A new Model of Hub Schools for Central South

Transcription

1 A new Model of Hub Schools for Central South Proposal To develop a region wide hub schools strategy, including: 1. To review the progress so far of the school improvement hub schools and make some adjustments to the way that they work to develop more professional learning capital/capacity across the region led by the hubs. This builds on the work of the New Deal Pioneers. 2. To propose a strategy which develops hub schools for curriculum areas curriculum hubs as well as lead practitioners based in curriculum hubs alongside the professional learning hubs; 3. To make sure all part of the hub schools strategy has clear and consistent application methods, quality assurance and impact analysis and funding approaches. Background In January 2014, backed by the five authorities and drawing on international research, schools across the region led the way in launching a strategy to develop a self improving school system. The strategy was based on six principles which are commonly found in successful school systems: Schools are communities where collaborative enquiry is used to improve practice; Groupings of schools engage in joint practice development Where necessary, more intensive partnerships support schools facing difficulties; Families and Community organisations support the work of schools; Coordination of the system is provided by school leaders; Local authorities work together to act as the conscience of the system. A significant component part of our strategy is the development of school improvement hubs. These began their work in January 2015, are funded by the Schools Challenge Cymru funding and are schools which are resourced to provide professional learning opportunities for the full range of school staff from teaching assistants to executive headteachers. The hub schools have developed in two phases and are made up of Olevi hubs, school improvement hubs and specialist schools, each funded at different levels according to the amount of development and delivery they are required to provide. The hubs schools programme has developed a suite of programmes including a NQT programme, Outstanding and Improving Teacher programmes, Middle and Senior Leadership programmes as well as bespoke programmes or conferences which are increasingly focused on needs in the system.

2 More than 1500 teachers have been part of training delivered by the hub schools programme since January An external evaluation has been commissioned to review impact, and a value for money review has been carried out. Whilst activity levels have been high, there is strong evidence of impact in many cases and universally positive feedback from programmes that have run, there remain some areas for improvement in matching support to need, addressing areas where take up has been low, building professional learning opportunities and moving away from courses and in developing a single sustainable professional learning model for all staff across the region. At the same time, the Welsh Government has supported the development of lead schools across core and non core subjects. The consortium has at the same time been reviewing its core subject support with a view to resourcing schools across the region to increasingly be in a position to support others in the development of teaching of core subjects. Finally, the Donaldson agenda has driven the development of Pioneer schools across the region who will work together to develop both the curriculum and professional learning to underpin the new curriculum for Wales by The Case for Change As a result of reviewing the support model provided to schools in the Central South region, we need to take into consideration the following: A keen focus on effective joint practice development. The evidence base is clear on the case for deep professional learning opportunities for school staff which are well planned with discipline and a focus on impact on pupil attainment. Developing this practice and a move away from training courses is not straightforward or easy but is key if we are to develop sustainable change. Making sure regional support is defined by regional need. We can do more to bring together more closely the needs of schools in the region which our support provision. This means using the information gathered within the consortium, by Challenge Advisers, to better define the support on offer. Making sure we are brokering support against needs in the work of challenge advisers. Challenge advisers are key to designing support in ways that meet the needs of schools and will have the most impact. Making sure the support system is as simple and easy to understand as possible. We can simplify the terms of our support model (Olevi hub, specialist centre, Centre of Excellence, etc) so that it is widely understood. Focus on impact and value for money. We will continue to review our model to make sure we can evidence impact of support in schools and at a system level, and provide value for money.

3 Getting the best out of the Welsh Government Pioneer network. We have an opportunity to make sure there is a simple model of school to school support in the region which draws from the work of the pioneers and which builds practice and capacity in schools to support other schools. The proposed model. The new system of school to school support will have three levels of school, as follows: Professional learning hubs, Curriculum hubs; and Lead Practitioners: Non core subjects Professional Learning Hubs Areas of focus: ITE pedagogy programme delivered in Lead school, badged by HEI NQT induction programme Developing / refining practice Future middle and senior leaders Headteacher programmes Core learning & teaching programmes Core whole school improvement programmes Strengthening links with Donaldson s Pioneers Curriculum Hubs (core subjects) Areas of focus: Action research groups on areas of regional need Facilitation of leadership groups Participation in curriculum development groups Support for departments in red and amber schools Network meeting hosts Strengthening links with Donaldson s Pioneers Lead Practitioner: Non core Areas of focus: Action research groups on areas of regional need Facilitation of pedagogy groups Participation in curriculum development groups Support for teachers Strengthening links with Donaldson s Pioneers funding Up to 20 schools funding Core subject and WG focus areas funding 18 primary/secondary from a range of non core subjects Schools may have further titles independent of regional working, for example, WG status or training accreditations.

