Leading in a new context

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Leading in a new context

• Graham Badman
• Managing Director
• Children, Families Education
• April 2006

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Our deepest fear is not that we are inadequate.
Our deepest fear is that we are powerful beyond
measure. It is our light, not our darkness, that
most frightens us. We ask ourselves, Who am I
to be brilliant, gorgeous, talented, fabulous?
Actually, who are you not to be? You are a child
of God. Your playing small doesnt serve the
world. There is nothing enlightened about
shrinking so that other people wont feel
insecure around you. We are all meant to shine
as children do. We were born to make manifest
the glory of God that is within us. It is not
just in some of us, it is in everyone. And as we
let our own light shine, we unconsciously give
other people permission to do the same. As we
are liberated from our own fear, our presence
automatically liberates others.

• Nelson Mandela

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Leadership Matters

• Predictably, the most effective schools are
  distinguished by leadership that is
  inspirational, with a strong commitment to the
  school, its pupils and the community.
• (Maurice Smith, March 2006)

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Leadership Matters

• Key Characteristics of high quality leadership
• A clear vision
• Planning at a strategic level to promote
  ambitious goals
• Ability to inspire, motivate and influence staff
  and pupils
• Knowledgeable and confident to innovate
• Ability to create effective teams
• Committed to running equitable and inclusive
  schools
• Leaders provide role models for all with whom
  they come into contact
• (Maurice Smith, March 2006)

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The Seven Core Tasks

• Create the vision, set the direction
• Get the right people on the bus
• Lead the organisation, let others manage
• Communicate, communicate, communicate
• Understand the numbers
• Understand the risks
• Take care of yourself

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Managers versus Leaders

• Managers
• Manage certainty
• Control manipulate resources
• Like to do things right
• Explain the past
• Base decisions on how the
• world is
• Keep to their territory
• Seek to control
• Leaders of process

• Leaders
• Manage uncertainty
• Organise, operate assume the
• risk
• Do the right thing
• Invent the future
• Base decisions on how the world
• ought to be
• Influential beyond their
• jurisdiction
• Develop empower
• Leaders of people
• Listen

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Lead the organisation, let others manage

• Work on the business, not in the business
• Be the Chief Entrepreneur
• Communicate the vision set meaningful goals
• Be passionate communicate that passion
• Build your schools culture
• Walk the talk
• Develop a mindset of developing potential, not
  trying to control

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Leadership and learning are indispensable to
each other.

• (John F Kennedy, 1963?)

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What are the opportunities offered by the
current legislation?
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Every Child Matters

• Be healthy
• Stay safe
• Enjoy and achieve
• Make a positive contribution
• Achieve economic well-being

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Sending your child to nursery is proven to give a
boost at school

• For those of us who worry - or even have pangs
  of guilt - about putting our children into a
  nursery at a young age, its reassuring to see
  the positive effect of early education on social
  and behavioural development when children attend
  particularly effective schools, and where parents
  are actively involved in their childs learning.
• But what is most striking to me is the clear
  evidence that early years education can give
  disadvantaged children a boost in school. We owe
  it to these children to help them escape the
  cycle of poverty, and by providing nursery
  education we are giving them the sure start that
  they deserve.
• (Margaret Hodge)

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Nursery is bad for children

• Children who go to nurseries before they are
  three have inferior quality childhoods which
  increases the risk of them suffering mental
  health problems, including depression and
  aggression, later in life.
• One in five children put into nursery too early
  will go on to develop such issues. As adults
  they may turn to drink or drugs to cope. And the
  problem will only get worse as increasing numbers
  of parent put their offspring into nurseries.
  With 100,000 under-threes at full-time nurseries
  in Britain, the numbers have quadrupled in just
  ten years and look set to continue growing as the
  government provides more spaces through its
  policies.
• Steve Biddulph 2006

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Rise in women at work in UK

• Womens employment has increased from 56 in 1971
  to 70 in 2005
• Between 1995 - 2005 the employment rate for
  married mothers increased by 6 and for single
  mothers by 14
• Womens hourly pay is now 87 of mens compared
  with 80 in 1998
• The labour force is projected to continue growing
  until 2020 (although at a declining rate) when
  the number of economically active people is
  expected to reach 32.1m (6.7 increase)

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Pre-school development

• Pre-school experience, compared to none, enhances
  all-round development in children
• An earlier start (under 3 years) is related to
  better intellectual development
• Full time attendance led to no better gains for
  children than part-time provision
• Disadvantaged children benefit significantly from
  good quality pre-school experiences, especially
  where they are with a mixture of children from
  different social backgrounds
• Overall disadvantaged children tend to attend
  pre-school for shorter periods of time than those
  from more advantaged groups (around 4-6 months
  less)
• (The EPPE Report, 2004)

