Headteacher Briefing Spring 07 Graham Badman

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Headteacher BriefingsMarch 2007
Graham Badman Managing Director Children,
Families and Education
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Independent Study into School Leadership (DfES
PriceWaterhouseCoopers)

• Key findings
• Surveys show that headteachers provide
  particularly good examples of leadership when
  compared to other professions
• OfSTED estimates that around four fifths of
  school leaders in England are doing a good,
  very good or excellent job at leading and
  managing their schools.

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Independent Study into School Leadership

• Key findings
• Headteachers think their role has become more
  challenging and that the complexity and range of
  tasks they are required to undertake has
  increased greatly in recent years due to
  inter-related policies and initiatives such as
  Every Child Matters, Workforce re-modelling and
  the 14 - 19 agenda
• There is a reasonable degree of clarity about the
  roles and responsibilities of the school
  leadership team
• The evidence suggests that many school leaders
  are struggling to meet all the demands currently
  being placed upon them

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(No Transcript)
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Roles and Responsibilities

• Strategic direction and ethos - many headteachers
  recognised that they are struggling to create
  sufficient time to engage effectively with the
  various strategic issues they are required to
  deal with
• Developing the quality of teaching and Learning -
  recognised as being an essential role of school
  leaders
• Developing and managing people - one of the most
  important ways in which school leaders contribute
  to teaching and learning is through their impact
  on the motivation, development and well-being of
  staff

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Independent Study into School Leadership

• Networking and collaboration - between schools
  and with other agencies - school leaders should
  collaborate effectively to secure the delivery of
  extended services including childcare, parenting
  support and other specialist services eg speech
  therapy, mental health services. The development
  and management of extended schools was the most
  important training requirement highlighted by
  headteachers in the survey
• Operations - school leaders have been too
  involved in the operational and delivery matters,
  to some extent at the expense of strategic
  imperatives
• Accountability - the most time consuming.
  Leaders expressed their frustration at the number
  of policy initiatives, apparent inconsistencies
  between them and the lack of resources to support
  implementation

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Effective School leadership

• School leadership is second only to classroom
  teaching as an influence on pupil learning
• Successful leaders draw on the same basic
  repertoire of practices - building vision,
  developing people, redesigning the organisation,
  managing teaching and learning
• The way these practices are used demonstrate
  responsiveness to the work context
• School leaders improve teaching and learning
  indirectly through their influence on staff
  motivation, commitment and working conditions
• School leadership has a greater influence on
  schools and students when it is widely
  distributed but some patterns of distribution are
  more effective that others
• A small handful of personal traits explain a high
  proportion of the variation in leadership
  effectiveness

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Views from staff on effective leadership
behaviours

• Effective leaders
• Adopt an open, consultative and non-hierarchical
  approach and distribute leadership
  responsibilities effectively
• Are approachable and visible throughout the
  school
• Communicate effectively with all staff
• Take performance management of staff seriously,
  and provide clear development pathways for staff
• Understand classroom practice as well as the role
  of the school in the wider community

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Overview of Child Well-being in Rich Countries
(UNICEF 2007)

• Six dimensions
• Material well-being (18/21)
• Health and safety (12/21)
• Education well-being (17/21)
• Family and peer relationships (21/21)
• Behaviours and risks (21/21)
• Subjective well-being (20/21)
• UK average ranking for all 6 dimensions 18.2
  (21/21)

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Overview of Child Well-being in Rich Countries

• Main findings
• The UK and US are in the bottom third of the
  rankings for five of the six dimensions
• The Netherlands lead with rankings in the top 10
  for all six dimensions
• European countries dominate the top half of the
  table with Northern European countries claiming
  the top four places (Netherlands, Sweden,
  Denmark, Finland)

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Summary
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Case for Change
Kent Childrens Trust Arrangements

• In equality of access to Education and Health
  resulting in
• Teenage pregnancy - Kent has the highest level in
  Europe
• Low birth weight rate - Swale 7.6 - 10.2
• High levels of Single parent families eg Thanet
  28.9
• Benefit culture - 42.58 of the 16 - 64
  population in one Folkestone Ward are claiming a
  welfare benefit
• Housing conditions - Dover 7.3 to 17.3 in lone
  parent households with no central heating
• Infant Mortality rates - Canterbury 5.5 - 7.5 per
  1,000 births
• Low Skills base - Thanet has only 11.7 of
  working population with NVQ Level 4
• Expectation of teachers

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National Policy Context
Conditions for Change

• Every Child Matters Green Paper The Next Steps
  - outcomes for children
• Childrens Act 2004 - duty to co-operate
• National Service Framework for Children and
  Maternity Services - joint commissioning
• Care Matters - Looked After Children
• Choosing Health

Provide the conditions for a step change in
improving outcomes for children, young people and
their families.
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Kent Childrens Trust Board
Partners for Change
Police
Kent Childrens Fund
Health
Churches
Youth Offending Service
District Councils
KCC Leadership Team Managing Director CFE
Early Years
Higher Education
CFE
Lead Elected Member
Communities
Probation
Schools
Connexions
Kent Fire and Rescue Service
Learning and Skills Council
Voluntary and Community Sector
Established September 2006
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KCC Partners
Partners for Change
Kent Childrens Trust Developing the CYPP as
the strategic commissioning plan to improve
outcomes for Children and Young People
Local Childrens Trusts Pathfinders A strategic
multi agency partnership to jointly
plan and commission local services and ensure
integrated service delivery
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Partners for Change
Local Childrens Trust Pathfinders
Shepway Urban Rural, Maidstone 2 and Tunbridge
Wells All pathfinders are asked to

• Establish a LCT Pathfinder board
• Develop a shared understanding of context and
  priorities
• Agree a local CYPP
• Evaluate and share their experience

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Partners for Change
What does the LCT Pathfinder Board look like?

