TDA North East Regional Meeting

1. TDA North East Regional Meeting July 2nd 2008 Ramside Hall

2. Morning agenda: • School Workforce Leads and ESRAs • Welcome, introductions and objectives: Margaret • Keynote speech: Howard Kennedy • National Strategies and the National Challenge: GONE and Margaret • ‘Fit for the Future’: Kate and Andrew • Impact Task and Finish Group: Margaret and Julia 12.45 Lunch and networking 1.45

3. Afternoon agenda: • School Workforce Leads: • Introduction/objectives: Kate • Training Schools: Jim McGrath • HLTA : Gill Tricoglis • CPD Leadership: John Leach • Change capable schools: Julie Sowerby • PM materials for support staff: Jane Reynolds • Supporting the management of underperformance: Jim Cook

4. Afternoon: Extended Schools • ESRAs: • Introduction: Mandy • Data Management: Mandy • Verification of data: Daphne Smith and Keith Scott • ES/NHSP update: Dawn • Extended Schools remits: Howard and Dawn • SEA/TYS update: Steve

5. Training and Development Agency for Schools (TDA) Remit – 2008 to 2009 North East ..and it’s good to be here July 2nd 2008 Ramside Hall

6. WORKFORCE SUPPLY WORKFORCE DEVELOPMENT Workforce outcome Schools can recruit sufficient high-quality teachers to their workforce Workforce outcome Children’s workforce staff, operating in and through schools, are well-trained and developed Workforce outcomes Workforce deployment to improve teaching and learning and well-being Remodelled workforcethat is fit for purpose Effective and efficient integrated working WORKFORCE REFORM TDA Strategic Aims 2008-2013 Government goal Improved well-being and higher educational achievement for all children and young people

7. WORKFORCE SUPPLY WORKFORCE SUPPLY WORKFORCE DEVELOPMENT WORKFORCE DEVELOPMENT Government goal Improved well-being and higher educational achievement for all children and young people WORKFORCE REFORM WORKFORCE REFORM TDA remit 2008-09 • Recruitment to STEM subjects • Subject enhancement courses • Transition to Teaching (new) • Review financial incentives • Teach First (expansion) • Recruiting strategies for SFCCs and geographical shortage areas • Focus in ITT on: • Diversity of trainees • Primary languages • SEN • 14-19 • CPD for teachers • MTL– all teachers to achieve a Masters over the course of their career (new) • Performance Management & CPD • Maths & Science CPD • Strategy for 14-19 (new) • Careers education (new) • EAL (new) • T&D of support staff • Sector qualification • strategy • Funding for LAs • Work with NCSL • – SBMs • National Agreement • Monitor National Agreement • Promote remodelling and effective deployment • Extended schools • Support to meet 2008 & 2010 targets • Expansion of PSAs • Subsidy pathfinder to tackle economic barriers (new) • Targeted Youth Support

8. Working together to deliver the children’s workforce Teacher CPD ITT Support staff strategy PSAs MTL IQF School Business Managers Extended schools TYS Support intro of EYFS Support for leaders & managers across children’s workforce Succession planning Early years development NPQH CWN WAMG Sure Start leaders Headteacher development Sector skills agreement New models of headship Social workers recruitment

9. Compliance Quality Sustainability TDA/NCSL Joint Leadership Project Subsidy SIPf SI/ECM Integration Single Delivery Chain HLTA/SWIs/ PSA Costed Plans National Agreement Survey LSPs BSF YST SSAT Manchester

11. What we know from research: start early 11

12. Schools – where we are now, and where we have to get to

13. … and continues to worsen … Key Stage 2 FSM – 61% achieved L4+ in English, 58% in maths Non FSM – 83% in English, 79% in maths Key Stage 3 FSM – 50% achieved L5+ in English, 56% in maths Non FSM – 77% in English, 81% in maths Key Stage 4 FSM – 33% achieved 5+ good GCSEs Non FSM – 61% 2006 national data

14. ‘One Team’ Alignment Vision Culture Build teams Values Strategy Standards Leadership Commercial Voluntary Parents Charity Sponsors Coaching Learning Skills Feedback Data analysis Partnership Teamship 14

15. ‘One Team’ Progress Leadership Teamship Partnership 15

16. ‘One Team’ World Class Vision Culture Build teams Values Strategy Standards Leadership Commercial Voluntary Parents Charity Sponsors Coaching Learning Skills Feedback Data analysis Teamship Partnership WORLD CLASS 16

18. www.innocentive.com

19. Question 8: "Overall, how important is the support of the TDA in helping you to do your job?" Regional comparison: % Distribution of scores Ordered by Qu.8 % Indispensable or Very Important (highest at top) (1 response) (1 response) (1 response) (1 response) (1 response) (1 response) (1 response) Source: TDA customer feedback questionnaire May 2008, analysis of 372 responses received (56% response rate) Note: Excludes responses if left blank by respondent Ordered by Question 8 answers, % Indispensable or Very Important (from left to right, top to bottom) 19

