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Strategy for Change part 2
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Current provision and educational outcomes (where are we now?)
How will BSF investment secure transformation leading to improved educational outcomes
•Address DCSF Remit
•How KPIs used to measure improvements – targets and timescales link to Schools’ Chart; monitored and evaluated
•Improvements to school estate, organisation and building/design
•Changes to policies and practices triggered /enabled through BSF
•Contribution to improvements in ECM outcomes outlined in LA’s CYPP and corporate /regeneration plan (The Community Strategy)
•Impact of change management programme
Securing choice, diversity and access for all parents and pupils in local schools
•How proposals address need for reorganisation to secure a better match between need for places, parental preference and supply of places
•Support to schools to develop new governance arrangements; links with external partners including collaboration with other schools, local business and universities
•How proposals support diversity of provision including school type foundation, community, voluntary, Trust or academies, or specialism (specialist school, leading edge and full service school)
•How proposals meet faith-based needs of pupils
•Consultation with key stakeholders
•Necessary Statutory processes
Improving underperforming schools
•LA’s School Improvement Strategy (requires consultation/alignment with national programmes (NSS, HSS, SEAL, PA ). To cover :
-Closure of underperforming/unpopular schools
-Robust solutions- governance
•Support of specific under-achieving groups and resulting impact
•Support for G&T and resulting impact
Personalised Learning
•2020 and beyond
•Use of new technologies
•Flexible Learning
•AfL incl use of data to set & review personal targets
•Development of innovative approaches to learning incl ICT
•Use of ICT too provide greater access to a range of learning environments
•Increased parental involvement
•Broad and balanced KS3
Effective delivery of 14-19 entitlement
•Coherent CCfL delivery of 14 Specialised Diplomas
•Collaboration of LSC and local stakeholders to secure entitlement by 2013
•How specialist status of schools used to support 14-19 entitlement
•How LA will ensure IAG available for all 14-19 yr olds
•Integration of FE sector into 14-19 entitlement – delivery and improvement of staying on rates
•BSF programme includes review & revision of FE provision
Integration of education and other services to support the delivery of ECM agenda and LA priorities
•Delivery of integrated services (through extended schools provision) – joined up planning & funding
•Corporate priorities (Community Strategy & CYPP)
•Duty to promote community cohesion – impact on disaffection / regeneration
•Extended schools/services based on audit of needs and views of parents, CYP & community
•Joining up of available funding streams ( Sport England)
•HSS including 5 hours PE/sport
Championing the needs of all pupils including SEN
•Show how rationalisation of SEN provision including the establishment of new all through special school will lead to improvements in ECM outcomes for CYP with LDD
•Improvement to disabled access / inclusion of CYP with SEN
•Consultations on changes to SEN provision
•Improvements to PRU provision – to secure access to wider, B&B curriculum
•Improvements in B&A and reductions in bullying
•Secure safety and security of the school community – supporting local crime reduction strategies
•Improved achievement for underperforming groups
•Faith needs of local community
Change management
•Support for all staff – school and LA
•CPD for school staff in new methods of T&L, ICT 14-19, Personalised Learning, ECM
•Workforce remodelling
•Support for SLTs in maintaining and improving A&S during major building programme
Promotion of sustainable environments and behaviours
•Reduction in schools’ carbon emissions
•Minimise effects of emerging extreme weather conditions
•Adoption of good sustainable practices
•Improvement to the teaching of sustainable development
Section 2 - Addressing Key Estate Proposals
Core components
(i) the local authority’s procurement strategy;
(ii) an assessment of the local authority’s existing asset base (specific to the current wave of investment) and a 10-year pupil number projection;
(iii) prioritisation of BSF investment;
(iv) estate options;
(v) ICT managed service;
(vi) affordability;
(vii) consultation; and
(viii) managing the process.
•Educational outcomes: schools, learners
•Diversity of provision, fair access and choice
•Key challenges |
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Strategy for Change
Strategy for Change Part 1 (SfC1)
The SfC1 document is being formally appraised by PfS. It will help in the preparation of School Strategy for Change documents (due with CSF 15th February) and it forms the basis of the Strategy for Change Part 2 (SfC2) submission to PfS due in April.
Strategy for Change Part 2 (SfC2)
SfC1 outlines ‘what is to be done’ while SfC2 details ‘how it will be done’; providing additional detail setting out a clear, robust and resourced plan for delivering the key challenges and objectives identified in SfC1.
