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•
Key policy drivers: autonomy, collaboration, freedom, diversity, self-improvement, accountability – an increasingly schoolled system
• The challenges: building capacity, confidence and trust – structure & governance
•
The goal: that elements of a devolved system are held in balance so that …
1.
Autonomy doesn’t become isolation
2.
Diversity doesn’t act as a barrier to collaboration
3.
Accountability doesn’t become regulation

•
•
•

Designation is open to…
• any phase of school: nursery, primary, middle, secondary, 6th form/college, special or pupil referral unit / short stay school
• any type of school including independent, academy, federated, faith school, free school, studio school, university technical college (UTC) grammar school or school leading a chain
• smaller schools , such as smaller special or primary schools, as the model enables more than one school to share the designated role of leading a teaching schools alliance

Designation criteria … a high bar …
• A clear track-record of successful collaboration with other schools
• Ofsted outstanding for overall effectiveness, teaching and learning and leadership and management
• Consistently high levels of pupil performance or continued improvement
• An outstanding head teacher with at least three years headship experience, and outstanding senior and middle leaders with capacity to support others.

As well as offering training and support for their alliance themselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to:
1.
lead the development of a school-led ITT system
2.
lead peer-to-peer professional and leadership development
3.
identify and develop leadership potential
4.
provide support for other schools
5.
designate and broker Specialist Leaders of
Education (SLEs)
6. engage in research and development

ITT / Schools Direct CPD Succession planning
Teacher training Leadership Development Talent Management

 Many Teaching Schools already involved
 Opportunity to build on teaching hospital model
 ITT a core business in TS
 Fully accredited – SCITTs
 Strategic leadership across alliance
 Quality of ITT has potential to attract schools to join alliances
 TS Council has developed principles/features of a mature ITT system
 School Direct
 Graduate Career Progression
“… over the next five to ten years we expect that, rather than Government managing much of the ITT system centrally, schools should increasingly take on this responsibility.”
Training our next generation of outstanding teachers:
An improvement strategy for discussion (June 2011)

• Comes in many forms
• Combination of NLE, LLE, SLE,
NLG and other support as required
• Schools benefiting include those in
Special Measures, Serious
Weaknesses, “coasting” and those lacking in leadership capacity/specific expertise
• Operates on a continuum – from relatively light touch to federation, trust, chain, academy sponsorship arrangements – as appropriate
• Funded through various sources/contracts inc LA, DfE, school
• Focus always on impact

 Working with range of partners to improve practice and outcomes for pupils in schools which may request support or be required to be part of a support package
 Often a bespoke and practitioner-led response to local need
 Challenge of working with other providers
 Government recognition of important role of senior/middle leaders play in school improvement
 Teaching schools responsible for designation, brokerage and quality assurance of SLE
 Attractive leadership development opportunities
 Challenge of ‘culture change’ with TS ‘charging’ for SLEs

 Relatively new designation acknowledging the important role of middle and senior leaders in supporting their peers
 Excellent professionals in leadership positions below the headteacher, with the capacity, capability and commitment to work beyond their own school
 Outstanding in a particular area , for example: a subject specialism; inclusion; ITT mentoring; performance management; behaviour; school business management
 Have the track-record and skills to work in this way
 Designated and brokered by teaching schools , but may be from any school

• Outstanding themselves, not their school
• Range of roles
• Skill
• Track record
• Capacity

Research and development network
• Enabling Teaching School alliances to engage in research and development activities, both working with their individual HEI partners and working in regional and national networks
• Providing opportunities for training, sharing expertise and wider dissemination of ‘what works’
 Teaching Schools network offers key means for alliances to collaborate and learn from each other
 Way of creating new knowledge and evidence of effective practice
 Many funded opportunities for TS to develop their expertise through working with other schools/university partners

Governance of Teaching School Alliances:
 Range of governance arrangements – layered
 Involving key strategic partners in governance
Leadership of TS Alliance involves:
 Clear vision
 Strategy for developing people
 Restructuring TS to allow strategic development and sustainability
 Enhancing effective teaching and learning through TS remit
 Building, developing partnerships within/beyond TS alliance – social capital
 School Governance/Teaching School Accountability

 Optimistic, enthusiastic and curious – belief in people
 Commitment to social justice, equity and excellence
 Respect and empathy for others
 Resilient – tireless energy
 Persistent – in pursuit of excellence, putting pupils first
 Drive and determination – ambitious
 Courage, conviction and integrity
 Vigilant and visible – ‘only the best will do’
 Humility plus professional will (fierce resolve)
Ofsted Outstanding Schools series 2009/10; Capturing Leadership Premium, McKinsey 2010
Glatter 2009; Future of Leadership, National College 2008 .

