Headteachers Briefing JuneJuly 2005

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Headteachers BriefingJune/July 2005

• Graham Badman
• Strategic Director
• Education and Libraries

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Managing Director Children, Families Education
Appendix 1c
Director Operations (Childrens Social Services)
Director Finance and Corporate Affairs
Director Resources
Director Operations (Schools)
Director School Effectiveness
Director Commissioning (Specialist Services)
Director of Policy Performance
Directorate Finance Directorate Personnel
Development Awards Schools Formula Schools
Support Service
ICT e-gov Health Safety Client
Services Business Management Provision
Planning Capital Projects
School Organisation Early Years Child
Care Clusters
Schools Advisory Service Kent Leadership
Innovation Service
Children and Family Teams Child Protection Looked
After Children Children with Disabilities Planning
,Performance and Contracting Childrens Services
Provider Unit Adoption Fostering Residential
Respite Asylum 16
Policy Service Development International
Development MIS (info. Systems)
Attendance Behaviour AEN Resources Specialist
Teaching Educational Psychology Minority
Community Achievement Services Childrens
Safeguards Joint Commissioning
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Appendix 1e
Managing Director of Communities
Youth Offending Service
Kent Drug Alcohol Action Team
Director Community Youth Services
Director Healthy Living Culture
Director of Policy Resources
Directorate Policy Performance Directorate
Finance Directorate Personnel Development
Community Safety Youth Services NEETS
(Connexions) Trading Standards Registration
Coroners Emergency Planning Kent Scientific
Services Voluntary Sector
Healthy Living Arts Libraries Museums
Archives Sports Leisure Adult Education
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Appendix 1d
Managing Director - Adult Services
Director of Operations x 2
Director - Performance, Policy Quality Assurance
Director - Resources
Director - Specialist Services
Mental Health
Care Management Services Promoting
Independence Older People Physical
Disabilities Acute Hospitals Adult
Protection Integrated Learning Disability Teams
(with Health) Area Benefits County Duty
Service Out of Hours
Directorate Finance Directorate Health
Safety Directorate Personnel Development Resourc
es Directorate Electronic Services Directorate
Training
Occupational Therapy Kent Home Care
Service Supporting People Sensory
Disability Gypsy Unit Supported Employment Older
Peoples Direct Service Units Adult Service
Provider Unit
Directorate Performance Management Contracting Car
e Standards Directorate Policy Innovation Forum
Project Swindon Support

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Managing Director of Environment Regeneration
Appendix 1f
Turner Contemporary
Head of Change Development
Director of Kent Highway Services
Director of Environment Waste
Director of Regeneration Economy
Director of Strategy
Director of Resources
Country Parks Countryside management PROW
Countryside Access Natural Environment
coasts Heritage Conservation Waste
Operations Waste Resources Environmental Taskforce
Growth Areas Major Transport schemes Coastal Town
Rural Regeneration Developer Contributions Kent
Design Enterprise skills Tourism Inward
Investment
Spatial Planning Transport Strategy International
Affairs Waste Minerals Plan Community
Planning Planning Applications
Road Pavement Maintenance Road
Safety Congestion Management Improving Public
Transport
Directorate Finance Business Planning/MTP Analysis
Information GIS HR, ICT HS Support
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Appendix 1b
Chief Executive
County Secretary Monitoring Officer
Director of County Finance
Managing Directors x 4
Director of Policy, Performance, Partnerships
Projects
Director Head of ICT eGovernment
Director of Personnel Development
Kent Partnership Performance Policy LAA/Public
Service Board Vision for Kent
Legal Services Council Secretariat
Communications, Marketing PR South East Centre
of Excellence Local Boards
Finance s151 Value for Money/Best Value
(Efficiency) Team External Funding Internal
Audit Corporate Procurement
Service Delivery, Infrastructure Service
Integration Business Development Contact
Centre Strategy Enterprise Architecture Security
, Standards Compliance
Employment Strategy Organisational
Development Personnel Shared Services Business
Support Health Safety
Under Review Commercial Services Property
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The Role of the Director of Childrens Services

