SSAT Journal 08 Spring 2017
Produced with the support of Contents
1 Welcome 34 Careers as an integral part of the Sue Williamson, SSAT curriculum, for all ages 3 How school leaders can Therese Quincey, Red House Academy ‘make the impossible possible’ 37 What character education means to us Sue Williamson Nick Lowry, The Co-operative Academy 7 The light shines in the darkness, of Stoke-on-Trent and the darkness can never put it out 41 How to motivate young people to pass Reverend Mike Haslam, Taunton Academy their exams 8 Leadership that overcomes discord Marcus Orlovsky and creates united efforts towards 44 What worked for the Olympic excellence cycling team may work in our school Patrick Ferguson, Hope Academy Andrew Hare, 13 From good to outstanding – High Tunstall College of Science messages from sport and other sectors 46 Emergency first aid education in your Baroness Sue Campbell curriculum could boost students’ 16 Why it’s crucial to engage all adult self-esteem as well as saving lives stakeholders in the school community Cheryle Berry, Julian Grant, Sackville School Community Save a Life Scheme 18 Making homework relevant, and 49 Practical approaches from giving choice different sources Jo Corrigan, SSAT Sound Training & Acklam Grange School 21 Leading from the middle: why we need it 52 Ethical leadership programme enables Professor Andy Hargreaves school to rise above the data Jo Owens, Lichfield Cathedral School 25 From ‘levels’ to independent learning Nigel Sheppard, 57 Talking heads Horndean Technology College Joy Ballard, Angelina Idun and Nick Wergan 27 Not just embedding, but also empowering, through formative 66 Getting a head start: early years’ assessment provision improves education outcomes, Claire Black, Skipton Girls’ High School enhances recruitment and retention, supports financial sustainability 31 Let’s work together to achieve Lucia Glynn, Arcadis system leadership Sir David Carter
2 Welcome Sue Williamson, Chief Executive, SSAT
I am writing this welcome on Budget day and am and many have to make serious cuts that impact feeling angry and frustrated. I am also agonising on the curriculum, class sizes and the experiences over whether I should share these emotions with of the young people in their care. The money set you or simply focus on highlighting the brilliant aside for the Prime Minister’s vanity project could be work that is going on in schools featured in the used to support existing schools, including existing journal. I am angry that you and SSAT took the grammar schools. time to respond to the Green paper consultation, During my visits to schools, headteachers tell me that ‘Schools that Work for Everyone’, and yet, even they are struggling not only with finance, but also before the consultation was complete, in an article with the recruitment of new staff. It’s not surprising in the Daily Telegraph on 7 March the Prime Minis- that we are facing a leadership crisis. ter made it clear that the government will plough ahead regardless with its plans to extend selection, SSAT’s immediate response is to set up the Leader- either now or following a General Election. ship Legacy Project, through which we will work with 120+ teachers in their first four years of teaching. We At a time when every school is struggling to make want to expose them to the best leaders in education ends meet, valuable resources are being set aside for and other sectors. The launch is on 11 May, and we new selective free schools and the expansion of ex- will give you regular updates on their progress. isting grammar schools. As Tom Middlehurst writes: “With three weeks to go before the end of the consultation period This year’s National Conference is being held in Man- in December, the Chancellor confirmed that money would be put chester between 30 November and 1 December 2017. aside for grammars in the autumn statement. And now, despite The conference will explore how school leaders can the response to the consultation not yet published, we are told be truly evidence-informed in making strategic de- that a white paper is imminent and that this will pave the way cisions, how a culture of evidence and research can for legislation removing the ban on new grammars. be embedded across a school or MAT, and the im- I simply cannot believe that the public and profession’s respons- plications of some of the latest research on what we es to the green paper were favourable to the government’s do in schools. I do hope you will join us – all member proposed policy. Indeed Justine Greening remarked that the secondary schools have a place as part of their mem- response was not ‘an overwhelming flood of negativity’. I think bership package. This edition of the Journal includes her words say rather a lot. reports from last year's main stage speakers. For an education secretary, ministerial team and civil service who claim to want to listen to the profession and work with them, We are very grateful to Arcadis for sponsoring the this is an outrage. The hours that colleagues spent gathering journal and providing so much thoughtful informa- evidence and writing their responses have been entirely wasted; tion on the use of space in schools. Our publication their views dismissed. with Arcadis, Triumph in Adversity, is a very useful For ministers to claim they want an evidence-informed profession tool for schools, and their article in this journal ex- and to have dialogues with teachers, this is not just laughable, tends their thinking further. A copy was sent to all but shocking. The green paper consultation has been shown to member schools. be a complete charade – and will undermine any future efforts to elicit opinion and expertise.” Despite the politicians, great things are happening in our schools; the case studies in this journal touch The DfE constantly tells us that we are operating in a on just a few. I love my visits to schools, particularly school-led system, and yet the views of the profession talking to students – they always tell me the differ- are totally ignored. Visit bit.ly/2mQ1du9 to read Tom’s ence you make to their lives. Thank you for all that blog in full. you do, and if we can help in any way, please contact School leaders are very worried about their finances us through your relationship manager.
1 XXXXXXXXXXXXXXXX SSAT NATIONAL CONFERENCE 2016 REPORT
HOW SCHOOL LEADERS CAN ‘MAKE THE IMPOSSIBLE POSSIBLE’ SSAT CHIEF EXECUTIVE SUE WILLIAMSON
ue Williamson opened the 2016 National Conference at ICC, Bir- mingham, with examples of “the tremendous work that goes on every day in schools”, much of which she sees in her many school Svisits during the year: “It is very rarely that I come away without having seen something or someone that is truly inspirational.”
As a judge for the lifetime Somehow Jenny got through her book Leading. In it he states: achievement award for Pearson examinations – she often wanted ‘My job was to make everyone Teaching Awards, with fellow to give up but Carol kept her understand that the impossible judge, former headteacher going. I asked Jenny what was she was possible. That’s the Sir Alan Steer, she visited doing now and she told us: difference between leadership four shortlisted candidates in ‘I’ve just graduated from and management.’ It made me England and one in Scotland. Glasgow University with a 2:1 reflect on what leadership is “Usually we hear from colleagues in English. The graduation needed in the school-led system past and present, parents and ceremony is next week and and what lessons school leaders students – you will not be Carol and another teacher will might learn from other sectors. surprised to hear that it is the be my guests. They are taking “I think we are a long way evidence from the young people me out for a celebratory lunch from a school-led system. that has the most impact. afterwards. I am going to There are still too many top- “At a school in Glasgow, we become a teacher of English like down initiatives, and we need spoke to former student Jenny. Carol – she saved my life.’ a different accountability Her story was very sad, but framework. However, we are on a uplifting. Her home life was Making the impossible possible journey and school leaders need terrible; her parents did not want “These and so many other to be leading. SSAT has always her. Her only adult support came examples confirm that teachers advocated ‘by schools, for schools’ from teacher Carol McManus and make lives,” Sue Williamson and principled leadership. another pastoral lead. She had commented. “They make “Sir Alex again sums it up very little in life, and eventually at the impossible possible, and for me: ‘I cannot imagine how age 15 she was thrown out of the we need to celebrate these anyone without firm convictions family home. She did not know wonderful stories. and beliefs can be an effective what to do, so phoned Carol, “The title for this conference leader.’ I entered teaching with who found her a place to stay. came from Sir Alex Ferguson’s a passionate belief that every
3 HOW SCHOOL LEADERS CAN ‘MAKE THE IMPOSSIBLE POSSIBLE’ child can succeed, and I took develop relationships and to the young people and staff. An this into headship. As we move be employable. humanutopia’s essential requirement for any into a system of multi academy theory of change is designed to MAT is a growth strategy. There trusts with some free-standing help young people understand is no model policy, each one has schools and academies, we are how they can bring about to be based on context. seeing new leadership roles, with positive change in their “To that end, it’s essential necessarily different approaches. own life. In developing our that everyone engages in talent In the recent pamphlet SSAT partnership with humanutopia management. We need the right on Leading, I cited three of we will be offering schools the people in key positions, whether them: headteacher, executive opportunity to bring three in an individual school or a MAT. headteacher and chief executive. or four challenging students Sir David Carter rightly says that “These additional levels of to regional workshops. The the best MATs provide career leadership give added focus to the question: what lessons, if any, can we learn from business and adapt for a school or Staff need to see practice beyond multi-academy trust (MAT)? their school, MAT, and region – this is why Jim Collins has inspired many leaders, particularly with his national networks are so important book Good to Great. In the pamphlet, I take lessons from another of Collins’ books, How session will be the starting progression for all their staff. the Mighty Fall, and today I point for transforming the way In a time of teacher and school would like to focus on two of his they look at themselves. The leader shortages, it is even more key arguments. first workshop is being held in important for an organisation to the North East on 25 January grow its own. Collaboration, partnerships 2017 with further events in “However, a MAT or a school “In education, we should be the Midlands, London and the has to take care that it does focusing on giving greater South West. not become insular. Staff need value to our shareholders – “We are also forging to see practice beyond their to the young people in our partnerships with the National school, MAT, and region – this schools, parents, and the local Children’s Bureau to provide is why national networks are community. By adding value resources on mental health; and so important. I am very proud in the development of young only this week we met with the that over the years SSAT has people, we do a great service to charity Community Save a Life trained more than 12,000 school our country. It’s not just about Scheme, which aims to have leaders and teachers. All SSAT examination performance a lifesaver on every street. We programmes are designed and (though this is important), will be highlighting their work delivered by headteachers. but enabling young people to in SSAT’s journal and helping “Educational leadership develop the skills, knowledge members to book the training. requires creativity of approach and aptitudes they need to “All our partnerships will help and the courage of your succeed in life. Collaboration member schools with providing convictions. We have seen and partnerships are crucial, and an enriched curriculum – good lately how wildly different SSAT is working with a number results plus. approaches can divide opinion of partners to help with the – even when they are all rooted development of young people. Grow your own way, but don’t in achieving excellence for “For over 10 years we have become insular young people. partnered humanutopia in “Collins also speaks about “Yes, we live in a period of supporting schools to help growth. We have seen some immense change – but with that young people to have hope, MATs and chains grow too change comes opportunities confidence and happiness, to quickly, to the detriment of to do things differently. The
4 HOW SCHOOL LEADERS CAN ‘MAKE THE IMPOSSIBLE POSSIBLE’
DfE and Ofsted now agree with many of the external pressures sure you never do anything prominent school leaders: you allow to go beyond your to please an outside agency. there is no one way to do office door. We know that we are You might ban emails after anything. Pedagogy, curriculum, facing a teacher recruitment and 5.30pm and at weekends to assessment and your day-to-day retention crisis. Often we look help staff workloads. You might arrangements are entirely up to for external factors to attribute systematically make sure that you, providing you can support to this – how often do we look every member of staff and every your decisions with a strong at what negative behaviours are student receives one positive narrative rooted in evidence. being driven by our own school comment every week. “But this leads to one policies?” “We have these important message for all school opportunities to do things leaders and governors: for An appeal to school and differently, and we need to too long, many of us have put system leaders seize them in the interests pressure on staff and students “So please make one of our students’ futures. But because we’ve thought certain commitment to yourself: that doing this requires us to think behaviours and practices were you will improve the lives of your differently about our leadership required. In reality, as a school staff or students. You might ban development. Today, we have leader, it really is your choice how the phrase ‘for Ofsted’, making innovative new programmes
STUDENT PERFORMANCE Arden Academy
5 HOW SCHOOL LEADERS CAN ‘MAKE THE IMPOSSIBLE POSSIBLE’
2 Prepare to unlearn referred to as the engine room of acknowledges that we need the school. to work in new ways. As school leaders, we need to 7 Your legacy as a leader think differently about staff really matters. To nurture the We must all education and training at all next generation of leaders we levels – from ITT that reflects must have a strategic, cohesive commit to our beliefs, the reality of being a trainee and national approach to and do what’s teacher in 2016, to personalised leadership development – and CPD and leadership training this needs to be led by you, the right for the that is robust and rigorous. profession, not by government.
individuals in 3 Blueprint your dreams 8 The final principle is about turning a vision into reaffirms Sir Alex’s comment our schools reality. As a leader, I am proud of about the absolute necessity where we have taken SSAT since for leaders to have firm such as our High Performance we became a private company convictions and beliefs. We Leadership programme in 2012. At the heart of all our must all commit to our beliefs, partnering with the Centre for networks and all our programmes and do what’s right for the High Performance at Oxford, are you – the executive heads, individuals in our schools.” NASA and Apple; and our Chief heads and senior leaders who Executive programme, looking contribute so much. Personal challenge at this changing role.” Sue Williamson then made a SSAT’s franchised middle 4 Learn from business: ever personal request to delegates: leadership award is now in since we worked with David “I would love you to engage its third cohort, making it Hargreaves on personalising and debate these principles one of the largest middle learning and system redesign with me – challenge me on leadership programmes in the some 10 years ago, it has been them, suggest ones important country. The franchise model evident that we need to look at to you. Let’s take forward a is helping us to support the other sectors to inform our own new, more nuanced dialogue schools-led system in a real educational practice. around educational leadership. and meaningful way. “At this Do share your views using the time of great change, I truly 5 Knowing the practical hashtag ‘love to lead’. believe that SSAT is the hub stuff backwards may sound “The final point that I wish to of educational leadership pedestrian; but we have seen too make is that SSAT is prepared to development in England, and I many instances where MAT and invest in the development of the urge you to join us in growing school leaders have fallen from next generation of school leaders. the next generation of leaders. grace. True, sometimes this is We are going to fund 100 young “SSAT on Leading identifies down to the head’s own hubris, leaders for a year to engage with eight core principles that but I think more often than not the best leaders nationally and underpin our programmes, and I it’s individuals not realising how internationally, and to examine hope they ring true to you. different some of these roles and leadership in other sectors. We processes are. are not suggesting that they 1 Know yourself is about leave school for the year, but it being critically honest with 6 Getting the right people will require some days out in the yourself about what role you on the bus: think carefully course of the year.” really want. This means being and critically about what the candid about your own strengths key roles in your organisation Find out more about the SSAT and weaknesses and holding are. It may not always be the Leadership Legacy project your hands up when there’s immediate senior leadership at http://bit.ly/2jFJat1 something you can’t do. team. Middle leadership is often
6 The light shines in the darkness, and the darkness can never put it out Reverend Mike Haslam, Taunton Academy
Reverend Mike Haslam, chaplain of Taunton like a shaft, clear and cold, the thought pierced him Academy, finds light in a discussion about that in the end the Shadow was only a small and Donald Trump passing thing: there was light and high beauty for ever beyond its reach.” “What do you think of Donald Trump?” My question to students at The Taunton Academy prompted many, The Bible expresses this more succinctly in John's many answers, but only one theme. Gospel when we read: “The light shines in the darkness and the darkness cannot overcome it.” “Do we have to be polite, sir?” many asked. “Well, you have to be quotable.” I responded. There was In an assembly the next day I asked whether we silence for a while. “I don't know where to start... were going to be people who would allow the chal- or where to stop,” some said. Others were brief lenges of the darkness to overcome us, or whether and to the point: 'racist', 'homophobic', 'sexist', we were going to be strong, courageous, resilient 'bullying', 'orange' were all oft repeated words. He people who never give up on looking for and shar- was compared to a satsuma, but I objected to that, I ing light. like satsumas; the alternative description was “like Since January 20 and the inauguration of President a dead ginger cat”; which also felt a bit tough on Trump, things have got ever darker. Yet the call to ginger cats, even those that have died. One usually seek for and live by light is every bit as strong. The confident lad remained very quiet through a con- fact that I haven't been able to find a single student in versation. After a while I asked him he if wanted school who would support Donald Trump's bullying, to defend Donald Trump. He looked up in horror racism, sexism and homophobia is itself like 'a light as he said “Of course I don't!” that shines in the darkness' and a reminder that we On the night of the US Presidential election last must never, ever give up. November, I personally crossed the line of endur- All political or religious views expressed in this article ance at 4.30am and went out and ran far and fast are personal. under the light of the supermoon as it struggled to break through the cloud cover. Words from The Lord of the Rings came to mind. Sam and Frodo are journeying in great darkness though the chaos and evil of Mordor and: “There, peeping among the cloud-wrack above a dark tor high up in the moun- tains, Sam saw a white star twinkle for a while. The beauty of it smote his heart, as he looked up out of the forsaken land, and hope returned to him. For
7 Leadership that overcomes discord and creates united efforts towards excellence Patrick Ferguson, Hope Academy
Patrick Ferguson, principal of Hope Academy, to improve my practice. One of my strong formative St Helens, reflects on some of the factors be- experiences was my MSc in leadership, focusing on re- hind the remarkable turnaround of an academy searching teamwork. I believe that this formal training comprising two failing schools, which had been significantly accelerated my development as a leader. suffering drastic senior staff turnover levels and Two schools thrown together with little major disaffection among staff and students thought about the culture Hope is about leadership Both the predecessor schools to Hope Academy, I think that there are a number of key attributes which which I took over as principal in December 2014, characterise a good leader. Leadership requires humil- were deemed to be requiring improvement, and re- ity, and it is very important to listen to what others are sults were falling, as were pupil numbers. Results saying, as this gives one the opportunity to tap into col- in the (larger) faith school seemed good, but it had lective wisdom. It is often helpful in making decisions been identified by Ofsted as a ‘coasting’ school. Some to get a variety of perspectives, and a leader should be feel that there was a sense of denial about this, and prepared to change his/her mind. But it is important many staff at the faith school vigorously opposed that a leader has the last word in any decision. If it is the transition to a two-school academy. possible, I always find it helpful to sleep on decisions. For some time before academisation the two schools It is important to demonstrate competence, and to be were federated, with the head of the faith school a credible leader from the outset. However, all leaders becoming executive head. The two schools were very make mistakes, and one must accept that this is going different, however. The faith school had larger num- to happen. What is crucial is to learn from mistakes, bers, a ‘better’ perceived catchment area, a smarter as how one responds to adversity is a strong element building and a strong ethos and culture. The com- in improving leadership. Be flexible, but be strong. munity school was smaller, had no sixth form, many ‘naughty’ children and a very dilapidated building. It is crucial for others to believe in a leader’s honesty They sometimes felt like the ‘poor relations’. and fairness, even when they disagree with his/her decisions. In this regard, emotional intelligence is an- The staff at the community school initially welcomed other key attribute in leadership. I have also found that the opportunities an academy would bring. Those at it is essential to resolve conflict as quickly as possible. the faith school felt even more opposed to change when their head applied for the post of principal One of the enduring influences on me throughout of Hope Academy, and was unsuccessful. She later my career has been my father, who always counselled declined the post of vice-principal. honesty and decency in all aspects of life and work. I have met many individuals whose attributes and Many who had not been cynical beforehand felt practices I have incorporated into my leadership style less enthusiastic when the competitive interviews
8 LEADERSHIP THAT OVERCOMES DISCORD AND CREATES UNITED EFFORTS TOWARDS EXCELLENCE were staged as late as the July before the academy The consequences of this were a downward trend in opened. There was a perceived lack of communica- attainment, increasing pupil absence and deterio- tion between the new leaders and the staff. Many ration in standards of behaviour. The Weltschmerz thought that the jobs had already been decided, (melancholy, anxiety) of many of the teachers was mostly to the detriment of the community school. rubbing off on the pupils. This led to suspicion and hostility in some quarters, People-focused approach has brought and bringing staff together was just as challenging as the staff together bringing pupils together. Some staff who did not want After my appointment there were a number of issues the challenge of change began to seek alternatives, to address in the first weeks. I spoke to staff, pupils and some became long-term absentees. and parents, and was careful not to talk about what It is interesting that the number of staff remaining was wrong with Hope Academy, but to focus on what at the academy from the smaller school far exceeds was positive. It was also an early imperative to iden- the number from the larger school, especially in tify a potential leadership team. I thought it crucial more senior positions. for staff to revisit the core values of the academy, and so I brought in corporate culture experts Sycol, Staff disillusioned and multiple changes of through whose consultancy the staff took owner- headteacher ship of a new set of core values, vision and mission Hope Academy opened in 2011 with a newly-appoint- statement. I also extended the ambit of an existing ed principal who did not come from either of the two training programme for teaching and learning. predecessor schools. After successive disappointing Ofsted inspections, the academy was put into special I brought in on a part-time basis two people whom measures in February 2014 and the principal and I had previously worked with, one to advise with chair of governors resigned. financial issues and one to help with planning and documentation. This led to the introduction of A new principal was appointed in May 2014, but was budget-planning software (HCSS) and the produc- unable to start before January 2015. Two vice-principals tion of a rigorous development plan which would be were also appointed. None of these three appointments used to drive improvement and remove the academy took up their positions, all withdrawing by October from special measures. I used governors’ meetings 2014. Hope Academy was being led by a retired principal to realign the academy. from the Anglican Diocesan Education Service, who was focused on stopping the gap and healing wounds The next steps in the first term were to introduce the until a permanent appointment could be made. Frog data platform to facilitate teaching and learning, and to ensure that professional development and Two new vice-principals were appointed to begin performance management were closely linked to in April 2015, and I was appointed as principal in teaching and learning. Data management systems December 2014. One of the two vice-principals chose and the target-setting process were strengthened to not to continue in post. This paved the way for the enhance teaching and learning. current team to be appointed in the summer of 2015, and they have been together since then. Before the end of the first term, it was crucial to car- ry out an analysis of staffing structure and staffing Staff members were dispirited and demoralised; not needs, and to rationalise the staffing in line with the only had their academy been branded as inadequate, projected budget. There were a number of staff on but multiple potential leaders had apparently aban- long-term absence, and it was desirable that they be doned their posts. The high level of discontent was allowed to leave with dignity by means of voluntary reflected in staff absence rates, especially long-term redundancy. The timing of this was important, as absence. This particularly affected the science faculty. the professional associations needed to be given the The academy was fully staffed; in fact it was over- statutory period of notice so that the changes could staffed due to the TUPE transfers from predecessor be in place in September 2015. schools and three years of falling pupil numbers. The academy’s curriculum was redesigned to promote However, many of these staff did not want to be a growth mindset approach, and the collective lead- at Hope Academy and had not been seen by the ership decision was to move to mixed ability classes. then leadership team as part of any renaissance.