1.
Great use of data – ‘the best bits’
2.
Collective responsibility for the issues – the brutal facts
3.
A mechanism for moving ‘the best bits’ to where they are most needed
4.
Engagement in research and access to research
5.
A culture shift – from ‘my’ to ‘our’
6.
Joint accountability – peer scrutiny and review; a willingness to be transparent
7.
From ‘ sharing good practice’ to ‘ joint practice development’
8.
Professional generosity, reciprocity and collective moral purpose

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Initial Teacher Training/School Direct
Success criteria
Increase percentage of good or outstanding candidates recruited & retained across 5 Wells TSA
Progress
All NQTs joining alliance are good or outstanding
Train future teachers through School Direct programme
KPI (use number from list at end of template, where appropriate)
Action steps
Work with UoN to develop programmes;

Develop in hand with UoN the Recruitment Strategy of

Schools Direct / BA Hons / PGCE student placements
Continue to support UoN in the development of the Schools
Direct programme

Support with Quality Assurance of Schools Direct
Programme, including mentor training & student observations

Increase marketing of Schools Direct across all partners / other outlets. Offer to include unique selling point that 5 Wells can offer
ITT
Target: The number of initial trainees trained within teaching school alliances* increases year on year (in total and for each teaching school cohort).
(From July 2014 when data becomes available) The early employment rates for trainees trained in teaching school alliances.
By whom By when
UoN / LD
UoN / LD
UoN / LD
UoN / LD /
SBM’s
Dec 2014
July 2015
July 2015
Dec 2014





How measured
Increase Schools Direct from 2 placements offered across alliance to 4 in year 2
Increase student enrolments across partnership from 345 to
400
Impact of changes to training programme evident in 2015/2016 programme
Increased figures of students achieving higher grades at end of course ???
Increased number of applicants for 5 Wells TSA from 6 to 20
Apply to be lead school with increased placements across Primary /
Special & Secondary phases for academic year 2015/2016
Work with LA, Diocese & network of TS’s to share developments of programmes & link our offer to Leads of all schools in
Northamptonshire & beyond
AA / Admin
Team
All Heads / AA
/ NCTL / TSA
July 2014
July 2015


Designation as lead school for Schools Direct students
Evidence of work from all named

CPD / Leadership Development
Success criteria
Existing staff move into promotional opportunities within the 5 Wells
TSA
KPI (use number from list at end of template, where appropriate)
Progress
Quality of T&L improved across 5 Wells TSA
Data for partner schools improved
Ofsted grades for Leadership & Teaching & Learning increased
Quality of leadership
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement.
Quality of Teaching
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of teaching, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement

Action steps
Identify the Leadership & CPD needs of the 5 Wells TSA including



 local, National & individual schools priorities;

Audit skills of leaders
Work together as strategic partners to do peer reviews
Identified staff to complete OTP
Identified staff to complete OTP facilitator training
Deliver NPQML programmes
Partnership working with WEP

Developing effective partnership working with WEP
Liaise with WEP MB about possible models of working




Increase CPD offers

WEP – continue & extend network meetings / offer Governor training / NQT Induction
Accredit the NQT Programme
5 Wells TSA to offer targeted provision for all range of school
Leaders, focus in Year 1 on Senior & Middle Leaders
Commissioned services of 5 Wells TSA for LA
Work with UoN to investigate opportunities for Masters links with 5 Wells for career pathways
Establish procedures for Quality Assurance for training

Expand system leaders team across 5 Wells TSA;



AA / LC train as Ofsted Inspectors to support Quality
Assurance processes
Talent spot to introduce roles of SLE’s
Consider LLE role being reintroduced
Increase NLE / NLG roles
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage
2 and Key Stage 4).
Target: Double the rate of improvement.
By whom By when How measured
HE / All HTs
HE / LC
JHF / HE / All
HTs
AA / LC
HE / All HTs
Sept 2014
Dec 2014
July 2014
July 2014
July 2015
July 2015
Dec 2014
April 2015
July 2015
July 2015
April 2015
Dec 2014
July 2015
Oct 2014
Dec 2014
July 2015





Complete audit of skills in 5 Wells TSA
Complete peer reviews within 5 Wells TSA
6 Staff to complete OTP
2 Staff to complete OTP Facilitator training
NPQML programme completed through 5 Wells TSA



