Inspection and Advisory Service
Best Value Review
__________________________________________________________________
Salford City Council
Education and Leisure
Directorate
Best Value Review
of the
Inspection and Advisory
Service
Produced by:
Education and Leisure Directorate
Minerva House
Pendlebury Road
Swinton
M27 4EQ
Contact Officer:
Heather Grove
Principal Best Value Officer
0161 778 0144
Date:
May 2003
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CONTENTS
Page
Number
1.
Summary and Recommendations
3
2.
Introduction to the Review
5
2.1 Why the review is being carried out
2.2 Service included within the review
2.3 Terms of reference
2.4 Links to other Best Value Reviews, planned or underway
5
5
6
7
The Review Process
8
3.1 Methodology
3.2 Stages of the review
3.3 Resources identified to progress the review
3.4 Communication methods and reporting and monitoring procedures
3.5 Issues outside of the scope of the review
8
8
9
10
10
Context
11
4.1 Profile of the City of Salford
4.2 Salford City Council aim and pledges to the public
11
13
Service Profile
14
5.1 Introduction
5.2 Context
5.3 Strategic issues
5.4 Service Provision
5.5 Staffing
5.6 Financial Information
5.7 Service Users
5.8 Consultation and Communication
5.9 Performance Management
14
14
16
16
17
19
19
20
20
Application of the 4 Cs
23
6.1 Introduction
6.2 Comparison
6.3 Competition
6.4 Consultation
6.5 Challenge
6.6 Issues arising from the consultation that are outside of the IAS
23
23
31
43
44
47
3.
4.
5.
6.
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7.
8
Option Appraisal
48
7.1 Introduction
7.2 Service delivery options considered
7.3 Options analysis
7.4 Least suitable options
7.5 Most suitable options
7.6 Advantages and disadvantages of the short-listed options
7.7 Preferred Option
48
48
48
48
49
49
50
Development of the Preferred Option
51
8.1 Introduction
8.2 Proposed Option
8.3 Financial Implications
8.4 Change Management Strategy
51
51
51
51
Appendices
Appendix 1: Service Improvement Action Plan
Appendix 2: Activities of Inspector-Advisers, Administrative Team and Inset Co-ordinator
Appendix 3: Best Value Performance Indicators
Appendix 4: Key Stage Attainment Data
Appendix 5: Challenge Document
Appendix 6: Decision Matrix
Appendix 7: Competitiveness Assessment
Appendix 8: Suitability Audit
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1.
SUMMARY AND RECOMMENDATIONS
1.1
Introduction
This report sets out details of:
(a) The process for undertaking the best value review of the Inspection and
Advisory Service;
(b) The findings arising from the review; and,
(c) Proposals for future action to achieve best value in the provision of Inspection
and Advisory Services.
1.2
Approach
The terms of reference for the review identified the need to review the service
provision and structure to ensure there is sufficient capacity and ability to deliver the
central government agenda whilst meeting local needs.
To achieve the terms of reference, the review:




1.3
Examined the current structure and focus of the service (summarised
documented in section 5 of this report, and documented fully in the Service
Profile Report).
Applied the concepts of the 4Cs to the service, which are explained fully in
this report in section 6:
o Comparison with statistical neighbours, northwest neighbours and
best in class took place.
o Consultation was undertaken with a full range of stakeholders, which
included schools, staff, and elected members.
o Reviewed the external market and examined competitiveness.
o Questions were asked to robustly challenge the service and are
documented in the challenge matrix in appendix 5.
Produced a set of recommendations from the analysis of the information to
improve the service
Produced a service improvement plan to implement the recommendation.
Conclusions
The Inspection and Advisory Service has experienced difficult times in recent years, a
fact that was acknowledge by stakeholders involved in the consultation. The difficulties
have included to a lack of clarity about the role, changes in senior management and
uncertainty about the direction of the service. The uncertainties have meant that the
service has been without a permanent management structure for the last few years and
has experienced high vacancy levels. This, in turn, has meant that the service has not
been able to fully deliver the more recent developments and requirements from central
government regarding the agenda for School Improvement. However, despite the
difficulties, the service has managed to continue to provide a service to schools, which
has been valued by many and has been acknowledged as being particularly successful
in helping schools with serious weaknesses or in special measures to improve.
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There is a need to re-focus and re-structure the service to ensure that expectations of
stakeholders and the national agenda can be met. To achieve this, as a result of this
review, a set of recommendations together with a service improvement plan will create
a service that is focused on meeting both the national agenda and local requirements.
1.4
Recommendations
The main recommendations emerging from the review are listed below. The full
recommendations can be found on page 45.
1.5

Re-define the common purpose of the service in view of the government
agenda for IAS and the requirements of stakeholders.

Determine specific roles, responsibilities, and accountabilities of all
stakeholders.

Review and re-write the service aims and objectives to ensure that they reflect
the national agenda, local requirements and the common purpose.

Redefine what the core and non-core business is, in light of the national
agenda, customer requirements, the restated purpose and new service aims
and objectives.

Review the staffing structure and restructure the service to enable the delivery
of the national agenda and ensure that it continues to meet its statutory
obligations and local needs.

Consult with schools to ensure that the new agenda, structure of the service,
and the procurement to deal with unmet needs, meets with approval.

Review and revise the job descriptions of staff required to deliver the service.

Consider a range of recruitment and retention issues and revise arrangements
as appropriate.

Consult with schools on the current mechanisms used to involve them in
planning and decision making processes, gain their views on new or alternative
methods, and devise a strategy to promote joint working and fully include
service users in the decision making and planning processes.
Service Improvement Plan
The recommendations have been set out in a service improvement plan in appendix 1
which sets out:





The recommendation
The success criteria
Timescales
Resource implications
The responsible officer.
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2.
INTRODUCTION TO THE REVIEW
The Local Government Act requires that all authorities make arrangements to secure
continuous improvement in the way that they carry out their functions.
2.1
Why this review is being carried out
The service to be reviewed is the Inspection and Advisory Service, which is part of
the School Improvement Service located within the Education and Leisure
Directorate.
The service has been selected for review for the following reasons:








2.2
The service is considered by users to be an important service.
Satisfaction levels with the service need to be determined.
The service is a major budget/high cost service.
The service is key to helping to achieve the council’s priorities.
The service helps schools to achieve their performance indicators and
educational targets; improvement, in some areas, is not at the rate expected.
This service offers the potential for alternative service delivery models, which
should be explored to ensure that the service offers best value.
A report entitled “Support for Secondary School Improvement” was
submitted to cabinet on 2 April 2002, which recommended that further
consideration be given to fit between the current service and national
developments.
A report from District Audit in 2002 also indicated that the service would
benefit from review.
Services included within the review
The service under review is the Inspection and Advisory Service. The Inspection
and Advisory Service includes:




The Inspection and Advisory team
The Administration team
Inset Training
Standards Funds Consultants
The following services are excluded from the review:



Excellence in Cities
The Ethnic Minority Traveller Achievement Service
The Music and Performing Arts Service
These services are not being considered under this review, as they are services that
have only recently been line managed by the Assistant Director for School
Improvement.
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2.3
Terms of Reference
2.3.1
Aims of the review
The aim of the review is to determine the best way to deliver the Inspection
and Advisory function in Salford in a cost effective way that effectively:




2.3.2
provides support and challenge to schools to enable them to raise
standards;
supports the council in fulfilling its statutory function;
contributes towards the strategic management of the education service;
and
contributes towards local, corporate and national priorities.
Objectives of the review
The objectives of the review are to:





2.3.3
determine the efficiency, economy and effectiveness of the service;
develop an understanding of users’/non users’ expectations of the
service;
compare and assess current management and performance information
and identify improvements;
clarify roles and responsibilities and create a permanent and appropriate
staffing structure for the service if it is to be retained;
develop a service improvement plan, which will identify the actions that
need to be taken, to deliver a quality service that meets or exceeds the
needs of the schools in Salford and achieves continuous improvement.
Expected Outcomes
There are no pre-conceived outcomes regarding the service, however the
expected outcomes of the review are:

A greater understanding of the use and purpose of the function within the
council and amongst schools.

A report that makes recommendations about how the IAS should be
delivered, managed, financed, and linked to other services delivered by
the council, and that meets the national framework, is tailored to the
needs of schools and service users and will meet their current and future
needs.

A report that offers options to members to consider in order to meet the
aims and objectives of the review.

