Effective school improvement through a focus on emotional intelligence. Case study Skipley Federation

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1 Effective school improvement through a focus on emotional intelligence Case study Skipley Federation

2 Effective school improvement through a focus on emotional intelligence Skipley Federation 1/15 This case study focuses on the way the Executive Headteacher of a federation of three small primary schools used regular and ongoing coaching and mentoring approaches, arising from a focus on emotional intelligence, to maintain and raise standards of leadership, teaching and learning across the federation, and to bring about substantial improvement in the weakest schools. It also looks at the potential of peer coaching as a mechanism for disseminating expertise located in one school, to other schools in the federation. Background The federation The Skipley Federation was established in 2011 and comprises three small primary schools located in two different counties. The schools are: Hadzor Vale Primary School Tagwell Primary School Holmes Primary School All three primary schools feed the same secondary school. The Executive Headteacher In 2011, the headteacher of Hadzor Vale Primary School, Angela Murray, was appointed as Executive Headteacher of the three schools. Individual schools are managed on a day-to-day basis by the heads of school (deputy headteachers) under Ms Murray s leadership. Another small primary school, Saint Bernard s, works closely with the federation but is not a member of it. As the result of a proven track record of supporting other schools, Angela Murray also became a local leader of education (LLE) in 2012 and plans to make her next step a national leader of education role. As part of her LLE role, she is currently working with two newly appointed headteachers in schools outside the federation, using coaching and mentoring techniques to drive forward improvements and to build capacity to ensure that improvements can be sustained.

3 2/15 The schools Hadzor Vale Primary School is a village school. It has 92 pupils, from age 4 to 11, in five classes: Reception and Year 1, Years 1 and 2, Year 3, Year 4, and Years 5 and 6. Most pupils are White British. The proportion of minority ethnic pupils and pupils who speak English as an additional language is very low (1.2 per cent). The proportion of pupils who are entitled to free school meals or are looked after by the local authority is well below average (9.7 per cent). The proportion of pupils who have special educational needs (SEN) or disabilities who are supported at School Action is below average (10 per cent). The proportion at School Action Plus or with a statement of SEN is below average (7.9 per cent). The majority of these have specific learning difficulties. When Angela Murray joined the school, in November 2004, as a teaching head, the school was judged as good by Ofsted, but, following an Ofsted inspection in 2012, Hadzor Vale Primary School was judged as outstanding. Tagwell Primary School is a very small school located in a small town. Numbers have risen from a low of 36 pupils aged 4 to 11 in September 2010 to the current roll of 63. There are three classes: Reception and Year 1, Years 2 and 3, and Years 4, 5 and 6. The majority of pupils are White British, while about a quarter come from a variety of other backgrounds, with pupils of Asian or Irish Traveller heritage forming the largest groups. Very few pupils speak English as an additional language. The proportion of pupils eligible for free school meals or looked after by the local authority is above average (33.3 per cent). The proportion of disabled pupils and those who have SEN, who are supported at School Action, School Action Plus or have statements of SEN are broadly average, but these figures vary considerably between year groups and from year to year. In January 2011, the school was judged by Ofsted to be satisfactory. A later Ofsted inspection, in December 2012, judged the school to be good with outstanding features. The head of school at Tagwell Primary, Hannah Snowden, used to teach at Hadzor Vale Primary School. Holmes Primary School is a smaller-than-average school situated in a market town and has 103 pupils on roll from age 4 to 11. There are four classes: Reception, Years 1 and 2, Years 3 and 4, and Years 5 and 6. Most pupils are from a White British background and speak English as their first language. The proportion of pupils eligible for free school meals is below average (26.2 per cent). The proportion of disabled pupils and those with SEN is above average (14.9 per cent). The proportion of pupils with a statement of SEN is above average (10.6 per cent). In its last two Ofsted inspections (2009, 2012), the school was judged to be satisfactory.

4 3/15 Leading the federation: establishing a common identity When the Skipley Federation was set up in 2011, Angela became the executive head of Hadzor Vale, Tagwell and Holmes schools, the latter two of which required improvement. After some consideration, Angela realised that simply replicating the approach that she had used to raise Hadzor Vale School from an Ofsted judgement of Good to one of Outstanding, would not necessarily work in improving practice and raising standards across a federation of schools located at some distance from each other. At first, I thought I could just take what I did at Hadzor Vale and put it into the other two schools, but what I didn t appreciate was that they are their own entities and have their own communities and way of doing things. What I did want, was everyone to buy into one vision, which is excellence and achievement for all children. Right from the start, Angela did everything she could to begin to establish a shared identity for the three schools. Combined staff meetings focused on discussing and agreeing the future direction for the federation and, whenever possible in the first year, the schools worked together so that pupils and staff could get to know each other. Although she has never received formal training in coaching and mentoring, Angela Murray has benefited from high-quality coaching and mentoring in the past, and firmly believes in its potential to bring about individual and school improvement. Her preference was to use coaching and mentoring across the federation as the principle form of professional development, rather than sending staff out on courses. My previous experience of the effectiveness of coaching and mentoring definitely influenced my approach. It made me think about how people act and why they act that way. Leading the federation: getting to know staff and schools In the early days of the federation, Angela wanted to find out as much information as she could about: the strengths of staff across the federation areas where staff would need further development Instead of carrying out a skills audit in the more usual sense, by listing desirable skills and qualities and asking staff to rate their level of competence against each element, Angela took a more unusual approach, based on emotional intelligence, which she hoped would help inform staff deployment and support.