9 LEADERSHIP THAT OVERCOMES DISCORD AND CREATES UNITED EFFORTS TOWARDS EXCELLENCE
Responding to change cided not to continue at the academy, these assistant The leadership team in general responded well to principals were promoted, giving the leadership team these changes, and their growth as leaders was vis- three vice-principals, each with key responsibilities. ible. They wanted to be involved, showed flexibility, We now have a dynamic leadership team, and a change and were open to new ideas and to learning about in culture within the academy. Results, attendance leadership. Above all, they showed a strong work and behaviour have all improved greatly, pupils are ethic. However, two individuals who felt unhappy satisfied with the education they receive, and staff in their roles moved on from the academy. work purposefully and feel part of the success. Rela- Staff not affected by the restructuring process re- tionships with our local primary schools are excellent, sponded positively to what was happening, and took and the academy roll is rising. We now have a new charge of their roles in the improvement process. website, and a new academy uniform which we sell By the end of my second term we were ready to from a shop within the academy. The leadership team face the scrutiny of HMI, with growing confidence is proactive and energetic in continuing to improve our in the quality of education at Hope Academy. That key outcomes. [The academy was shortlisted for Edu- inspection resulted in a judgement of ‘good’. cate Awards’ ‘Most Inspirational school’ in November 2016; the award was won by Winstanley College.] Restructuring the SLT In some respects the leadership team had been re- Persuading governors to keep structured before I took up the post in January 2015. the sixth form Two vice-principals had been appointed to start in An example of how opinions April 2015, though one of these was seconded to us and beliefs can be changed for two days per week from January. I identified two by persuasion based on a assistant principals who had the necessary vision, challenging but realistic flexibility and diligence to move the academy for- ambition for the acad- ward, and gave them clearly defined roles within the emy is the fate of its leadership team. When one of the vice-principals de- sixth form. LEADERSHIP THAT OVERCOMES DISCORD AND CREATES UNITED EFFORTS TOWARDS EXCELLENCE
A previously-appointed principal who did not ac- tually take up the post was nevertheless doing pre- paratory work for the academy between May and October 2014. His response to his budget analysis, as I understand it, was that the sixth form was being subsidised by the rest of the academy, and that given the problems facing the academy, focus needed to be on years 7-11. Ofsted had also identified the sixth form as an area of weakness. He therefore wanted to discontinue the sixth form provision. He conveyed these views to the governing body, who were eager to back his judgement. My view was that we should hold on to our sixth form regardless of cost, as sixth forms give pupils some- thing to aspire to, and we should remain committed to an 11-18 offer within the community. I felt that we would not grow the academy by surrendering sixth form provision. The governing body accepted this, and no governors were lost as a result of this decision. The sixth form is growing, and results have improved. It will be a long-term project to have an outstanding sixth form, but this is our aim, and the development is being closely monitored by one of our vice-principals. The main challenges now The main challenge is to become an outstanding school. This incorporates sustaining our improve- ments in attainment, attendance and behaviour. It requires attracting and recruiting staff of the highest calibre, while retaining and developing those staff who have the skills to push us higher. We need to continue to increase pupil numbers until we are fully subscribed. To become an outstanding school also requires an outward-looking approach, networking with a range of other schools and academies so that we can learn from others, and also help others to improve. We must continue to offer an engaging and diverse curriculum to our pupils, and strive to maintain and extend our improvements at KS5. Prospective future funding changes are another challenge that has to be addressed. Having previously led a school to ‘outstanding’ status, for me it would be a major milestone to take a second institution to an outstanding category. I know that my leadership team will work with an energy bordering on zeal to move Hope Academy towards this standard, and I am confident that they will carry colleagues with them.
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SSAT NATIONAL CONFERENCE 2016 REPORT
FROM GOOD TO OUTSTANDING – MESSAGES FROM SPORT AND OTHER SECTORS BARONESS SUE CAMPBELL
aroness Sue Campbell, former chair of UK Sport, chief executive of the National Coaching Federation, and chair of Youth Sport Trust, was instrumental in Team GB and Paralympic GB achieving their Bgreatest Olympic successes for over a century.
In line with her passion about “The interesting journey not doable.’ But it is doable. In education, Sue Campbell’s was from 2003 to 2012. And whatever circumstances, however speech focused on “the journey obviously, on into Rio [where challenging your school is, it is we went on with UK Sport… and Team GB scored its highest possible if you can get hold of some of the lessons we can draw number of gold medals for over people and galvanise them to want out of that about how we really 100 years]. The interesting part to go on that journey with you. drive system management. of that journey was it had very That’s what leadership is about. “You [in education] work little to do with money. It had “It’s not about management. in a complex and difficult everything to do with culture.” It’s about getting people to join landscape. As leaders it’s in these challenging times that real leadership shines,” she Leadership is about your ability to galvanise said. “It’s easy to lead when things are good, but it’s so much everybody to go on the same journey tougher when you’re constantly challenged, as you are. You do It’s all about culture you on a journey. To sell them a one of the most important jobs “Culture is not about a building vision that they want to buy into, that there is in this country. or an environment or money; a set of beliefs, going together “I went into education it’s about people, a belief that on one team, one mission, to be because I wanted to change together you can change things. the very best that you can be, not lives. The tool I use is physical When I started in 2003, I believed worrying about what anybody education and sport.” In 1996, that we could become the else is doing. she said, UK Sport, which most successful Olympic and “So how did we do that? manages the teams for the Paralympic nation in the world “Leaders really value every Olympics, was “in special for our population size. I’d have single individual. Now, I know, measures. One gold medal, 36th been very rich if I had taken a I’m a realist. I’ve managed in the medal table and dropping pound every time anybody ever organisations where there were like a stone. said to me, ‘You can’t do that, that’s many people I would like to
13 FROM GOOD TO OUTSTANDING – MESSAGES FROM SPORT AND OTHER SECTORS have strangled, never mind lead! everybody here?’ And they’ll say, about everybody in your school, And I’m sure there are people ‘yes.’ And after five minutes, I hear regardless of the role they take. in your school that are difficult, the clanging and the banging of “The other big thing for me stubborn, stuck in their ways.” the people in the kitchen.” was defining very clearly what She cited the example of was our moral purpose at UK Nelson Mandela, who “showed Everybody needs to be there Sport. I, like you, had enormous us that you can turn even these “Everybody needs to be there. pressure from government. But people if you work at it long You know, when UK Sport I constantly had to ask myself, enough and hard enough. During decided to go on this journey, am I really about medals? What Mandela’s 20 years on Robben it wasn’t just about the athletes is it I’m about? One day, I was Island, he won over his warders or the coaches or the sports walking with the dog across – the very people who were scientists or the nutritionists. It Bradgate Park in Leicestershire, containing him, who imprisoned was about the technicians, the and realised I’m not about him, who saw him as the enemy, a people who organised the kit, medals. If a young person has terrorist.” He didn’t try to impose the clothing, it was everything. a desire, a dream, I don’t care himself on them, but he learned If you want to go from good to whether it’s in woodwork or to be good friends with them, to great, or good to outstanding, maths or sport or English or understand them so they would then you’ve got to tackle the science, I want to make that come on the journey with him. ‘impossible’ with everybody. dream possible. That’s my “And I think that is a And that includes the people moral purpose. And if I take tremendous lesson that Mandela who work in your kitchens, on care of that moral purpose, taught all of us. your grounds…. Everyone has those medals will take care of “Leadership is about your to get the mission. Because it’s themselves.” ability to galvanise everybody that daily contact with people, So to the school leaders in to go on the same journey. I that daily aspiration, that daily her audience, she exhorted: occasionally do in-service days concern and caring that starts “focus on the children, what for schools. And I’ll always say to move the system on. And is right for them. Create an to people when I’m coming, ‘Is it’s not done easily. But it is environment of success for them
STUDENT PERFORMANCE Blythe Bridge High School and Sixth Form
14 FROM GOOD TO OUTSTANDING – MESSAGES FROM SPORT AND OTHER SECTORS to achieve. The more you stress taking them to Sandhurst to see today? Is your son better?’ Those about it, the more pressure you that particular wonderful kind things matter. That’s leadership. create, the more your athlete of excellence. But it was only Managing? That’s a science. doesn’t perform. when I went to Formula One that Leadership, it’s an art form. It’s “If I had stood in front of Jess I realised I could explain in really about you expressing who you Ennis just before she went out simple, ordinary language what are in the most positive way. to do the heptathlon and said, great, outstanding looked like.” ‘For God’s sake, Jess, will you She cited three lessons she Leaders’ greatest gift: asking win me that gold medal!’ she’d gleaned from following the team the right questions have probably bopped me one around then world champion “Your greatest gift as a leader for a start, but she would have Michael Schumacher: the man is to know what questions to been stressed out of her brains. who cleaned his garage floor ask, and of whom. You can raise ‘Go out there, Jess, and do the wanted to be the best floor people’s aspirations, lift them to best you can. You’ve trained, cleaner in the world (and went be different, unlock creativity you’ve put the work in, you’ve into great detail about it); those by the questions you ask. Not by got amazing commitment. Do changing the tyres worked telling. Ask questions. Enable what you can do.’ There is such a together to shave 0.01 of a people. Encourage people. different pressure there.” second off the time it took (and Support them to take those risks. coached each other, accepting Because for some of our young The children must understand each other’s advice); and in one people, that creative, innovative moral purpose too instance the correct decision approach will just click. “And I do believe passionately made under extreme pressure “So, don’t be inflexible about that education must help our (staying out for 1-2 more laps how you use your colleagues children understand their moral despite running perilously low as leaders. Sometimes they purpose too. It isn’t just about on fuel) won the race. have hidden talents. Don’t write achievement in examinations. “So if you want greatness, anybody off. Don’t park anybody It’s about achievement in life. those are simple strategies. in place and leave them there. “The next big challenge for Everyone in your school has to Think about how you want to use me, when I was clear what we feel valued, has to belong, has your talents. Just think about what were about, was trying to describe to my colleagues at UK Sport what great would look like. Create an environment of success. The more you “We know what it means in results, and what Ofsted will say, stress about it, the more pressure you create, and about teaching and learning and all the things that you know the more your athlete doesn’t perform very much better than I. But how do you explain what it means to to be part of your mission, has their talents really are and use reception? How do you explain to want to be the best that they them to help you drive success. what it means to a teacher? How can be every day. Everybody has “And finally I think great do you explain what it means to a to strive to be 0.01 better day leadership means that you create teaching assistant and the person after day after day. And you as a genuine belief that better never who does the grounds? Well, what leaders have to have the courage stops. My greatest satisfaction, do you mean, you want them to to take big decisions. The ones having finished at UK Sport be world class? What does that you get wrong are the ones in 2013, was watching Rio in look like? You mean they mow you’ll learn the most from. You 2016. It told me that the system faster, they make more puddings? have to reach out if you want to understood. Don’t let people rest. What are you asking them to do, be world-leading. Keep striving. Keep searching. what does great look like? “Leadership is the way you Keep looking – because you affect “I tried everything. I tried walk around, the way you say, the whole of society through the taking them to the ballet. I tried ‘good morning, and how are you next generation that you create.”