A service improvement plan that clearly identifies service standards and
targets, required actions and responsibilities in both the short and long
term. The plan will identify the steps required to achieve improvements
in service provision and support improvement by recommending
measures to improve management and performance information.
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2.4
Links to other BV Reviews planned or underway
A best value review of services to schools has recently been completed and a
brokerage service to help schools to become mature purchasers and be sure that they
are achieving best value has been approved. Initially, this development is not expected
to affect the IAS, as the type of services provided by the IAS will not be included in the
initial contract with the broker.
However, if the brokerage role is extended in future years this will affect all services for
which there is a delegated budget, and will include aspects of the Inspection and
Advisory Service
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3.
REVIEW PROCESS
3.1
Methodology
The Local Government Act 1999 requires that all authorities arrange to secure
continuous improvement in the way that they carry out their functions.
At the time of commencement of this review, the authority’s approach to best value
was under review. An Audit Commission inspection report published in March 2002
stated that there was a need for the authority to review its guidelines on how to
carry out best value reviews. The corporate Best Value Team has been working on
a “toolbox approach” to replace the guidelines, but the toolbox is not yet available to
services. Therefore, with the agreement of the Chief Executive, it was decided that
that the review would follow the principles of best value, ensuring that the 4 Cs
elements were covered, but the review process and methodology would be flexible
to meet the needs of the review. Therefore the approach to be taken by this review
team is based on research and best practice from other authorities, the IDEA and
the University of London, to ensure that guidance in 10/99 is followed.
Investigations were made into the approaches taken by other councils: Oldham,
Wigan, Sefton, and Sunderland, and a staged approach to the review was decided
upon.
3.2
Stages of the Review
The review has been split into stages. The stages of the review are:
Stage 1:
Stage 2:
Stage 3:
Stage 4:
Stage 5:
Stage 6:
Stage 7:
Planning and Scoping
Gathering Baseline Service Information
Application of the 4Cs
Development and Appraisal of Service Delivery Options
Report Writing and Service Improvement Planning
Cabinet Approval
Implementation
A project plan and work activity plan were constructed for each stage to ensure
progress and control were achieved.
Stage 1:
Planning and Scoping
This stage involved:




Stage 2:
Forming the review team
Writing the scope and terms of reference document
Producing the project plan
Setting up a file management system
Gathering Baseline Service Information
This stage involved:


Gathering documents and information
Producing a service profile report
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Stage 3:
Application of the 4Cs
This stage involved:





Stage 4:
Researching competitor and comparator information
Carrying out consultation activities
Collating and analysing information
Facilitating challenge sessions
Producing reports for each of the areas
Development and Appraisal of Service Delivery Options
This stage involved:

Stage 5:
Developing options for service development
Report Writing and Service Improvement Planning
This stage involved:


Stage 6:
Producing a final best value review report
Constructing a service improvement plan
Cabinet Approval
This stage involves:

Stage 7:
Submitting the report and service plan to cabinet
Implementation
This stage involves:

3.3
Producing an implementation strategy
Resources Identified to Progress the Review
The Audit Commission’s Management Paper “Better by Far” states that a truly rigorous
review will require a mixture of competencies including elected members, finance and
HR, specialist and/or professional staff and people to challenge from outside. The
review also embraces the principles of the report and fully included staff and trade
unions.
A comprehensive review team, comprising the Core Review Team and the Reference
Group was created; a list of people involved in the review team and their
responsibilities are described in the scoping document. A team of consultants was also
employed to carry out comparative analysis activity, consultation, and to provide a
synopsis of the requirements of an Inspection and Advisory Service as detailed in
various government guidelines and policy and strategy documents. The core group met
on a regular basis to review progress.
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3.4
Communication methods, and reporting and monitoring procedures
Throughout the review process, keeping stakeholders informed of the review’s progress
has been a priority. This has taken the form of:




3.5
Feedback and updates through the established Inspection and Advisory
service team meetings that take place every six weeks and weekly team
briefings.
Minutes of the review sent to all members of the core and reference group
after every meeting, including those absent or unable to attend
Feedback sessions to other stakeholders through focus groups and the
Director of Education and Leisure’s regular meetings with head teachers
An update to cabinet on the issues and challenges emerging from the
consultation and comparison
Issues outside of the scope of the review
Issues, which are outside of the scope of the review, identified during the life of the
review, will be fed back to the appropriate service manager through the Best Value
core group to ensure that the issue is dealt with.
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4.
CONTEXT
4.1
Profile of the City of Salford
Salford lies at the heart of the largest, and one of the fastest growing, regions outside of
London - the Greater Manchester conurbation. A city of contrasts, Salford stretches
from the heart of the regional centre to its rural periphery. Lying on the north bank of
the Manchester ship canal, it is at the hub of the region’s motorway and rail networks.
A dynamic and forward-looking City, Salford has undergone a radical transformation
since becoming one of the world’s first industrial cities during the 19th century. The
City has much strength that helps to overcome the challenges it still faces.
Over the last 30 years, Salford has seen great change, losing almost a third of its
traditional employment base. However, over the last 10 years, the City has been
successful in tackling many of the resulting social and physical dereliction problems.
The detailed information that follows has been taken from the 2000 Indices Of
Deprivation, calculated as average of ward scores. There are 354 authorities in total
and 10 Greater Manchester authorities.
Deprivation
Salford is the 29th most deprived local authority in terms of income, and the third
worst in Greater Manchester (after Manchester and Wigan). In terms of overall
deprivation, Salford is 21st most deprived.
Social Disadvantage
Salford is the 11th most deprived local authority in terms of child poverty, and the
second worst in Greater Manchester (after Manchester). Salford is 64th for Access
to services (post offices, shops, GPs and other facilities.) (3rd in Greater
Manchester, after Manchester and Bolton.)
30% of Primary and 26% of secondary pupils are eligible for Free School Meals,
with one school in excess of 80% (Source: 2001 Annual School Census)
Population
Since 1991, the population has fallen from 255,950 to 224,300 in 2000. The general
trend is that people are moving away from the most deprived wards towards those that
are more stable and affluent. Although there is a population loss, in the last 7 years the
number of households has increased by 4,500.
The City’s dependent and elderly populations are growing. Single parent families
account for 5.9% of the population in the City and there has been a substantial growth
in the numbers of looked after children in recent years from 484 in February 1999 to
596 in October 2000: since 1993, the numbers have almost doubled. Salford has the
third highest number of children looked after per 1,000 population-a figure
demonstrating increasing levels of social decline and family breakdown in communities.
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Ethnic Minority profile
There is a relatively low ethnic minority population in Salford (3.9%) with the largest
ethnic minority group being Indian (0.6%).
Education
Salford is the 58th most deprived authority, 4th in Greater Manchester. Results at
Primary level continue to be at or around national levels of achievement, although
2001 results did decline for more able pupils. At secondary level, results tend to be
below national levels, although in recent years the proportion of children with no
passes has been improved and is now close to the national average. Levels of
unauthorised absence have been dramatically reduced in recent years, and are now
stable at just above the national average. Levels of permanent exclusions have also
been much improved, despite a rise in 2000-2001.
Health
Salford is the 6th most deprived local authority in terms of health, and the second
worst in Greater Manchester (after Manchester).
The health of the population is also a significant issue for the City; over 17.9% of the
population suffer from a limiting long-term illness compared to 13.1% nationally.
Housing
In terms of housing, Salford is 71st most deprived (6th in Greater Manchester.)
A recent report by the University of Birmingham, examined the changing housing
markets in the M62 corridor. It highlighted Salford as:



Having the 2nd highest number of local authority dwellings in the North West at 31%
of all housing stock.
The 3rd highest rate of local authority stock vacant
The highest % of Registered Social Landlord properties vacant in the North West at
7.9%; with around 6.2% of all stock void (national average 3.9%) and as high as
11% in some areas and across all tenures.
Employment
Salford is the 31st most deprived local authority in terms of employment, and the third
worst in Greater Manchester (after Manchester and Bolton).
However, there has been a significant reduction in unemployment over the last 4 years
with the average for the City now standing at 4.3% compared to 3.7% nationally. Longterm unemployment is lower than the national average at 18.1% compared to 21%
nationally. However, male and youth unemployment are comparatively high in some
areas of the City compared with regional averages.
In terms of job growth, the City has seen the fastest increase across Greater
Manchester - a 21% increase since 1991 compared with a Greater Manchester
average of 4%.
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4.2
Salford City Council aim and pledges to the public
The City Council’s overall aim is:
“ To create the best possible quality of life for the citizens of Salford”
Underpinning the overall aim are the following pledges, which the Council has set for
improving the quality of life for everyone in the City. These, in turn, are underpinned by
a range of objectives and targets:
Pledge 1 - Better education for all
We want every child to get the best start in life
 Every child will be offered a pre school nursery place
 Our GCSE results will improve faster than the rest of the country
 Every young person leaves school with a recognised qualification
Pledge 2 - Quality homes for all
We will ensure every person in the City lives in a decent home
Pledge 3 - A clean and healthy City
We will make Salford a cleaner and healthier place to live
Pledge 4 - A safer Salford
We will make Salford a safer place to live and work
Pledge 5 - Stronger communities
We will make Salford a better place to live
Pledge 6 - Supporting young people
We will create the best possible opportunities for young people in the City
Each of the Directorates within the City Council has responsibility for helping to deliver
the pledges. The Education and Leisure Directorate has the lead responsibility for
pledge 1 and pledge 6 and the work of the Inspection and Advisory Team contributes to
all of the pledges, except pledge 2.
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5.
SUMMARY SERVICE PROFILE
5.1
Introduction
A service profile has been completed and this section of the report gives a summary of
the current working arrangements for the Inspection and Advisory Service. A full
Service Profile Report has been produced.
5.2
Context
5.2.1
Organisational Position
The School Improvement Service is located within the Education and Leisure
Directorate and is comprised of:




5.2.2
The Inspection and Advisory Service
Excellence in Cities
The Ethnic Minority and Traveller Achievement Service
The Music and Performing Arts Service
Purpose
The purpose of the Inspection and Advisory Service is to promote high
standards including progress, good quality of teaching and learning and
effective educational leadership and management in schools by providing high
quality professional monitoring, support and challenge for schools.
This purpose is derived from the statutory obligations of the LEA, which are:



5.2.3
To produce an Education Development Plan (EDP)
To support and challenge schools to raise standards
To promote high standards
Service Objectives
The service objectives of the Inspection and Advisory Service are to:

Deliver the LEA’s statutory obligations in relation to school
improvement
The statutory obligations are to:





Provide support and challenge to schools to raise standards
Provide support and challenge to schools in special measures,
serious weaknesses, facing challenging circumstances, or causing
local concerns, and intervene where necessary
Manage the Standing Advisory Council on Religious Education
Monitor school trips and visits procedures
Advise on Health and Safety issues relating to curriculum areas
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
Deliver, monitor and update the EDP
The EDP is a statutory document that the LEA is required to produce and
deliver and which details the work of the Inspection and Advisory Service
and other services in responding to the LEA’s duty of providing higher
educational standards as set out in the Schools Standards and Framework
Act, 1998.
5.2.5

Manage the Standards Fund

Implement National Initiatives
Links with Other Plans and Strategies
The key objectives of the service link with the :

Community Plan
Theme 3: A Learning and Creative City

By raising education and skill levels, and developing opportunities
for cultural and leisure enhancement.
Theme 4: A City where Children and Young People are Valued


By investing and focusing our resources into services, activities
and opportunities that will support children and young people and
help enable them achieve their full potential.
Pledges
Pledge 1: Better Education for all.
The service also contributes to the achievement of all of the pledges
except pledge 2.

Links to Other City Council and LEA Plans and Strategies
The service has many links to other plans and strategies, which are fully
detailed and cross-referenced within the Education Development Plan.
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5.3
Strategic Issues
5.3.1
Key Legislation, Government Developments and Initiatives
There are a number of key documents and policies that drive the work of the
service.

EDP

Policies and Strategy Documents
The main documents that drive the service are:







The Schools Standards and Framework Act, 1998
The Code of Practice for LEA and School Relations, 2001
The Ofsted Framework for the Inspection of LEAs
The Education White Paper: “Schools Achieving Success”, 2001
The role of the LEA in School Education DfEE/0199/2000
The 14-19 Strategy
Modernising the School Workforce
5.4 Service Provision
5.4.1
Functions of the Service
To achieve the aims and objectives of the Inspection and Advisory Service the
part of the service under review can be split into 4 functional areas:




Inspector-Advisers
Consultants employed through various national initiatives and externally
funded
Development Adviser
Administration and Inset co-ordination
The activities undertaken by the Inspector-Advisers, the Administrative Team
and Inset Co-ordinator are listed in appendix 2.
5.4.2
Service Volumes
Inspector/Advisers
Most of the time of the service is spent delivering the EDP priorities. However,
exact time cannot be determined due to a difficulty with the time recording
system currently in use. This issue is currently being dealt with. The new EDP
plan compiled in December 2002 accounts for approximately 80% of Inspection
and Advisory Service time. Other requests, which cannot be met from within
the Inspection and Advisory Service, are sometimes met by buying in from
private consultants.
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Administration
Much of the work is reactive and in response to the functions and activities
carried out by the rest of the service. Therefore it is difficult to quantify.
However, it has been estimated that approximately 1,000 hours are spent
annually typing up records of visit reports.
Inset Training
For the period Sept 01 to July 02 the following service volumes were delivered:




5.4.3
258 inset courses
5,800 people attended
Average attendance per course was 22.44
23 courses were cancelled
Service Level Agreements
There are two service levels agreements in place: Inset training and Primary
NQT Recruitment.
All primary schools, with the exception of one, buy into the INSET training SLA
Secondary schools buy INSET Training through a buyback scheme.
The Primary NQT Recruitment SLA is a service provided jointly with Personnel.
The LEA advertises for teachers and creates a pool of approved teaching staff.
This involves sifting applications, vetting, organising interviews, and recording
the scoring matrix.
5.5
Staffing
The Inspection and Advisory Service is staffed by both LEA funded and externally
funded staff. The LEA funded staff deliver core work and the staff funded by the
standards fund work on specific initiatives. Staff are employed on differing terms and
conditions dependant upon the role they perform: Advisory Staff are employed on
Soulbury conditions - administrative staff on local government terms.
5.5.1
Staff Numbers
As at September 30th 2002 the following numbers of staff were in place
within the IAS.
Types of Posts
Assistant Director
Senior Inspectors
(Acting)
Inspector Advisers
Full time posts
1
2
EIC Director
EIC Director Consultants
Administrative (including 4 temporary funded
staff)
Development Adviser
11 (+ 6
vacancies)
1
11.3
8
1
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5.5.2
Roles of Staff
The roles and grades of the staff employed within the Inspection and
Advisory Service who are within the scope of the review are detailed below:

Generalist Inspector/Advisers: To promote high standards
including progress, good quality of teaching and learning and
effective educational leadership and management in schools by
providing high quality professional monitoring, support and challenge
for schools.

Specialist Inspector/Adviser: To support schools in delivering a
quality curriculum in the specialist subject, and to challenge schools
to raise the quality of education in their subject and thereby raise
standards achieved by pupils at the end of the Foundation Stage and
each Key Stage of the national curriculum

Senior Administration Assistant – Office Manager: To manage
the administrative support service

Senior Administration Assistant - Inset Co-ordinator: To
administer all arrangements for the programme of in service training
courses offered by the service

Administration Assistants - IAS Support: To provide
administrative and clerical support to the Primary Inspectors and
Advisers
5.5. 2 Sickness Levels
The Council’s Attendance Management Policy covers staff employed by the
LEA. For the 3 years up to 31 March 2002, the % of days sickness taken by
IAS staff per year stands at 1.45 %. This compares very favourably to the
Education and Leisure Directorate rate of 8.26%.
5.5.3
Recruitment and turnover
There are currently a high number of vacancies within the team and the senior
inspector posts are filled on a temporary basis. Advisory staff are drawn from
the teaching profession or other advisory services. However, despite the last
two rounds of recruitments advertisements attracting candidates, no
appointments were made.
5.5.4
Staff Training
Training and Development needs are identified through an appraisal scheme,
which also allows training needs to be addressed. Two development days also
take place per term.
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5.6
Financial Information
5.6.1
Overview of IAS Service Cost Centre
Inspection and Advisory
Service
Expenditure: Employees
Expenditure Transport, Supplies &
Services
Total Expenditure
Income
Expenditure less income
5.6.3
Budget
2000/01
1,111,529
144,340
Budget
2001/02
1,102,640
125,383
1,255,869
284,950
970,919
1,228,023
298,604
929,419
Standards Fund
There is also a budget of £491,686, from the standards fund, to fund the
Consultants and the administrative staff who support the Consultants.
5.6.4
Delegated Funding
Currently the amount of budget delegated to schools, as reported in the post
Ofsted monitoring report in October 2002, is 87%. This shows a marked
increase from 1999, when the rate of delegation was 77%.
5.7
Service Users
5.7.1. Number of Schools
The Inspection and Advisory Service delivers its services to all schools within
Salford. The number of schools, by type, in Salford is illustrated in the table
below
Type of School
Early Years
Primary
Secondary
Special (including hospital)
PRU
Total
5.7.2
Number of schools
4
84
14
5
4
111
Stakeholders
The primary recipients of the service are the schools. Stakeholders within the
schools are: Head teachers, Governors, Subject Heads, Subject Co-ordinators,
and Teachers. Further removed from the service are pupils and parents. Other
stakeholders are other Education & Leisure Directorate services, other Salford
City Council staff, and the DfES.
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5.8
Consultation and Communication
5.8.1. School Communication
Communication takes place regularly with stakeholders through a variety of
meetings. At school level these are driven by the ‘Monitoring and Evaluating for
Success’ document. Other meetings are needed for specific purposes e.g.
Value Added Groups.
A variety of bulletins, policy documents and agendas are also issued to schools.
5.8.2
Staff Communication
Communication with staff takes place regularly in the form of meetings and
briefings and training and development events.
5.8.3
Complaints
Complaints are dealt with both informally through the regular communication
with stakeholders or through any of the formal means, for example the
corporate complaints procedure.
5.8.4
Consultation
The following formal consultation has taken place