• Professional responsibility and accountability
  for the effectiveness, availability and value for
  money of all local authority childrens services
• Leadership to secure and sustain the necessary
  changes to culture and practice to deliver
  improved services and outcomes to meet need
• Building effective partnerships with and between
  local bodies who provide childrens services to
  focus resources jointly on improving outcomes for
  children and young people

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The Role of the Lead Member for Childrens
Services

• Political accountability for the effectiveness,
  availability and value for money of all local
  authority childrens services
• Leadership to engage and encourage local
  communities to improve services and outcomes for
  children and young people both within the local
  authority and with partner organisations
• Safeguarding and promoting welfare of children
  across all agencies

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Childrens Services Objectives

• The DCS (MDCFE) and the Lead Member will ensure
  that there is clear accountability for the
  service objectives
• the well-being of children and young people is at
  the heart of policies and agencies are working
  towards shared outcomes
• there is a clear overall responsibility and
  accountability for childrens services
• key services are integrated around the needs of
  children and young people, and mechanisms are put
  in place to involve them in determining how their
  needs are met

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Responsibilities of the Managing Director
Children, Families and Education (DCS)

• The MDCFE will cover all duties and
  responsibilities relating to children previously
  discharged by the Chief Education Officer and the
  Director of Social Services
• Education services
• Social services
• Health services
• Inter agency co-operation

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Schools, health and the voluntary and community
sector

• Schools are key agents in delivering the new
  agenda for children. They are encourage to
• Co-operate with other childrens services to
  deliver an integrated and holistic approach to
  childrens services
• Offer a range of extended services that help
  pupils engage and achieve and allow for
  additional services to be offered at the school
  site eg counselling services
• engage parents and local communities
• support closer working between universal services
  and specialist services so that children with
  additional needs are identified early
• The Children Act 2004 requires partners in a
  local area, including Strategic Health
  Authorities and Primary Care Trusts and the local
  authority, to co-operate in making arrangements
  to deliver improved outcomes for children and
  young people. They will also need to work and
  utilise the expertise and experience of voluntary
  and community organisations to deliver change

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Childrens Workforce Strategy - Common Core
Skills and Knowledge

• Effective communication and engagement with
  children, young people, their families and carers
• Skills
• Listening and building empathy
• Summarising and explaining
• Consultation and negotiation
• Knowledge
• How communication works
• Confidentiality and ethics
• Sources of support
• Importance of respect

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Childrens Workforce Strategy - Common Core
Skills and Knowledge

• Child and young person development
• Skills
• Observation and judgement
• Empathy and understanding
• Knowledge
• Understanding context
• Understanding how babies, children and young
  people develop
• Be clear about your own job role
• Know how to reflect and improve

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Childrens Workforce Strategy - Common Core
Skills and Knowledge

• Safeguarding and promoting the welfare of the
  child
• Skills
• Relate, recognise and take considered action
• Communication, recording and reporting
• Personal skill
• Knowledge
• Legal and procedural frameworks
• Wider context of services
• Self-knowledge

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Childrens Workforce Strategy - Common Core
Skills and Knowledge

• Supporting Transitions
• Skills
• Identify transitions
• Provide support
• Knowledge
• How children and young people respond to change
• When and how to intervene

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Childrens Workforce Strategy - Common Core
Skills and Knowledge

• Multi-agency working
• Skills
• Communication and teamwork
• Assertiveness
• Knowledge
• Your role and remit
• Know how to make queries
• Procedures and working methods
• The law, policies and procedures

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Childrens Workforce Strategy - Common Core
Skills and Knowledge

• Sharing information
• Skills
• Information handling
• Clear communication
• Engagement
• Knowledge
• Importance of information sharing
• Role and responsibilities
• Awareness of complexities
• Awareness of laws and legislation

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Nurturing Autonomous and Creative Learners The
Kent Secondary Strategy phase 2

• In Kents successful learning communities,
  achievement will exceed expectations and no child
  or school will fail

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The Kent Secondary Strategy

• In Kent we must develop creative autonomous
  learners who have the right to the best learning
  opportunities irrespective of background. We aim
  to provide personal fulfilment and to ensure that
  young people can compete in the knowledge and
  creativity economy of the 21st Century. Together
  with sustainable economic development, education
  can be the catalyst to lift children from
  poverty. It should provide them with the skills
  and knowledge to become confident, self reliant,
  healthy, collaborative and responsible citizens
  who are economically active and able to
  participate in a democratic society.

