Working it out remodelling and what it means for schools

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1 Readership: primary, secondary, special Working it out remodelling and what it means for schools Rebekah Wilson reports on the findings of a recent NFER report examining the process and impact of workforce remodelling. The article focuses on six case-study schools and details their experiences of implementing the National Agreement. To begin The National Agreement on Raising Standards and Tackling Workload 1 aims to revolutionise schools. Its sights are set on reducing teacher workloads, raising standards, increasing job satisfaction and headteachers viewed the remodelling agenda as complementary to their own school s vision for the future improving the status of the teaching profession. But how exactly will change be realised? What challenges do schools face? And what factors will lead to successful implementation of the National Agreement? This article considers these issues from the perspective of six initiated schools. While no fixed solutions are offered (and no attempt is made to generalise from the findings), the article seeks to provide uninitiated schools with helpful ideas and insights. About the study Towards the end of 2003, an independent team of researchers at the NFER began a research project on behalf of the National Remodelling Team (NRT). 2 The study looked at the process and impact of the remodelling initiative in its first year of operation. The project took into account the strategic role of the NRT in setting up, piloting, designing and delivering the roll-out of the National Agreement. Table 1 gives details about who was involved in project, how and when. Our case-study schools To capture the ways in which schools are applying the changes included in the National Agreement, we spoke to staff in six schools who had been involved in remodelling for at least two terms. The casestudy interviews examined what changes were being introduced by schools, what strategies were being used and what benefits the changes were having. The interviews also sought to find insights into the key factors contributing to the successful implementation of change, as well as highlighting some of the challenges schools faced. The schools were chosen on the basis of their responses to our school change team survey, and consideration was given to school type and location. The sample contained three early adopter schools 3 and three tranche 1 schools, 4 and it is worth noting that, while tranche 1 schools might be typical of schools throughout England, early adopters were selected by their respective local education authorities (LEAs) because they had: Topic 34 November 2005 pp

2 Topic 34 November 2005 Table 1 Our research participants Who was involved? How? When? 97 LEA remodelling advisers (65 per cent Questionnaire survey January and February 2004 response rate) 10 NCSL remodelling consultants Telephone interviews February and March school change team members in 158 Questionnaire survey March and April 2004 schools (39 per cent response rate) 38 members of staff from 1 infant, 3 primary Face-to-face interviews September and October 2004 and 2 secondary schools a headteacher with a strong desire for change within his/her school demonstrated remodelling to be a priority in school-improvement planning a likelihood of making accelerated progress through the change management process made a start in applying the remodelling agenda demonstrated creative and innovative ways of working a likelihood of being a positive influencer of other schools. Starting out All schools in England are involved in remodelling, but due to its phased introduction, schools are at different stages of the programme. Such differences were evident in our case-study schools, although their motives for becoming involved in remodelling were similar. The headteachers spoke positively about remodelling, commenting that it was an opportunity to re-evaluate practice, improve teachers work/life balance, develop the skills of support assistants and, ultimately, raise standards. They also viewed the remodelling agenda as complementary to their own school s vision for the future. By and large, the decision to remodel was influenced by an internal event or development. For example, a school previously subject to special measures had been encouraged to re-think its strategies, systems and ways of working. In two other schools, the appointment of a new headteacher was seen to be an ideal opportunity to quicken the pace of change. LEA remodelling advisers were also found to have played an important role in introducing the remodelling programme to case-study schools. Introducing the agenda For our case-study schools, being part of an official remodelling tranche was an opportunity to raise the profile of the initiative school-wide (some were quietly working towards remodelling-type objectives prior to this). One interviewee said remodelling had given the school permission to improve areas such as work/life balance, because it was now a national requirement. To deliver the remodelling message, one secondary headteacher decided to close school early for a staff conference. The event was well attended, maybe because part-time employees were paid to return to school. The school s LEA remodelling adviser remarked that the school had anticipated a hostile parental reaction to the early closure. However, parents recognised the event as being part of the school s development, which would ultimately benefit their children. A key component of the event was to involve staff in cross-school discussion 20