Clarity of working partnerships
Agreed model of working between WEP & 5 Wells TSA
Clear plan in place for future membership of 5 Wells TSA /
WEP

Schools Leaders including Head Teachers, Deputies, Middle
Leaders – increase leadership capacity measured by LA /
Ofsted
Increase promotional opportunities from 11 to 19



25 NQTs to complete accredited training
Increase engagement with supported accredited CPD for number of teachers / leaders - April 2013-April 2014=32 to

April 2014- April 2015 = 40
Increase delivered CPD days = April 2013-April 2014= 54 to


April 2014- April 2015 = 75
CPD links with Masters
Establish system for measuring impact to deliver training that

 is at least Good
Leaders in 5 Wells to train as Ofsted Inspectors
Increase numbers of system leaders
Type Current Target
Number
NLE 1 2
NLG 1 Consolidate
Role
LLE 0 2
SLE 0 4

Succession Planning and Talent Management
Success criteria
Fewer vacancies & easy to recruit to 5 Wells TSA
Effective contribution to the LA / DfE needs
Progress
% of staff starting in post at graded Good or better increased
Increased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
Action steps
Develop Aspirant Leaders dependent on Audit of School priorities,


LA needs, NA needs, DfE priorities, NCTL priorities;

Create a 5 Wells framework for identifying Aspirant Leaders
Create a personalised learning journey
Use talent spotting for Aspirant Leaders provide
 opportunities for preparation for system leadership
Develop understanding of wider picture of National context
By whom
AB / All HTs
By when
Sept 2014
Oct 2015
Dec 2014
July 2015




How measured
An effective framework is in place
Completed personalised learning journey
Internal / across 5 Wells promotion opportunities for 2013 –
2014 = 2 posts 2014-2015 = 8 posts across 5 Wells TSA
Secondment opportunities available within & beyond 5 Wells
TSA
Identify students in secondary school who are looking for careers in education, specifically as teachers
AB
Work with LA, Diocese & network of TS’s to share opportunities for future succession priorities & link our offer to Leads of all schools in Northamptonshire & beyond
AB / All HTs
April 2015

Students entering teacher training increased
July 2015

Evidence of work from all named

School to School Support
Success criteria
Impact on Leadership & Teaching & Learning, standards & closing the gap
Progress
Increase Ofsted / LA grading of schools working with 5 Wells TSA
Raise data of schools in 5 Wells TSA & those being supported by it
KPI (use number from list at end of template, where appropriate) Quality of leadership
The percentage of schools within teaching school alliances that improve their Ofsted grades for quality of leadership and management between inspections, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement.
Action steps
Commission services of 5 Wells leaders to support targeted schools depending on Audit of School priorities, LA needs, NA needs, DfE




 priorities, NCTL priorities;

Complete peer reviews
QA principles coming from these experiences
Establish recording & reporting systems
Identify gaps in expertise / capacity, use this to inform plans
Identify gaps & skill development of system leaders
Develop bespoke / targeted programmes of support which can be commissioned

Use LA info to commission work to work with schools not yet
Good

5 Wells supporting LA needs for school improvement as identified by local need, National need & DfE
Audit the skills available across the 5 Wells TSA & produce a brochure of available support to use for brokerage of support
Develop the skills of the 5 Wells TSA


Develop capacity & build on existing practice
Establish core offer / provision for all schools
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage
2 and Key Stage 4).
Target: Double the rate of improvement.
By whom By when How measured
AA / All HTs
AA / Admin
AA / All HTs
Dec 2014
Dec 2014
Sept 2014
Dec 2014
Dec 2014
July 2015
July 2015
July 2015
Sept 2014
Dec 2014
July 2015







Securing & consolidation of Outstanding schools
Moving Good schools to Outstanding
Schools not yet good moving into Good category from LA /
Ofsted
Evaluation from schools showing impact on leaders / narrowing of gaps in expertise
Number of schools supported increased from 7 in last 3 years to 6 in 2014-2015
NLG to support 5 CofG in schools across county strengthening Governance
Targeted support for schools not yet Good with clear impact on records of T&L

6 new schools accessed / booked the 5 Wells TSA support brokered through the website / advertising
Complete peer reviews across the 6 5 Wells TSA school partners including either;

5 Wells Full Reviews – RIS / Weavers / CPS

5 Wells Mini Reviews – RPS / RGPS / All Saints
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond AA / All HTs July 2015