15 Why it’s crucial to engage all adult stakeholders in the school community Julian Grant, Sackville School
Julian Grant, Headteacher, Sackville School, all these help to engender a positive culture. Being argues that any successful community can involved in the more routine aspects of a teacher’s only thrive with the open hearts and minds day, for example by being on a regular duty slot, not of its stakeholders, sharing enthusiastically only shows stakeholders you will do all that you ask in its ethos and underlying values them to do, but it is also a great chance to catch up with other teachers on duty at the same time and The most vital ingredients of successful learning are share their experiences of the day. the positive engagement of all stakeholders. Even important factors such as creative initiatives, careful Support staff and robust monitoring, timely intervention and high Support staff play a hugely significant part in a quality continuing professional development have school’s success, whatever their post may be and little effect if the community does not genuinely buy whatever it might involve. How often do headteach- into what the school stands for. Stakeholders need ers hold a meeting for all support staff in the school to feel properly valued for their role in contributing – and make sure that they are all able to attend? towards the school’s success. I’ve found that such termly meetings have made a great difference to how support staff feel they are Leadership plays an essential role in this. Whether perceived. Rather than often believing they are the we like it or not, it is our clarity, our enthusiasm, our last to know about decisions and developments, why demeanour, our body language and our care that shouldn’t they be the first? The input given in these dictates everything else. The need for real consistency meetings, together with those of the support staff here is one of the greatest pressures of the role; a ‘bad focus group, are invaluable. day’ must be concealed by resolute cheerfulness. Everyone wants to be valued in the workplace. This In most schools, a far greater isn’t achieved by occasional thanks; its essential to proportion of support staff have an embedded culture of all staff really believing that they have a valuable part to play. Teaching staff than teaching staff live in the and their delivery in the classroom day in, day out local community are of course at the heart of everything. Recognising And they have a key strength. In most schools, a far this above and beyond appraisal, promotion and pay greater proportion of support staff than teaching means continually showing appreciation in less for- staff live in the local community; this should never mal ways. An open-door approach, replying promptly be underestimated. The message goes out to the to emails, serving at breakfast on Inset days and at community far more swiftly through support staff staff teas and handwriting cards to show interest than teachers; if they feel valued, comfortable and in both professional and personal achievements – motivated by their working environment, then the
16 WHY IT’S CRUCIAL TO ENGAGE ALL ADULT STAKEHOLDERS IN THE SCHOOL COMMUNITY local community is likely to feel the same about the as a vehicle by which the head can share her/his school as a whole. thoughts and vision; and other staff in the school can share progress in areas for which they have re- Straightforward but important gestures such as sponsibility. Of course, no one wants a boring read, teaching staff raising a glass to support staff at the so being succinct with a real focus on the students end of each term makes quite an impact. Involving is important. A dull newsletter will not be read, no support staff in interviews and selection processes matter whether senior staff think they are success- is also beneficial. Ensuring that teachers respect the fully sharing their message. work that they do really matters. All of this can be reinforced well by an active par- Speak to every staff member ents’ focus group, which can serve as a great think Few would not argue that the presence and visibility tank for ideas and direction. Classroom workshops of the headteacher and senior staff around a school for new intake parents, enabling them to directly makes a difference. Planning this with some thought, experience their child’s learning experiences, are to ensure that all staff are spoken with personally invaluable. over a period of time is important. Remembering their children’s names, their family events, asking Parents’ evenings are also a wonderful time for a how they are feeling; this all counts for a lot. If people headteacher to communicate with large numbers believe you are interested in them as an individual of parents face to face. I have never understood the and that you care, they will give so much more in their value or the point of headteachers/senior teams sit- roles. This all sounds fairly obvious but in the fast ting in an office during a parents’ evening, ‘available treadmill of school life it can so easily be overlooked. if needed’. Walking around and taking an interest in Furthermore, it is a case of remembering everybody the people upon whom the students depend most is a – absolutely everybody. The 6pm chat with a member high priority for me. It’s not about walking about with of the cleaning staff is arguably as important as the a clipboard taking notes either; it’s about listening morning briefing with the deputy head. on a face-to-face basis. It is also a fine opportunity to catch up with teaching staff individually between There are opportunities to celebrate the work of staff appointments; not only can any difficulties be shared that are worth seizing. For example, Unison encour- but also an interest is taken in their work – and yes, ages us to celebrate ‘Stars in our schools’ on the last the headteacher should leave last! Friday in November and this is aimed specifically at support staff. At Sackville, we give each member of Governors: at the heart of what we do the support staff a thank you card personally signed Finally, the governors give their time voluntarily to be by the headteacher with a chocolate treat; and a critical friends of the school; they bear huge respon- group photo session is held. It is very often at the sibility for its safety and all that is achieved. I find it busy time of mock examinations and much else, but important to plan carefully how they can best interact it is prioritised nevertheless and it is appreciated. with the school community in a meaningful way that does not make unreasonable demands on their time. Parents’ role The role of parents can never be underestimated, Department links work well in this respect, as does and communication with them via newsletters and having roles at school events, both informal and formal, the website counts for a lot. The website front page when they are seen to be at the heart of what we do. Gov- needs updating very regularly, so parents know ernors in schools will often sit in the front row at events what is going on and feel a real part of the school. and give much appreciated support; a less formal role Simplicity with clear links is vital. This has to be led of, for example, creating and serving refreshments at and managed from the SLT, as they will know all that a school carol service is less common in the secondary is happening and all that there is to celebrate, and sector but a very good way of parents and staff talking will be in the best position to share news promptly. with them and getting to know who they are. Publicity managers, while highly skilled, are often Any successful community can only thrive with the not in a position to do this as effectively. open hearts and minds of its stakeholders sharing Parents like to see updated photos of school life and enthusiastically in its ethos and underlying values. want to know the latest thoughts of the head and There lies the greatest challenge of any leader, but if senior team. The newsletter is therefore also crucial successful, one of the greatest rewards.
17 Making homework relevant, and giving choice Jo Corrigan, SSAT
Jo Corrigan, head of primary networks at Although the government no longer issues guidelines SSAT, has been talking to Hilton Primary on homework, primary schools are under pressure to Academy about how the introduction of ensure children reach the ‘expected standard’ by the ‘homework menus’ has enabled them to in- end of key stage 2, to prepare them for secondary school crease engagement, enjoyment and comple- and improve their life chances. Therefore, homework tion rates of homework. for primary aged children is likely to continue. The purpose of homework should be to reinforce Hilton Primary Academy, Newcastle Upon Tyne, is the learning that takes place in school and give an outstanding school with some 500 pupils on roll. parents an opportunity to engage in their child’s The school has a high number of children eligible for learning process. However, the debate surround- pupil premium funding and serves an increasingly ing the amount – and type – of homework set for diverse community, with a large increase in pupils primary school children is ongoing. with EAL over the past three years. A number of years ago, guidelines for primary In the past, homework was considered to be un- schools suggested that children in years 1 and 2 inspiring for both children and their parents. It should do 10 minutes of homework a night, stretch- consisted of worksheets which often had no direct ing to 30 minutes a day for pupils in years 5 and 6. links to the learning taking place in class. However, this guidance was removed, following claims that headteachers should be given the final say on work outside school hours . Most parents are keen to support their child's learn- ing in school, ideally through the completion of fun learning activities. Unfortunately, the reality for many families is that homework is a time for tears, tantrums and arguments . Formal school work on the kitchen table Prof Sue Hallam, of the Institute of Education at London University, has researched the subject of homework extensively. She believes much of the friction for families is down to increased amounts of formal written school work making its way onto the family kitchen table.
18 MAKING HOMEWORK RELEVANT, AND GIVING CHOICE
The introduction of ‘homework menus’ throughout the school provided opportunities for: »» Children to have a choice in re- lation to homework activities completed »» Explicit links to be made be- tween school and home learning »» Increased parental engagement with homework »» Children to receive support with completion of homework from school staff, through attendance at a weekly club. Staff at Hilton Academy had worked hard to create an inspiring curriculum »» The weekly homework club, led by a highly skilled linked to current topics and themes. Homework was lead practitioner, is well attended and enables the missing part of the jigsaw. Their ultimate aim was children to receive support and a range of re- to create a climate where children loved to learn and sources to help them complete their homework. wanted to continue their learning at home. Their »» Children are being inspired to continue their learn- research showed that homework was only catering ing at home and developing a real love of learning. for children with specific learning styles, ie those Workshops for parents who enjoyed worksheets and pages of calculations Hilton Academy will continue to adapt and evolve – which possibly explained why uptake was so low. their homework menus to maintain engagement Variety of homework challenges levels. They also plan to provide further support The new Hilton homework menu offers five or six workshops for parents to help them to support their ‘homework challenges’ that link to what has been children with homework. explored in class. Each challenge caters for a different Vice principal Craig Heeley offers the following tips learning style (eg writing, mathematical, art, practical for good homework habits, for children and parents: model making, sporting activity, the use of tablets, Minecraft, etc). Staff provided a workshop for parents »» Recommend that families identify a quiet place to launch the new homework regime, and all children at home to use as a homework area; and offer were issued with a brand new homework journal. an alternative dedicated space in school where homework can be completed. The school’s social media platforms share high quality examples of homework. This has received »» Provide a choice of activities which motivate many positive responses from parents. children with a range of learning styles. The homework menus have had a positive impact: »» Share modern teaching methods used by the school, eg in long division. »» ‘Choice’ worked: children feel in control, empow- ered, and are therefore more likely to complete »» Explain how homework tasks connect with learn- their homework. ing in school. »» Homework completion has increased from an »» Provide a bank of resources that children can ac- average of 40% per week to 85% plus. cess in school to help them complete their chosen task – coloured paper, glue sticks, sticky tape, etc. »» Parents are actively encouraged to get involved and help out with their child’s homework. This »» Encourage parents to take an active role in the has meant more children are discussing their completion of homework. learning from school at home with an adult, and »» Keep homework fun so that children look for- in many ways extending it. ward to it.
19
SSAT NATIONAL CONFERENCE 2016 REPORT
LEADING FROM THE MIDDLE: WHY WE NEED IT PROFESSOR ANDY HARGREAVES
rofessor Andy Hargreaves, Thomas Moore Brennan chair in educa- tion, Boston College, USA, put a persuasive case for leading from the middle, with powerful examples from within and outside education, Pof its benefits and how it works
In the current age of academic will stay with us, and so they between wealth and poverty, the achievement and effort, the should. It is important that every more problems societies face questions that schools, systems, child has opportunity, that social in terms of wellbeing. Whether and countries have been asking mobility is there for everybody, you’re looking at educational themselves include: how are we including an opportunity to achievement, obesity, doing? How do we know? How go to school and to move on to alcoholism, teenage pregnancy, can we improve and get better higher education afterwards.” or incarceration: where the over time? inequalities are greatest is where Referring to the triennial PISA Wellbeing also you find the worst problems results, of which the latest was French economist Thomas in terms of wellbeing. imminent, professor Hargreaves Piketty recently wrote a “The greatest global refugee said: “The evidence is pretty bestselling book with data crisis for 70 years is bringing compelling: the way to achieve showing that since the 1980s different people to our shores excellence is by concentrating on worldwide, but particularly in and different people into our equity. Pretty much every country English-speaking countries, schools. The world out there is you look at that has an inclusive wealth has become increasingly the world inside your schools. public system. Take Finland: what concentrated among smaller And when your children arrive you do is you focus on equity first proportions of the population. and they’re finding it difficult to and then as the range of results “And as Wilkinson and Pickett achieve, it’s not because you’re gets smaller, and the severity of have shown, the greater the gaps not trying hard enough or you’re behaviour problems reduces, you can move everybody up. Equity is the way to excellence. We should Focus on equity first. Then, as the range talk about equity and excellence, not about excellence and equity. of results gets smaller, and the severity of “These are the driving behaviour problems reduces, you can move questions in the age of achievement and effort. They everybody up. Equity is the way to excellence
21 LEADING FROM THE MIDDLE: WHY WE NEED IT not driving up standards with implementation but some of that “We live in an age of what sufficient focus on a three-part is also because of the negative Barbara Kellerman calls bad lesson. It’s because some of your effects of technology. leadership, which has two children may have experienced “Five years ago when I went forms. Malicious or malevolent around seven incidences of post- into schools and asked people, leadership, and incompetent traumatic stress. ‘how’s technology showing up and ineffective leadership. And “Imagine if you’ve seen your in your school?’, they mainly with the worst leaders, you don’t house burned down, or one of listed positive reasons. They know whether they’re being your parents shot in front of you, talked about other schools they malevolent or incompetent or a or been uprooted unwillingly can connect with across the combination of the two. from your country, or have world, how they could access never been to school for the information independently, how Why lead from the middle? entire period of your life; and students could have more voice. “So why is this an argument then you show up in school and for leading from the middle? you have to do a standardised Because we cannot and should achievement test. not try to invest all our leadership “These are the children that hopes in one person who could we see before us, and it’s one of save us, who could move us the biggest challenges posed forward. What matters is who for them and for everybody we are together as a community else about issues of identity, The classroom can – straight and gay, women and engagement and wellbeing. men, people of all cultures, “According to a report last be a great source of countries and fates. It’s how we year from the Department children’s wellbeing… are together that should define of Public Health, the average us. Not investing all the hopes in class of 15-year-olds looks when they become a black man or a white woman, something like this: six may be or any other identity who will self-harming; seven are likely to totally involved in what somehow represent all of us. have been bullied; ten are likely they are learning “There’s another reason we to have witnessed their parents shouldn’t invest all our hopes separate. These are the children in a single individual: a few you have to educate, that you “Now, the first thing teachers years ago the historian Gary care for as well as teach.” But, talk about is cyber bullying in McCulloch wrote about ‘how he stated, the classroom can adolescent girls. For example, often policymakers base their be a great source of children’s the two feminists who advocated educational policies on their wellbeing. “It’s in what you for Jane Austen’s image to go own particular biographies and do with the students, so they on the back of the £10 note in their own experiences of being become totally involved in what England have, every day since, at school.’ Our biographies are they are learning, how they been subject to torrents of not always relevant to other are learning and why they are violent abuse threatening death, people. We cannot base the learning it.” rape, all kinds of other ignominy. teaching of today for everyone “What we’re seeing is a sense on the teaching we personally Negative effects of technology of the world of no limits. You experienced yesterday as children. Young people’s mental health and can say anything, you can do “And we cannot base wellbeing can also be harmed by anything – because you don’t the policies of today on the the effects of the internet. OECD have to deal with people face-to- individual experiences we has found that the countries face. This is the world of Donald had of schools when we were implementing technology most Trump, giving the impression children. We must base them quickly are the ones making that to be a leader today is to be on evidence, on inclusion, on least progress in terms of somehow, somebody, something opportunity, on the leaders achievement. “Some of that is bad on Reality TV. who come around the table and
22 LEADING FROM THE MIDDLE: WHY WE NEED IT figure out what is best for most extent, your kids as well. It’s the A key factor in these of us. You bring to it something critical mass of people who are innovations is that “the teachers of you are, but you listen to who driving the school forward.” are driving it, not the principal. everyone else is as well. He described work he and But the principal creates the “And that is leading from colleagues are undertaking in platform and the framework the middle. It is leading Ontario, Canada with 10 school within which that leadership through all of us.” districts, “including a school in can take place. This is where the Drawing a comparison with the far north in an aboriginal middle is in your school. For the the human body, he said, “when community in which they have school leaders, sometimes it just you’re leading from the middle, a lot of kids with foetal alcohol means getting out of the way, at it’s not just your head and your syndrome. And when kids have other times creating a platform for feet that matter – keeping your foetal alcohol syndrome, they this leadership to come forward. head, having your feet on the seemingly can’t concentrate, This way, you get breakthroughs ground, thinking a way forward – they can’t sit still. in teaching and learning that it’s all the other bits that matter. “So at first, when we saw the you might not otherwise. And “Instead of being lily-livered school seven years ago, these sometimes the school leaders are in the face of obstacles, do you kids who misbehaved used to learning as much from their staff have the heart for a challenge? get sent to see the deputy head. as the staff are from them.” Do you have the stomach for Now they don’t, the teachers what will face you, including keep them in the class, but Among schools all the opposition? Do you have try to create a more active What does leading from the the gall to carry things forward classroom. They put kitchen middle look like among schools? despite being called ridiculous cupboards in so the kids could Professor Hargreaves pointed or stupid or crazy because make things, could get actively to SSAT’s Raising Achievement you’re daring to do something involved. But then they found Transforming Learning project different? The head and the feet the kids started climbing the involving 300 schools, which are important but the heart, kitchen cupboards, physically Boston College had evaluated. the stomach and the gall of climbing the walls. So what did All these schools had been leadership are what will really the teachers do then? They put a struggling, yet within three years mark out your character and the climbing wall in the classroom. 200 of them had improved at character of all those around Now, when the kids need to double the national average rate. you, all the time. climb, they climb. They get it This was achieved, he said, “by out of their system for three or putting all the struggling schools In schools four minutes, then they can sit together. Because then you “If you’re in a school, your down for another 20 minutes. discover it’s not just you, and by middle is your teachers, your Now they can concentrate. Now pairing them at their choosing, bus driver, your secretary, they can focus. with higher performing schools your caretaker, and to some “Another thing the teachers that could help them (and some have found is that indigenous funding), they were able to kids who show no leadership or compare and benefit from what learning within the classroom others are doing. These were the have in an experimental beginning of federations. programme shown remarkable “In Hackney, inner London, learning on the ice-hockey rink, all the secondary schools are and in the changing rooms. So academies, but it’s in their We cannot and the PE department is working contract that they must spend with regular classroom teachers part of their time helping should not try to invest to develop cross-curricular skills other Hackney schools that are all our leadership that are transferable from the struggling. The result is, all the hockey rink into the regular schools in the borough improve. hopes in one person classroom.” And as all these schools improve,
23 LEADING FROM THE MIDDLE: WHY WE NEED IT
STUDENT PERFORMANCE John Masefield High School
the parents keep their kids in Hackney, and the community The teachers are driving it, not the principal. But the gets stronger. The social capital principal creates the platform and the framework gets stronger. You focus on equity and it gives everybody a within which that leadership can take place lift. You then get excellence. “You (schools in England) have a lot further to go, but it’s how they can lead each other far we have Ireland, Iceland, clear that you’re ahead of a lot and lead the world in terms of Scotland, Finland, the 43 million of other countries in this, you these values: people state of California, really are. I talk about English Vermont, Aruba and Ontario education to audiences in the • excellence broadly defined together in the same place to rest of the world as the paradigm • equity of all kinds examine these issues. case of positive collaboration, • inclusion of all students, whereby you think about whatever their identity The impossible dream other people, and not just or disability “Having the impossible dream, yourself. Sometimes with the • democracy and human rights together, is absolutely critical. government, but sometimes (which means some countries But you also need relentless despite the government. It’s a can’t join this… yet).” perseverance, determination great strength of the system.” and hard work. It’s essential for These countries’ advisors, you as an individual, but in these Among countries including Ken Robinson, Pasi very dark times that we are in Andy Hargreaves is now involved Sahlberg from Finland, and globally, which could become in an ambitious plan to apply the “Vicky Colbert who’s built 20,000 significantly darker unless we same ‘leading from the middle’ schools with active pedagogies all act together, it’s important to thinking to countries. “It took in Columbia”, are all donating close with the words of Helen us two years to get a group of their time for free. There is Keller from The Crucible who eight countries/administrations no budget, no foundation, no said, ‘Walking with a friend in and their ministers to meet in investment. “It is, in a way, the dark is better than walking Reykjavík, Iceland and to decide completely impossible. Yet so alone in the light’.