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The Kent Secondary Strategy

• The Phase 2 Secondary Strategy
• Recognises the high level of achievement of Kent
  students at GCSE and A/AS levels
• Addresses concerns about those young people who
  do not achieve the national benchmark of A-C
  GSCEs
• Supports a high standard of educational
  experience for all students and promotes
  self-reliant learning
• Develops the skills that Kent students will need
  for life in the coming decades
• Further develops the collaborative model
  introduced through Clusters
• Provides the vision for Building Schools for the
  Future, ICT investment etc.

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Transforming the organisation of learning in
schools

• Enabling students to become autonomous learners
  by designing a curriculum that is relevant for
  young people in modern day society
• Inculcating a lifelong enjoyment of learning and
  empowerment even for disengaged students
• A remodelled curriculum with modular courses,
  systematic reporting and internships to replace
  traditional work experience
• Assessment through using agreed criteria,
  exhibitions and regular evaluation of strategies
• Personal support through advisory system and
  enhanced engagement of the students family
• The development of vocational skills

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Developing Capacity and Structures

• The LEA as a strategic authority
• Schools Structures
• EIPs
• Federations
• Schools within Schools
• Radical options to be developed in collaboration
  with Cluster Boards/EIPs and including
  consideration of the local context
• Hard Federation
• Strategic similar school partner
• Academy
• Amalgamation
• Closure

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Placing Schools at the Heart of their Local
Communities

• To improve education attainment, attendance and
  behaviour, reduce criminal activity and teenage
  pregnancy, improved participation post 16 and to
  raise aspiration through
• Developing a range of services and signposts to
  other support
• Expanding pre and after school support and use of
  school facilities
• Providing lifelong learning opportunities
• Engaging parents and carers in their childs
  education
• Develop links to business eg business incubators

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Designing and developing the Learning
Infrastructure

• Recruitment and development of inspirational,
  innovative and collaborative headteachers
• Recruitment and development of an informed,
  innovative and collaborative workforce
• Development of a highly focused approach to
  school improvement
• Development of effective partnerships with
  public, voluntary and commercial sector partners
  to enhance services to children
• Appropriate deployment of ICT for learning, pupil
  support and school management
• The design and build of modern learning
  environments in the right locations

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Next steps

• Consultation with and involvement of all
  stakeholders
• Development of action plans
• The support of existing good and innovative
  practice and the development of pilots
• Make links with other strategies
• SEN/AEN Strategy
• 14 to 19 Strategy
• Community Schools Strategy
• Integrate as core to the Building Schools for the
  Future vision

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The Draft Strategy is available on
lthttp//www.clusterweb.org.uk/cwpages/docs/secst
rat_consultation.docgt Feedback to

• secstrat.education_at_kent.gov.uk
• or write to Andy Nicklin, Policy Unit,
• Education and Libraries,
• Sessions House, Maidstone, ME14 1XQ

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Kent Schools and Drug Testing

• Individual headteachers, governing bodies,
  parents and communities should decide if drugs
  are a significant threat and if testing is an
  appropriate response
• They would need to consider the complexities such
  as
• excluding pupils for long periods may expose
  them to greater drug related risks
• possible conflict with drug-using parents
• the involvement of clinical professionals and the
  ethical incompatibility of a clinical and
  punitive role
• Should staff also be tested? Staff would need to
  be consulted with their unions unless undertaken
  on a voluntary basis

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Kent Schools and Drug Testing