4 Professional Learning Hub schools These schools will, as now, continue to develop the New Deal for professional learning, providing programmes of externally evaluated professional learning for staff at all levels of the system. In addition they will increasingly work with HEIs to offer initial teacher training components and accredited leadership programmes which have been designed and delivered with Central South teams. Professional learning hubs will work together to identify and learn from effective models of professional learning, or CPD systems in place across the region including engaging with SIGs and challenge advisers about what is working best and what is needed. They will share what is working for all schools and signposting schools that are very effective at developing teachers. They will complete action research models which share effective practice across the region and construct a regional understanding of effective teaching and leadership practice for use by all schools. Professional learning hubs will be funded for their core capacity to develop this work and to evaluate and share practice across the region, will be able to receive income as a result of delivering professional learning programmes but will be expected to work for up to 10 days each year with red/amber schools without additional funding. Professional learning hubs will mostly replicate the New Deal Pioneers so that their work in the region contributes to the work nationally to build a professional learning model for the new curriculum. The criteria for being a professional learning hub is detailed in the appendices. Any schools wishing to become professional learning hubs should complete the application form at appendix I by xxx. Curriculum hubs Curriculum hubs will be schools which have a strong core subject department and wish to deliver support to other schools from within that department. Any application must be supported by the leadership of the school and the school must have evidence of its capacity to be able to work across other schools without drawing from its own improvement. Curriculum schools will be commissioned by the Central South strategic adviser to support other schools, to improve their teaching in the subject. We are consulting with staff on whether curriculum hub schools will host a member of the CSC strategic team who specialise in providing support to schools in their core subject in addition to the funding received by the school. Curriculum hub schools will offer traded support to all schools. They will prioritise match funded (subsidised) support at a cost rate to red/amber schools which will be monitored by the challenge adviser. Each intervention will be brokered by the challenge adviser or strategic adviser and will

5 involve a baseline of performance, agreement about the intervention model and identification of improvement targets as well as specify monitoring points and accountability for reporting of impact. In addition curriculum hub schools will be required to offer an minimal amount of free support to schools as specified in their SLA. Lead practitioners Lead practitioners will be non core practitioners that have a proven background in their curriculum area and wish to deliver support to other teachers in the region. Any application must be supported by the leadership of the school and the school must have evidence of its capacity to be able to work across other schools without drawing from its own improvement. Lead practitioners will be commissioned by the Central South strategic adviser to support other schools in improving their provision, practice and outcomes in the subject. Lead practitioners will also host network meetings for schools in the region to facilitate networking, subject updates and opportunities to share practice. Lead practitioners will offer traded support to all schools. They will prioritise match funded (subsidised) support at a cost rate to red/amber schools which will be monitored by the challenge adviser. Each intervention will be brokered by the challenge adviser or strategic adviser and will involve a baseline of performance, agreement about the intervention model and identification of improvement targets as well as specify monitoring points and accountability for reporting of impact. In addition lead practitioners will be required to offer a minimal amount of free support to schools and facilitate subject networks as specified in their SLA. The role of the Consortium In order to deliver the model the Consortium has a significant role to make sure of quality as well as capacity across the region. We will: Oversee the development of the hubs model through the Teaching and Learning Advisory Board, reporting to SLT as part of the wider school to school model of delivery, and to Directors as appropriate. Carry out a regional needs analysis, based on school improvement priorities, is conducted and support offered in line with regional need; Make sure all regional support is mapped in a professional learning offer against its specific area of focus; Lead joint working with Challenge and Strategic advisers to ensure specific needs are met by the provision; Establish impact and accountability for reporting from the outset at a school, LA and regional level; Communicate and share the learning and developments from the hubs model across the region;

6 Broker links between the hubs model and New Deal/Donaldson developments ensuring as much coherence as possible; Monitor impact from all sources of school support as an inherent part of the school improvement system. Application process All schools and practitioners will be invited to apply. The application process will run simultaneously with a comprehensive regional needs analysis to ensure that provision matches needs. School applications will need to document how they meet the selection criteria and also the areas in which they can provide support as programmes or other formats, including intensive support for red and amber schools. Curriculum development task and finish groups being established at the start of February may consider applying for lead practitioner status to provide support for non core curriculum areas. On notification of successful application, the school/practitioner will work with a nominated person at CSC to agree an SLA documenting the school s contribution to regional provision. SLAs will be rigorously scrutinised for potential impact against performance measures and value for money prior to approval. The SLA will set out clear terms and conditions relating to situations where the agreed support/programme has not been provided and guidelines as to when funding may be rescinded. All Hubs and Lead Practitioners will need to re apply for funding on an annual basis. Funding and Affordability Current funding is made on the basis of title and a lump sum invested at the start of the financial year. Hubs are currently funded by Schools Challenge Cymru capacity building grant whilst core subject support is funded through EIG. Subject to confirmation of grant it is proposed that this position continues. An agreed sum will be allocated to a school as per the current system Lead school: Professional development Lead school: Curriculum area Lead practitioner: Non core Within this model, a school could be a lead school for professional learning, a curriculum area and have some lead practitioners whilst working towards a self sustaining model. Hubs: Professional learning will be paid a lump sum at the start of the financial year. Hubs: Curriculum area and Lead practitioner s schools will be paid at two points: on approval of SLA to support development and at the start of the academic year to support delivery. The payment will be 5/12 and 7/12 paid in April and September respectively.