24 From ‘levels’ to independent learning Nigel Sheppard, Horndean Technology College
Nigel Sheppard, Deputy Headteacher, Horn- We emphasised to staff the importance of getting dean Technology College, describes how they the balance right when it comes to assessment. It’s are tweaking SIMS assessment to involve stu- not about using hundreds of statements that you’ll dents and parents in developing independent never be able to assess on a daily basis, but giving learning. enough information and rigour to the assessment so that it’s meaningful. This allows you to change There are more than 150 ways, to my knowledge, by your practice and get a good idea of where the which various schools have attempted to address students are. the notion of assessment, monitoring progress and reporting since the abolition of levels and the advent The whole picture of programmes of study in September 2014. I am sure Having all this information in SIMS gives a clear insight there are way more than this too. into how students and departments are performing, providing valuable insight for senior leaders. The beau- Nevertheless we continue to grapple with methods ty of it being in SIMS is that it’s built into our monitor- of assessment and recording and I suppose here I am ing system. We have a monitoring calendar and once sharing another –but perhaps with one or two signifi- a half term we go through a checklist with a subject cant differences. Perhaps most important, I genuinely leader. This means that at senior leadership level we believe this approach facilitates independent learning will have a good idea of all the departments that are and reporting to parents; and it can be ‘bespoked’ to using the tracker and SIMS Assessment properly. It individual schools but at the same time be transferable aids accountability, ensures we are using the system and meaningful. and improves the overall assessment. SIMS Programmes of Study trackers SIMS Assessment also helps to give an insight into The SIMS Programmes of Study, part of SIMS Assess- staff performance. Subject leaders were thrilled that ment, enables teachers to track progress against the they could see each of their teachers’ strengths and entire national curriculum. Schools can adapt the weaknesses. They can easily identify the strength programmes of study (PoSs) to support the specific of any particular skills or concepts, across either a needs of their school and align with the focus of their cohort or a class, and can then tailor that curric- own assessment policy. We gradually introduced the ulum and respond accordingly. This is something PoS tracker to subject leaders in workshops, and set up I’m really excited about; that analysis side of it is permissions so that they could write their own PoSs. really helpful. Every department has their own assessment policy, giving them flexibility. As long as the departments SIMS for students implemented their own policy, we feel that they had We are now beginning to use the strands and state- ownership of it. This was important, because we needed ments in SIMS Assessment to help students take to find a meaningful way of assessing their curriculum. ownership of their own learning. Personal learning
25 FROM ‘LEVELS’ TO INDEPENDENT LEARNING checklists are not an unfamiliar term to many From September 2017 we will also be reporting pro- schools. SIMS PoS facilitates this without any extra gress against the skills, concepts or knowledge by work for teachers. In addition we have each strand exporting the data directly out of SIMS to our re- and statement in their VLE; these are linked with ports. This will help address the challenge of parents different resources to help students understand if evening when Parent X asks, “So ok, what does my they’re emerging, developing, secure or mastered. child need to do to get to the next grade (or level/ These resources include Word documents, Excel sub level or indeed whatever you have called it)?”. problems, YouTube videos and those made by the At present a hyperlink will take students or parents staff and students themselves. Mirroring what’s in to the appropriate page on our VLE where they will SIMS with resources to help children learn those be able to access the work they can do to improve. skills independently is quite exciting. The staff But I am working with SIMS to hopefully evolve have done some really brilliant things with the the system so it creates a hyperlink to the specific links and some have made their own videos: this resource students/parents can access to help them in- allows them to be really creative, promotes flipped dependently. The screenshot below shows the current learning and aids independence. These screenshots mock up, which has hyperlinks to our VLE. In future, are examples from different departments: we plan that the actual grades (be these E (Emerging), D (Developing), S (Secure) or M (Mastered) will be hyperlinked directly to the relevant extension task.
Oh and for those of you who, like me, want to track students’ progress using the 1–9 system SIMS can, essentially, tally up the skills achieved to give you a proportion of the curriculum achieved (secure or mastered). We use this in the following way:
I should emphasise that the proportion of the cur- riculum achieved is just a signpost. As highlighted above, it is the teacher’s professional judgement combined with this signpost that determines the grade awarded. We use new SISRA EAP (estimated attainment pathways) to track this holistic grade which, for us, works flawlessly.
26 Not just embedding, but also empowering, through formative assessment Claire Black, Skipton Girls’ High School
Claire Black, Curriculum Leader, Biology with while I led an overview of the project and planned TLR3 for teaching and learning, Skipton Girls’ (using the resources in the pack) and delivered the High School, shows how formative assess- launch session, I sought volunteers to lead subse- ment can inspire staff and students alike. quent workshops. This gave staff wishing to further develop their own leadership skills the opportunity I was excited when our assistant headteacher in- to become something of a specialist on one aspect troduced me to the SSAT Embedding Formative of AfL, as well as using all the strategies to improve Assessment (EFA) project, which I would lead on in students’ learning experiences. We asked staff to school. The project sounded closely aligned with our select, in order of preference, the formative assess- approach to CPDL. This has a real focus on developing ment strategies they would like to focus on initially, teachers’ knowledge and skills through collabora- with a hinge-point halfway through the first year to tion, is closely linked to teaching and learning, and allow teachers to switch their attention to a second comprises ideas and strategies that can be translated strategy and enhance their repertoire of techniques. to the classroom. Moreover, I remembered learning about Dylan Wiliam’s ‘black box’ while studying for All staff wanted to focus on ‘providing feedback that my PGCE some eight years earlier. Assessment for moves learners forward’ and ‘activating students as Learning (AfL) was one aspect of pedagogy that owners of their own learning’ (self-assessment), so really resonated with me. the teacher learning communities (TLCs) that were established grouped them according to how they had After an initial meeting with our SSAT lead practi- ranked these two strategies. While there were, inevi- tioner, we planned the schedule for our Inset ses- tably, some staff from the same subject area working sions. These would give staff the opportunity to -en together, there was also a demonstrable keenness gage with materials and resources underpinned by towards establishing cross-curricular pairings, driven Wiliam’s many years of world-renowned educational by teachers’ own professional goals and the learning research. Then, they would work with colleagues to needs they perceived in their students. Staff shaping plan, implement, evaluate and refine approaches to their own professional learning according to their AfL in their own classrooms. interests, aspirations and students is a real advantage Staff were very receptive towards the project, recog- offered by the SSAT project. It is structured enough nising that formative assessment is critical in the to allow for standardised methodology yet flexible current climate of curriculum reform and linear as- enough to be personalised for a school’s, depart- sessment, with students’ memory skills and applica- ment’s, or staff member’s development priorities. tion of prior learning being of increased importance. A key part of the process is teachers jointly ob- Volunteers lead workshops serving each other’s teaching, to reflect on the Following a suggestion by our lead practitioner, effectiveness of the different techniques used
27 NOT JUST EMBEDDING, BUT ALSO EMPOWERING, THROUGH FORMATIVE ASSESSMENT in lessons and inform the subsequent evalua- around the strategies. From the start, the TLCs tion and refinement of these approaches. Staff had a lively atmosphere engendered by on-task found it really beneficial to work with colleagues discussion. They led to an inspiring showcase event from outside their own curriculum areas, which in which groups of teachers presented their work enabled them to consider how the techniques and findings to those with whom they had not yet affected students’ learning, unconstrained by collaborated. As a result, the positive outcomes of subject-specific ideas about what traditionally the strategies, and suggestions for how they are does and doesn’t ‘work’. best used with our students, could be more widely disseminated and adopted. Exploring the effect As well as peer learning walks, staff were keen to engage in paired work scrutiny to explore how The project is structured to allow the strategies translated into students’ written work and were demonstrated, for example, in for standardised methodology, yet students’ responses to their teachers’ comments. flexible enough to be personalised Again, the project was, I was reassured by our lead for school, department, practitioner, adaptable to allow for this additional layer of collaboration. And it’s true. Teachers or staff member priorities openly and actively seek feedback and share good practice through work scrutiny. This emphasises Following the first year of the project, staff feedback how encouraging and non-judgemental the whole showed that teachers valued the activities they’d project is and how completely our teachers en- used with students, which improved their abilities gaged with it. They value its potential to further to accurately assess whole-class understanding and improve their own lessons through refinements to more quickly identify students needing extra of teaching and learning methods that are man- support. Even a very experienced teacher with a ageable but have impact. leadership role was inspired and reinvigorated: Our enthusiastic TLC leaders seized the opportu- “The workshops got me excited about AfL again. nity to add to the workshop materials with out- Each meet-up encouraged me to set myself a chal- comes from their own further in-depth research lenge; to come up with an innovative AfL strategy,
28 NOT JUST EMBEDDING, BUT ALSO EMPOWERING, THROUGH FORMATIVE ASSESSMENT to trial it out, and to assess its effectiveness. It was and build on their work by extending their ap- fun to try new approaches, and it was interesting plication of formative assessment techniques to to evaluate their success and then tweak them for a specific learning challenge in one of their own reevaluation. It was motivating to add new strategies classes. Working in pairs or triads to a lesson to my belt, and also to see just how effective a par- study model, each teacher has identified a class ticular strategy could become if tweaked enough”. to focus on and has jointly planned and delivered a diagnostic lesson to confirm the presence of the Staff also reported that the project: perceived challenge. »» has helped students to focus on how to make specific small-scale improvements to access Teachers suggested additional aspects of forma- additional marks or aspects of assessment tive assessment they wished to learn more about, »» has shifted the responsibility for improving work informing the planning of the workshop I delivered from the teacher more to the student using materials designed for year 2 of the project, »» has helped to aid discussion among students so such as those around hinge-point questioning and that learning could happen at a much faster pace. ways of using success criteria. Some also wanted to revisit ideas which had been explored by staff to We believe the strategies are having a huge impact varying degrees, depending on their own interests on student achievement and progress: students can and priorities, in the previous year. clearly identify the mistakes they have made and respond well to the feedback given in particular ways Project outcomes as a result of the project. The techniques used have The EFA project has provided an invaluable op- also helped examination classes to improve their portunity to engage with materials written by revision strategies and engage in metacognitive Dylan Wiliam and those published by SSAT. It has approaches to their learning. Staff credited the inspired experienced and new teachers, including ‘activating students as owners of their own learning’ ITE students completing placements at our school, element with making lessons more interactive and to place AfL at the centre of their practice and to increasing enjoyment of learning. share ideas throughout the school. The project gave a clear focus to one strand of our teachers’ Year 2: specific learning challenges CPDL, and further stimulated staff’s eagerness to Keen to refresh the project for its second year, we engage in lesson study. decided to give staff the opportunity to review
29
SSAT NATIONAL CONFERENCE 2016 REPORT
LET’S WORK TOGETHER TO ACHIEVE SYSTEM LEADERSHIP SIR DAVID CARTER
ational Schools Commissioner Sir David Carter addressed the issues of system leadership, and offered delegates a sense of where they fit N within this rapidly changing world of education. Sir David said he sees the From the classroom up role of national schools He believes it is important commissioner through the lens to see “the role of Leadership Impact of headship. “I try to remember system leadership from Where the Leader Where the Influences Leader builds Confidence the kind of decisions and the the perspective of the Staff thought processes that I went classroom up, not the Children Where the through when I was running leadership down. Because a Leader Where the Delivers Leader Impact builds Parents Community a single school, when I was school’s culture starts in the Engagement running a MAT, when I came classrooms with teachers, into the Southwest role as regional schools commissioner. Because if I ever lose sight of Sir David noted that his messages to school that, some of the messages I communicate to you may leaders may become disconnected from reality become disconnected from “if I ever lose sight of the decisions and thought the reality of your day-to-day work.” processes I went through when I was a head” He started teaching in 1983, with a music degree, and taught with teaching assistants, with points of staff, parents, and music and PE for a number of everybody who is employed to carers and the community. years. “I’ve had the opportunity work with young people. Their “When they are really joined up to work for some fantastic job as leaders is to grow, to around a core understanding heads, and seen middle think about the development of the educational challenges leadership at its very best, opportunities, and to get the for the child, the school and the particularly when trying to set best from the coaching work community, this enhances the up and run the Cabot Learning that takes place.” chances of the child’s education Federation in Bristol from 2007. He described ‘the leadership being successful.” All that informs my thinking triangle’, which has children It’s also about engagement, about leadership.” at its centre, amid the three he added: “looking over your
31 LET’S WORK TOGETHER TO ACHIEVE SYSTEM LEADERSHIP shoulder to ensure that people are I can to get my classroom time? How do you performance- coming with you, understanding management techniques really manage at distance? their role and the commitment working?’ But the best middle “But here’s a challenge and an you want them to make to a really leaders do enable that to take opportunity. We have 1.3 million big difference in the system.” This place, he believed. children in England who are not applies just as much to a single He added that he sees more being taught this morning in a school, a multi-academy trust or a and more heads of individual good school. And the only people teaching school alliance. schools “taking a step back from who will improve the system, Educators need to build their the operational expectations to improve those life chances, are communities’ confidence in become expert quality assurers us. We are absolutely on track to education as the solution – not – pursuing that quest for truth having a schools-led, improving another problem to overcome. about the challenge and what we system, and that’s the right thing “Because for many of you, need to do next.” to do. We have to trust our best working in quite challenging leaders and our best teachers to areas, parents won’t believe that. have the impact beyond their Their own education experience own classrooms and beyond in the 1970-90s wasn’t as good as their own schools.” it is today. We have to convince This government, he added, is them to be genuine partners in still on a journey that every school the journey that we’re taking. in this country will become an And then, and only then, do you He sees more heads academy. “But not by 2022, and see the impact. But if we try to not by compulsion. So it enables go from problem, to solution, “taking a step back schools to think about the right to impact too quickly, we don’t from the operational partnerships, the organisations build a culture that sustains it.” and the groupings that will make Returning to his theme expectations to become a difference to them.” of leadership starting in the On the improving system, he classroom, Sir David said: “in our expert quality assurers” maintained that the school that’s schools this morning teachers gone from special measures to up and down the country will be Over 1000 MATs are enabling good arguably knows more about making leadership decisions about system leadership school improvement than the how they want learning to happen The 1025 MATs across the school that’s been outstanding in their classroom – without even country all have an executive for 10 years. He believed the new realising it’s a leadership decision. head or a CEO, Sir David pointed £140 million strategic school And one of the challenges, I think, out. “I see this role as being improvement fund signals “a for us is to start the thread of the glue that binds our system shift from mass conversion to leadership development in that leadership together. Over 90% mass improvement, which has to first year in teaching. have come into those roles from be the right thing.” “Then, when a teacher the classroom, through headship. becomes a middle leader, their “But we cannot assume that What the best collaborations do challenge is to hone their own the great heads of single schools The best collaborations between practice, and develop the quality will automatically become great schools and MATs, he said, of the teaching around them.” executive leaders – because focus on getting teachers better But sometimes it’s hard to make the job is different. How do resourced, better prepared, to the school’s vision real for the you quality assure, how do you teach better across the year. “And people in their teams, because develop and transmit effective that’s not done in mass training. the vision can be so ethereal. practice at distance?” In a MAT It’s bespoke, it’s one-to-one, it’s A teacher might well ask, ‘how of 20 schools you might only triads, it’s coaching, it’s mentoring. am I contributing to this vision, bring your leaders together It’s showing people what good last lesson on a wet Wednesday, once a term, he noted. How looks like. It’s about building when I’m doing everything do you make the most of that leadership capacity at every level.”
32 LET’S WORK TOGETHER TO ACHIEVE SYSTEM LEADERSHIP
In trusts that have an between MATS as well as within executive leader and a group of them, he added. “If MATs don’t principals, each of the principals collaborate with each other, we must have a trust performance will have a problem.” objective as well as local ones for Sir David saw three ways to The school that’s gone their own schools. “Or even, in ensure that does not happen. some cases, ask them for a day a First, he envisaged ‘mentor from special measures week to work across the trust on MATs’: experienced trusts that a particular theme. Because the have been around for five or six to good arguably knows danger is, particularly where trusts years, have built their capacity, more about school have grown from five or six people have built their systems, are who were equal, and one of them effective school improvers, will improvement than has become the executive leader, support, as a mentor, a new multi- a gap begins to open up. How do academy trust for 2-3 years. the school that’s been you find a way to tie in all of the Another solution, especially outstanding for 10 years leaders, and to recognise their in rural communities, is MAT contribution to the whole trust?” mergers, typically involving both primary and secondary academies. Such collaborations also have Sustainable trusts to have Thirdly, he valued where an element of moral purpose. 1000 children local authority maintained “How you respond when a school He believed that sustainable good and outstanding schools down the road has just gone into trusts, which will can build are supporting academies, or a category? At one level, it’s as capacity to improve schools, MATs are supporting maintained simple as picking up the phone need an initial target of some schools. “Whether it’s through to that head and checking that 1000 children, and can build a service level agreement, a they’re OK. Because if you’ve had from there. “You don’t have to partnership or some kind of an that experience, it’s devastating do it overnight, I don’t think you associate relationship, this enables and you feel very isolated and need to do it in one go. But you children who are in schools very lonely. need to have a view that that’s that are RI, serious weaknesses “At the other level, it’s saying, where you’re trying to get to.” or special measures, to get the ‘What do you need from me? What can we do to help you?’ We’re not talking about getting Before a small MAT grows, “I want them to be them to join our MATs, though that might come later, but really sure that the commitment they’re making ‘Today, what do you need? How to the children that they already educate will not can we help you?’ “That system leadership be damaged by taking on more schools” capacity, not just to empathise, but to move quickly to help others is in your hands, in your Currently, however, 82% of support that they need far quicker local communities. MATs have no more than five than we’ve been able to do it.” “I think the best system schools. But before they grow, He ended with the stark leaders have to see the MAT “I want them to go through a figure of the 1.3 million children fundamentally as a school health check. I want to be really who are not yet in a great school. improvement vehicle. They are sure that the commitment “That, colleagues, is going to be really good at holding people they’re making to the children our biggest challenge. But I’ve to account at distance, and that they already educate will never felt more confident that they welcome that feedback not be damaged by taking on we’ve got the right people in themselves: the best MAT boards more schools.” the system, and I want to work do 360 reviews of each other.” Collaboration must be closely with you to achieve this.”