Identification of priorities of schools. The views of schools helped to
shape the EDP.
The format of the INSET training brochure. The in-service training and
development group also informed the training programme
Views on INSET training. This will be used as part of this best value
review.
Regular meetings with school staff are used as informal consultation
mechanisms. Informal consultation and feedback are used to improve the
service.
5.9
Performance Management
5. 9.1 Service Planning
The service uses the EDP as its main planning and performance management
document. The EDP describes the actions to be taken together with the
success criteria.
5. 9.2 Key Performance Indicators
The best value performance indicators that relate to the work of the
Inspection and Advisory Service are listed in appendix 3. They are also
illustrated, together with local performance indicators in the 4Cs analysis
section of this report.
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5.9.3
Attainment within the Salford Context
Factors particular to Salford that have an effect on the achievement of the
national performance indicators are the amalgamation of schools and closure of
some high schools in September 2001, together with high pupil mobility and
high levels of surplus places due to declining school population.
5.9.4
Current Performance
Performance information regarding attainment across each of the key stages,
for the years 1999 to 2002, and showing comparisons with statistical
neighbours, is detailed in full in appendix 4, and can be summarised as follows
Key Stage 1
Currently, attainment in Salford is below both the national and statistical
neighbour average in writing, spelling, reading and maths.
Key Stage 2
Currently, attainment in Salford is above the statistical neighbour average in
English and Maths, and below in Science. The performance of Salford
statistical neighbour group is below that of the national average in all three
subjects.
Key Stage 3
Current attainment in Salford is on a par with the statistical neighbour group in
Maths, just below the statistical neighbour average in Science, and is below
average in English. Both Salford and the statistical neighbour group are below
the national average for Maths, Science and English
GCSE
Current attainment in Salford is well above the statistical neighbour average and
slightly below the national average for % 5+ A*-G.
Salford’s attainment at %5 A*-C is below both the statistical neighbour average
and the national average. The average point score is just under the statistical
neighbour average, which is below the national average.
5. 9.4 Improvements and Achievements



Consultants, working to support and challenge departments, also deliver
ongoing training relating to the national strategies.
‘Intensive Departments and Leading Teachers’ are identified and work to
disseminate good practice.
Consultants worked with twenty departments across a range of subjects
in high schools last year. Focus is on joining up cross-curricular
initiatives and / or cross-strand initiatives to improve teaching and
learning including the use of assessment.
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





Trialled ICT Units Summer term 2002. Currently delivering the national
roll out of ICT Units of Study to schools. These provide a framework of
discrete 1-hour lessons per week across key stage 3 (i.e. Yr 7 – 9)
Training and support for Newly Qualified Teachers.
Classroom Assistants training facilitated by external consultants and
managed by the LEA.
Joint secondary inset day - LEA wide – all schools participated – positive
feedback and requested another
Cited as a model of best practice regarding the strategy for supporting
schools causing concern in the 2002 joint Ofsted/Audit Commission
publication “LEA Support for School Improvement”.
At December 2002, the LEA did not have any schools in Special Measures.
5. 9.5 Performance Monitoring
EDP
The performance of the service is reviewed, through the EDP, twice during the
year and evaluated at the end of each year, to measure achievement against
objectives.
Service Planning and Appraisal
The Directorate Service Plan is reviewed twice each year and reports produced
for scrutiny. On an individual basis, staff have annual appraisal meetings at
which personal priorities are set, the achievement of these priorities is reviewed
at the next appraisal meeting. Development needs and opportunities are also
identified.
OFSTED
The Directorate Leadership Team reviews progress of the LEA’s post-Ofsted
Action Plan every six months.
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6.
APPLICATION OF THE 4Cs TO THE SERVICE
6.1
Introduction
When carrying out reviews LEAs are required to:




Compare performance with other authorities
Consult with service users, staff etc
Challenge why and how a service is provided
Use competition as a way of securing efficient and effective services.
This section contains details of the report of the work undertaken in respect of each of
the 4Cs in relation to the Best Value Review of the Inspection and Advisory Service
6.2
Comparison
Best Value Reviews undertaken by the Directorate have demonstrated the difficulty in
gaining the commitment of other authorities to participate in comparative exercises.
Therefore, it was decided to use a variety of approaches to ensure rigorous
comparison. The three pieces of comparative work undertaken as part of this best
value review are:
1. A survey questionnaire to other Local Education Authorities
2. Statistical Research - using information available on line
3. Windsor and Co Benchmarking Club information
6.2.1
Survey Questionnaire to Other LEAS
In view of difficulties experienced in other reviews, it was decided to approach a
wide range of authorities. Several different groups of authorities were identified
as being useful for comparative purposes. They are:
Group 1: Greater Manchester Authorities
Group 2: North West Authorities
Group 3: Chartered Institute of Public Finance and Accounting (Cipha)
neighbours
Group 4: Ofsted neighbours
Group 5: Beacon Councils. These are Councils identified through the Beacon
Council Scheme and LEA Inspections and detailed in the publication
“Adding Value to School Improvement” as representing good practice.
To try to counter low participation rates, a letter was sent to each of the
authorities within the above groups, asking whether they would be willing to
participate with the promise that they would receive a copy of the collated
comparative information. Those who responded were then issued with a
questionnaire, designed by the engaged consultants Mouchel, requesting
information and data relating to maintained schools in the 2001 – 2002
academic year. A total of 33 questionnaires were issued. Despite a promising
response to the initial request to take part, the actual response to the
questionnaire was quite small. A total of 7 councils replied. The comparative
report was issued to participating authorities in January 2003.
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Those who took part in the survey are:







Blackburn with Darwen
Halton
Kingston Upon Hull
Lancashire
North Tyneside
Tameside
Warwickshire
Beacon Council
OFSTED Statistical Neighbour
OFSTED Statistical Neighbour
North West LEA
CIPFA Neighbour
Greater Manchester / North West LEA
Beacon Council
Whilst the response rate has inevitably made for a less rich database, it has
nevertheless provided the means for some useful comparison.
The engaged consultant, Mouchel, received the completed questionnaires and
raw statistical information and compiled a comparative report.
Findings
The main findings from the LEA survey are summarised below.

Salford has a high proportion of schools categorised as “high contact” in
the secondary and special phases.

During the period 2000 – 2002, the rate of decline in pupil numbers in
Salford was faster than in most LEAs.

Only one other LEA besides Salford has Inspector-Advisers who work
specifically with the primary or secondary phase.

Salford’s stated routine monitoring visits to schools in the categories of
high, medium and low contact support are within the numbers of visits
made by other LEAs.

In the majority of LEAs, including Salford, there is a common agenda for
visits to schools, which is always agreed in advance with head teachers.

Salford’s proportionate expenditure on Inspector-Advisers appears high
amongst the group. However, due to interpretation; there are difficulties
in knowing what expenditure other LEAs have included.

Few of Salford’s schools have been identified as having OFSTED
serious weaknesses and, of the eight LEAs Salford is one of four that did
not experience any of its schools declining from serious weaknesses into
special measures.

Salford has removed high proportions of schools from special measures.

During the 2001 – 2002 academic year Salford had fewer schools
causing concern than most other LEAs.

Generally fewer proportions of Salford’s primary schools receive
intensive literacy support than in other LEAs.
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6.2.2
Statistical Neighbour and National Average Analysis
Information available through the internet, in particular the web sites of Ofsted,
the Audit Commission, the Education Management Information Exchange, the
DfES and the Office for National Statistics, together with information held by
Salford LEA Strategic Information Unit, enabled the statistical comparison of
Ofsted statistical neighbours.
The following charts illustrate the comparision of Salford in each of the key
stages against both the statistical neighbour group and the national average.
Key Stage 1
Key Stage 1 Reading
Statistical
Neighbour Average
2002
National Average
1999
Salford
74
76
78
80
82
84
86
88
Key Stage 1 Writing
Statistical Neighbour
Average
2002
National Average
1999
Salford
76
78
80
82
84
86
88
Key Stage 1 Spelling
Statistical Neighbour
Average
2002
National Average
1999
Salford
0
20
40
60
80
100
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Key Stage 1 Maths
Statistical
Neighbour Average
2002
National Average
1999
Salford
80
82
84
86
88
90
92
Findings at Key Stage 1

At Key Stage 1 in 1999, Salford’s performance in reading, writing,
spelling and maths was above the national average and was amongst
the highest performance of the group of statistical neighbours.

