learning journey
• VLE
• Vertical tutoring / mentoring
• Achievement pathways
• Literacy
• EAL
• Academy freedoms
• Code of Conduct
• Behaviour policy

26
Relationships Human Utopia

• Enabled us to analyse the role that relationships
  play in producing an institution where all feel
  empowered to drive their own learning agenda.
• Students are led through a carefully constructed
  programme that builds up self esteem, then
  pro-social skills and finally commercial skills.
  
• Children who come through the system are not
  necessarily any better placed to apply personal
  enterprise skills to their portfolio of
  qualifications to cash in their life chances.
• This is particularly true for youngsters in an
  urban environment where significant behavioural
  cycles have to be broken.
• The HU programme allows a cutting edge of
  enterprise to lift all children from the mundane
  grade gathering pursuit of Key Stage 4 and 5,
  develop skills that cut across the ability range
  and free young people up to pursue their own
  developments and dreams.
• Nice by-product respectful relationships