33 Careers as an integral part of the curriculum, for all ages Therese Quincey, Red House Academy
Therese Quincey, Principal, explains the re- advice and guidance as an effective means of carry- markable range and impact of Red House ing out a self-review and evaluation of the school’s Academy’s work on CEIAG programme” (Careers Guidance provision for young people in schools, point 67, p16). Red House Academy is an 11-16 school in the top 20% of most challenging schools nationally, and This was followed in November 2015 by the Stage 2 was rated as ‘requires improvement’ by Ofsted in (Silver) award and in November 2016 Stage 3 (Gold). April 2016. So raising aspirations is a vital concern, Amanda and her team have developed high quality and it is communicated through our trust (Northern CEIAG for students, and she has achieved the Cer- Education Trust), thanks in no small part to our Chair, tificate in Careers Leadership and been celebrated a visionary local businessman who is ambitious for as ‘Careers Champion’ by Sunderland Connexions. students and the economic and cultural development Her determination, and leadership support, have of Sunderland. This drive ensures the aspiration led to an integrated approach to raising aspirations agenda maintains high profile throughout the trust. and developing student understanding of the world of work. This development was even acknowledged The symbiotic relationship between a deep dive into by Ofsted in 2016: “Pupils are clear about what they careers provision 2014-15 and the publication of want to do when they leave the academy as a result Careers Guidance Provision for Young People in Schools of good advice and guidance.” (2015) started the academy on a successful journey. In 2014 a member of Red House’s senior leadership team, Amanda Searle, took over the responsibility for We keep up to date with CEIAG, aiming to ensure that the careers curriculum prepares students for life beyond the academy. Sunderland’s economic plans, and the needs of local businesses Quality award Small beginnings involving a working party to re- view, reflect and plan led very quickly to external Linking learning and work accreditation. In November 2014 the academy be- The academy’s strategy is designed to link the world came committed to the Inspiring IAG Quality Award, of learning to the world of work and to bring about leading to Amanda’s accreditation in three units more rapid transformation in our young people’s from the OCR Level 6 diploma in careers guidance skills, qualifications and employability. In Sunder- and development. land and its localities we are aware of the local labour market and future employment opportunities. We The approach was very much in line with govern- keep up to date with Sunderland’s ‘economic mas- ment guidance: “all schools should work towards terplan’, and the needs of local businesses in terms a quality award for career education, information, of qualifications and skill sets.
34 CAREERS AS AN INTEGRAL PART OF THE CURRICULUM, FOR ALL AGES
We aim to ensure that students enter Red House would otherwise be unlikely to experience. The cost Academy focused on their future: is heavily subsidised. Applications are competitive and are followed by governor interviews and selection. »» They learn through experience that securing a position in employment, training or further ed- The subject of careers is embedded in the curriculum: ucation is competitive. »» Employability skills are taught across the curric- »» From an early stage, they are taught to furnish ulum throughout the year. their CV and given opportunities to do so from »» Nominated employability skills weeks consolidate academy student vacancies. skill development. »» Student posts within the academy have to be »» A dedicated enterprise project and ‘enterprise applied for, with references and a CV. drop-down days’ develop entrepreneurial and »» Governors are involved in the appointment problem-solving skills. process for posts such as those on the student »» All students in the academy have an entitlement to leadership team. CEIAG, which goes well beyond statutory obligations. A big adventure Impartial and independent advice and guidance is Annually, the academy hosts a ‘Big Adventure’, for provided by Connexions, which has supported us about 12 students to visit a part of the world they consistently throughout our journey. CAREERS AS AN INTEGRAL PART OF THE CURRICULUM, FOR ALL AGES
Engaging with external partners contact sessions and five checkpoint tasks, followed Relationships and engagement with a variety of by student interviews. external partners has been proactive and produc- Challenge of time commitment tive. Our board consistently emphasises its high Within three years we have achieved high quality expectations of effective engagement. Sunderland’s provision, but the journey has not been without its local employers actively support its ‘work discov- challenges. It has required commitment to accred- ery programme’, which attracts local students to itation and training – and a time commitment to ‘sector days’, covering all areas of employment, maintain partnerships with external providers and and guest speaker days culminating in an annual keep up to date with changing opportunities for ‘work discovery week’. employment locally and nationally. This week gives students exposure to the world of Evidence of impact can be seen in destination data. work and provides updates for headteachers to learn In 2016, every year 11 student left with an intend- about future employment opportunities, and to deep- ed destination. The number of students going into en knowledge of local economic development and further education is on an upward trajectory. NEET job creation. figures have reduced dramatically, from 7% in 2013 This year, in partnerships with Work Discovery Sun- to 3% in 2015 and 2016 (in 2016, one was pregnant, derland, 27 students gained either silver or bronze one a carer and only one unaccounted for). awards from the Industrial Cadets Programme. Work The academy is highly inclusive. Students in our al- with Sunderland University, Sunderland College and ternative education base (we have had no permanent other local colleges and trainers develops knowledge exclusions since 2010) have intense intervention and understanding of a number of opportunities at to support their journey into college, training or post-16 and beyond. Our own Most Able co-ordinator employment, which involves additional support provides opportunities for students to experience a from Connexions. variety of universities. Visits to Oxford University are an annual event. Harness ambition earlier Our current focus is to harness ambition at a young- All year groups involved er age. We are now working with some primary The academy has developed a breadth and depth headteachers to audit CEIAG practice and devise a of opportunities to engage each year group. All bespoke programme for individual schools, help- have dedicated careers teaching. All have skill ing them work towards the Primary Inspiring IAG development and engagement in ‘Employability award. Amanda is working across the trust to guide Weeks’. We also engage with the Enterprise Initi- all schools to outstanding CEIAG provision. ative Programme, partnered locally with Liebherr Group (one of the world’s largest manufacturers of In November 2016 Red House Academy was inspected construction machinery) through the North East for the CEIAG stage 3, Gold award. The assessor’s LEP. Liebherr work with the academy on ‘engineer- report included: ing days’ in years 7 and 8 and support the bridge “It is clear from my discussions that the careers into work in years 10 and 11. leader, Amanda Searle, is driven and focused, want- All year groups encounter employers and enterprise. ing the best for students; and this vision and dedi- Year 7 is involved in an enterprise project called cation has led to the careers provision being where ‘Stepping into Business’, year 8 gains accreditation it is now. Students and parents were very positive in enterprise and business. Internal careers fairs for about the CEIAG programme and support provided year 9 and year 11 involve 15 different businesses and felt well prepared for their next steps. It is also and post–16 providers. Externally, year 10 has Work clear from my discussions that the programme will Discovery Week careers fair, and year 11 has STR8UP continue to evolve and we welcome that. I have with Connexions. Students find out about appren- no hesitation in recommending that Red House ticeships and college taster days, and have extended Academy is awarded the Inspiring IAG Gold Award.” work experience opportunities. Year 10s are involved in the construction company Esh Group’s ‘Building My Skills’ programme, which involves five business
36 What character education means to us Nick Lowry, The Co-operative Academy of Stoke-on-Trent
The co-operative movement is built on a history are disadvantaged, we have 36 languages spoken and of working class people trying to make their key stage two ability on entry of our Y11 leavers was communities better places to be. We looked in the bottom 1% nationally. Our focus is building at the cultural capital gap within our school character based on the cooperative values: community, and aimed to give students op- »» self-help portunities to experience a diverse and deep extended curriculum. This is called many dif- »» self-responsibility ferent things in different institutions, but the »» democracy government have given it the umbrella title of character education. »» equality The Co-operative Academy of Stoke-on-Trent is »» equity sponsored by the Co-op Group and is part of the »» solidarity. Co-operative Academies Trust. Most of our students
37 WHAT CHARACTER EDUCATION MEANS TO US
This really was the key moment in our planning: link- levels in communicating with others. In January ing character education clearly to our own values. It 2017 we became the Stoke-on-Trent public speaking is part of a deeply engrained moral purpose running champions, something which we have never thought through the academy, aimed at genuinely altering possible before. the life chances of our young people. All year 7 students are taught leadership skills In June it was announced that we were the regional through character education, which has enthused winners of the DfE’s Character Awards, and the only more students to attend Co-operative Young Lead- secondary winner from an urban complex environ- ers training and planning nights after school. Most ment. When we put ourselves forward we felt we were of these lessons draw on character qualities from not pushing any new initiative or altering the way we moral and performance virtues, but the final lessons did things, we simply showcased what we had been promote civic virtues. building over a number of years. The character education is underpinned by a strong Character education focus on democracy. Student voice is extremely strong Our approach is to promote the moral, intellectual, in the academy. Over 25% of students are engaged performance and civic virtues of our students through in the student council, co-operative young leaders or a wide variety of experiences, which take place in student mentors schemes. The number of SEND and the academy every week. Each student in key stage disadvantaged students represented closely mirrors 3 receives an hour of taught character education that of the whole academy population. Student coun- each week, through six modules taught on a carousel. cil initiatives such as the mobile phone charter, and the eco-committee’s litter picking, are highly visible Examples of character modules include: parts of academy life, demonstrating students’ active »» random acts of kindness understanding of civic virtues. »» art therapy Giving our students ‘the edge’ »» current affairs When I became principal in 2014, one of my pri- orities was a vehicle to give our students greater »» humility and courage through public speaking. cultural capital. They were making strong academic The students greatly enjoy the lessons, and the progress but there were not enough opportunities ‘attitude to learning’ scores for these lessons are for volunteering; participation in the arts and sport; the highest of any subject in the academy. We have and support for general interests which you find at noticed real changes in our students’ confidence the more successful schools.
38 WHAT CHARACTER EDUCATION MEANS TO US
The in-house initiative we launched, called ‘The Edge’, is designed to give our students the edge in all areas of their life. Running every Wednesday afternoon, it offers enrichment activities, leadership opportunities, competitive sport, and academic support and inter- vention. The idea is that activities will enhance all the virtues of character education. Part of the power of The Edge is that many elements of it are delivered by our non-teaching staff, who have a wide range of skills and interests. This has had the added effect of empowering and engaging this key group of staff. are identified in the Edge programme and student The rest of the delivery is by our own performance leadership is then developed in a variety of contexts faculty staff and specialist external staff. including volunteering, peer mentoring and supporting One example of Edge is the biking programme, which transition work. The young leaders and student coun- focuses on the performance and moral virtues. cillors act as ambassadors for the academy both locally This has been introduced and developed through and nationally, through the Co-operative Academies after-school clubs, transition cycle days and KS3 Trust, and are clearly identified as such. For example, cycle event days. The academy has worked with student council members, who have training at Co-op Sustrans, The Move Project Cycle Programme, and headquarters by executive level trainers, have their external agencies on many levels. The academy is own uniform for visiting other schools, etc, to show one of just a handful of schools in the country to be they are the face of our academy in the community. awarded the MOVE Project Silver Cycle certificate The Co-operative Young Leaders programme and for students aged 11-16. This is designed to help transition go hand in hand at the academy. Primary develop the confidence and skills to travel actively pupils in year 6 who are apprehensive about the and independently by walking, scooting and cy- move to secondary are invited into the academy cling to from and within school. The children are for additional transition days led by young leaders. definitely benefiting from this healthier lifestyle. Leaders are chosen specifically to work with students They are also learning much about the importance from their former primary schools, this provides a of keeping safe on the roads. friendly face to put students at ease immediately. Performance virtues are enhanced by opportunities In addition in the summer term the young leaders to play sport such as football, basketball (we are run an afterschool club at a local primary school for Stoke-on-Trent champions) and boxing. Creativi- any students who still feel worried or concerned. ty is promoted through art, jewellery making and The leaders plan and run team games, teambuild- photography. There is also access to quite unique ing, self-esteem and confidence games. It is a great experiences for inner city students, such as horse opportunity for the primary pupils to chat with our riding and gardening. The overall programme en- students and create friends and links; they are then ables students to enjoy a wide variety of enriching buddied with the leaders, which is a great opportunity character focused activities to shape the students for peer-to-peer support. into rounded individuals. Since we won the character award, I have been con- Co-operative Young Leaders Programme tacted by many people who wanted to come and see A key factor in developing civic virtue is the Cooper- us. Each one has sought some kind of toolkit to take ative Young Leaders programme established in 2010, away in order to make a similar impact. Unfortunately which aims to make a difference to our academy, our my response often disappoints them: you cannot feeder primaries and the wider community through simply replicate another school’s values and ethos; volunteering. Students can gain bronze, silver or gold you have to make some significant decisions about awards for the number of hours of volunteering they how you will design and implement the changes you complete (similar to the Duke of Edinburgh’s Award). want to see in your own context, and then ensure that this will be a whole-school priority. This will The programme includes leadership opportunities both inevitably involve structural changes specific to your in and outside the academy. Opportunities to be trained own school.
39
SSAT NATIONAL CONFERENCE 2016 REPORT
HOW TO MOTIVATE YOUNG PEOPLE TO PASS THEIR EXAMS MARCUS ORLOVSKY
ith a background in finance, real estate, HR and technology, Mar- cus Orlovsky now applies his knowledge and skills to education, including global speaking engagements and TED talks. He has Walso set up a fascinating programme designed to give young people pow- erful reasons to pursue their education.
Much of his work stems from message is that age does not have any clean water, it’s a bit the conviction that “it’s not so need to hold you back.” rich, isn’t it, when you see that much teaching which gets in With this and other examples a chief executive of a company the way, it’s sometimes kids just including Mark Zuckerberg, Bill in France earns 2 million a don’t know why they need to Gates and Steve Jobs, he made the year. And I think that’s part of learn this stuff. And if they don’t point that “we have no idea what the challenge which our young know why they need to learn it, people are capable of.” people are going to have to face.” guess what happens? “While in education we’re talking about learning and great futures, I wonder how Sometimes kids just don’t know why many kids are going home to be surrounded by people who they need to learn this stuff are naysayers and tell them it’s all rubbish. And, of course, there are more of them than But making the best use of For an example of an there are of us.” what young people are capable of effective response to such will become ever more important. challenges, he pointed to What young people are “Sixty percent of the global Cristina Balan, who designed capable of population doesn’t have access the electric motors for the Tesla He showed an image of a young to the internet, and is expected and nearly all electric hybrid man called Jordan Casey: “I to come on board in the next five cars: “She has been working talked to him at a TEDx in years. And that’s going to change with Bill Gates to create drones Klagenfurt [Austria]. At the age everything! Because if you are which fly 100km, carrying a 10kg of 14 he is now really making sitting in Somalia and you don’t payload, to take medical supplies his mark as a developer. His have free water, you don’t even into areas where you can’t get
41 HOW TO MOTIVATE YOUNG PEOPLE TO PASS THEIR EXAMS
STUDENT PERFORMANCE North Birmingham Academy
trucks, such as when you’ve in particular, fall well short of of all this. And we just do three had earthquakes or natural this. He showed a sign from a things. We develop students, we pestilence. Her message was school that stated, ‘Don’t knock try to improve the teaching and that she really had to work hard on this door unless it is an learning environment, we try to overcome prejudices about emergency! Staff room.’ “That to inspire towards education. women in the motor industry. really says we are integrating It’s not about teaching, it’s just “It’s not about what you with people, doesn’t it?,” he about showing the way.” know anymore – it’s also who commented sardonically. you know, and even more Orlovsky set up Bryanston Teaching and learning importantly, how you know Square Holdings, a social environment them.” Sometimes, however, enterprise, “to see if we can help The organisation’s work on those in society, and education kids fathom…work their ways out the teaching and learning
42 HOW TO MOTIVATE YOUNG PEOPLE TO PASS THEIR EXAMS environment includes designing Google”; a doctor responsible some schools 30% cheaper than for dealing with the Zika virus; the Education Funding Agency’s the person who set up Charles target but which included many Tyrwhitt, the shirt company; an original features to enhance actor; and staff at Al Jazeera. learning opportunities, such They visit about five places In 1-1 discussions, local as “little cave spaces….Our in the same day, spending an expectations are always wrong: hour and being able to ask any decision-makers work we never know what’s possible question. “And it’s very, very, very with the kids on how until somebody achieves it.“ In powerful when kids have got up another example, he showed a close and dirty to people doing they can develop their video clip of a small chair which, amazing things.” when sat on, tells a story. “You A couple of weeks later, these own ‘lift message’ get off, it stops: it’s just an iPod young people give a presentation shuffle and a couple of speakers, to the rest of their year group. is amazing change happens. costing a couple of hundred quid. “And that makes a hell of a They realise that ‘the difference So, anybody can do this stuff.” difference to them.” between me and the world I’d In inspiring towards About a month later, “we like to be, the place I’d like to be, education, typically, the bring in four or five local decision- is these pesky exams. I might programme starts with makers, who work with the kids as well get them.’ And funnily selection of “some kids who are on how they can develop their enough, they do.” disadvantaged or disengaged, own ‘lift message’ – you know, In a video, a number of or who could achieve a lot more, elevator pitches and all that sort of young people reviewed their and we run a ‘hot seat’, where stuff – and then they each spend experiences of this programme. the head sits at the table and the two minutes, one-to-one, with Comments included: “I’m going kids can ask any question, to be each of those decision-makers. to try to concentrate more on life answered fairly, honestly and “And in those two minutes, and stop being on my phone all completely. And that becomes quite a lot of these kids have the time. Stop lounging about, super-powerful because some organised work experience for not doing stuff, and actually of these kids have never had themselves. There was one boy try to make a difference;” and a proper conversation with who talked his way into Lots “I would recommend this for the headteacher. The only Road Art Gallery, got himself everyone that is not too sure conversation they’ve ever had is trained to be an auctioneer, about what they want to do, when they are in the s**t.” and ran ten lots auctioning off because this will actually 30,000 quid’s worth of antiques. help you. So, yeah, you should Meeting interesting people He’s 14…and is in care. What do definitely do this.” The programme then takes the you think that does for his self- Marcus Orlovsky concluded kids off to meet ‘interesting esteem? And what do you think by pointing out that, although people’, such as “a guy who runs that does about giving him a this programme is a long way repertoire of stuff to talk about?” from the current focus on maths, Another element of the science, etc, “90% of the kids programme is helping the we’ve worked with have achieved students to work out what can be five A to Cs. And funnily enough, done to improve their school: they pupil premium kids outperform develop ideas and pitch them to non-pupil premium kids in the It’s not about what you SLT, or even run programmes for number of A*s.” other kids in their school. The programme has now know anymore – it’s also enrolled some 400 people who you know, and how A reason to get “these pesky who “are prepared to share exams” everything for about an hour you know them “What then takes place in that with kids.”
