Professional Learning
Schools (PLSs)
Introduction
ERW will build school capacity through support, challenge and intervention to become self
improving, resilient organisations which continually improve outcomes for learners .
ERW is committed to leading a changing climate in education, in light of the Donaldson
review of the curriculum and as the role of technology in pedagogy becomes increasingly
essential. Raising our digital competency across all areas of delivery is key to more efficient
and effective working.
Supporting and delivering the Minister’s New Deal to support teachers and school leaders will
dovetail with our work on improving teaching. ERW will support teachers to strive for excellence
and support teachers with new areas of work and curricular changes. Intelligence suggests that
most teachers in ERW are good, and teach well consistently. Teachers and leaders will continue
to be supported and challenged to being consistently good and better.
From September 2015, the regional strategy for a self-improving system will be implemented,
building on work underway to strengthen interschool support and school to school work. This
will signify a key step forward in the region’s work towards a self-improving system.
The Minister set out clearly his vision and key challenges for Wales in Qualified for life. These are
increasingly relevant as we respond positively to Furlong and Donaldson’s recommendations,
and continue to support and engage in the implementation of key government policies.
ERW will support the regional workforce, to regain confidence in teaching as a profession
through effective support and challenge; build leadership capacity from the inside out and work
together to capitalise on the region’s strengths to share this together; seek and develop a rich
curriculum with valued outcomes for all. This picture will change, as the Minister considers his
response to recent reviews, but ERW remains committed to change for improvement in
pedagogy and leadership.
As one of the key strands of the work in responding to these significant challenges, ERW is
committed to engaging Headteachers in developing Professional Learning Schools (PLSs) in a
wide range of areas of school improvement, leadership and professional learning.
By 2018 it is envisaged that a significant number of secondary, primary and special schools across
ERW will be identified as a PLS in at least one significant aspect of their work.

These schools will have been categorised as Green or Yellow through the National
Categorisation system (potentially Amber for specific strands)

They will have an excellent track record of sustained self-improvement, effective
partnership working with cluster, family or other schools and/or external providers (such
as UWTSD) and a focus on supporting school improvement and professional learning.

The school Self-Evaluation Report/Improvement Plan or ESTYN report will already provide
evidence to identify the excellent practice

There will be access to regional funding for schools to work collaboratively with the LA,
ERW, WG and/or external providers (UWTSD) in securing PLS status through becoming
centres of excellent practice and developing and leading models of good practice

The focus will be on building and leading effective partnerships with underperforming
schools to drive whole school/specific areas of improvement or to share programmes of
professional learning in pedagogy and/or leadership.

PLSs will contribute towards supporting a self-improving regional model where school to
school support is a key focus

To access potential funding, schools will provide appropriate documentation for the
purposes of audit and make a commitment to working with the LA, ERW, WG and/or
external providers (UWTSD) to develop excellent models of practice that will be
consistent across the phases and the region

There will be no bidding process for funds at the initial stage of implementation and
neither will schools need to allocate significant amounts of time in applying for the
funding. The documentation required by ERW should already exist in the school

Depending on the source, funding beyond 2015 may be allocated through an application
process in line with WG or regional expectations

Information that will be required by ERW or WG may include:
 The name and designation of the lead senior member of staff overseeing the specific
aspect of school improvement and/or professional learning
 The names and designations of other staff who will have specific responsibility for the
area of school improvement and/or professional learning across the school, their
curriculum area, year team or phase
 The outline for the school improvement strategy and/or professional learning programme
with information about the key elements that the school considers to be sector leading
practice that can be shared with other schools as part of the commitment
 Evidence that the school is committed to collaborating/sharing school improvement
strategies and/or excellent professional learning practice with schools across the region
 The school Self-Evaluation Report, Improvement Plan or recent ESTYN report that clearly
identifies the specific areas of excellence attributed to PLS status