5 4/15 We did it through a process called packtyping. We work with emotional intelligence quite deeply. I know all of my staff well through this process. It can identify qualities that are important to a successful school -- not just leadership qualities. Packtypes is a commercial resource based loosely on Carl Jung and Isabel Briggs Myers s typological approach to personality, and Howard Gardner s concept of multiple intelligence. The resource generates a pack-type profile, revealing which pack-types are dominant influences. Packtype Hounds Pointers Guard dogs Terriers Coach-dogs Mastiffs Retrievers Sheepdogs Qualities Creativity, ideas, finding new opportunities Analysis, facts, working out the right answer Direction, results, steering the team Actions, getting things done Relationships, empowerment, consensus Communication, selling, sharing ideas Process, principles, trust and continuous improvement Control, organisation and planning for success Packtypes (Murray, 2007) The process can be used to identify individuals strengths and also to map where strengths lie across a school and, by extension, to identify areas for development. Colleagues can also pack-type each other to give a 360-degree assessment. In early staff meetings, to gain an overview of the strengths of staff across the federation, teachers from the three schools in the Skipley Federation worked together to pack-type themselves and their colleagues. Angela believes that the self-awareness and insight into the strengths and development needs of colleagues achieved through the pack-typing process are essential precursors to effecting school improvement through personalised approaches such as coaching and mentoring.

6 5/15 Staff learn a lot about themselves and each other. I know every one of my staff uniquely from this process. And I have learnt about myself as a leader as well. I know that my drivers are in the new ideas and risk-taking area, so the problem with me as a leader is that I have lots of ideas but, too often, I m so focused on the impact that the new idea will have and I don t think about practical issues, such as the costs. Approaches to staff development: working with senior staff Since taking on the role of Executive Headteacher, Angela has spent at least one day a week at each school in the federation. Part of her time there is spent coaching and mentoring the three newly appointed heads of school in aspects of their new role. The most recent Ofsted reports for all three schools (2012) note the effectiveness of the way that Angela supports her heads of school. Angela makes a clear distinction between coaching and mentoring, and she adjusts her role according to the situation. As heads of school gain fundamental leadership skills and confidence in their roles, the balance moves from mentoring to coaching. If a head is really struggling, then I have more of a mentoring role. Once they are getting on well or if I m working with a head that doesn t need so much support, then it s more of a coaching role. Mentoring is more about showing them good practice, leading them into what they should be doing rather than them finding it out. I show them how I have done it. It is more structured with a clear action plan by the end of the meeting. Coaching is a professional dialogue with a lot more of the What do you think? and How do you think you would do it?. It s a lot more informal. In line with her philosophy of not imposing particular ways of working on her schools, Angela approaches both mentoring and coaching sessions with an open mind. There will be things we need to talk about, but I never go in with a fixed agenda because I want to see what outcomes the coachee wants from a session. She draws again on her groundwork in emotional literacy to inform the sessions. It is the most powerful thing that I have ever used in my coaching. I need, initially, to know where they are coming from emotionally and what drives them, in order to mentor or coach them effectively and understand why they make the decisions they do.