43 What worked for the Olympic cycling team may work in our school Andrew Hare, High Tunstall College of Science
Andrew Hare, Teacher of discovery, High Tun- students had four mentoring sessions annually with stall College of Science, explains the rationale, no chimp principles, instead discussing their academ- actions and early outcomes of their Chimp Par- ic performance. A third group had a learning coach adox Project with students displaying challeng- meeting once a fortnight, which was not based on ing behaviour chimp principles. This group was included to look at how regularity of intervention affected challenging The core values of High Tunstall College of Science are students’ behaviour. Baseline data collected before supporting and inspiring students, to allow them to the sessions included attendance, behaviour points, achieve their potential. The Chimp Paradox model (used happiness, anxiety, depression and self-confidence to such success with the British Olympic cycling team questionnaires along with teacher ratings of behav- by psychiatrist and author Steve Peters) was piloted iours and progress against targets. with a view to giving extra support to a small cohort of students who display challenging behaviours at school. Context of the analysis The conclusions relate to year 8 and 9 students with The project had two main aims. The first was to chal- poor behaviour. Despite the best attempts to control lenge students’ emotional and unhelpful thinking every variable, the chimp group had a higher number processes. Then, to teach students about the or- of behaviour points before intervention (Chimp: 93.3, der in which information is processed within the Fortnightly : 78.3, Control: 76.50). The findings are also brain, so they could avoid reacting emotionally based on a small sample (N=16) with the outliers having a and disproportionally to events in their daily lives significant impact on data. Finally, the delivery of chimp (www.chimpmanagement.com). principles by the learning coaches is still at a novice level. Pilot, 2015-2016 Pilot study conclusions The house learning coaches completed a six-hour train- The chimp group had a 1.32% increase in attendance ing course developed within the college so that they with the fortnightly group having a decrease of 2.77% were comfortable using the principles. Five students and the control group had a decrease of 1.41%. This were then chosen from KS3, based on the high number indicates that the chimp intervention has a positive of behaviour points that they accumulated within the impact on attendance with challenging KS3 pupils. first term. This test group then had two 30-minute meetings each week with learning coaches trained in In terms of behaviour the chimp group had a 17.6% de- the chimp principles, in which their behaviours and crease in the number of (challenging) behaviour points suitable methods for tackling similar incidents in the with the fortnightly group having a 23.35% reduction future were discussed, and goals set. and the control group having a 37.5% increase. This indicates that an increased frequency of mentoring Five ‘control’ students with similar behaviour points leads to a reduction in behaviour points. The chimp were also chosen, to provide a comparison. These group also had a reduced number of behaviour points
44 WHAT WORKED FOR THE OLYMPIC CYCLING TEAM MAY WORK IN OUR SCHOOL
in three additional subjects, the fortnightly and con- trol groups achieved their targets in four additional subjects. This indicates no significant difference in target attainment and that the frequency of chimp intervention may be causing a decrease in target attainment as two lessons per week are disrupted. Based on the findings of the pilot study High Tun- stall’s senior leadership team agreed that the Chimp project showed several potentially positive benefits, but needed to be investigated further with a larger sample size. Main project, 2016-2017 Several of the issues raised from the analysis of the pilot study results have been integrated into the main despite an increase in attendance and being a group Chimp project. The first was that the frequencies of with a higher starting number of behaviour points. chimp sessions have been reduced to once a week to increase the number that can access the programme The teacher judgements indicated that the chimp and limit impact on lessons. The sample size has group’s behaviour in lessons decreased by 2.6%, the increased to 48 students from years 7 and 8; these fortnightly group rating increased by 0.75% and the 48 students have been split into a control group and control group increased by 2.05 %. However, the ac- chimp test group. The control group will continue curacy of these figures is open to debate as they have to have four academic mentoring sessions per year, no correlation with behaviour points, as the control with a focus on academic attainment. group’s behaviour points had the most dramatic in- creases, this could be potentially due to teacher bias. As with the pilot study, students have been selected based on the number of behaviour points they have On the Oxford Happiness Questionnaire the chimp accrued over the first term. The selection also took into group’s score decreased by 5.16%, the fortnightly group account the severity of the behaviour; the likelihood of had an increase of 2.74% and the control group had an the students being able to access the provision for the increase of 2.6%. This may indicate that the constant remainder of the academic year; and their ability to challenge of the chimp sessions has a negative impact attend sessions (eg, reduced due to poor attendance). on students’ happiness in the short term, and that, leaving aside the content, a fortnightly intervention Each student in the chimp test group has been period may be more effective. matched with a student from the control group on a range of parameters, including average attendance, Scores on the Thorndike self-confidence scales for the gender, age, PP status, FSM status and SEN status. The chimp group increased by 7.08%, the fortnightly group only variable that significantly differs is the number increased by 0.84% and the control group increased by of behaviour points each student had prior to the 3.54%. This reasonably large increase in self confidence start of the main project; these pairings will be used indicates a positive impact of the chimp sessions in as part of a comparative analysis. As with the pilot, comparison to the fortnightly and control groups. students’ baseline data were collated, including attend- In terms of depression and anxiety, the WEBWMS ance, number of behaviour points, happiness, anxiety, showed no reduction in scores for the chimp group. The depression and confidence questionnaires, teacher fortnightly group had a 5 points reduction (positive) in ratings of behaviours and progress against targets. depression score and no change in anxiety ratings. The The interim review of the project’s outcomes will be control group had an increase in depression score of the end of the Easter term to assess any short-term 2.14 points (negative) and a 1 point increase in anxiety impacts. The final analysis of the project will be at the ratings. In conclusion there was no reduction in depres- end of the academic year. sion or anxiety score on average for the chimp group. If you would like an update of the results, please The final parameter is the attainment of end-of-year contact [email protected]. targets. The chimp group on average hit their targets
45 Emergency first aid education in your curriculum could boost students’ self-esteem as well as saving lives Cheryle Berry, Community Save a Life Scheme
Could we have someone on every street who knew France, Denmark and Norway, had compulsory first aid how to respond in the event of an accident?, asks training in schools.3 In Norway, where all children learn Cheryle Berry, Community Save a Life Scheme CPR in schools, up to 25% of people survive a cardiac arrest compared to less than 10% in the UK. Every year thousands die unnecessarily because someone did not know a few simple skills. The Com- It is very interesting that many young people realise munity Save a Life Scheme (CSALS) is working with and appreciate the importance of EFAE and wish it schools and local communities to promote and in- was taught in all schools. 1 crease the teaching of emergency first aid skills. British Youth Council’s manifesto for the 2015 general Every year 150,000 people die whose lives could have election stated that it wanted parliament to “ensure been saved by emergency first aid. Among these, that quality first aid is a compulsory subject for all 30,000 have a cardiac arrest outside a hospital envi- children in schools”…. which “would equip children ronment; fewer than 10% of them survive. and young people with a knowledge of life-saving procedures, potentially saving thousands of lives.”4 These simple skills could make such a difference: »» CPR (cardiopulmonary resuscitation) In Norway, where all children learn »» putting an unconscious casualty in the CPR in schools, up to 25% of people recovery position survive a cardiac arrest, compared »» treating serious bleeding to less than 10% in the UK »» dealing with choking Where CSALS started »» helping in the event of a heart attack. In Derbyshire during 2010 a small group of volunteers Currently emergency first aid education (EFAE) came together from different backgrounds but with is not part of the national curriculum in England a shared passion and commitment to teach lifesav- but is included in non-statutory programmes of ing skills. The group included headteachers, GPs, study for PSHE published by the PSHE Association.2 paramedics and local community workers. Thus was There are no official statistics but a survey in 2015 formed CSALS. We had excellent support from BHF by The Red Cross, British Heart Foundation and St (British Heart Foundation), and became affiliated as a John Ambulance implied that only 24% of schools BHF Heartstart Group, called Community Save a Life currently teach first aid. Scheme. All our work is insured and quality assured. In comparison a 2006 survey conducted by The Interna- As part of our ultimate goal, a lifesaver on every tional Federation of Red Cross and Red Crescent Socie- street, one of our aims is to work towards EFAE ties reported that 19% of European countries, including being taught in all schools.
46 During the last six years we have given free education road traffic accident. We want to encourage as many and training to 37,000 people of all ages – from year schools as possible to include EFAE in their curriculum. 6 pupils in primary schools to the over 80s. Groups First aid education resources are available from a and individuals have been taught in schools, youth number of organisations including BHF, St John Am- groups, sports groups, FE, HE, voluntary and com- bulance and British Red Cross. As part of its support to munity organisations. schools, BHF offers free CPR training packs, called the The support from other organisations has been excel- Call Push Rescue Training Kit, to all secondary schools lent. In particular Bolsover District Council: two of their in the UK.5 The kit contains an educational DVD and district councillors and officers have worked with us inflatable mannequins. There is also a welcome pack for four years; also Rotary International District 1220 with posters, assembly film and lesson frameworks. and Inner Wheel District 22 have provided stewards You could enable your young people to acquire life- and trainers for our events and promoted our work. saving skills while increasing their confidence and Support has come from the local police force, and self-esteem. local MPs have promoted and encouraged our efforts. If interested in working with other schools to pro- Wider benefits of lifesaving skills mote EFAE, contact [email protected]; To raise the awareness of our aims we set out to www.communitysavealife.co.uk. achieve the Guinness World Record for the largest first aid lesson. This we eventually did on May 20th 2016 at The Proact Football Stadium in Chesterfield, where we taught 1795 Young People. References More than 20 schools were involved, along with 1. Community Save a Life Scheme: the local FE college; and trainers and stewards www.communitysavealife.co.uk from the police, Rotary, Inner Wheel and Sheffield 2. PSHE Education Programmes of Study Hallam University. All the young people involved Key Stages 1-4. PSHE Association, Oct 2014 received certificates and medals; it was a great 3. First Aid for a Safer Future: Focus on occasion for them. Europe (2009). International Federation CSALS have seen many young people grow in con- of Red Cross and Red Crescent Societies fidence and self-esteem through learning lifesaving 4. Our Parliament, Our Vision, 2015-2020. skills. We believe it gives excellent leadership and British Youth Council. team building opportunities. 5. Train your Students (Nov 2015). One boy we taught went on to save his father's life, and British Heart Foundation. a group of college students gave invaluable help at a
47
SSAT NATIONAL CONFERENCE 2016 REPORT
PRACTICAL APPROACHES FROM DIFFERENT SOURCES SOUND TRAINING & ACKLAM GRANGE SCHOOL
he session led by Claire Preston, chief executive of Sound Training, focused on applying proven methods from education and elsewhere to leadership and teacher development, and included strong evi- Tdence from teachers of their effectiveness.
Claire Preston started her But are you leading by offering leaders: “think about what we presentation with an admission: personalised management? expect of our managers and “I have never been a school Are you offering personalised teachers, and how we really can leader, but I have been a teacher leadership? How are we actually get the most out of the day, out and a leader in a number of imparting that message to our of the service that we provide, for sectors. I find it fascinating managers and getting the best the people that really need it.” when visiting schools that out of them?” This thinking has helped it’s often clear how well that She showed a video clip in Sound Training in developing school is doing simply from which fleas were placed inside training programmes that have the reception you get when a glass jar and the lid sealed. been used by some 900 teachers you arrive in the school. As a After three days, when the jar and 35,000 students. Katy leader, what you’re projecting was opened, the fleas would not Parkinson, the founder director – your leadership – is actually jump out. In fact, the fleas would of Sound Training, wasn’t contagious. It affects every part never jump higher than the level prepared to accept the low of your organisation, often in a set by the lid. Their behaviour standards that students were very obvious way.” was now set for the rest of their achieving in Middlesbrough, So, she said, “how we lives. And when these fleas where she was based. She began package things as a leader is reproduced, their offspring to devise programmes that incredibly important. We need would automatically follow their would stretch and challenge to be able to adjust our style. example, the clip explained. students and give them the It might be the same message, strategies they needed to it might be the same end goal, You’ll only jump as high as you achieve more. Now, some years but we do need to adjust what think you can on, “I’m really proud of the we are doing” to suit each group “I think we can all relate to that fact that we work with some and individual. message and we can all think amazing schools throughout the “We talk about personalised of students that that applies country and now further afield learning all the time, and to,” she commented. But it has in the United States,” Claire nobody here is new to that at all. implications for managers and Preston said.
49 PRACTICAL APPROACHES FROM DIFFERENT SOURCES
Teachers from one of those were investing our time and feel happy because of the things schools, Acklam Grange in our focus on middle leadership that are put in place for me as a Middlesbrough, then explained development.” middle leader to feel trusted, to to the conference how they Developing her theme, she feel equipped and to work with implement some of these explored ‘derivative’ leadership my team so I can really get the programmes, and how they and how the quality assurance best out of them and pass on the work in practice. cycle and voluntary ‘flipped’ message that’s coming from SLT. professional development “I can be told about Acklam Grange’s story responds to identified issues. everything that’s coming Assistant head Sarah Ledger is The focus is now on how to through and how it works, responsible for teaching and make the solution bespoke, but it’s me that’s got to make learning and middle leadership innovative; and how it involves it happen with my team. And development. She introduced everybody who needs to be ultimately, get the very best out their story with: “we were an involved. of those students who are in RI school for what seemed like front of us every day. forever. The town has a very bad Trusted and equipped “For me, the concept of time reputation, with Middlesbrough Transition teacher Jonathan is important. We’re time bereft as being deemed the worst town Lowes, who works with students teachers: we have to battle with in the worst region in the coming from KS2 to KS3, took our timetable and all the other country. We went on a very up the story. “The question we jobs that need doing. So how do rough and rocky journey in have to address is ‘how healthy we make sure that time, which is order to get stamped with a is that engine room (of middle so precious to our staff, is used at ‘good’ in February 2016, with leaders) in our school?’ And as its absolute best when everyone leadership at all levels being a teacher and middle leader, of is together in professional deemed outstanding. And then course I get stressed. Everyone development activities?” in the August our results were is under a lot of pressure. But superb. We have bucked a trend. at the same time, I feel healthy No passive listening Our results, including top 2% in within my school. Acklam Grange has applied the the country for whole-school “I had the privilege of concept of flipped learning to Progress 8, are something that going to New York with teacher development. “Do we we are very proud of. Sound Training to develop a want our precious teachers, “I do believe that one of transatlantic link for our school the most valuable resource in the big shifts was because of (and to run the marathon over any school, to be sat listening how we altered the way we there). But within my school, I to somebody?”, Sarah Ledger
50 PRACTICAL APPROACHES FROM DIFFERENT SOURCES
tendencies towards ‘learned helplessness’, which is all too common. She suggested school leaders ask themselves: would your middle managers know what to do in every school-based situation they are likely to encounter? Are you empowering them, like Acklam Grange are, to have the skills and strategies that they need to achieve, feel empowered, and feel proud of their work? “On a management course about 25 years ago I heard a case study about a large company that was underperforming and had brought in some consultants. All the senior STUDENT PERFORMANCE management arrived on the Lordswood Girls’ School Monday morning – and were sent home! The middle managers then managed their teams and asked. “No. We want them to be difference to the middle leaders’ departments over the next two applying, analysing, synthesising productivity, and a huge weeks without any contact from and evaluating together. So we difference to their feeling that their senior managers. And they provide all the training materials they can own it. were very successful.” before each session, using flip “The tools, everything that What had been happening videos via Microsoft Mix for we do within our staff training, before was constant contact example.” The training sessions can instantly be lifted into and referral on decision- are then far more productive, our lessons the next day. So a making between middle and focused on informed discussion staff member can say, ‘look, senior managers, resulting in a on the major issues. I’m unsure on this’. Together dependency. As a result, there “That flipping of training we can look, they can pick via was a lack of empowerment sessions has made a huge Eventbrite which sessions they and missed opportunities for want to go to. It’s constantly training and investing time in righting any wrongs or just middle management. developing people to make She concluded with: “if them even better within the you’re inspiring, if you’re classroom. encouraging someone to dream “And the trust, that’s the or learn, you’re a leader. The most important thing. For me to contagious culture we would Constant contact be able to stand here as a middle all like to see is one of and referral on leader and be able to talk to you, aspiration, innovation and it’s a trust that I get from my SLT sound leadership.” decision-making to be able to do things.” led to dependency Sound Training is SSAT’s Avoiding learned helplessness Leading Literacy partner, and a lack of Referring back to the fleas in and headline sponsor for the the jar, Claire Preston noted 2016 national conference empowerment that leaders must overcome
51 Ethical leadership programme enables school to rise above the data Jo Owens, Lichfield Cathedral School
Jo Owens, Director Ethical Leadership, Lichfield front of our mission the desire to promote Christian Cathedral School, explains their programme to values and ethos in a way that is meaningful and make the best of the school’s strengths, and gives valuable to people from all faiths and none. Our de- examples of its early benefits sire, therefore, was to create a programme that would allow our young people to leave with an accredited For all types of schools, it can seem like an impossible qualification that had real currency outside our walls task to prioritise anything but academic progress and hopefully to imbue these future leaders with firm when external judgements are being made based ethical foundations. on this alone. But at Lichfield Cathedral School we believe teaching is a ‘superpower’, and we should wield it carefully and with integrity. The norms we Sixth formers support establish and demonstrate to the children in our younger pupils in lessons and care have a massive impact in shaping their world mentor those who need view. We have a responsibility to hold ourselves and our youngsters to high ideals; to ‘be the light’, as it outside of lessons our school chaplain reminded us during our recent What is ethical leadership? Foundation Day service. Our first challenge in creating this programme was Some time ago, we began to recognise the need to to define what we meant by ethical leadership. lift our focus beyond academic progress and to look The leadership bit is fairly straightforward; it’s fair elsewhere for meaning in the education of our young to say there are a plethora of leadership courses for people. The Ethical Leadership Programme (ELP) children. However, there was no leadership course arose to formalise and make sense of what was already which provided the ability to follow pupils from good about the school. pre-reception to upper sixth. There was a clear gap The key to rising above the data is in making the most in provision. of your school’s strengths and becoming the best at The definition of ethical was far harder. We felt we it; make that your thing, your superpower. instinctively knew what it meant, but we needed You will all know that when you are looking for that a way to articulate it clearly. You can imagine that USP for your school, much of what is great, much meetings discussing this, when a member of the of what creates the ‘magic’ in school, is somewhat clergy is on the team, tended to become wide-ranging intangible. As a faith school we are used to grappling and philosophical debates. with concepts that are spiritual and not concrete; but In the end we cut through all the whimsical detail and quantifying these things in school terms is difficult. decided on our definition: ethical conduct is doing As an Anglican cathedral school we have at the fore- what is right because you know it to be so.