20. Question 6: "Overall how would you rate the level of support provided by the TDA regional team?" Regional comparison: % Distribution of scores Ordered by Qu.8 % Indispensable or Very Important (highest at top) (1 response) (1 response) (1 response) (1 response) (1 response) Source: TDA customer feedback questionnaire May 2008, analysis of 372 responses received (56% response rate) Note: Excludes responses if left blank by respondent Ordered by Question 8 answers, % Indispensable or Very Important (from left to right, top to bottom) 20

21. TDA SUPPORT FOR THE NATIONAL CHALLENGE DRAFT Margaret Morris 16 July 2008 Middlesbrough TLC

22. Introduction The Training and Development Agency for Schools (TDA) is the government agency that provides guidance and support to the school workforce Raising standards of teaching and learning in all schools is central to the TDA’s activities The TDA’s work supports the National Challenge in its goal to transform schools, raise results in English and maths and tackle underachievement by young people 22

23. The 21st century school - an extended school

24. Removing barriers to learning with extended services

25. Pupils • Fun activities, more opportunities, more sports and art • Being with friends before and after school • Parents able to help with homework • Help with school work • School safeguards pupils’ well-being • Advice and help if they need it • Personalised learning • Parents/carers • Positive activities and study support • High-quality childcare • Parenting courses, advice and information • Greater involvement in their children’s education • Adult and family learning • Use of school facilities • Community • Access to school sports and IT facilities • Local base for further education courses, vocational courses and other learning opportunities • Local access to health and specialist services, and information about other local services • Promotes community cohesion The benefits of extended schools

26. Schools • Improved standards • Reduced exclusions • School has a higher local profile • Can help boost school rolls • Helps schools meet their duties on well-being, ECM and community cohesion • Opportunity for income generation • Teachers • More-motivated pupils • Better attendance and behaviour • Engaged parents • Barriers to learning are more effectively addressed • Classroom work boosted by study support • Support staff • Opportunities for career and skills development • Being part of the team around the child • Greater scope for taking responsibility • More jobs and new roles, eg. school business managers, parent support advisers The benefits of extended schools

27. Ofsted’s key findings on the impact of extended schools “Almost a third of the schools visited had data illustrating improved attendance as a consequence of their extended provision” “Breakfast clubs were often a key factor in improving attendance and punctuality, especially where particularly vulnerable pupils were targeted” “The schools with the most effective services had integrated the development of extended provision within their school improvement plans, with a clear focus on improving positive outcomes for children and young people” “The provision of services to develop pupils’ study skills and leisure interests had a considerable effect on their attitudes and behaviour, and many schools reported a reduction in the number of exclusions” “The majority of the schools visited had compelling case-study evidence that extended services had made life-changing differences to pupils that had led to better attendance and attitudes”

28. TDA support for extended services • The success of the National Challenge will depend on removing barriers to learning for individual young people and TDA views the role of extended services as a fundamental enabler to sustainable solutions for these below the floor schools • The TDA works with local authorities (LAs) to support all schools in their provision of access to a core offer of extended services by 2010 • TDA support includes the delivery of a change (remodelling) process and tools, training and guidance, resource kits and case studies of good practice at school and LA level

29. TDA School Improvement Planning Framework • The framework enables effective school improvement planning and guides the wide engagement that National Challenge recommend – engaging pupil and parent voice.   • Schools are using the framework to design and deliver support and services that create a demonstrable impact on standards As of June, 70 Local authorities have been trained to support schools

30. TDA support a new role in schools - Parent Support Adviser • The role of the PSA is to work with parents to help improve behaviour and attendance, overcome barriers to learning and increase the number of parents involved in their child’s education, both at school and at home

31. TDA North East response to JISPs: • PRIORITY: Enjoy and Achieve: Narrowing the gap in attainment: • SUPPORT: TDA School Improvement Planning Framework and developing role of Parenting Support Advisers + TDA core offer (attached sheets) also remodelling ‘change process’ • AGENCY: TDA supporting National Strategies

32. Wider TDA support: • Support for the recruitment of teachers • Support for the recruitment of trainees • Support for ITT and CPD • Support for the senior leadership teams • Support for stronger systems packages

33. ‘Fit for the Future’ workshop Kate and Andrew

34. Impact Task and Finish Group

35. Impact – Task and Finish Group • The Journey • The Experience • The Next Steps

36. 12.45 – 1.45 LUNCH AND NETWORKING

37. Afternoon: Extended Schools • ESRAs: • Introduction: Mandy • Data Management: Mandy • Verification of data: Daphne Smith and Keith Scott • ES/NHSP update: Dawn • Extended Schools remits: Howard and Dawn • SEA/TYS update: Steve

38. Training and Development Agency for Schools (TDA) Remit – 2008 to 2009 Additional slides that Howard didn’t use

39. TDA strategic framework

40. The Children’s Plan – key points for TDA Schools will work in partnership with an increasing number of other service providers • Schools are at the heart of children’s services, and will offer on-site access to health, parenting and justice services. In some cases, this will include having mental health professionals and police officers located on school premises. • It is all about the Team Around the Child (TAC). • Extended schools are central to delivery.