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Pre-school development

• High quality pre-schooling is related to better
  intellectual and social/behavioural development
  for children
• Settings that have staff with higher
  qualifications have higher quality scores and
  their children make more progress
• Quality indicators include warm interactive
  relationships with children, having a trained
  teacher as manager and a good proportion of
  trained teachers on the staff
• Where settings view educational and social
  development as complementary and equal in
  importance, children make better all round
  progress
• Effective pedagogy includes interaction
  traditionally associated with the term
  teaching, the provision of instructive learning
  environments and sustained shared thinking to
  extend childrens learning
• (The EPPE Report, 2004)

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The importance of home learning

• For all children, the quality of the home
  learning environment is more important for
  intellectual and social development than parental
  occupation, education or income. What parents do
  is more important than who parents are.
• (The EPPE Report, 2004)

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Independent review of the teaching of early
reading

• Engaging young children in interesting and
  worthwhile pre-reading activities paves the way
  for the great majority to make a
• good start on systematic phonic work by the age
  of five. Indeed, for some, an earlier start may
  be possible and desirable.
• This is because it ill serves children to hold
  them back from starting systematic phonic work
  that is matched to their developing abilities and
  enables them to benefit from the wealth of
  opportunities afforded by reading from an early
  age. All
• that said, the introduction of phonic work should
  always be a matter for principled, professional
  judgement based on structured observations and
  assessments of childrens capabilities.

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Independent review of the teaching of early
reading

• For the youngest children, well before the age
  of five, sharing and enjoying favourite books
  regularly with trusted adults, be they parents,
  carers, practitioners or teachers, is at the
  heart of developing childrens positive attitudes
  to literacy.
• Providing effectively for all such children is an
  ever present challenge that is being met with
  different degrees of success by various
  intervention programmes.

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Health Opportunities

• Greater liaison, shared communication and
  information
• Creating integrated preventative services
• Seeking to influence the regeneration of old
  style preventative services eg school dentistry
• Locality based commissioning
• Using pooled resources to provide services
• Shared responsibility

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The Village College

• Nursery
• Primary school
• Staff room
• The village hall
• Broadcast programmes at stated hours
• Library
• Agricultural education
• Laboratory
• Adult education
• Village meetings
• Shower baths and a dressing room
• Recreation ground
• Ground for school garden
• Juvenile unemployment insurance

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Kent Community School Development Strategy

• Early years and childcare
• Citizenship
• Extending the Curriculum
• Healthy Schools
• Lifelong Learning
• Preventative Services
• Study Support
• Parental involvement in schools

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The Power Report

• While post-industrialism has weakened the bonds
  and identities of class, this does not mean that
  great inequalities of wealth and power no longer
  exist. Alongside the affluence and new freedoms
  of contemporary Britain, there exists serious
  marginalisation and deprivation created by the
  same shift to post-industrialism. Despite the
  facile claims that we now live in a classless
  society, class is still with us but it is
  reconfiguring in different ways. Recent studies
  have found that it determines life chances of
  British people more today than at any point since
  the Second World War.

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The Power Report

• Social mobility has ground to a halt. A child
  born into a rich family in Britain will almost
  certainly live and die rich, while a child born
  into a poor family will almost certainly live and
  die poor.
• Globalisation has brought tangible benefits to
  some - the wealthy are becoming considerably
  better off - but the growing inequality in
  society is undermining social cohesion.

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The Power Report

• Post industrialisation has also seen the
  emergence of a new group in society that has not
  only suffered from the decline of manufacturing
  industries but has also not enjoyed the benefits
  of the rise of the retail sector. A class of
  people suffering multiple deprivation a
  combination of linked problems such as
  unemployment, discrimination, poor skills, low
  incomes, poor housing, high crime, bad health and
  family breakdown. This desperate collection of
  disadvantage leads to an inability or prevention
  from taking part in the wider social, economic
  and cultural facets of our society but also, most
  relevantly here, an exclusion from the political
  life of the nation.

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Where are you now?

• How many hours a week do you work?
• If you could find an extra day each week what
  would you do?
• If you had to find an extra day each week what
  would you give up?
• Whose job are you doing now? Why?
• When is it going to change?
• What would make you even more effective in your
  current position?

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• Whether you believe you can or whether
• you believe you cant, youre absolutely right.
• Henry Ford
• (1863 - 1947)

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