52 ETHICAL LEADERSHIP PROGRAMME ENABLES SCHOOL TO RISE ABOVE THE DATA
When we looked at pre-existing leadership pro- bilities, and younger pupils can also show leadership. grammes we realised that none of them provided Our older pupils are expected to be ethical role models exactly what we needed. We therefore spoke to SSAT in their day to day conduct around school. who were very happy for us to combine their jun- The house system and school council in particular ior and senior leadership programmes and rewrite create opportunities for older pupils to work with the them with an ethical slant. Our ELP broadly follows younger ones, helping to demonstrate the behaviour the leadership model provided by SSAT, in order to and ethos we would like to perpetuate. maintain their accreditation. The main difference is clearly the ethical aspect of the programme, and we begin a little earlier, with “As good leaders we must think early years (age three), and build year-on-year until about how our words and the end of the upper sixth. Obviously, we’ve adjusted actions impact on other people.” the language to suit our youngest pupils, referring to Josh, year 10 ‘ethical leadership’ as ‘being a good person’. All pupils have portfolios For example, year 8 pupils themselves set up a reading Each child has an ethical leadership portfolio to help mentoring programme for struggling year 5s. And them collect evidence of having achieved each crite- beyond this, we encourage our sixth formers to spend rion. Once the child and form tutor agree that all the part of their non-contact time supporting younger criteria at a level have been achieved, the portfolio pupils in lessons and mentoring those who need it goes through a peer review process. When that is outside of lessons. successfully completed and all agree that the level All of our ELP materials have been created in-house has been achieved, the award is made, and the child – we acknowledge that we are in a privileged position moves onto working towards the next level. in having this expertise in school. We are also lucky We also place a heavy emphasis on the concept of enough to be able to hold a presentation assembly in ‘leading from the back’: not all of our leadership rec- the Lichfield Cathedral once a week for years 5 to 13, ognition takes the form of specific roles or responsi- when we share in and celebrate pupils’ achievements.
53 ETHICAL LEADERSHIP PROGRAMME ENABLES SCHOOL TO RISE ABOVE THE DATA
Our Junior site holds a similar inter-year weekly cel- leaders. A leader should be inspirational and able to ebration assembly for pre-reception to year 4. motivate people. In order to be a good leader, you need to understand your own strengths and weaknesses. Early benefits After some months in development, we launched ELP “I am quite a shy person so acting in a position of for all pupils simultaneously in October 2016, and it authority does not necessarily come easy to me. is already showing a wide range of tangible benefits. However, I have skills I can use in leadership such as encouraging and empowering others.” »» We had long suspected that some of our quieter pupils were involved in great things outside school; He goes on to explain: “When I think of ethics or be- now they are far more likely to share these with us. having ethically I think about doing the right thing. As good leaders we must think about how our words »» Engagement now includes whole families, not and actions impact on other people. just the pupils themselves. “I try to lead with the same principles as I act in every- »» Parents regularly email to tell us about oppor- day life – I am always kind to everyone, I always try tunities for community involvement and we are to help out if I can and I always try my best.” building links with Support Staffordshire, a vol- unteering organisation, to facilitate this further. As well as the clear benefits for personal develop- ment and self-confidence, Josh’s ELP portfolio will »» Our pupils’ efforts to support our community in be an excellent focus for his personal statement for school and beyond are redoubled because they university applications or a talking point during feel valued and can recognise for themselves the future job interviews, helping him to stand out and importance of ethical leadership. be remembered. »» Pupils have developed the ability to articulate their Josh’s understanding of ethical leadership is precisely experience and leadership skills, and to link these the attitude that our programme seeks to recognise to a shared ethical purpose. and encourage. Josh, one of our year 10 boys, recently told me: “For The world needs ethical leaders and we don’t want me, leadership is more than power or authority, be- to keep this to ourselves. cause it is important to think about how we act as
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9827_Education advert.indd 1 03/03/2017 11:20:24 STUDENT PERFORMANCE Brockhill Park Performing Arts College SSAT NATIONAL CONFERENCE 2016 REPORT
TALKING HEADS JOY BALLARD, ANGELINA IDUN AND NICK WERGAN
he National Conference has always recognised the importance of the views and experience of our practising, serving heads and senior leaders. This year three took the main stage, the first being Joy Bal- Tlard, currently principal at Ryde Academy, Isle of Wight – perhaps best known for her work on Channel 4’s ‘Educating Cardiff’.
corner, and as Sue Williamson has said at this conference, when Pearsons are looking at people for the teaching awards, the biggest thing they do is listen to the kids. That meant everything to me: that the children at Willows wanted to nominate me for such a special award.
A degree was something to do with temperature I came from a very tough, deprived background, not just what we’d now call pupil premium. My mum and dad were both alcoholics. I had no aspirations for a future. I thought a degree was something It’s true – I am mostly known my journey into leadership, to do with the temperature, or for participating in a Channel 4 and what brought me to this indeed, someone that sang in a documentary called ‘Educating particular point. trio of three black women. I had no Cardiff’ and I’m very proud of Last year I was privileged idea at all the sort of things that Willows High School and the enough to win the Secondary were available outside of the life young people in it who took Headteacher of the Year Award, that I’d had. part in that programme. But mainly because the school where I did always go to school today I’m talking to you about I worked had turned a massive regularly, mainly because I
57 TALKING HEADS
STUDENT PERFORMANCE Wilmington Grammar School for Girls
liked the school dinners. But I something else. And for me that changed my life: I started reading left school with absolutely no was typing. And I learnt to type romantic fiction, Mills and Boon, qualifications and I’m apologising really, really quickly and really thousands of them. You could see now to all those teachers when I accurately so I was able to get me regularly at the local jumble was at school, for whom I was “a some jobs doing typing. sale getting books for a penny and bit of an ‘andful”. But I felt as if my life was sometimes I could get through But I felt that I’d been written unfulfilled and I realised three or four in a day. I learnt an off by my school right from the something that I hadn’t before extended vocabulary through start, really. I’d been brought up when I was at school – I wasn’t Mills and Boon so, actually, I’m on a big council estate, same as very good at reading and quite an emotive speaker, but I’m all my friends. We turned up to writing. In fact, sometimes holding that back for today. school most days, sat in lessons, some people in this profession But a woman called Sylvia never really paid attention to can still speak to me and I Sark – you would not believe what the teachers were saying, haven’t got a clue what they’ve the things that she could and nobody really minded. And said because their vocabulary write into her books – was my I think my future was already set is so extensive, they use favourite writer. Sometimes I out for me, all I really wanted to words that are not part of my would read what she’d written do was to get married, have kids, vocabulary. Later I also realised and blush like mad because and live my life. the difference that made to me they were things I’d never So I started off with a variety at school because, unless you’ve heard of. And I think that the of jobs, ranging from cleaning got those basic skills as a kid, romantic, happy-ever-afters put at the baccy factory up the you can’t access anything else. a lot of pressure on my husband road from us – used to be able I guess that you’ve got a self- Colin! He’s actually here today, to get 200 fags on the cheap, fulfilling prophecy, then, as to so apologies to him. which was a big bonus for me what you’ll become. But I read these books and it in those days. But also up the actually did something to me. I local hospital. I’d learned to At 22, no qualifications, travelled the world through Mills type somewhere along the line, three children and Boon, whether I was in a I think I’d probably been in So, I was 22 years old, I had three teepee in the middle of the desert one of those classes where the kids and a husband that loved or an igloo in the middle of the French teacher didn’t want you me (and I’m still married to the North Pole, with some romantic anymore so you were put into same fella now). But at that time I man that actually was going
58 TALKING HEADS to sweep me off my feet. Yes, I somewhere, and I knew what it’s became a massive success story. travelled the world with Mills and like to live in poverty. I just felt Its results just shot up every Boon. I’d never been anywhere totally inspired by the place and single year. Attendance went up. else. I’d lived in Southampton all I wanted that job probably more The kids started to say they loved my life and never travelled, never than anybody else, which is why the school. And actually, we really been to a foreign country. I think I got it. felt like one great big giant family. My life changed and I got Willows had become a kind I left Willows High School bitten by the bug of education. of informal PRU. I can remember to work in a school in the Isle Went to university, got a great the EWO saying to me, “The best of Wight (which I loved when degree, wasn’t quite sure what I thing about this school you’re we used to go on holiday there), wanted to do, and then I realised going to, Joy, is they’ll take any which also has its challenges. what had changed me and kids from the city.” I’m thinking, I was sick of reading that its changed my life were teachers. “that doesn’t sound so good.” education system was failing. And, in a nutshell, I Yes, there were some very Secondary-wise, there was only qualified to be a teacher challenging kids there. But one good school on the island in 2007, did my NPQH the actually some very challenging so all the really clever, good kids following year, and then two staff too, and it was more of a went there and everybody else years after that I applied for task, when I first went, for this was mopping up the rest. a post as a headteacher. But I Englishwoman who was seen as And I decided I wanted to wasn’t really ready at that point coming in to tell the Welsh what do something about that. I’ve to share my background. I was they were going to do with their been at Ryde Academy now for pretending, you know, that I school (and obviously couldn’t just over a year. It’s part of the was one of these posh birds speak a word of Welsh) to make a Academies Enterprise Trust. Can that had come through the difference. But what changed was I just say they’re fantastic people education system the same as I was able to relate to those kids to work for, you don’t feel as if everybody else. And I guess I and work with them, get them to they’re taking away your style hadn’t learned to be confident do what I wanted. And those kids or your personal way of doing in my own skin for the started believing in themselves things. You’ve got the freedom to professional that I’d become. because what I always said was, do that but actually if you need But I saw a job advertised if somebody like me could do it, them and you want support, at a school called Willows High anybody could do it. And I still they’re there when it’s asked. School in a place called Splott, a live by that philosophy. We celebrate every success at tough area of Cardiff. I went for If you go to my school, if this school. And, actually, it’s is the interview and I fell in love you’re a parent of a child that on the up: the results jumped up with the school, and the area. goes to my school as a student, by 20% in my first year. my absolute guarantee to you I’ll just finish by saying I Appointed as headteacher is: that no matter what, the staff am so privileged to do this job. I couldn’t believe I actually got that work for me will go the extra I hear people say all the time, the job. But, actually, I did realise mile to make a difference to you “we don’t get thanked enough.” afterwards that though there and to your life. And do you know what? I don’t were six of us candidates, most think we need to be thanked. of the others had just gone home Tough lives, but incredible Every single kid that we know thinking, “We don’t quite fancy resilience we’ve made a difference to this” (laughter). ‘Educating Cardiff’ showed the gives you something that you As we were walking around story of the school. But while could experience in very few the school, some kids were it showed some kids with such jobs. And for kids like I was, sitting up on top of the roof tough lives, they actually had who seemingly had no hope at watching us, making finger incredible resilience. If the right all, teachers change lives. I’m signs. But, actually, that didn’t teachers and other staff were grateful for it and grateful to be frighten me, I’d been used to behind them, that would change in a profession where, actually, I battling in my life to get myself their lives. And it did. Willows can give some of that back.
59 TALKING HEADS
looks like an impossible task there. Why on earth would anyone do it?” Well, that’s because there’s a real appetite for success in our community. While some of our children grow up in homes where people have perhaps chosen less legitimate ways to reach their dreams, they really are some of the most aspirational families that you could ever wish to meet. And I’m not giving you that information to pave the way for making any excuses whatsoever for the achievement or the progress or the conduct of our students. On the contrary, Angelina Idun, senior Vice-Principal of Evelyn Grace Academy in actually, what’s driven me as a South London, has also worked in a number of international and school leader and what’s steered global programmes. me through the last 27 years, often leading in very vibrant, diverse Making the impossible Take a look at some numbers: communities where there’s a lot possible? No, it’s not a typo: • 50% of our year 7 of challenge, is the belief that the the question mark indicates children arrive at school origin of a child, the background how I, and other senior leader with level 1 to 3. of a child, the postcode in which colleagues at my school, • 56% are EAL students; that child lives – those things teachers, and staff feel about the some come to us with no should never, ever determine work that we do every day. English at all, often in year the boundaries for what a young Now, we’re located in Brixton, 9, 10 or even year 11. person should achieve. South London, a place where • 60% of our students are And I know this well myself some very ordinary people – and eligible for free school meals because, educated in South I’m talking about the adults in – it should be much higher, London as well, I experienced our school community – make we’re having a big drive with some inequalities that would extraordinary and unexpected parents who are too proud, probably shock a lot of people things happen every single day parents who just don’t make now. But that didn’t stop me and I for the 900 or more 11-18 year the effort, to make sure our was fortunate on the way to meet olds who come to our school. children get what they need. some teachers who really inspired But those same people are • 73% of our students qualify me and, you know, I suppose really quite humble and modest for pupil premium. I wouldn’t be on this stage if it about their achievements, • Our school is in the hadn’t been because of them. because what we do comes with Coldharbour ward of Lambeth, So, a quote attributed to significant challenge. This forces in the top 10 most deprived Francis of Assisi is going to help us, as a school community, to wards in England and Wales. me explain to you the journey constantly question whether • Finally, a survey has shown that I’ve been on at the school individually and collectively that Lambeth was rated I’m currently in, having arrived we’re doing enough to make the second least peaceful there in 2012 with the third sure that every single one of place to live in the UK. principal to the school in that the children that comes to us calendar year and about 25-30 is being equipped to lead a Looking at those figures, new members of staff. “Start by successful life. anyone might say, “Leadership doing what is necessary, then
60 TALKING HEADS what is possible, and suddenly Well, you might think this is those inspectors walked out of the you are doing the impossible.” simple, but taking our children room they left me, the principal, Now, my colleagues know out and bringing a range of and a couple of senior colleagues me well for using the rule of people from different walks with our governors. We wept in three when I’m delivering CPD or of life to the Academy – that front of those governors. And the leading on an initiative or taking became possible. The purpose? reason for that was – we’d just an assembly. So I’m going to To enrich, to widen horizons, received a judgement of ‘good’ apply that rule to the three lines and to expose our young people in all categories. You know what of Assisi’s quote. to what their own futures could that takes.