3 Working it out groups. Every employee was given the opportunity to voice his/her opinion on any issue, including cover supervisors and higher level teaching assistants (HLTAs), stating whether or not they thought such approaches would be beneficial. The headteacher, however, remarked that he had made one mistake in organising the event only closing the school one hour early. He said people were so engrossed in their discussion groups that it was difficult to get them to leave! Setting up a school change team To develop and support remodelling, the NRT advises schools to establish a crossfunctional change team. Three of our casestudy schools had set up this type of team. As well as senior managers and teachers, the teams included teaching assistants, special educational needs coordinators (SENCOs), clerical personnel, site managers, governors, parent teacher association members and parent helpers. In one of these schools, leaders thought it was important to involve a National Union of Teachers (NUT) member in the change team, as this union hasn t signed up to the National Agreement. This strategy worked well. The NUT representative said: Being a member of the union meant that I might not be positive about aspects [of remodelling], but they wanted to represent all areas of the school. The change teams in our other three casestudy schools were constructed differently. Following discussions with staff, two small schools (one infant and one primary school) decided to include all staff in its change team. A third school, a primary, had tried to establish a fixed team, but had found it more effective to draw in expertise depending on the project at hand, creating initiative groups. The deputy headteacher described these groups as having a variety of expertise, outlooks and life skills. A common theme across the schools was the need for all staff to participate in the remodelling process, rather than just a chosen few. In making decisions, change teams needed to consult with staff, and staff needed to see their suggestions being taken seriously. It was also important for change teams to ensure all staff were informed of the team s existence, remit and intentions. A member of one school change team explained: It s important that the school has a body of people that puts forward everybody s opinions and it doesn t just rest with the senior management [it] takes everybody s thoughts into account. Identifying key priorities So, how does a school prioritise the changes it needs to make? For one case-study school, a scoping technique presented at a remodelling training event proved useful. This enabled the school to map out its short-, medium- and long-term aims for the academic year. The priorities were then organised into four categories: standards, work/life balance, curriculum and projects. Within these categories, the school was able to plan its main concerns for the forthcoming year. Other case-study schools conducted audits, in the form of questionnaires to staff, to identify their strengths, ambitions, training needs and other areas for development. The findings were used as a base from which to develop practice, policies and procedures. Making changes Remodelling will inevitably look different in every school. The changes made will depend on a school s priorities and the willingness of staff to embrace new ways of working. When we spoke to staff in case-study 21

4 Topic 34 November 2005 Box 1 Planning, preparation and assessment (PPA) time and work/life balance Changes made: introduction of a staff workroom with computers, photocopier, lesson-planning tools and resource files use of communal spaces to display pupils work (put up by support staff) and the use of classroom boards as teaching tools (put up by teachers) afternoons of cultural enrichment for pupils run by support staff and overseen by a teacher/headteacher to give other teachers PPA time partnering system to provide teachers with PPA time (with one partner taking half a day per week non-contact time, while their partner taught their class along with their own, and vice versa) Box 2 Extending the role of support staff Changes made: improved line management and better meeting systems (e.g. weekly meetings with teachers/senior teaching assistants and monthly meetings with the headteacher) introduction of HLTAs to help teachers in the classroom, supervise lessons and carry out enrichment activities appointing a cover manager to arrange substitute teachers and plan a rota system (to ensure a 38-hour limit on supply cover carried out by teachers each year) appointment of an examination officer to relieve pressures for teachers use of sports coaches to run some physical education classes. scheduling parents evenings straight after school to save teachers time. schools, we found that all schools had been able to implement some quick fire changes. They admitted, however, that other aspects would take longer to put into place. Boxes 1 to 3 show some of the changes made, ranging from small to large. The impact of remodelling The benefits of remodelling will ultimately be determined by its impact on schools. If it is seen to be lowering educational standards it runs the risk of rejection. At the time they were visited, all the case-study schools were in the early stages of remodelling. Therefore, its impact on standards (positive and/or negative) was not yet visible. However, staff were able to talk about other outcomes, particularly those relating to working practices. It is worth noting that, especially Box 3 Structures and processes Changes made: streamlined timetables to reduce lost time between lessons new systems to ensure effective communication between staff (e.g. appointment of a resource manager, use of notice boards and regular discussion with all staff) regular distribution to parents of policies and procedures, introduced as a result of remodelling (e.g. explaining the purpose of the enrichment afternoons and the new role of teaching assistants) use of computer systems to record pupils attendance and assessment data. 22