Evidence of work from all named

Specialist Leaders of Education
Success criteria
Designate SLE’s successfully
Develop effective system leadership
Progress
Increased % of effective system leaders
KPI (use number from list at end of template, where appropriate)
Action steps
Provide opportunities for preparation for system leadership depending on Audit of School priorities, LA needs, NA needs, DfE

 priorities, NCTL priorities;
 Use talent spotting for SLE’s
Aspirant SLE’s to be coached by SLE’s
Establish Quality Assurance & reporting mechanisms for SLE work


Increase SLE provision;

Apply for 4 SLE posts linked to audit of need
Deploy SLE’s effectively to support schools not yet good
Deploy SLE’s effectively to support schools from Good to
Outstanding
The number of SLEs designated and trained.
Target: The number of SLEs designated and trained is in line with targets agreed with the DfE.
Overall effectiveness of schools
The percentage of schools within teaching school alliances that improve their overall judgement between Ofsted inspections, compared with a comparator group of schools not involved with teaching schools.**
Target: Double the rate of improvement.
By whom
AB / VG / All
HTs
AB / VG / All
HTs
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond AB / VG / All
HTs
By when
Oct 2014
July 2015
Oct 2014
Oct 2014
July 2015
July 2015
July 2015



How measured
Increase number of SLE’s in 5 Wells from 0 to 4
Newly established SLE’s to support an aspirant SLE
SLE support impacted on school being supported evidence in feedback
Reporting SLE deployment



SLE’s deployed for the minimum of 10 days in first year
SLE’s supporting schools to move forward in LA / Ofsted categories
Evidence of work from all named

Research and Development
Success criteria
Research & Development successful fulfils needs of 5 Wells TSA /
LA / DfE / NCTL priorities
Progress
R&D impacting on practice & improving data of schools in 5 Wells TSA
KPI (use number from list at end of template, where appropriate)




Action steps
Identify Action Research project needs across the 5 Wells TSA depending on Audit of School priorities, LA needs, NA needs, DfE priorities, NCTL priorities;
Audit priorities
Prioritising needs
Recruiting colleagues to be involved in ARPs
Complete ARPs
Pupil Attainment
The percentage improvement made in key stage results by schools within teaching school alliances, compared with a comparator group of schools not involved with teaching schools (for each of Key Stage
2 and Key Stage 4).
Target: Double the rate of improvement.
By whom By when How measured
LC / All HTs /
WEP
Sept 2014
Sept 2014
Dec 2014
July 2015



Complete audit
Evaluate & prioritise & identify ARPs
Implement ARP’s across 5 Wells TSA increase from 8 in
2013-2014 to 13 in 2014-2015
Develop training programmes with UoN to develop research skills of students


Share expertise of running ARP’s

Support development of system leaders in sharing expertise of ARP’s
Publish findings of ARP’s & offer relevant training linked
Identify ways that R&D will link into S2S support plans
Work with LA, Diocese & network of TS’s to share outcomes of
ARP’s & link our offer to Leads of all schools in Northamptonshire & beyond
LC / UoN
LC / All HTs
LC / All HTs
July 2015

July 2015
July 2015
Dec 2014



July 2015

Training opportunities delivered to UoN partners
Support other schools middle leaders to run Action Research
Publish for strategic partners & local WEP partners
Record & report impact R&D has on other schools
Evidence of work from all named

Governance
Success criteria
Establish effective challenge & support from 5 Wells TSA Strategic
Board
Progress
5 Wells TSA becomes established by end of Year 1 & able to extend partnership numbers for Year 2
KPI (use number from list at end of template, where appropriate) Number of schools in teaching school alliances
The number of schools involved with a teaching school alliance.
Target: The number of schools involved within teaching school alliances increases year on year (in total and for each teaching school cohort).
Action steps
Develop role of Strategic Board

Partners to be named on an area of responsibility

Key aspects led by system leaders
-
-


Identify what can be offered by 5 Wells TSA

Identify core provision
Identify optional provision
Establish scale of charges
Rates for staff
Rates for programmes eg, Peer Reviews
By whom
Strategic
Board
Strategic
Board
By when
April 2014
June 2014
How measured
Across year;

All areas linked to named lead partner

Reporting mechanisms in place for leads to report termly ( 6x a year)
Sept 2014
Dec 2014
July 2014



Increased take up of core provision
3 Identified schools for optional provision
Income generated
Work with LA, Diocese & network of TS’s to link our offer to Leads of all schools in Northamptonshire & beyond Strategic
Board
July 2015

Evidence of work from all named

Desmond Tutu