• Recommendations
• Any drug test programme should be underpinned by
  clear intended aims, objectives and outcomes for
  pupils
• No student may be tested without the consent of
  the person with parental responsibility or if
  they themselves refuse
• Before introducing drugs testing the school
  should
• Ensure that it reaches the National Healthy
  School Standard for Drug Education
• Consider whether or not staff should be included
  in the policy
• Be able to demonstrate they have taken all
  reasonable steps, under Police and KDAAT advice,
  to identify those who may be responsible for
  bringing drugs onto the school site. If this has
  been done and drugs are still prevalent, then
  random testing may be justifiable legally

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Kent Schools and Drug Testing

• The school should
• Have developed a policy in consultation with
  parents, pupils and staff - an essential tool in
  defending any litigation
• Be able to demonstrate that there is a threat to
  the public good in order to defend any
  litigation
• Ensure that their policies and procedures specify
  how any information obtained will be shared
  (including the Police) and take account of the
  Data Protection Act/Freedom of Information Act
• Refer to DfES Guidance on Exclusions from
  Schools and PRUs and any Cluster protocols
  before deciding on any disciplinary sanctions
• Keep up to date information justifying their
  choice of drug testing products

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Kent Schools and Drug Testing

• The School should
• Ensure adequate precautions concerning the
  transmission of HIV/AIDS
• Ensure that no action should be taken without
  confirmation of results from a qualified medical
  reviewer
• Agree referral pathways and protocols with the
  relevant agencies for children testing positive
• Work with partner agencies to ensure any service
  gaps are filled
• Monitor and evaluate the implementation of drug
  testing
• Ensure that testing is covered by insurance and
  staff indemnity, carefully consider the costs of
  implementation and how to handle any publicity

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Meeting the ChallengeGrowing Tomorrows School
Leaders
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Meeting the ChallengeGrowing Tomorrows School
Leaders

• All schools have a responsibility for the
  system, and in 5 to 10 years time we will need
  many more leaders as large sectors of our
  leadership community retire. Schools need to act
  now to help replace that shortfall in years to
  come.

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Meeting the ChallengeGrowing Tomorrows School
Leaders

• Development of school leaders through
• Establishing a culture of learning that
  encompasses all staff and echoes the learning
  experiences that we develop for students
• A sense of movement and change amongst staff that
  brings new ideas and a spirit of enterprise in
  colleagues of whatever level of experience
• An energised atmosphere and a knock-on effect of
  success and achievement throughout the school
• A reputation for enhancing careers which make it
  easier to attract and retain staff

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Meeting the ChallengeGrowing Tomorrows School
Leaders

• What is needed for sustainable performance is
  leadership at many levels of the organisation.
  Ultimately, your leadership in a culture of
  change will be judged as effective or ineffective
  not by who you are as a leader but by what
  leadership you produce in others.

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Meeting the ChallengeGrowing Tomorrows School
Leaders
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Meeting the ChallengeGrowing Tomorrows School
Leaders

• Building Trust - developing personal potential,
  securing commitment and engagement and maximising
  learning
• Control - one person is responsible for all
  decision-making and others carry out orders.
• Delegation - individuals are giving limited
  amounts of authority/responsibility with defined
  tasks and outcomes
• Empowerment - High levels of authority are
  devolved - what has to be done is defined but how
  it is done is left to those responsible
• Subsidiarity - power is fully distributed across
  the organisation

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Meeting the ChallengeGrowing Tomorrows School
Leaders

• An inevitable and bizarre feature of the
  transition process is that it has to be started
  by some-one who is
• willing to preside over the diminution of his or
• her own power. The complexity involved in
  moving
• from a focus on leaders to a focus on shared
  leadership
• should not be underestimated. It has to be
  viewed as a learning process. Once leadership
  has been developed in all the adults in a school,
  it might
• then be appropriate to include your people in
• the development of leadership capacity and
  potential.

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Inclusion, Equality and Diversity Data

• Please see the Ten Policy Briefing
• in your pack