5 Working it out in some cases, achieving results had taken a lot of time and effort. In the cases where remodelling had made an impact, it was mostly on the personal and professional lives of teachers and support staff. The impact on pupils tended to be most evident in schools that had made physical changes, such as redesigning timetables or classrooms. One headteacher spoke about the effect of remodelling on his school s image. He said remodelling has transformed the whole feel of the school and the way people perceive the school from outside. Table 2 shows some of the impacts reported by one or more interviewees in the six schools. As the interviewees were presented with an open-ended question, it is not appropriate to rank their responses, so comments do not appear in the frequency in which they were reported. Challenges faced by schools All six case-study schools faced challenges in remodelling, many of which reflect national concerns. Initially, and until the aims of remodelling were fully understood, some staff were apprehensive about the programme. Some teachers were worried about teaching assistants carrying out teaching roles, and others were concerned that improvements to their own work/life balance might lead to teaching assistants being overworked. Some teaching assistants also feared being overwhelmed by an increase in their workload and responsibilities. A small number of teachers, concerned about maintaining high standards, found it difficult to delegate tasks to teaching assistants. However, these fears decreased as the aims of remodelling became better understood and as changes were introduced. One unresolved issue, mentioned by interviewees in three schools, was how to sustain the remodelling project (particularly the guarantee of ten per cent PPA time) within budget constraints. In its early stages, remodelling created extra work, particularly for those in support roles. Schools faced the challenge of assuring support staff that remodelling benefits would be realised. One interviewee suggested a stronger focus be placed on the long-term benefits of remodelling for support staff, such as improvements in terms and conditions of employment, and also training Table 2 Remodelling impacts reported in case-study schools Pupils Teachers Support staff Improved attitudes to working Increased job satisfaction/ Increased job satisfaction/ enjoyment enjoyment Higher standard of work More time for teaching Better relationships with teachers Greater motivation Less out-of-hours work Greater feeling of being valued Better appreciation of school More collaborative working with More confidence in carrying out support staff work Apparent increases in Reduction in teacher absence Improved status attainment levels New skills learned through More confidence in approaching Leading in areas, e.g. special enrichment afternoons senior management educational needs and early literacy strategies More teacher time for individual Less use of supply cover More involvement with school life pupils (as a result of full-time teaching assistants in classrooms) Better levels of concentration More time for planning Improved opportunities for training and development 23