By 2002, Salford’s performance in reading had fallen below the national
average (see chart below). In writing, spelling and maths, Salford’s
performance had fallen below the national average whilst the
performance of the majority of the other LEAs was above that in Salford.
The majority of LEAs improved at a faster rate than Salford between the
1999 – 2002 period in reading, writing, spelling and maths.
Key Stage 2
Key Stage 2 English
Statistical
Neighbour Average
2002
National Average
1999
Salford
60
62
64
66
68
70
72
74
76
Key Stage 2 Maths
Statistical Neighbour Average
2002
National Average
1999
Salford
60
62
64
66
68
70
72
74
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Key Stage 2 Science
Statistical Neighbour Average
2002
1999
National Average
Salford
65
70
75
80
85
90
Findings at Key Stage 2

At Key Stage 2 in 1999, Salford’s performance in English and maths was
at the national average and the highest amongst the group.

Whilst marginally below the national average, Salford’s 1999 science
performance was again the highest amongst the group.

By 2002, Salford’s performance in English sustained its lead on most
other statistical neighbour LEAs though its performance fell behind the
national average.

In maths, Salford’s performance fell just behind the national average and
lost its lead within the group, lying mid table by 2002 and being just
above statistical neighbour average (see chart below).

Salford’s 2002 science result fell further behind the national average
compared with 1999 and became the second worst performance of the
group.

Between the 1999 – 2002 period Salford’s rate of improvement in
English, maths and science was below average for the group.
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Key Stage 3
Key Stage 3 English
Statistical Neighbour
Average
2002
National Average
1999
Salford
0
10
20
30
40
50
60
70
Key Stage 3 Maths
Statistical
Neighbour Average
2002
National Average
1999
Salford
0
10
20
30
40
50
60
70
80
Key Stage 3 Science
Statistical Neighbour Average
2002
National Average
1999
Salford
0
10
20
30
40
50
60
70
Findings at Key Stage 3

In 1999 at Key Stage 3 in English, maths and science no statistical
neighbour LEA achieved the national averages.

In 1999 Salford’s performance was below the performance of the
national average in all subjects.

By 2002, the majority of LEAs, including Salford, did not achieve the
English national average and Salford’s performance fell to second lowest
amongst the group.
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
No LEA achieved the 2002 maths and science national averages.
Salford’s performance was a little below average for the group in maths
and below average in science (see chart below).

Salford’s rate of improvement in English was the worst amongst the
group for the period though was about average for the group in maths
and science.
GCSE
GCSE % 5 + A* - C
Statistical Neighbour Average
2001
National Average
1999
Salford
0
10
20
30
40
50
60
GCSE % 5+ A* - G
Statistical Neighbour
Average
2001
National Average
1999
Salford
84
85
86
87
88
89
90
GCSE Average Points
Statistical Neighbour
Average
2001
National Average
1999
Salford
0
10
20
30
40
50
Findings at GCSE

At Key Stage 4 in 1999, the performance of all statistical neighbour LEAs
was well below the national average at the 5+ A*-C measure.
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6.2.3

Salford’s performance was also below the performance of most LEAs in
this and the Average Point Score measure.

In terms of 5+ A*-Gs, Salford’s performance was about average for the
group. This profile was similar in 2001.

The rate of improvement throughout the period was slow in Salford in 5+
A*–Cs and Average Point Score though relatively good in 5+ A*-Gs.
Windsor and Co LEA Advisory Services Benchmarking Club
Comparative Analysis
The table below compares specific information regarding metropolitan
averages as taken from the Windsor and Co LEA Benchmarking Club
Comparative Analysis document.
The information is based on the year 2001/02.
Benchmark
Advisory spend per pupil
Adviser/Inspectors per 10,000
pupils
Schools causing concern
 Number
 Average days support
 Number removed
% of budget delegated
6.2.4
Met
Average
£42.15
3.9
SALFORD
£49.99
4.86
(based on the
establishment of 17)
12.7
12.4
3.5
88.84
8
24
1
87
Inset Comparison
Research was undertaken to examine Inset training in other authorities. The
findings of the research are:


Charges for inset training are broadly in line with those of other
authorities
Salford relies mainly on paper based administrative processes. Other
authorities use electronic booking systems. (Salford City Council has
an electronic course booking/management module within the SAP
system but this has not been used by the service because of
technical problems).
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6.3
Competition
The government requires that authorities carry out a thorough appraisal of how
competitive their services are and provide the service by the most competitive means,
which may well be a mixed economy as described below.
6.3.1
Provision
The service already operates with a mixed provision of service level
agreements, funding strands and use of external consultants as well as inhouse delivery as described in the service profile report.
Currently there is a high level of buyback from the schools in these areas.
However, the service is aware that this does not necessarily indicate
satisfaction levels and it could be that purchasers of these services do so
because of a lack of knowledge about other providers.
The service also delivers the standards fund initiatives and programmes on
behalf of the DfES and is monitored on its achievement through the evaluation
criteria of the various initiatives.
External consultants are also used to supplement the in-house provision when
demand outstrips supply and specific expertise is not available to deliver inset
training in some areas.
6.3.2
The External Market
A report on the external market place was completed which examined:

Large established education specific consultancy organisations
and general consultancy organisations who provide education
consultancy services
The main established education consultancy organisations are:
o
o
o
o
o
o
o
Nord Anglia
Cambridge Education Associates
Gabbitas
Mouchel
Serco
Tribal Group plc
Capita
These are large companies providing a wide range of services across a
range of education areas, such as school improvement, training
(including Inset training), and consultancy, and have worked with Local
Education Authorities.
It was difficult to establish costs for the large providers. However,
experience and previous contracts with such large organisations
suggests that fees per day would be in the region of £400 - £1500 per
day. One of the providers listed above has charged £750 per
consultancy day, which was a reduced rate for the block booking of a
large number of days.
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
Small Independent Education Consultants
There are many independent education consultants. These are, on the
whole, small organisations consisting of sole traders, although some are
larger and consist of several consultants. The independent consultants
are usually specialists in a specific area, for example, ICT, Citizenship,
timetabling.
The Society of Education Consultants maintains a database of education
consultants, which contains details of consultants together with a brief
profile and contact details. However, the database only contains three
consultants who are based in the North West. Although it is entirely
possible that consultants who are located in other parts of the country
would be willing to travel to deliver individual pieces of work, this would
be reflected in the fees charged.
There is a larger database on the NIACE web-site that has more details
of consultants who are based in the North West. Again there is the
benefit of the assurance that professional standards are met and more of
the consultants are locally based.
The service has used consultants to deliver Inset training. The fees range
from £300 to £700, with most of the fees being £350 or £400 per day.

Other Local Authorities
Web research has been undertaken on school improvement both with
Greater Manchester LEAs, Ofsted Statistical Neighbours and other
LEAs. Very few of the authorities have a dedicated school improvement
web site. Some authorities have lists of inset courses available and
some have the school improvement team contact details, others have
information on policies. The only more developed web site is Trafford.
Trafford’s site details the school improvement SLA. Derbyshire LEA has
a dedicated 14-19 web site which gives details of services offered,
charges, vacancies etc.
Some local authorities: Oldham, Rochdale and Blackburn with Darwen,
have developed an education trust to deliver professional and Inset
training.
Trafford School Improvement Package consists of 20 hours of on site
Advisory and Inspection services to meet needs identified by the Head
Teacher and also includes:
o
o
o
Free copies of guidance and documentation to cover
curriculum, pastoral and school management issues
Free access to curriculum networking opportunities for the
foundation stage and national curriculum subjects
Subscription to the Document Survey Service (Bristol)
The cost of this package is £1,150 +VAT per year
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Derbyshire CC – VOCfax




School Improvement and Curriculum Development (individually
negotiated and tailored contracts) are £425 per adviser day
Support for Appointments £425 per adviser day
Courses and conferences £95 per day
Subscription Services £100 per school per year
6.3.3. Conclusions

Other LEA’s still retain control of the central IAS service and contract
support and other services out – for example subject specialist
advice and training.

The market for school improvement is a mature market which is
capable of delivering all of the services required from a school
improvement team. However, this work is generally either on a
“whole” LEA approach or small “one off” project activities.

The larger companies would be more able to take over the running of
the service. The smaller companies could make up a mixed
provision. However, the smaller companies cannot usually meet
long-term contract requirements where they are a sole trader.

The fees charged by the larger, established consultancy companies
are generally more expensive then those of the independent
consultants.