7 Charging policy All hubs are expected to evaluate and share practice across the region as part of their centrally funded resource as specified in their SLA. Any programmes which are traded can be charged for within the regional charging policy at a daily rate with 10% of the income retained by CSC for administration and marketing of the system. All hub schools would offer an amount of non chargeable support as agreed in their SLA to red/amber schools. Any programmes or support offered that is additional to the SLA will be chargeable at the daily rate with 10% of the incomes retained by CSC for administration of the system. Lead practitioners would follow the same model as the Hub: Curriculum area. Red and amber schools will continue to benefit from match funded support but this will be based on actual costs rather than a daily rate. Timescales Outcome Time Needs analysis completed using January 2015 Challenge Adviser information Invitation to schools to be part of the hub January 2015 programme Consultation on staffing of core teams January 2015 Applications received from providers February 2016 NB. Applications include: evidence of impact in own school evidence of impact in current/previous school to school working evidence of impact on efsm/nfsm gap nomination of areas for intensive support based on the Estyn framework and curriculum areas Notification of outcome of application February 2016 Agreement of SLAs and award of funding March 2016 Joint working to develop provision March May 2016 Clear brokerage system developed in conjunction with LAs, CAs and SAs Provision commences June 2016

8 Appendix I: Criteria for the identification and selection of hub schools What are we seeking to achieve? What are we assessing? How will we assess it? Criterion 1 Engagement with CSW Familiarity with, and understanding of, the underpinning principles of the Central South Wales Challenge and understanding of the Successful Futures report A statement of the degree to which the principles are already embedded in practice or planning Criterion 2 The practitioner/curriculum area/school/cluster has embedded excellence in the existing range of approaches The practitioner/dept/school/cluster in in a robust position as regards current practice A proven track record in raising standards (including with groups of pupils) and leadership development (for curriculum hubs in the area of application) Already available: Estyn report, SER, CA report, categorisation report Last 3 years of performance data including literacy/numeracy test cohort performance 3 years of benchmarking and performance of various groups eg. boys/girls, efsm/nfsm Criterion 3 Practice based research is a feature of the school A commitment to professional learning at all levels within the school and their partnerships, clusters and networks Evidence of practice based research impacting on standards, both within school and regionally

9 Criterion 4 Innovation, creativity and risk tasking Criterion 5 Leadership of the setting is able to manage the risks and maximise the benefits of the process These elements are embedded in practice and effectively monitored and evaluated Excellent distributed leadership Based on at least one case study Already available: Estyn report, CA report, Categorisation report Criterion 6 There are no factors in the context of the practitioner/dept/school/cluster that will bring intolerable risk to the process or to learner outcomes Financial and strategic planning for deployment of key practitioners and ensuring sufficient capacity within the school to support this Security of pupil outcomes Estyn and other external challenge Outline of school plans, including confidence in school development plan and allocation of grant spending

10 Criterion 7 Effective provision is in place for digital competence Digital competence is embedded in practice and there are appropriate plans for development Application form

11 Appendix I: Criteria for the identification and selection of lead practitioners What are we seeking to achieve? What are we assessing? How will we assess it? Criterion 1 Engagement with CSW Familiarity with, and understanding of, the underpinning principles of the Central South Wales Challenge and understanding of the Successful Futures report Application form Criterion 2 The practitioner has embedded excellence in the existing range of approaches A proven track record in enabling pupils to make excellent progress Secure knowledge and exemplification of excellence in teaching Evidence of classroom impact HT and CA sign off Criterion 3 The practitioner is proactive in engaging with evidence based A commitment to professional learning Based on at least one case study Evidence of impact on standards with own classes Evidence of impact outside own classroom

12 research Criterion 4 Innovation, creativity and risk tasking Criterion 5 There are no factors in the context of the practitioner that will bring intolerable risk to the process or to learner outcomes These elements are embedded in practice and effectively monitored and evaluated Financial and strategic planning for deployment of key practitioners and ensuring sufficient capacity within the school to support this Estyn and other external challenge Based on at least one case study Outline of school plans, including confidence in school development plan and allocation of grant spending Criterion 6 Effective provision is in place for digital competence Digital competence is embedded in practice and there are appropriate plans for development Application form

13 Appendix II: Breakdown of Hubs: Curriculum areas and Lead Practitioners Curriculum area Hub details English 3 primary, 4 secondary Mathematics 3 primary, 4 secondary Welsh language 1 primary, 1 secondary Science 2 primary, 2 secondary Welsh 2 nd language 2 primary, 3 secondary MFL 3 secondary Foundation phase 9 Special schools/pru 3 schools/settings Digital literacy 3 schools Curriculum area Languages, literacy and communication Humanities Mathematics and numeracy Expressive arts Health and well being Science and technology Lead practitioner details 2 practitioners (not to duplicate hub provision) 4 practitioners 4 secondary NB developed in conjunction with the mathematics development plan 4 practitioners 2 practitioners 2 practitioners (not to supplicate hub provision)