21st Century Learning Commission IN
Salford
Salford’s 21st Century Vision
• We want our learners to be successful, who enjoy
learning, make progress and achieve.
• We want our learners to be confident individuals who
are able to live safe, healthy and fulfilling lives.
• We also want our learners to be responsible citizens
who make a positive contribution to society.
Independent Review of our system offer
Salford’s Non-Negotiables
• Further improve and impact on attainment, progress and
well-being outcomes for Salford’s young people.
• Supporting our education system to deliver leadership and
management at all levels including governance to an
outstanding level.
• The Local Authority has the responsibility for ensuring
schools are challenged and supported to improve, as well
as the right to intervene in any school causing concern.
• High quality provision in Salford must focus between the
phases so that Salford young people choose to be
educated in the city and contribute to its educational,
economic and cultural life throughout their lives.
National Drivers for Change
• The Children’s Plan.
• Apprenticeships, Skills, Children and Learning Act
2009.
• The Greater Manchester Challenge are encouraging
those schools and local authorities whose results could
be better to consider structural solutions.
• Solutions which include National Challenge Trust
status, hard federation, Academy status or closure.
Local Drivers for Change
• Government are keen to explore locally driven solutions at City
Region and Local Authority scale.
• The development of a new Children and Young People’s Trust and
neighbourhood delivery.
• We have several outstanding schools and many more pushing
forward. We can be world class.
• We need to attract more young and adult learners to our city and
to return to learning
• We need a future workforce that is highly skilled and well qualified.
• The proposals outlined within the Apprenticeships, Skills, Children
and Learning Act 2009 will make it vital for Salford schools to work
more closely in partnership with each other.
• Delivering the Pupil and Parent Guarantees will require schools to
work in deeper partnership with other schools and across wider
children’s services in order to offer more by working together than
any one partner could alone and to provide better value for money.
21st Century Learning Commissioners
Daryl Agnew
Until December 2008, Daryl Agnew was a Children’s Services
Advisor with the Department for Children, Schools and Families. She
has been a HMI, a registered inspector with OfSTED, and deputy
director of a local education authority. She began her teaching
career as an English and drama teacher at a Sheffield
comprehensive school. She is full time Director of Navigate’s
consultancy services.
21st Century Learning Commissioners
Hazel Harding
CBE DL
Started her career as a journalist. Leader of Lancashire County Council from 2001.
Chaired the Cabinet which is the Executive of the Council. During her time as Leader the
Council achieved first “Good” and then “excellent” and “Four Star” status in successive
performance assessments, Lancashire was regarded as one of the best performing local
authorities in the country. Lancashire at this time was in the first phase of Building Schools
for the Future, initially as a reserve but quickly moved to become one of the leading
authorities. Hazel was the vice chair of the North West Regional Assembly Board
(NMRA). Since its reorganisation and the formation of the Executive Board, the NWRA
has become much more focussed and brings together major decision makers from local
authorities and partner organisations from across the region. Other National work includes
chair of the Safer Communities Board of the LGA, five years membership of the
Lancashire Learning and Skills Council, having previously been member of both of the
regional Further Education Funding Council and Lawtec, Chair of the Lancashire
Economic Partnership Forum. Also previously chaired the Board of East Lancashire
Partnership and Blackburn Cathedral Council.
21st Century Learning Commissioners
Mel Woodcock
Mel Woodcock has spent his career in education, the vast majority of that time
as a senior manager in schools. In his 15 years in headship he led two
challenging schools. The second he took out of special measures and stayed to
develop into a large specialist arts college. Mel was involved in the Urban
Leadership programme at an early stage and is an accredited urban leader and
assessor. He also worked with Institute of Education on action research into the
challenges of urban education across the age ranges. Since leaving headship
and moving into consultancy, he has worked on a wide variety of projects with a
number of schools and local authorities, the National College of School
Leadership (NCSL) and with the London Challenge. Mel has advised the 14 to
19 reforms in a number of authorities and has been instrumental in supporting a
number of primary schools move from special measures. He maintains a close
awareness of issues in schools through his work as a SIP.
Suggested key questions
• Test and develop the concept of Partnership.
• The need for schools to actively contribute to wider social and
economic regeneration. Link any recommendations to areas of
good practice.
• Ongoing review of SEN provision within the authority.
• How might any future proposals be resourced?
• Identify relevant international, national, regional and local
examples of good practice that support the Commission’s work.
• What level of change stakeholders in education in Salford would
support?
• The contribution of such proposals to the pledges of Salford City
Council.
Areas of general discussion
1. State the part played by you or your organisation in
the educational life in Salford.
2. What are the strengths in Salford’s educational
provision?
3. What are the most important educational problems
and challenges facing Salford?
4. What are your ideas for solutions for some of the
problems and potential improvements?
Areas of general discussion
5. Have you any ideas of how Salford schools might
better serve the whole community?
6. What are your views on the suitability of the existing
location and pattern of provision for the challenges of
the 21st Century?
7. Do you think there are aspects of the culture in Salford
which work against higher standards of achievement
and participation in education? If yes, what do you
think might be done to change this?
8. What are your aspirations for the future?
Areas of Specific Discussion
1. In some parts of the City, significant numbers of children transfer
at 11 years of age to schools outside Salford. What do you think
needs to be done to counter-act this?
2. Changes in the birth rate mean that again, in some parts of the
City, there is a significant problem of surplus places or shortages.
What in your view should be done about this? Have you any
specific proposals?
3. What ideas do you have for raising levels of engagement and
participation in education post-14?
4. With respect to any education partnerships with which you are
involved, how do you think these could be made to contribute
more effectively to raising achievement in Salford?
Timescales
21st
What
Century Learning Commission begins its work and period
of consultation
When
01 February 2010
21st Century Learning Commission publish initial reflections
March/April 2010
21st Century Learning Commission continue their work and
period of consultation
Complete and present 1st stage report on guiding principles
April/May 2010
Local authority consults on the first stage report
21st Century Learning Commission continues work on final
report, visit individual schools and meet with appropriate
officers
21st Century Learning Commission presents final report to the
authority
Consultation process
Local Authority produces a Statement of Intent
01 June 2010
June 2010
July/September 2010
01 October 2010
October/November 2010
01 December 2010