6 Topic 34 November 2005 and career opportunities. However, the interviewee also said support staff faced the challenge of becoming more flexible in their working practices, and that a greater appreciation of the curriculum, and how it could best be supported, was needed. In two schools, some interviewees felt there was confusion surrounding the HLTA role when it was first presented, and it was suggested that a clear career framework for teaching assistants should be introduced. Factors making remodelling work people were so engrossed in their discussion groups that it was difficult to get them to leave! In the six case-study schools, remodelling was often facilitated by maintaining a clear vision and a culture that valued staff contributions. Such a culture ensured that any potential changes were explored and examined from the perspective of staff. One teaching assistant remarked: There is very little to be gained from sitting back and waiting to be told what is going to happen. Everyone should be part of the process and have their voice heard. This was achieved through the creation of a change team, which kept the remodelling agenda moving forward. Working across the whole school ensured the success of remodelling, as did being open to change. One headteacher said: If you have ownership of the process, you are much more supportive of what is happening. You feel that it is a whole-school thing and not a top-down order. Strong and effective leadership was an important factor in making remodelling work. One headteacher was described by staff as being strong on teamwork and another as a committed headteacher who s prepared to see a way around a problem. The strategic deployment of support staff also contributed to the successful implementation of change. Interviewees felt that support staff were given the opportunity to work to their highest potential. They had been trusted, encouraged to contribute and had been willing to go that little bit further. One interviewee remarked: We have added to the workforce by providing opportunities, rather than changing personnel. Training and resources provided by the NRT and LEAs were regarded as useful by all our case-study schools. Headteachers found the training and resources to be a useful base from which to develop remodelling. The training sessions helped to clarify the remodelling process and showed how remodelling was progressing across the country. The training sessions also demonstrated several techniques for implementing change. One headteacher described these as very successful in moving the culture forward in her school. Schools particularly liked the NRT s message that one size doesn t fit all, as this allowed schools to consider their individual needs and circumstances. Some of the advice given by case-study schools, with regard to the successful implementation of remodelling, included: ensure remodelling is consistent with school ethos 24

7 Working it out make sure remodelling takes account of local issues involve staff in remodelling discussions create a strong vision keep the programme open and transparent trust the capabilities of colleagues encourage one another appoint remodelling champions monitor progress and achievements don t be afraid of change. To conclude The future of remodelling looked positive at our six case-study schools. For early adopter schools, the programme was complementing work already underway, and in tranche 1 schools it was forming a focal point for progression. Across the schools, changes had been introduced to address work/life balance issues and to professionalise the role of support staff. Through the change management process, staff had been encouraged to review their school s working practices, and to suggest ways to break bad habits. While it remains to be seen if remodelling will make the grade in all schools, the findings from our sample show the positive effects it is having in creating change. What s your experience? From the evidence we collected, remodelling was progressing well in the case-study schools. Perhaps your school has made similar achievements or maybe your experience of remodelling is different? Either way, the NFER would like to hear from you. Please write to the Editor of Topic, Alison Lawson, at a.lawson@nfer.ac.uk. Notes 1 ATL, DfES, GMB, NAHT, NASUWT, NEOST, PAT, SHA, TGWU, UNISON, WAG. (2003). Raising Standards and Tackling Workload: a National Agreement. Time for Standards. London: DfES. 2 The NRT was established by the Department for Education and Skills in 2003 to support schools in the implementation of the National Agreement. 3 In October 2003, the NRT began to fasttrack 189 schools, known as early adopters, in order to build momentum for remodelling nationally and to provide examples of good practice. 4 LEAs are gradually bringing their schools into the remodelling programme in tranches. Tranche 1 schools became involved in remodelling in December Related weblinks summaries/national-remodelling-team -evaluation-and-impact-study-year-1.cfm A copy of the research summary for this evaluation can be downloaded here. pdf_docs/rmt.pdf The full report of the evaluation is available here. pdf_docs/rmp.pdf A copy of the second evaluation, which focused on the effectiveness and impact of the work of the NRT in training and supporting remodelling colleagues at regional levels is available here. outlines/national-remodelling-team-year -3-evaluation.cfm Details of the team s current work, which looks at the NRT s overall effectiveness in completing the third and final phase of the remodelling programme, can be viewed here. 25

8 Topic 34 November 2005 About the author Address for correspondence Rebekah Wilson is a Senior Research Officer at the NFER. She has an active research interest in the work of teachers, the educational experiences of students and the reform of schools. Rebekah has been involved in evaluating several government initiatives, primarily focused on raising the achievement levels of students living in socially and economically deprived areas. Her work has also involved, and continues to centre on, the use of research by teachers. r.wilson@nfer.ac.uk Copying permitted The NFER grants to educational institutions and interested bodies permission to reproduce this item in the interests of wider dissemination. 26

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