41. 2008-2009 Extended Schools: summary of main partner project objectives ContinYou TDA 4Children Universal LA Support – partners providing support to build leadership capability and capacity, advice and best practice in the delivery of ES – ESRA, Cluster Manager, Governors, NCOGS, Elected Members, VCOs 1: Targeted LA Support Supporting LAs using RDP/trainer days on known challenges which may include small primary schools (rural), faith schools or LAs who lag behind the national average. Providing every term regional drop-in surgeries covering ES tools, workshops and best practice Support for LAs in demonstrating the impact ES has on their PSA targets (LAAs) Targeted LA Support 6: Rural Childcare This workshop and consultancy support will focus on how to develop childcare in and around schools in rural areas where there are likely to be smaller schools and more dispersed populations. This work is helping to create stronger links between schools and different childcare providers through the 4Children Community Partnership or federated childcare model 7: Engaging Third SectorChildcare Providers This workshop and consultancy support will focus on how local authorities can increase the role of the third sector in the provision of childcare in and around schools. It will take forward work that DCSF commissioned 4Children and TDA to carry out in 2007/08 8: Access and Inclusion This workshop and consultancy support will be targeted at improving access for disadvantaged pupils in the extended schools programme. It will help schools to focus on the six areas identified by 4Children and TDA as being crucial to the development of services for disadvantaged pupils (e.g. CPD, consultation that goes beyond sending out surveys etc.) 9: Securing Sufficient Childcare This workshop and consultancy support will focus on helping local authorities to enhance the sustainability of childcare provision, and help LAs to respond to the findings of their childcare sufficiency assessments by ensuring that supply is properly linked with demand across a locality. 12: Targeted LA and school support A menu of training to be available to cluster managers, local authorities and schools including governance issues, support for elected members, engaging parents, engaging school improvement advisers/officers, developing successful activity programmes, business planning and funding issues. 13. Targeted Stakeholder involvement and partnership development Actively working with the DCSF Study Support Partners (UFA, QiSS, CU and PfS) through regular briefings, meetings and a wider network forum to ensure consistent messages, coherent support for local authorities (avoiding duplication and overlap) and active engagement of the PVI sector in providing a wide range of high quality activities for children and young people Projects 2: ES/ECM Engagement Build sustained school leadership capability and capacity to tackle the challenges of implementing extended schools and ECM within their schools and localities- initially targeting 150 schools 3: Parent Support Adviser Roll-out Support the rollout of PSAs to work in partnership with families, parents, carers and pupils, in a school context, to enable pupils to have full access to educational opportunities and overcome barriers to learning and participation 4: School Improvement Planning Framework Enable schools to make the needs of children and families integral to school improvement planning, in a way that allows them to link standards of achievement with the ECM outcomes 5: Subsidy pilot Undertake a pilot that examines how to ensure children from disadvantaged backgrounds, and their parents, do not miss out on the benefits of extended schools Projects 14. Creating an accessible knowledge and learning exchange Updating and improving accessibility to existing content of the ES support aspects of the ContinYou website but adding interactivity and ability to share information and discuss issues. 15. Quality and visibility Drafting, with partners, a code of practice for schools, cluster managers and local authorities to improve consistency of assessment of the core offer, highlight quality delivery and impact and support the on-going publication of the named schools delivering FCO 16-17. TBC Projects 10-11. TBC

42. SEA TYS updates Steve Davies

43. SEA QUESTIONS: • Are we engaging schools in discussions about the CYPP, Children’s Trust, targeted youth support (TYS) and the planning of current and future services to ensure developments take into account their perspectives?   NB All 150 ESRAs confirmed back in sept 2007 that their answer to this was ‘Yes’ • Have we got  clear procedures (based on CAF) to support schools in identifying children and young people who would benefit from additional support?  NB 150 LAs confirmed that they had plans in place to finalise this by Dec 2008 • Do all children have access to the support of appropriate professionals through their school, if needed ?  NB As 2) above • Are referral pathways are clear and result in swift engagement and continuing interaction between the schools and the other services? NB As 2) Above

45. Afternoon: Extended Schools • Next meeting agenda: • www/ebi