ITEM 6 7Th October 2010
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ITEM 6 7th October 2010 Glasgow City Council Children and Families Policy Development Committee Date: 7 October 2010 Report by Executive Director of Education Contact: Ronnie Maclellan, EdIS Manager Tel: 74551 Education Improvement Service Purpose of Report As requested by Committee, this report provides a description of the work of the Education Improvement Service Recommendations It is recommended that the Children and Families Policy Development Committee considers the content of the report. Ward No(s): Citywide: x Local member(s) advised: Yes No consulted: Yes No 1. Background 1.1 Education Services has a duty under the Standards in Scottish Schools Act (2000) to secure improvement. ‘An education authority shall endeavour to secure improvement in the quality of school education which is provided in the schools managed by them; and they shall exercise their functions in relation to such provision with a view to raising standards of education.’ 1.2 In addition, Education Services has a duty to review school performance. ‘(1) An education authority shall from time to time, after consulting such bodies as appear to the authority to be representative of teachers and parents within their area and giving such persons within that area as appear to the authority to have an interest in the matter an opportunity to make their views known, define and publish, as respects quality of education provided, measures and standards of performance for the schools managed by them; and different measures and standards may be so defined for different categories of such schools. (2) An education authority shall, as respects each school managed by them, from time to time review the quality of education which the school provides; and if, having regard to the measures and standards of performance for the time being defined by them under subsection (1) above and relevant to the school, they conclude in any such review that the school is not performing satisfactorily they shall take such steps as appear to them to be requisite to remedy the matter.’ 1.3 In 2004, SNCT (Scottish Negotiating Committee for Teachers) Circular 32 was published which set out the role of Quality Improvement Officers (QIOs). Appendix 1 provides the Appendix from SNCT 32. 2. Role of QIOs in Glasgow 2.1 In August 2010, EdIS has 28 QIOs (27.5 FTE), two seconded QIOs (a primary headteacher and a coordinator of an ASL unit) and the Education Improvement Manager. In addition, there is a Sustainable Development Education Officer who has responsibility for Eco Schools and promoting Sustainable Education and a Social Inclusion Officer who has lead responsibility for Sense Over Sectarianism. Three further QIOs have indicated their intention to retire in January 2011 with one more retiring in August 2011. No decisions have been taken as yet regarding their replacement. 2.2 Each QIO is assigned to one of three areas in the city. The areas correspond to the three areas proposed as Community Health Partnerships: North East, North West and South. In addition, each establishment has a named QIO as link officer. 2.3 The Quality Assurance and Improvement Policy includes a Quality Assurance Calendar which outline the pattern of visits for QIOs to establishments. In 2009- 10, each establishment received three visits from QIOs1. The focus of each visit was outlined using quality indicators from How Good Is Our School? or Child at the Centre. In addition, each headteacher received a personal Professional Review and Development review2. 2.4 During 2009-10, the quality assurance calendar was reviewed and a clearer protocol established for each visit. The evidence gathered from each visit is written into each establishment’s education authority perspective. During visits, QIOs review the establishment’s policies, the monitoring and tracking of pupils’ progress and visit classrooms to monitor learning and teaching. They discuss progress with the head of establishment and groups of staff as required. QIOs are also responsible for monitoring the progress of establishment improvement plans and their Standards and Quality reports 2.5 In addition to carrying out the three ‘scheduled’ visits to establishments the QIOs carry out additional visits in response to individual needs. A recent evaluation of the effectiveness of QIOs identified the following as key tasks: x responding effectively to requests for information, advice and support x responding promptly and helpfully to emergency situations x providing advice on improvement planning and standards and quality reporting x reviewingg establishments in a robust but supportive way x supporting establishments during the inspection process x providing a programme of professional development that impacts positively on improvement x supporting those in a management and leadership role in establishments eg pastoral care staff, faculty heads, ICT coordinators. 