Stoke on Trent LA
Vision
Dave Perrett
stoke.gov.uk
Stoke’s Vision
Mandate for change
What does it mean?
Make Stoke on
Trent the Place to
Bring
Business
Support
and Develop
Existing
Business
Work With People to
Promote
Independence and
Healthy Lives
Make Stoke-onTrent a
Great City to
Live In
Children and young people
Outputs
High Quality – defined by external standards
Diversity/choice – 0-19(25) range of providers + governance
arrangements that meet the needs of parents, pupils, wider
city
Equality – entitlement for all children and young people
Children and young people
Outcomes
All young people have raised educational
standards especially in English and Maths
All young people have developed “knowledge and
skills” to participate and succeed in adult life
Stoke’s Vision
What does it mean for us?
Partnership working
A system led by schools/providers – with
schools/providers – for children and young people
Improvement is led by schools/partners
Capacity/sustainability is developed by
schools/partners
Stoke’s Vision
Statutory duties
2006 Act - promote high standards and the
fulfilment of every child/young persons
potential
2011 Act - powers to tackle under-performance
and improve the way schools/providers are held
to account
Strategic direction
Partnership working
Stoke School
Improvement
Group
Directors
Meeting
SAPH
Monitoring/Evaluation
Establishing Priorities
SASCAL
TILT
Teaching
alliance
Studio
college
schools
MAC 1
MAC 2
Ormiston
LA
CO-OP
SSIG (Remit)
Role:
Strategic leadership
Monitoring – evaluation
Setting Priorities
Data Protocols &
performance
data supplied by the
LA
SSIG (Remit)
Functions
Monitor /evaluate quality of education and outcomes across the city
Determine priorities for improvement that supports the council’s
commissioning role
Develop a diverse, high quality CPD offer from new entrant to
system leaders for the city – maximises expertise/capacity
within and beyond the city
Develops a city wide good practice guide
Meetings – 3-4 times per year
Performance Indicators/Targets
Outputs Sept 2015
All schools/providers are good or better
35% schools/providers are outstanding
Performance Indicators/Targets
Outputs Sept 2014
All Ofsted category schools should be R.I. or preferably good
* R.I. schools should be at least good
All good schools should at least maintain existing quality
More good schools are judged as outstanding
All category and RI schools supported by school networks which
include good/outstanding partners
Performance Indicators/Targets
Outcomes
Attainment at each key stage 
Progress measures  number of schools where progress is in
line or better than national average
Higher attaining pupils  number of schools where both
attainment and progress is in line with or better than national
averages
Pupil Premium pupils (FSM) -  number of schools where both
attainment and progress is in line with or better than national
averages
Not in Education, Employment or Training
The Role of the Council
Monitor, track – evaluate performance of ALL schools within and beyond the
city and the performance of ALL underperforming schools
Commission and evaluate impact of school-school support in
underperforming schools
Identify and extend range of school system leaders – by developing
planned programmes of CPD – by extending the number of executive
headteachers
Support/lead the development of school improvement networks –
based on support and rigorous challenge
Support the development of the stoke CPD offer and the good practice
guides
Improve the recruitment/retention and development of high quality governors
The Role of the Council
Broker and support brokerage of external CPD and funding streams
within the city e.g. Ofsted/National College and others
Attendance/Exclusions
Alternative Provision
Staff recruitment
Links to employers
Marketing Stoke Schools