The funding available will be used to allow the Headteacher and other key staff to:
 Commit to attend regular meetings to monitor, evaluate and review practices in
developing the regional model of good practice for Professional Learning Schools
 Access further resources to deliver high class and effective regional school to school
support and/or enhance and share professional learning programmes
 Further develop strategies and programmes to enhance the already excellent practice
 Share the excellent practice with other schools across the LA/Hub/Region
 Plan for and deliver INSET to schools within the LA and across the Hub/Region
 Provide progress reports and a final report to the LA, ERW, Welsh Government as
appropriate to outline the success of the improvement project or professional learning
programme, how it has impacted positively on learner outcomes and how it has been
shared across the LA/Hub/region
 Write an excellent practice Case Study as a PLS and regional centre of excellence
Professional Learning Schools (PLSs)
Minimum expected criteria:
1. Prospects for Improvement at least ‘Good’ (ESTYN if within last 2 years)
2. Leadership, Improving Quality and Teaching at least ‘Good’ (ESTYN if within last 2 years)
3. Normally the school is identified as Green or Yellow in the Welsh Government School
Categorisation model (from 2016: Green or Yellow for at least 2 years). There may be
specific areas for development where amber schools may be appropriate
4. Successful implementation of school improvement strategies and/or effective
professional learning programmes for at least the last two years
5. Identified senior members of staff to lead, coordinate and implement the specific school
improvement strategies or professional learning programmes
6. The school identifies good practice in one or more key strategic area as identified by the
Welsh Government, ERW, LA or UWTSD
7. School documentation (SER and/or SIP) clearly identifies expected outcomes for the
specific school improvement strategies or professional learning programmes
8. Good engagement with Technology Enhanced Learning (TEL) or a strategic intention to do
so (this is desirable but not essential and should be identified in SER and/or SIP)
9. A commitment to engage with the LA, Region, Welsh Government and/or external
providers in using appropriate research and development to drive school improvement
School Commitment:
1. To commit to be a Professional Learning School for a minimum of three years
2. To allocate staff time and resources to the PLS commitment using ERW funding
3. To agree to deliver the outline responsibilities and expectations for PLSs
4. To become part of the working partnership with the LA, ERW, Welsh Government or
appropriate external provider (UWTSD) in developing the criteria, model and strategy for
implementation of successful PLSs on a wider scale
5. To share best practice in terms of the development of all professionals with other schools
and educational establishments using all available technology
6. To offer the school as a centre of excellent practice for school improvement and/or
professional learning where colleagues from within and outside of the school can engage
with best practice and effective school improvement strategies and/or professional
learning opportunities
ERW Commitment:
1. To work in close partnership with PLSs to support their commitment to school
improvement and/or professional learning, and to allocate appropriate staff time and
resources for the regional initiative
2. To coordinate and support the proposed developments with staff time and additional
funding whenever possible
3. To support external partners (UWTSD) in relation to the implementation of school
improvement models and coordinate the development of the Professional Learning
Schools
4. To contribute to the identification, monitoring, evaluation and review of best practice
UWTSD Commitment (for all Professional Learning):
1. To work in close partnership with Professional Learning Schools in order to support their
commitment and to allocate appropriate staff time/resources for this
2. To commit to fulfilling proposed ITET placement offers and other professional learning,
whenever possible
3. To take the lead in developing criteria and partnerships with schools and a provide
training models to support teacher and leadership development
4. To support the sharing of best practice using all available technologies; for example, by
allocating staff expertise for recording, editing, storing and sharing of video files
5. To share identified elements of best practice consistently in initial teacher education and
professional learning programmes at all levels of leadership
Outline Responsibilities and expectations for PLSs in ERW
1. Self-evaluate the strengths of the school to ensure that excellent school improvement and/or
professional learning practice is clearly identified
2. Ensure that all teachers are aware of the identified excellent practice; undertake detailed
discussion and reflection with colleagues within the school to ensure this best practice can be
shared effectively by the appropriate colleagues from the school
3. Plan and deliver a range of high-quality, school-based professional learning experiences and
activities with respect to the identified excellent practice that engage and upskill teachers
effectively
4. Have a greater involvement in school improvement and/or professional learning across the
region by supporting other schools in securing improved learning outcomes and professional
and leadership development for teachers, through improving the quality of their own work
5. Ensure that all leaders of school improvement strategies and/or mentors for professional
learning programmes within the school provide high-quality tutoring, coaching and
mentoring, including the provision of effective support linked to sharing best practice across
the region
6. Assess the impact of the identified excellent practice for school improvement and/or
professional learning against appropriate pupil outcomes and teacher practice
7. Demonstrate a clear commitment and capacity to respond to national, regional and local
priorities in school improvement and/or professional learning
8. Make a commitment with ERW (and UWTSD for Professional Learning) as a PLS and centre of
excellence, to deliver school improvement and/or professional learning, including the
provision of substantial school experience opportunities for colleagues interested in
developing as teachers or leaders
9. Manage and lead school improvement and/or professional learning in securing joint planning
so that schools, ERW (and UWTSD) maximize the integration of school and centre-based
improvements and determine which partners are best placed to provide key aspects of the
development of teachers/leaders at all levels
10. Work with ERW (and USTWD) with regard to the identification of excellent practice and/or
professional learning for the potentially outstanding schools, leaders and teachers of the
future
Aspects of excellence for Professional Learning Schools in ERW
Some examples of aspects that might be a focus for PLSs as regional centres of excellent practice
are:

Closing the gap in attainment (use of PDG funds)

The Performance of More Able and Talented pupils

Using data effectively to improve standards of achievement

Induction for ITET students
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Delivering outstanding pedagogy

Implementing the Outstanding Teacher Programme (developing the ITP)
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Professional Learning programmes for aspiring leaders at all levels

High Reliability Schools in terms of reducing Within-School Variation across the region

Creating a new and effective curriculum (implementation of Donaldson’s review)

Developing Digital Literacy

Managing behaviour

Implementing strategies to improve attendance

Developing language and bilingual skills

Sharing excellent and effective Quality Assurance strategies

Effective Performance Management processes
Footnote:
While this general outline strategy document identifies the key areas for Professional Learning
Schools, there is likely to be additional key points agreed for the specific aspect of excellence for
individual or groups of schools. This will be determined by the PLSs themselves in conjunction
with ERW (UWTSD) at the start of the process