• Education - Largest Social Footprint
• Childrens Social Services
• Health
• Police
• District Council Officers
• Voluntary Sector

Not just about meetings but integrated working
arrangements
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Partners for Change
How will the LCT Pathfinders operate?
Positive Contribution
Enjoy Achieve
Economic Contribution
LCT Pathfinders
Schools are critical partners operating in each
outcome area
Be Healthy
Stay Safe
New Groups
CDRP
LCT Pathfinders will need to work together and
relate to a range of groups - for example CDRPs.
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Commissioning for Change
Children and Young Peoples Plan Positive about
our Future is our Commissioning Strategy for Kent

• Joint Planning and Commissioning is a tool for
  childrens trusts - to build services around the
  needs of children and young people - and to
  deliver their outcomes most efficiently and
  effectively - DfES 2006
• The primary purpose of a Childrens Trust is to
  secure integrated commissioning leading to more
  integrated service delivery and better outcomes
  for CYP - DfES 2004

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Commissioning for Change
Pathfinders are currently developing a shared
understanding of what it means to grow up in a
Childrens Trust locality
Challenges they face

• Data for Local Childrens Trust Pathfinders
  Availability, reliability, use
• Continuous service improvement in a period of
  significant change
• Different cultures across childrens services
• Working across service boundaries

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Data sources for pathfinders

• Mosaic analysis
• 18 high level outcome measures about the lives of
  children
• The children and young people of Kent - Research
  Summary

Childrens Trust Communications

• http//www.clusterweb.org.uk/Children/childrenstru
  st.cfm

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The Starting Point for Change
Care MattersTransforming the lives of children
in care

• Children in care are diverse and have complex
  needs
• Since 1997, concerted action and increased
  resources have improved their outcomes
• The gap between children in care and all children
  is still too great

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11 Kent LAC 27 OLA LAC
9 Kent LAC 16 OLA LAC
8 Kent LAC 13 OLA LAC
27 Kent LAC 48 OLA LAC
54 Kent LAC 104 OLA LAC
75 Kent LAC 67 OLA LAC
87 Kent LAC 93 OLA LAC
30 Kent LAC 72 OLA LAC
20 Kent LAC 14 OLA LAC
18 Kent LAC 21 OLA LAC
25 Kent LAC 22 OLA LAC
31 Kent LAC 16 OLA LAC
48 Kent LAC 48 OLA LAC
11 Kent LAC 25 OLA LAC 24 OLA LAC
10 Kent LAC 5 OLA LAC
13 Kent LAC 19 OLA LAC
32 Kent LAC 17 OLA LAC
59 Kent LAC 25 OLA LAC
18 Kent LAC 9 OLA LAC
51 Kent LAC 21 OLA LAC
11 Kent LAC 5 OLA LAC
5 Kent LAC 6 OLA LAC
Total Looked After Children in Kent Schools as at
March 2006 1387
26 Kent LAC 15 OLA LAC
75gt
20-75
lt20
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Attainment of Kents children in care their
peers
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Attainment of Kents children in care their
peers
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Care Matters vision for improvement

• More effective early intervention in families to
  prevent need for care
• Children in care having a consistent adult
• Children experiencing fewer moves between
  placements and better placement quality
• Children in care getting a first class education,
  in the best schools for them and getting the best
  possible support
• Children in care getting the right support for
  their health, avoiding crime and taking part in
  positive activities
• Children leaving care only when ready, better
  equipped for adult life
• Robust response to service and system failure and
  every part of the system making children in
  care a priority

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A First Class Education

• New Admissions Code - all schools to prioritise
  children in care
• Education Inspection Act power to direct
  schools even if full do we need a Fair Access
  Policy for children in care?
• A Virtual School Head working with schools and
  School Improvement Partners to drive up standards
  for children in care
• Stronger role for Designated Teachers, Carers,
  FE/HE providers
• Presumption of no school moves in yrs 10 11
• Should we have a No Exclusions policy for
  children in care?
• Greater placement choice and free school
  transport so children dont have to move schools
  when they move placement
• Dedicated budget for improving the childs
  educational experience

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Schools Supporting Their Looked After Learners

• Governing bodies should consider when planning
  for their LAC
• Designated Teachers
• Admissions
• Record keeping and Personal Education Plans
• Inclusive schooling and communication
• Curriculum and options
• Raising achievement and expectations
• Exclusions
• Special Educational Needs
• Pastoral support, behaviour and bullying
• Study support, out of school hours learning

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Schools Supporting Their Looked After Learners

• Needs as Identified by Young People
• Peer support
• Homework clubs
• Youth Forums
• Celebration of events
• To be involved
• To feel safe
• To feel healthy
• To have the opportunity for work

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Life Outside School

• Free access for children in care to local
  authority leisure facilities
• New model of comprehensive health provision
• Training for health professionals in working with
  children in care
• Improved access for foster carers to childrens
  centre provision
• Better access to volunteering and other positive
  activities for children in care

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Entering Adult Life

• New language - no longer leaving care
• Giving young people veto over whether to leave
  care before 18
• Allowing young people to stay in foster care up
  to 21
• 2000 university bursary
• Supported accommodation for older children in
  care
• Connexions Personal Advisers up to 25

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Kents Pledge

• Key elements
• - Moral purpose of the local authority and
  Childrens Trust
• - Universal Pledge
• - Pledge as Corporate Parent
• Consultation with children/young people - March
• Implementation - April 2007