2.6 Prior to each inspection by HMIE, QIOs write an authority perspective report based on the same quality indicators that HMIE will use in their inspection. They provide support following an inspection helping the establishment, where appropriate, to redraft their improvement plan. Where necessary, they provide ongoing support to establishments to bring about improvements and write a follow-through report on the progress made which is submitted to HMIE. 2.7 Each QIO also has a specialist area of responsibility. They provide leadership across the city for developments in their specialist area. Over the years, they have developed a range of high quality curricular materials which are available for establishments and are also sold to other authorities. For example, Modern Languages material is sold to Australia. An indication of income is provided in Appendix 2. 1 A very small number of establishments did not receive three visits due to a range of factors, e.g. HMIE inspection, quality review or personal circumstances of staff. 2 In addition, a small number of headteachers will not have had their PRD review due to personal circumstances. 2.8 QIOs are lead officers for each of the strategic working groups in Education Services. The groups are mostly chaired by headteachers and are focused on the priority areas for Education Services. The groups are reviewed annually to ensure they remain focused on continuous improvement. 2.9 In addition to the roles described above, QIOs also investigate Stage 2 complaints as part of the Council’s complaints procedure and carry out investigations into allegations of misconduct working in partnership with HR officers. 2.10 EdIS also supports a range of School Based Development Officers (SBDOs) who are based in secondary schools and provide leadership for specific areas of the curriculum where there is not a QIO with that background. See Appendix 3. 2.11 QIOs represent Education Services on a number of multi-agency strategy and implementation groups both within their strategic planning area and city-wide. 3. Leaders of Learning 3.1 During 2009-10, the Scottish Government provided funding for 100 additional teachers across Scotland to support the development of Curriculum for Excellence. Glasgow’s allocation was five teachers. Clearly, this was insufficient to support around 5,000 teachers alongside QIOs. Education Services allocated additional funds and made use of fully-funded probationer teachers to release experienced, high quality teachers to become Leaders of Learning. During 2009-10, a total of 10 Leaders of Learning worked as a team to support the development of Curriculum for Excellence. 3.2 The team were based in St Mungo’s Academy and were led by two QIOs. Their role was to provide support to classroom teachers through working alongside them modeling high quality learning and teaching and providing training during twilight sessions or on in-service days. Specific members of the team specialised in providing support in literacy and numeracy. Establishments could request support from the Leaders of Learning or QIOs directed Leaders of Learning to specific establishments. They worked mainly in primary and ASL schools. The support provided by Leaders of Learning was highly valued with the feedback from teachers being very positive. 3.3 The team were visited by members of the Schools’ Division from the Learning Directorate at Victoria Quay, who were very pleased at the model of delivery being provided. They commented very positively on the enthusiasm and drive of the Leaders of Learning. 3.4 In 2010-11, building on the success of the Leaders of Learning of 2009-10, applications were again invited from teachers across the city to be Leaders of Learning. The Cabinet Secretary announced the release of an additional £3 million to support his ten point plan to support establishments with the implementation of Curriculum for Excellence. Glasgow’s allocation is £289,500 which is 9.65% and is based on the number of teachers This money plus additional funds, including the use of fully funded probationers, is allowing a team of Leaders of Learning to again be created. There are 10 Leaders of Learning from a primary background, 5 from a secondary background and 1 from an ASL school. In addition, a teacher is released full-time to support cross- curricular developments in Health and Wellbeing through the Positive Futures programme. 3.5 The Leaders of Learning are based on Miller Primary School and will continue to work with establishments building on the success of the previous team. Their focus will remain on classroom practice where they will model high quality learning and teaching through working alongside their colleagues. It is recognised that support requires to be targeted towards early years and secondary as well as primary in 2010-11. 4. Additional Support from EdIS 4.1 As well as all the above which has been described, EdIS is also providing support to establishments through working in partnership with other providers. 4.2 For the last two years, Anne Neil, formerly of Strathclyde University, has been working with primary schools promoting more active approaches to the development of children’s literacy skills.