Salford’s charges for Inset training are comparable with other
providers and local authorities.
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6.4
Consultation
A significant amount of consultation was undertaken with a range of stakeholders, the
purpose of which was to seek their views on the Inspection and Advisory Service and to
inform the challenge process.
6.4.1
Stakeholder Identification
The stakeholders were identified as:






6.4.2
Headteachers
Heads of Department
Subject Co-ordinators
IAS staff – Inspector-Advisers and Consultants
IAS Administrative staff
Other Local Education Authority Officers
Consultation Methods
Consultation activity was undertaken with each of the stakeholder groups using
a mixture of questionnaires, focus groups, and telephone interviews to support
the focus groups. Telephone interviews were carried out with:





6.4.3
The Chief Executive
The Lead Member for Education
The Director of Education and Leisure
The Assistant Director – School Improvement
Local Education Authority Officers who were not available to attend the
focus groups
Focus Groups
Mouchel facilitated Focus Groups during October 2002 for:
o Primary Headteachers
o Secondary Headteachers
o Inspector/Advisers and Consultants
o IAS Administrative Staff
o LEA Officers from outside the IAS
Summary of the findings from the Headteacher and LEA Officer focus
groups and telephone interviews.
Headteachers valued the service that they receive individually from the IAS
and felt that a common sense of purpose has been maintained if not
increased since the Ofsted inspection. They saw much strength within their
service, and felt that this must be maintained and built upon as the service
develops.
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They see the strengths of the service as:











The talented and flexible personnel within IAS who are
willing and loyal to the LEA.
A general belief and optimism that more can be achieved in
terms of school improvement.
More time potentially available because of the
categorisation of light touch schools.
Effective relationships and partnerships with and between
schools.
The LEA’s strong position in terms of advanced literacy and
numeracy schools and world-class test entries.
The close working relationship between Consultants and
Inspector- Advisers.
The synergy achieved in working across initiatives.
Welcome and support for the new Director and her
endeavours.
Pleasing improvement in pupil performance, which has
occurred in primary schools.
Examples of excellent advice pre-inspection where the
meeting agenda was agreed upon beforehand.
Agendas for visits to schools now being communicated to
headteachers in advance.
However, they also recognise the difficulties under which the service is
operating including:








The outstanding need to stabilise and regularise the IAS’
organisational and employment structures (e.g. the
removal of acting positions).
Too much external review.
The need for time to discuss the modus operandi of
different groups of personnel and the strategies that work
for them.
Perceived lack of support from some senior officers in the
Council and the feeling that education is not well linked to
other Council services and strategies.
The difficulty in attracting the best people to the service and
the need to offer them good pay and conditions,
comparable to those enjoyed by headteachers.
The need to incorporate sufficient flexibility in the IAS to
enable it to meet new challenges as they come.
The need to promote “joined up” working across the
Directorate and with big strategic plans (the example of
reviews of primary and secondary school provision being
taken in isolation to each other and predicted pupil
numbers, regeneration etc. was cited).
There are perceived difficulties in the way special schools
are treated by IAS.
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






The move to the Cabinet style of local government
reducing headteacher input to the education agenda and
policy.
Some lack of clarity amongst some headteachers of the
role of IAS in raising standards.
Secondary headteachers believe that there are gaps in the
IAS’s ability to provide them with support and advice in
their leadership role.
The agenda for “light touch” visits remains broadly similar
to that delivered in other category schools.
Questions about how IAS can better promote the sharing of
good practice from successful schools to others.
Lack of mechanisms for feeding back issues and concerns
to the IAS as a whole or the rest of the Authority. Current
concerns have not featured in recent communications with
IAS (e.g. attendance, behaviour, health & safety, refugees /
asylum seekers, travellers, changes in nature of
population).
Difficulties in understanding the LEA’s role in challenge and
support – tensions between the roles of inspecting and
advising.
Summary of the findings from the Inspector-Adviser and
Consultant focus group sessions



6.4.5
Perception of lack of clarity around expectations of the Council
regarding the IAS.
Complex role to deliver the extensive central government agenda
whilst also responding to the local context, corporate priorities and
schools' needs.
Despite knowledge of the council’s pledges, individuals
within the service are not clear how the pledges were
formulated or the practicalities of implementing them
Consultation with Heads of Subject and Subject Coordinators
A questionnaire was sent to all Department Heads in High Schools and Subject
Co-ordinators in primary schools. There was a response rate of 25% from the
high schools and 20% from the primary schools
Summary Findings - High Schools

70.18% of respondents rated contact with the IAS as satisfactory or
above: 21% of respondents rated contact as poor or very poor.

66.67% of respondents rated effectiveness of the LEA’s IAS in
supporting school improvement as satisfactory or above: 17.5% of
respondents rated effectiveness as poor or very poor.
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
The most valuable support received in the last twelve months was:
o
o
o
o
o
o
o

Key areas of concerns about IAS
o
o
o
o
o
o

Dissemination of materials and resources and information
Visits to school very helpful
Lesson observations and feedback / classroom input
One to one advice
INSET training and courses for the whole school
SN8 training (Special Educational Needs)
KS3 help, advice and support
Lack of Support
Very little contact / no help or support
Assistance pre-Ofsted not available
Key Stage 4 support spread very thinly
Unsure of the role of IAS to my subject / many staff do not
know what IAS staff do to aid their areas
IAS isolated from rank and file teaching staff
Key areas where teachers felt IAS could be improved
o
o
o
o
o
o
o
o
o
o
o
More regular contact with schools / advisers to make
themselves known in school
Employ more consultants
We’d like more of them!
A more effective way to ensure all staff have access to INSET
More INSET days
Cascade information on new developments and training
Better communication with specialist departments
Newsletter outlining important changes
Less competition and more sharing and co-operation between
schools
Better support for KS4 curriculum / KS2 to KS3 / levels of
KS3 carried through to KS4
A fixed base and one meeting point or venue / a central bank
for resources / a “numeracy” base
Summary Findings - Primary Schools

95.59% of respondents rated the contact with the IAS as satisfactory
or above: 2.9% of respondents rated contact as poor or very poor

95.59% of respondents rated the overall effectiveness as satisfactory
or above: 2.9% of respondents rated effectiveness as poor or very
poor
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
Most valuable support received from IAS in the last 12 months.
o
o
o
o
o
o
o
o
o
o