Necessary: a cultural shift What was necessary at Evelyn We wanted them to know that if they took Grace Academy? A cultural shift in a school already full advantage of the opportunities to get reeling from a lot of change good academic qualifications, great over a short period of time. A cultural shift where we had interpersonal skills, great personal qualities – to get everybody on board. Everybody had to trust that they too could be successful with team EGA (Evelyn Grace Academy) working in the same actually look like. We wanted to Impossible: 100% of A-level direction, we could bring about expose them to the fact that if students to university positive change to benefit our they took full advantage of what So, are we making the children. Getting the staffing was on offer to them – that’s impossible possible for right was necessary. Some the opportunity to get a good our young people? Well, difficult conversations. Trying set of academic qualifications, increasingly, our young people to get the right people on the great interpersonal skills, great confidently embrace challenge. bus in the right seats. But that personal qualities – they too They seize opportunities, which also meant having to balance could be successful. puts them well out of their those difficult conversations Winning and inspiring comfort zones. For some it with having the wisdom to everyone to win – that became happens in the classroom, for actually build capacity and to possible. Now, you might think some it happens in exams, but it build confidence. I suppose it’s that a state-of-the-art school with also happens for them on Duke reminiscent of the idea of ‘love a 100m running track would breed of Edinburgh expeditions, when the one you’re with’. natural winners. That really wasn’t they’re debating at Eton or And making teaching and necessarily the case before 2012. Cambridge, when they’re horse learning the focus was also They say success breeds success, riding at the Ebony Club, when necessary in that environment. so when a team of unlikely they’re on the ski slopes in Not just to satisfy Ofsted, but students went out and came Austria, when they’re in Madrid, to break down some of those back with a trophy, that caused when they’re working with barriers for some of the most a real ripple effect. By the way, mentors from Goldman Sachs disadvantaged children. We that trophy was for a spelling bee. or from JP Morgan. had to be very practical in our And subsequent wins included We’re so proud of our first outlook on that – consistent debating, poetry slams, STEM cohort of A-level students practice, underpinned by maths challenges… not just sport. who’ve achieved results to take practical guidance, by support, And here’s the other thing 100% of them to university: 77% by coaching. that became possible – we went of them to the first or second through two full inspections in university of their choice. There Possible: widen horizons 18 months; the first was within are students who wanted to What became possible at Evelyn two weeks of my arriving at the come with me here today, to Grace Academy as a result? school. The second time, when explain for you, themselves, how
61 TALKING HEADS the school is making a difference Draw on the qualities you didn’t to strive and to ask ourselves: to their lives (I’ve captured them know you need, or had what more, what different, on a little video clip). Think about the most can we do, individually and One quality, just one, that I challenging situations in which collectively, to set our children want to mention, and it’s a quality you’ve found yourself as a on the path to successful that I’ve had to draw on time and leader. Isn’t it the case that you futures? time again as a leader: resilience. often have to draw on qualities Those challenging numbers, Richly rewarding our job might be, and skills that you didn’t know they don’t faze us. Those but it’s real and it’s relentless. The you need and that you didn’t distractions, they don’t faze us. fragile nature of the community know you had? Anyone who has Because we believe that what we in which we work, coupled with taken an interest in our journey do, it’s urgent and it’s important. internal and external distractions, at Evelyn Grace Academy will That whole idea of making a measures, monitoring, tell you themselves – we’ve difference and saving lives, that’s consistently test your resilience. come a very long way. Parents, not a cliché. But what we believe They consistently test your students, staff very quietly is – we are equipping our young commitment. And they challenge celebrate any achievements. It’s people to make the impossible the very values that brought you a never-ending journey, so my possible for themselves in the to that role in the first place. colleagues and I will continue future. Thank you.
STUDENT PERFORMANCE North Birmingham Academy
62 TALKING HEADS
So we’ve moved to a much simplified school development plan and self-improvement cycle that tie into each other really closely, really simply. We’re now a long way from the doorstep development plans and SEFs for Ofsted: it’s reduced to just three key messages that every faculty, every subject area, is going to deliver on. I think leadership is at its strongest when the message is clearest; the foundations of excellent leadership are not particularly sexy. They’re just about the development plan, the appraisal cycle, and the core message needs to be able to be put on one page. I challenged my leadership team to put everything we’re Nick Wergan, Headteacher, Steyning Grammar School, prescriptive about in our West Sussex, came to teaching after a successful career in school on one sheet. So, we investment banking. have a mission statement that says everything is about Briefly, to put my ruminations finishing is I think something that learning, that we have the on leadership into context: we’re school leaders are not particularly highest expectations, that we a large school – 2000 on roll, good at. Certainly it’s something have an outstanding family 11-18. Steyning is a non-selective I’m challenging our team to that every stakeholder should grammar school and a 400 look at. That is: let’s evaluate the want to come to everyday, built -year-old comprehensive, which impact of what we’ve done before on an ethos of care, kindness, perhaps tells you something we start the hamster wheel of the acceptance and celebration about its complexity. We’re new school development plan. of diversity. We take every also part residential: 125 of our Here are five quick opportunity to tell our students live with us and we have reflections on leadership at stakeholders that message. a catchment that’s semirural Steyning Grammar School that I That then converts into and coastal strip. We’re a split want to share with you. our development plan. These site, moving in 2017 to become priorities apply to every subject, a three-site school. And we’re 1 Keep it simple every faculty, every year team, four years into what we call The first is that we need to our catering business, our our aspirational journey to ensure we have a core-business premises teams – those are excellence. message that every stakeholder their key directives. And this That mixture of complexity understands. Sometimes I is all I’m prescriptive about in and aspiration means that wonder when I’m talking about the school. Everything should leadership at every level is the school development plan or be about effective learning for absolutely crucial for us to our self-evaluation cycle, and every student. deliver the best outcomes for I’m getting these glazed looks our students. from colleagues, whether that 2 Invest in leadership If you looked at any of the actually is my fault for having a We can only achieve that Belbin research1, completer- too-complex system. through a commitment to
1 www.belbin.com/belbin-in-education 63 TALKING HEADS high-quality professional in our school, is deserving and able to employ: development. We have to invest needing leadership support and • the visionary and strategic in leadership to enable this training if we’re going to have • the persuasive and to happen, and we added on effective capacity to deliver on consultative that we have to have a moral our core message. • the delegative imperative to improve outcomes A reflection of when I • the collaborative for our disadvantaged and could see that was working: we • the analytical leadership bursary students. had a residential leadership • the directive leadership We need to continually training weekend last term; 36 • the reflective leadership. remind colleagues, remind colleagues have been through students, remind parents, remind it. I heard explicit discussions Everyone in a position of governors, where we are on our on leadership following their leadership in school needs journey as a school, from a very ‘360’ meetings from a group explicit training support on interventionist model three or that included: my PA, who those hard and soft skills. four years ago, towards effective heads our administration And then we start to get learning in the classroom for team; our head of English; our really effective leadership at every single student. head of premises; our head every level. So we must invest in of history; and our bursar. leadership. Moving into schools And the development of their 4 Assumed or earned from the banking industry, I’ve leadership capacity is equally autonomy? found schools have a far greater important for each of those We’ve been looking this year at commitment to training at their people, if we are to deliver our the idea of earned autonomy. core than business and industry. whole-school message. Because if we have interviewed But I think schools haven’t effectively for leadership, if had a strong enough investment we’ve supported colleagues in in leadership. There’s been developing their leadership an element of sink or swim: capacity, if we’ve changed the colleagues who are fantastic culture so that leaders are asking teachers are promoted into for support in areas that they leadership positions which can find leadership more difficult, I sometimes set them up to fail. So then need to learn to let go. Soft Hard skills? schools should have an effective skills? And, as a control freak, I’ve induction leadership training found that hard! campaign that also identifies The model of leadership An example: I remember pathways for leadership at every (above) was part of my best several SSAT conferences ago we single level. That’s what we’re guess at our way of supporting were talking about professional putting in place. every colleague. I think learning communities. And in every leader in our school is the first professional learning 3 Drive leadership capacity interpreting that first page of community when I became head throughout the school our development plan to look at at Steyning Grammar, I said, “You We can have explicit leadership how those highest expectations, can do whatever you like. In your questions in our interviewing, that vision, can be implemented professional learning, please do explicit leadership panels if we’re as a plan for them. They’re then whatever you like, so long as it interviewing colleagues for a monitoring the impact of that delivers that core vision.” Three leadership position. plan, evaluating its effectiveness, or four years on, the core drivers We’re talking a lot at this and then modifying it as of our school development plan SSAT conference about the necessary to meet its core came out of that first year. engine room being middle purpose. The second year, I thought, leaders. I would stretch that At every stage of that cycle, “That’s fantastic. All that metaphor to: anyone at any there’s a different leadership skill capacity, all that great work. I position of leadership, anywhere that every colleague needs to be tell you what, I’m going to be
64 TALKING HEADS directive. Now I’m going to make to be head: what did I want getting distracted, following them focus entirely on lesson to do? What was I going to do instruction and being objectives and assessment for differently? All that boldness organised with learning. learning within the lesson.” I had when I was a frustrated • Self control with others: But that year of professional deputy, am I achieving that as behaving appropriately learning communities was much head? I don’t believe there is around others, taking criticism less effective. Less interesting any such thing as a closed door. and not losing your temper. work came out, colleagues didn’t Anything we can’t do, we find a • Social intelligence: enjoy it, and I learnt again that way round. understanding the feelings letting go, once I’d set that clear I continually try and of others and using this to framework, produced by far the remember – what was it I inform your actions. best results. wanted to do when I would be • Gratitude: appreciating what So we call it earned headteacher? others do for you and doing autonomy, letting leaders go. nice things in return. But I think we have to call it • Curiosity: a strong desire to assumed earned autonomy. The learn and to ask searching earned autonomy message for questions. me makes it feel like they’ve • Zest: an approach to life filled got to prove that they can do it with excitement and energy; before we’re going to let them ‘zest people’ are enthusiastic go. We actually have to assume All we have to do to about most things they try. that they have the skills because we’ve got that self-reflection make that smile real is We report and assess on leadership embedded in the get out there into our on those eight learning school ethos so they can lead in characteristics, first; and their own way, delivering on that schools, walk around academic progress only school development plan. afterwards. Our mentoring Of course then, as heads, and see what the and our pastoral assistance we’re looking for where that’s not students are doing follow the same pattern. working. Our own triangulation And we truly believe, as the will guide us to where we need broadest possible leadership to step in and perhaps be more What have we done that’s team, that if we get this right explicit with support. brave, then, at Steyning we lead well according to these Grammar School? Yes, we eight characteristics. Then, 5 Be brave and optimistic celebrate diversity with an transformational academic My final reflections would equalities programme that’s outcomes will be there, but be on being brave and being exceptional. We link with as a by-product of something relentlessly optimistic. I can employers for employability far more exciting – long-term, remember when I wasn’t a head, skills in a way that’s really students flourishing as happy I constantly thought about different. But learning and successful young adults. what I would want to do if I characteristics is something And I guess that’s my final were headteacher. Being deputy where we have taken our own reflection, about relentless is the hardest job in the world, tangent. These are our eight: optimism. We know how, because you’re doing all the when we’re having a bad day, hard work of a headteacher but • Grit: perseverance, resilience we cannot let it show on our you’re having to put in place and passion for long-term goals. face. And, like you, colleagues, somebody else’s vision. • Growth mindset: I know that all we have to do And that’s what I understanding that to make that smile real is get continually try to remind intelligence can be developed out there into our schools, myself about. Going back to the through purposeful practice. walk around and see what the original pitch when I applied • Self-control with learning: not students are doing.
65 Getting a head start: early years’ provision improves education outcomes, enhances recruitment and retention, supports financial sustainability Lucia Glynn, Arcadis
Early years childcare is a growing market, authorities to collate and publish information to help with successive governments extending parents/ carers make informed choices about childcare commitments to free provision from an in- and, critically, to make provision available to parents/ creasingly young age. Changes in the social carers who wish to take up a place. With the introduc- benefits structure, and increased financial tion of the 30-hour entitlement, LAs will be looking to pressures on young families through rising schools, many of whom will already be delivering full- or housing, utilities, and other costs, have led part-time nursery education, to broaden their offer, or to an increasing number of parents returning to work in partnership with private, voluntary, or inde- to work or training. Thus, demand for good pendent providers to create new early years provision. quality, flexible, and affordable childcare for What we see from our school clients under-fives is higher than ever. Our schools and trusts clients tell us that pupils enter- Social mobility, and the impact that early education has ing reception classes have received a highly variable on outcomes for disadvantaged children, is one of Justine quality of early years’ education, and this has negative Greening’s foci as education secretary. DfE data shows effects on attainment in the foundation stage and KS1. that those eligible for free school meals remain 18 per- Suzanne Oakes-Smith, Executive Principal of Glebe centage points behind their peers at age 5, as measured Academy, Stoke-on Trent, with whom we are working by the proportion of those achieving a ‘good’ level of to develop proposals for early years provision as part development. Facilitating high quality early years edu- of a new primary school, states: cation is a current government priority to close this gap. “Significant research evidences that the early years of From September 2017, the government will introduce a child’s life are fundamental to shaping their future the ‘30 hour entitlement’ – an additional 15 hours of success, happiness, and longevity. Children learn more free childcare for children of working parents. The quickly during their early years than at any other time DfE estimates that 42% of families with children in in their life, therefore offering early years education this age group will qualify. This will double free pro- enables our teachers to grasp the opportunity to make vision for three and four year olds - eligible families a difference much earlier on in a child’s life.” will be able to access up to a maximum of 30 hours per week/ 570 hours per year . Delivering nursery provision provides early years prac- titioners the opportunity to identify any special edu- Schools to fill the gap? cational needs at an early stage, thereby ensuring that Private sector nursery providers are not generally in- both children and their parents can access additional, vesting to provide the additional capacity, so schools targeted support long before reaching statutory school will be encouraged to diversify their offer to meet age. In the early years, practitioners are particularly well local need and demands. placed to create individualised learning opportunities The Childcare Act 2016 places a legal duty on local for children and develop strong relationships with
66 How to open, or extend, early years provision at your school or in your MAT: a step-by-step guide
Identify the gap in provision for nursery Produce costed designs, making sure the places with the local authority through their spaces fit with pedagogical requirements, latest childcare sufficiency assessment. and also considering external lets for income regeneration, as appropriate. Review, develop and capture how any new provision will integrate into your current Undertake pre-planning liaison Foundation and KS1 curriculum model. with the local authority, and submit planning application, if required. Prepare a robust business case using specialist financial expertise with Procure a contractor, through a local experience of early years provision, procurement process or via an established to demonstrate viability. framework, depending on contract value.
Apply for, and secure, capital and start-up Conduct a marketing campaign, recruit funding through your local authority early staff, establish policies and procedures, years team (funding comes from DfE) complete registrations, contract catering and facilities management etc. Undertake site/ building feasibility study, including site surveys to Build or refurbish the space determine the suitability of space and open your nursery. for new build/ refurbishment.
67 GETTING A HEAD START parents; this is critical with disadvantaged fami- entitlement, there is also the opportunity for your lies. The learning-rich EYFS environment delivers school to secure additional income by extending a breadth of creative learning opportunities that your offer to children of 2 years and under, and/ embed early literacy and numeracy, fine and gross or to provide wrap-around care to cover a working motor skills. Further, children are motivated to take day from 7.30am to 6.30pm, and charging for this. risks in their learning and develop independence, The benefits so that by the time they reach key stage 1 they have By taking a pro-active approach to driving a nursery developed the learning tools necessary to suc- expansion, you will have full control over your pro- ceed when following the more formal curriculum. ject, including overview and input into the business Our clients also tell us of the huge challenges they are case, design, procurement, marketing - from incep- facing in recruiting and retaining teachers, particu- tion through to opening. This means consistency of larly in leadership posts, modern foreign languages, approach, in terms of ensuring operational efficien- science, maths and English. In a recent ASCL survey, cies with your existing school(s); staffing, facilities, 51% of school leaders stated that the shortage was so catering, administration; and the curricular and severe that this has affected their GCSE performance, pedagogical approach for your learning spaces. You while 73% had used supply teachers to fill vacancies, will also be able to consider, in detail, the life-cycle rather than as short term cover. costing and asset management planning, which can improve the efficiency of your estate. Aiding teacher retention In urban areas, where housing costs are high, teach- Having control and oversight of your project allows ers are commuting long distances from home to you to engage more strategically with local authorities school, which limits their childcare options to more and community providers in order to gain additional expensive providers that can offer the flexibility funding opportunities for wider community provision. of early drop-offs and late collections. Many of Arcadis can offer a single-point service for the step- our school clients, therefore, see on-site nursery by-step approach, using multi-disciplinary skills to provision as a key part of their retention package cover every aspect of the process. to encourage teachers back into the classroom af- ter maternity/ paternity leave. In the increasingly Where we have done it before competitive environment of teacher recruitment, »» With the Silver Birch Academy Trust, we have de- offering on-site childcare which is flexible both in veloped a full business case and outline designs term time and during school holidays is, for many for new modular buildings at three locations, clients, a critical element of a benefits package. and we are currently taking them through the planning approval process. Schools and trusts are becoming increasingly con- »» We are working with the Burnt Mill Academy cerned about financial sustainability, with rising Trust to undertake a childcare sufficiency as- costs, decreasing real-term funding and changes sessment and business case development and to the funding formula. Diversifying to provide to produce designs – both refurbishment and nursery provision can be a low-investment way new-build accommodation - at three locations. to grow revenue without significantly increasing »» In South Oxfordshire, we have provided property operating costs, and can support a school’s long consultancy to find suitable alternative locations term financial sustainability. and engagement with stakeholders to determine In our experience, this process will typically take the design requirements, in connection with the re- between 9 and 12 months, depending on: the specif- location of an existing nursery to new purpose-built ics of your project, whether planning permission is premises, on behalf of Oxford County Council. required, and the funding and governance sign-offs. Funding For more information on how we can At the time of going to press there is much dis- support you in opening, or extending, cussion around the recurrent funding for nursery nursery provision, please contact me at: places. Each school or MAT will receive per-pupil [email protected]. funding for each place (up to 30 hours) which will Follow me on Twitter: lucia_glynn be set by the local authority. Outside of the statutory
68 Join us at the annual SSAT National Conference 2017
This year’s National Conference takes place between 30 November and 1 December in Manchester. We will be exploring how, as school leaders, you can ensure that your strategy and decisions are as strong as they possibly can be – informed by evidence, solution-focused, and with every students’ interest at heart. How do you know that what you’re doing in school is having the greatest impact possible? How can you lead in such a way to get the most out of your staff? How can we deconstruct our practices to really look at what’s going on?
Remember, all full secondary members are entitled to one complimentary conference pass for both days of the conference, and discounts on additional passes. Other SSAT members all receive discounted rates.
Save the date in your team’s diaries now and register your interest at ssatuk.co.uk/nationalconference.
We look forward to seeing you there! Central House, 142 Central Street, London, EC1V 8AR Tel: 020 7802 2300 Email: [email protected] ssatuk.co.uk
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