Executive meeting on 19th March
Approval of SfC2 will be sought from Councillors at the Executive meeting on 19th March. Preparation of School Strategy for Change documents is an essential element in the process.
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Change Management Guidance
Change Management Plans within BSF Strategy for Change
Download this Guidance here...
The Strategy for Change (SfC) process – at both Local Authority and individual school levels – is designed to encourage systematic reflection, analysis and planning: focusing on planned outcomes in performance and practice (for children and young people, families and communities) and, working back from there, identifying the organisational and cultural changes required. Associated with these changes is the identification of implications for change and how these will be led and managed (expressed as a change management strategy) and definition in relation to the ways in which the success of the changes will be measured (expressed as key performance indicators – KPIs).
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Strategy for Change part 2
Download the guidance below here...
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1. The school’s ethos/vision/ mission statement for its learners and the community*
•School Profile
•School Prospectus
*The school’s context
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3. Current characteristics and pupil performance
Where are we now and where do we want to be – successes, opportunities and challenges?*
•SEF
•School Profile
•School Improvement Plan
•SIP Annual Review Reports
•Raiseonline
•Ofsted report
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4. A description of the process of developing the School’s Strategy for Change
Involvement of students, parents, staff, governors, community partners, LSC, FE/HE, LA, business partners, other stakeholders |
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5. What will the learning experience of our young people look like?
•2020 Vision
•Harnessing Technology
•Schools Within Schools - Powerpoint
•Vertical Grouping - Powerpoint
http://www.schoolsnetwork.org.uk/default.aspa
What are the needs of learners now and in the future? How will learning and provision for the wider community be improved, in relation to learning and teaching styles, breadth of curriculum, resources, school organisation.
How will we remove any existing barriers to learning and achievement?
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6. School’s key objectives for transforming education to bring about further improvement*
•Link to LA’s SfC
•LA’s Strategy for Change Part 1
•Choice, Diversity and Access: Characteristics of Schools, Options and Considerations
•LA 14-19 Implementation Plan
•LA SEN Strategy
•Extended Services Adviser
i.e. choice, diversity and access (including leadership and governance arrangements and school specialisms); addressing underachievement of groups identified in the school; personalised learning; contribution to local 14-19 curriculum; SEN, inclusion, integrated services, and extended services (including out-of school activities), pupil place planning, the ECM agenda, impact of ICT, creativity, sport entitlement, social cohesion.
The local community
Include how the school will reach out to the local community – adult learning, through arts, leisure and sport, and neighbourhood renewal developments; build on local partnerships
Workforce remodelling: Change Management Guidance – Partnership for Schools development of appropriate and timely change management programme that runs throughout the BSF programme incorporating support for staff with new, flexible and adaptable ways of learning, including use of new technologies, leadership of learning, student engagement, parent/carer involvement, partnership development with children’s services/other agencies.
Key Performance Indicators (KPIs)
Set out KPIs and outcomes for how these improvements will be measured.
Robust targets and timescales for monitoring progress and evaluating improvements, link to key priorities and policy areas covered in the SfC, the school’s targets set out in the LA’s School Chart (in part 1 of LA’s SfC), priorities/targets agreed with the school’s SIP, data/evidence used for determining the school’s SEF grades and ECM outcomes.
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7. The learning environment*
(What are the key issues and limitations of the school’s current buildings/grounds and ICT infrastructure which are barriers to realising our vision? Where is the school now in terms of sustainability?)
Describe key design features of the learning environment, including use of new technologies, as supported by BSF, which will enable the delivery of the school’s priorities for improvement.
Include an analysis of impact of new design, ICT and buildings, school layout, key policies to support change – access, inclusion, behaviour, curriculum, attendance, student groupings, community, on achievement and standards. Outline how the school will contribute sustainability – both in terms of school design and behaviours.
•Revisiting BB98 Powerpoint
presentation by B Williamson PfS
•PfS BB98 Guidance
•BSF – ICT Managed Service
presentation by Anne Casey PfS
•What if – Re-imagining Learning Spaces
Futurelab
•Creating excellent secondary schools
CABE
•Sustainable Schools - Doorways
British Council for School Environments
•Sustainable Schools – Getting it Right
whitedesign
•ProjectFaraday
(Development of science curriculum and accommodation)
*‘Largely complete’ with ICT and inclusion being key strands throughout:
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