Concerns
o
o
o
o
o
o
o
o
o
o
o

Help with target setting
Whole school focus on improvement
Numeracy / Literacy / Science / ICT / Art / D + T/ SEN support
good
Adviser visits /Consultants visits / Link adviser visits / PreOfsted visits
Lesson observations / demonstration of lessons
One to one help
Courses usually of a high standard
New ideas and up to date information at co-ordinators’
meetings
Telephone support
Dissemination of good practice
Insufficient time in schools due to workloads of advisers
Don’t initiate contact
Too few people to cover all areas
Don’t come into school as much as we’d like
Repetitive nature of the courses
Different timings of courses to allow more access
Don’t always know how much support we can expect
Not clear on the services offered – lack of communication
Targets set too high
More help to new teachers
Support on a more regular basis
Suggested Areas for Improvement
o
o
o
o
o
o
o
o
o
o
Facilitate more contact between schools / share examples of
good practice
More direct contact with schools rather than just by request
Where possible base things on the clusters
Increase communication / more newsletters to let us know
what’s happening
More use of the Internet / websites
Different timings for courses
More school based training
Better forward planning and timetabling of meetings
Co-ordinators’ meetings during the day
More staff / more times / more general advisers
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6.4.6
Audit Commission School Survey Report for Salford LEA Summer/Autumn 2002.
The Audit Commission carries out an annual survey of all schools to ascertain
their views on the quality of the services provided by their LEA. Results for
individual LEAs can then be compared to the whole sample. The 2002 survey
was originally issued electronically in the summer and had a very poor return in
Salford – 7%. The LEA re-commissioned the survey, which contained
additional IAS specific questions, to be issued by post in the autumn. The
response rate on the re-issue was 65%. The findings from the survey are
summarised below:
`
Summary Audit Commission Survey Findings
The two questions below were based on a rating scale of 1 to 5, with 1 being
very good and 5 being poor
1. Contact with the IAS
2. The overall effectiveness
of the LEA’s IAS in
supporting school
improvement
Primary rating 1.57
Secondary rating 1.81
Primary rating 2.02
Secondary rating 2.88
3. Support from the IAS within the last twelve months
that has been of the most value to the school
Primary
 Support.
 Termly visits.
 Good critical challenge and outside view.
 Encouragement.
 Training.
 Numeracy and literacy support.
 Subject specific support.
Secondary
 Termly agendas.
 Exceptional support.
 Visits.
 Monitoring visits.
 Support for SEN, Literacy and Numeracy.
 Courses.
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4.
What are your concerns, if any, about the IAS?
Primary
 Too much emphasis on targets.
 Too much emphasis on Numeracy and Literacy.
 Insufficient Inspector/Advisers.
 Support not hands-on enough.
 Balance and conflict of Inspector/Adviser roles.
 None.
 Knowledge of schools lacking.
 Credibility of some staff.
Secondary
 Portfolios too broad.
 Quality of support.
 None.
 Credibility.
5.
How the IAS could be improved
Primary
 Use seconded practitioners.
 Widen the training.
 Greater involvement with schools.
 Practical help rather than inspection and monitoring.
 More of them.
 More communication and sharing of good practice.
Secondary
 Smaller team of highly qualified and skilled staff.
6.
General Comments
Primary
 IAS staff are very approachable and supportive.
 Courses are worthwhile.
 IAS work hard and I am pleased with the service.
 Advisers need to be credible, proactive and
enthusiastic.
Secondary
 IAS is not a problem.
 More Head-teachers would apply for positions with IAS
if salaries were commensurate
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6.4.7
Administrative officers who support the work of the IAS.
The Best Value Coordinator undertook further consultation work
with the administrative staff to focus on the administrative function
rather than the Inspection and Advisory role.
Findings from the Administrative Officers’ group
The strengths of the administrative team are:
 Some long-term staff have good knowledge base - other
departments of LEAs contact us for information.
 Good relationships with schools have been built up over the years
through various projects.
 Ability to re-plan and react to last minute requests to meet deadlines.
 Informal feedback is positive and no complaints have been received
about the team.
 Organising and planning and covering for periods of sickness and leave
 Communication
 IT Skills
The issues/improvement areas are:
 People using meeting rooms interrupt staff.
 Stop being asked to photocopy one side of A4, fill up staplers, clean PC
screens for Advisers.
 Diary sheets do not work properly.
 Records of visits are lengthy and take up a lot of time to type up.
 I.T. is not used to monitor and record information, communicate, or plan
and organise. Advisers ask the admin staff to download material
 The web-site is not developed.
 Information sharing - answers to unusual calls.
 Advisers need to plan.
 Monitoring – there are no service standards. Marketing do not recognise
Desk Top Publishing package.
 Photocopying (information/handouts for training courses) is an issue.
Often there is a large amount to do but not enough for the print room.
 Information Technology
 Job Descriptions are out of date need to be revised.
6.4.8
Inset Training Consultation
Consultation, by the way of questionnaires, took place with the
primary schools in April 2002. Schools were asked to rate various
aspects of the service. A total of 44 questionnaires were returned,
giving a response rate of just under 50%.
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Findings of the consultation
The findings of the survey are summarised below and are presented as a
percentage of the total responses.

Services receiving a good to very good rating
 Booking of training
88%
 Customer care/helpfulness of staff
88%
 New folder format
77%
 Description of courses
59.1%

Services receiving a poor to satisfactory rating
 Subject co-ordinators meeting
61.4%
 Choice of training
45.5%
 Quality of training
43.2%
 Calendar of events
43 %
 Choice of times
43 %

There was dissatisfaction with following:
 Wider range of subjects needed – heavy focus on Maths and
English
 Little support for new co-ordinators
 More accelerated courses and DT
 Not directed and specific to QCA scheme
 Lunchtime provision, would like training on school site for this
 Location of courses
 Repetition of courses
 Problem in supply cover
 Quality of courses
 Dissatisfaction with dates at beginning of school year
 Acknowledgement of problems with venues this year
 Lack of dates for this academic year
 Variations in quality of courses
 Dissatisfaction with timing of courses – more choice requested

Other Issues and Comments
 81% of schools felt the choice of training covered the needs of
the school
 15.9% of schools felt that the training was not sufficient.
 68% would use the LEA as a venue for INSET training.
 45.5% stated that the most popular opening time is 8:00- 6.30
 86% would prefer cluster-based training.
 86.4% would like the LEA to offer a Brokerage Service.
 80% of schools are satisfied with the INSET service
 60% of schools have used the four SLA training days
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6.4.9
Conclusions from the consultation activity
Many different stakeholders gave their views, opinions and ideas
during the consultation undertaken for the review. This therefore
gives a wide and varied range of subjects for consideration and
makes drawing key conclusions difficult.
However it is important to note that the majority of those consulted
expressed admiration for the commitment and dedication of the
individuals who make up the service. There is also a need to
acknowledge that some of the concerns expressed by schools do
not, in fact, relate to the IAS but to government policies.
However there are some consistent messages from the
consultation including:

Lack of clarity
 Around expectation of the Council regarding IAS
 Around the roles and responsibilities of all IAS staff
 The role of IAS in raising standards in schools
 Understanding the role of the LEA in challenge and support
to schools
 How much support a school / teacher can expect

Complexity of role
 External Review / Targets
 A perception that there is too much external review of
schools
 Pre-Ofsted support and help inconsistent
 Targets being set “too high”
 Too much emphasis on targets
 Sharing of good practice / communication
 In-ability of head teachers to give input into the education
agenda since cabinet style began
 Lack of mechanisms for schools to feedback issues and
concerns to IAS / LEA
 Facilitation of the sharing of good practice between schools
 Rank and file teaching staff feeling isolated from IAS staff
 Need for increased communication e.g. newsletters, more
cluster type meetings etc.
 Demand for the service outstrips supply
 Need to balance school demand with IAS staff and
resources
 Review of “light touch” criteria
 Ensure schools know “what to expect” from IAS
 Lack of specialist staff (e.g. modern foreign language
advisory)
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6.5

INSET training
 The choice and quality of training needs improving
 Needs to be changes to the calendar of events and timing of courses
 Cluster based training was a popular idea with schools.
 A brokerage service for training would also be welcomed.

Administration
 To streamline processes, all manual systems and processes should
be reviewed and new, IT based, systems be implemented as
appropriate.
 Records of visits are lengthy to type up and use is not made of the
professional type room located within Support Services to do this.
 Photocopying (information/handouts for training courses) is an issue
as there are large amounts to do but insufficient to send to the print
room.
 Job Descriptions are out of date and need to be revised.
Challenge
6.5.1
Challenge Sessions
For the purposes of the Inspection and Advisory Service Best Value Review,
fundamental challenge was undertaken by the engaged consultants,
Mouchel, with senior managers, Inspection and Advisory Service staff, other
LEA staff, and headteachers. The challenge sessions with stakeholder
groups were held to:

Share the national agenda to develop a common understanding of
the external issues shaping the future of the service

Challenge the “big picture” and strategic issues.
Reports, which provided information for the strategic challenge sessions,
were:




Service Profile Report – which gives an overview of the current
service
A report, produced by Mouchel, on the duties of an LEA to promote
School Improvement - A review of Legislation, Statutory Guidance
and Good Practice and an overview of the national agenda
A comparative information report
A consultation report that summarises all of the consultation activity
undertaken.
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6.5.2
Recommendations arising from the challenge sessions
The findings from the review and the 4Cs analysis, together with the
outcomes of the strategic challenge sessions have been compiled into a
challenge document, which outlines:




The issue
The findings
The challenge questions
The emerging recommendations
The challenge document is detailed in appendix 5.
From the challenge document the following recommendations have been
made.
1
Define the future strategic direction of the service from the key central
government documents that drive the service.
2
Review the name of the service in light of the national agenda.
3
Redefine the common purpose of the service in view of the government
agenda for IAS and the requirements of stakeholders.
Determine specific roles, responsibilities, and accountabilities of all
stakeholders.
4
5
Review and re-write the service aims and objectives to ensure that they
reflect the national agenda, local requirements and the common purpose.
6
Redefine what the core and non-core business is, in light of the national
agenda, customer requirements, the restated purpose and new service
aims and objectives. .
Develop alternative arrangements, including SLAs, for the activities and
services no longer being offered by the service through consultation with
stakeholders to establish how they would like to procure extra services.
7
8
Continue to offer the existing service level agreements until the
brokerage option for IAS is in place, and review them for clarity,
transparency and appropriateness.
9
Re-organise the office layout to minimise interruptions.
10
Establish and communicate target-setting protocols.
11
Review, in consultation with staff, the process for the production of
reports. Consider
- sending the lengthy reports to the type room to make best use of
staff time
- whether Inspector-Advisers should type up their own short reports
using the Education Planning and Monitoring system.
- Whether the report production process can be shortened.
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12
Review processes to implement electronic monitoring and reporting
systems to replace paper-based systems such as training administration,
and report writing.
13
Devise an evaluation strategy and programme.
14
Redesign course evaluation forms using an established model.
15
Build in quality standards, for external consultants and course presenters,
into the evaluation procedures.
16
Maintain a database of course statistics and performance management
information.
17
Utilise the existing SAP training administration module to administer inset
training.
18
Encourage people to book training electronically.
19
Review the staffing structure and restructure the service to enable the
delivery of the national agenda and ensure that it continues to meet its
statutory obligations and local needs
Review and revise the job descriptions of staff required to deliver the
service.
20
21
Provide training for all staff in the new NIACE professional national
standards for Inspector-Advisers.
22
Provide training to Inspectors -Advisers in the use of ICT.
23
Consider a range of recruitment and retention issues and revise
arrangements as appropriate.
24
Implement the corporate attendance management policy and ensure that
monitoring arrangements are in place.
Consider whether it is necessary to review the decision to hold the funds
centrally and whether further funds should be delegated.
25
26
Review unit costs.
27
Devise a communications strategy for the service to improve
communications.
28
Implement a consultation strategy to regularly gain the views of
stakeholders and which includes a feedback mechanism and a process
to deal with concerns outside of the service.
29
Consultation takes place with schools to ensure that the new agenda,
structure of the service, and the procurement to deal with unmet needs
meet with approval.
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6.5.3
30
Review the arrangements for agenda setting for meetings so that both
schools and Inspector-Advisers have ownership.
31
Consult with schools on the current mechanisms used to involve them in
planning and decision making processes, gain their views on new or
alternative methods, and devise a strategy to promote joint working and
fully include service users in the decision making and planning
processes.
32
Investigate the best way (including a service web site and e-based
solutions) to facilitate the sharing of learning and information between
schools, the service and the rest of the Directorate and implement an
agreed strategy to work in partnership with others.
33
Implement regular self-review sessions.
34
Produce a service plan for 2003/04, which covers all of the functions and
services and links the service planning and performance management
process to the pledges.
35
Set local performance indicators to measure the contribution the service
makes to the achievement of the Best Value Performance Indicators
(BVPI) and measure service provision not covered by BVPI or the EDP.
36
Implement the electronic Education Planning and Monitoring system to
monitor the achievement of the EDP and record visits to schools.
Issues arising from the consultation which are outside of the IAS service
There are a number of issues arising through the review that are not specific
to the service rather they are related to the LEA and council. The issues
are:

Some officers do not routinely have access to performance data.
This is an area that has already started to be addressed by the
Strategic Support Service who are aiming to:
o clarify information requirements
o create a web site that is an information resources for schools
and other stakeholders
o improve the navigation of the Strategic Support web-site
o raise awareness with stakeholders of where information can
be found

Schools are not fully aware of the overall vision of Salford City
Council

Schools fee that since the introduction of Cabinet they are more
remote from the policy-making process
The Director of Education & Leisure will take these issues forward.
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7.
OPTIONS APPRAISAL
7.1
Introduction
The options for the future delivery of the Inspection and Advisory Service were
informed by the evidence gathered during the course of the review, and focused on the
following considerations:



7.2
The views expressed by stakeholders during the consultation undertaken as part of
the 4Cs analysis of the review
The analysis of the current service provision
The findings from the 4Cs analysis and review
Service Delivery Options Considered
The options considered were:







7.3.
Improved in-house delivery
Market testing
Externalisation
Agreements with other public service organisations
Partnering Arrangements
Hybrid Options
Cessation of service
Options Analysis
Each of the options for how the Inspection and Advisory Service could potentially be
delivered was analysed, taking into account the issues emerging form the best value
review.
Several activities were undertaken to inform the options analysis.
7. 4.

Two pieces of work were completed to help to make decisions about the options.
Both of the pieces of work are based on suggested templates from the Institute of
Local Government Studies and Birmingham University. These are detailed in
Appendix 6 and Appendix 7.

An option suitability audit was undertaken to establish which of the options were the
most appropriate. The suitability audit is shown in appendix 8.
Least suitable options
From the options appraisal the following options were found to be the least suitable.



Market testing
Externalisation
Cessation of the service
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7.5
Most suitable options
From these options the following were short-listed as being the most suitable options
for the provision of the Inspection and Advisory Service:
a. Improved in-house service delivery
b. Agreements with other public sector organisations
c. Hybrid options
7.6.
Advantages and disadvantages of each of the short-listed options
The advantages and disadvantages of each of the short-listed options have been
identified.
a. Improved in-house service delivery
Advantages






There is a broad base of knowledge and experience of Salford, its schools and
the context
The staff are known to schools and are largely valued by them
The service would be continuous
There would not be any disruption to the service delivery whist improvements
were being implemented
The service recognises that there is room for improvement
The improvement will be monitored and evaluated through the service
improvement plan and Directorate performance management scheme.
Disadvantages


The view of some stakeholders is that some members of the service may not
have the skills to improve
The option will need to be monitored to ensure it remains competitive and
achieves its outcomes
b. Agreements with other public sector organisations
Advantages



When there is too much demand on the time of the IAS the extra time could be
delivered in partnership with others
The Inset training could be delivered in partnership with other neighbouring
authorities
Income generation
Disadvantages

The issues around managing such joint working
For each of the options the advantages and disadvantages have been assessed.
From the three options the hybrid option was considered to be the most appropriate
option to develop further.
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c. Hybrid Option
Advantages
In addition to all of the advantages listed in the previous two options, other advantages
are:

Operating in a mixed economy gives greater flexibility and meets the government’s
modernising agenda.

Each aspect of the options can be considered separately – and
improvement/alternatives to each aspect taken independently.
Disadvantages

7.7
The service may be more complex and, potentially, more difficult to manage
The Preferred Option
The preferred option is the hybrid approach as this is felt to be the option that is the
most appropriate for the service. This option is supported by the findings from the
review and is explained further in the following section.
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8.
DEVELOPMENT OF THE PREFERRED OPTION
8.1
Introduction
Based on the consultation and research undertaken as part of the best value review, the
hybrid option is considered to be the most appropriate as it is best placed to achieve the
central government agenda and meet the local needs of schools.
8.2
Proposed Option
The option proposes:







8.3
Redefining the service by:
o refocusing the purpose of the service;
o revising the aims and objectives of the service; and,
o redefining the core service activities.
Restructuring the service to meet the new focus of the service by:
o changing the role of the Inspector/Advisers to a generic one;
o removing the subject specialist Inspector/Adviser role; and,
o procuring expertise and support from external consultants in the private
sector and from other authorities to support the work of the InspectorAdvisers including, for example, specialist support and support to implement
initiatives across the city.
Reducing the number of established Inspector/Adviser posts from 18 to10.
Changing the remuneration rates for Inspector/Advisers to reflect those of
neighbouring authorities and attract high calibre staff.
Leaving Consultants funded from the Standards Fund as they are to deliver
initiatives and strategies.
Continuing to deliver inset training to support KS1/2 Literacy and Numeracy, the
Key Stage 3 strategy, EiC and other Standards Fund initiatives
Reviewing the arrangements for procuring other Inset training from external
consultants either through brokerage or joint working with other neighbouring local
authorities.
Financial Implications
There will be no increase in resources required to deliver this service, rather there will
be a surplus to be further delegated to schools to enable the procurement of extra
support and inset training.
8.4
Change Management Strategy
Change can be both difficult and uncomfortable for some people and motivating and
positive for others. To facilitate the smooth transition from the current structure and
focus to the new vision, the Directorate aims to ensure:



An implementation plan is produced to ensure smooth implementation.
Communication is strong at all levels so that all staff are aware of changes
and timescales and any emerging issues can be dealt with swiftly.
The impact of changes is evaluated to validate the effectiveness
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Inspection and Advisory Service
Best Value Review
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9.
SERVICE IMPROVEMENT PLAN
9.1
Introduction
To deliver the changes as identified through the fundamental review of the Inspection
and Advisory Service, and to strive for continuous improvement, a Service
Improvement Plan has been formulated to incorporate the service issues and
recommendations that have arisen during the review.
9.2
Composition of the Service Improvement Plan
The Service Improvement Plan is comprised of:





The recommendations
The outcomes expected
Timescales
Lead Officer responsibility
Resource implications
The Service Improvement Plan is detailed in Appendix 1.
9.3
Barriers and Risks to the implementation of the Service Improvement Plan
The recommendation of the new management structure and consequent personnel
changes means that the success of the service plan lies with the staff employed within
the new management structure. Therefore it is important that new personnel are fully
conversant with the document and that some of the agreed dates, timescales and
accountabilities may need to be changed once the new management structure is
approved and in place.
9.4
Monitoring and Review of the Service Improvement Plan
The service improvement plan, once approved, will be incorporated into the existing
service plan and will be updated monthly. The Assistant Director will be responsible for
monitoring progress and updating the plan. The plan will also be reviewed through the
service planning monitoring process, the Directors’ monthly Best Value Progress
Reporting procedure and scrutiny reporting.
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