7 6/15 Before she moved to become Head of Tagwell Primary, Hannah Snowden, was Angela Murray s deputy at Hadzor Vale School. The mentoring and coaching that Hannah experienced as part of the process of school improvement at Hadzor Vale has continued in the context of her new role. Recently, to reflect Hannah s priorities, coaching sessions have focused on managing staff and how to monitor standards, continuously but unobtrusively. Angela knows a lot about me, about how I think and that I can be quite blunt. Her style is very subtle and she s far better than I am about getting the best from staff. So working with staff was one of the things she coached me in immediately. One example was where feedback from teachers in pupils books was not good enough. I would have straightaway gone to the teacher and said, This is not good enough, but Angela coached me in using a softer approach, saying something like, Your teaching is really good but I m not quite seeing it in your books. Is there any reason why that is? Can I help you with anything?. And that works. It s a valuable thing. Hannah Snowden, Head of Tagwell Primary School Angela starts by asking those she is coaching what they want to work on. I need them to take ownership and understand what needs to be done. It is important for me to say openly that I am there for them. She sees her role, often, as helping them to refocus on priorities. As a new head, you have things thrown at you from left, right and centre, then you can lose sight of what actually matters. It takes a really determined head to ask, Does what I m doing actually raise standards for the children?. My job is to refocus them on what makes a difference to pupils. It s about what do they want to achieve, how they are going to do that and also how will they measure success, how we will review progress and when. Angela sees listening and questioning as key to effective coaching and mentoring. We agree the outcomes of the meeting and I open up the conversation to allow them to think things through, for example, I might say, Tell me about... or What are the first things you need to do? or Why do you think that happened?, What sort of strategies could you use to tackle that?. I ask them what has worked well, how could they do things better. A lot of our discussion focuses around even better if. It is very much about asking deeper questions that focus on improvement and get them to analyse what they are saying and doing, so that they can make effective choices.

8 7/15 While most coaching and mentoring focuses on how practice could be even better if, Angela acknowledges that the same approaches can also play an important role in addressing more serious weaknesses, arising from performance management. She distinguishes between the majority of staff who can do and who, through support, will improve, and a minority who won t do, and where even tailored and sustained mentoring fails to bring about improvement. Rarely, in the latter case, Angela initiates capability proceedings. And, although this is a difficult step, Angela is convinced that it is in everyone s best interest. They have to realise they are here to raise standards for children and make a difference and, if they are not doing that, then they shouldn t be doing the job. Sometimes, the process of mentoring is enough for teachers who won t do to realise for themselves that there is no point in continuing in the profession. Capability has not been an issue with the heads of the three federated schools, who continue to move from strength to strength with Angela s support, as Ofsted noted: The executive headteacher and the head of school s skill sets complement each other well. They have worked together effectively and successfully to address areas for improvement from the previous inspection. Ofsted report on Holmes School, 2012 Because of the way the federation is set up, with Angela spending some time in each school each week, coaching and mentoring between Angela and her heads of school is ongoing and forms an integral part of everyday practice. It happens every time we meet. It is a natural way of working. We are constantly discussing scenarios, looking at ways to improve. The effectiveness of the close working relationship between Angela Murray and her heads of school was remarked on in Tagwell Primary School s 2012 Ofsted report, where it was judged to be outstanding for leadership and management. The executive headteacher and the head of school work together very well. They have built a staff team where everyone has high expectations of pupils and all are focused on improving their progress and behaviour through better teaching... Improvements during the last year have been rapid and are being sustained this term. Ofsted, 2012

9 8/15 Approaches to staff development: peer support Another positive outcome of the federation s initial focus on emotional intelligence has been the development of cross-school, peer-to-peer coaching and mentoring. Increasingly, peer coaching is becoming the predominant form of staff development across the federation, with staff attending many fewer external courses than previously. While financial constraints have played a part in this, Angela Murray also began to question how much staff were actually gaining from the courses they attended. Her concerns are borne out by research evidence (Wiliam, 2013; Hanushek and Rivkin, 2006), which indicates that because the most powerful teacher knowledge is not explicit, more traditional professional development that focuses on telling teachers what to do is ineffective. Wiliam (2010) believes that improving teachers practice involves changing teaching habits, not adding knowledge, and that to be effective, professional development for teachers must address: what teachers do in the classroom how teachers change what they do in the classroom Angela s own experience of the effectiveness of peer coaching supports the research evidence. I don t think that we get much of a return when we send them out on courses. But we have evidence [that] improvement in the quality of teaching is rapid when teachers work peer to peer. One teacher s lessons improved by one Ofsted grade, from satisfactory to good with outstanding features, after just six weeks of peer coaching. The improvement was achieved through a formal peer mentoring process: The mentee s teaching was observed and the focus of the mentoring sessions was agreed and longer-term targets set. Each week, either the teacher requiring improvement watched their mentor teach or vice versa. At the end of each observation, clear action points/short-term targets, focused on improvement, were set. Progress in relation to these targets was assessed each time the mentee s teaching was re-observed. At the end of six weeks, progress against the longer-term targets was reviewed to evaluate the effectiveness of the peer mentoring intervention.

10 9/15 Traditionally, attending courses has formed a major component of teachers continuing professional development and, sometimes, there are courses that Angela judges could offer information relevant to school improvement across the federation, for example, on aspects of curriculum or challenging underperformance. Often, however, Angela will attend such courses herself so that she can share the information in a more personalised way, through mentoring and coaching sessions, as appropriate to individual needs. Angela is also keen to support the advice she gives in sessions with evidence of effective practice from school-focused research and inspection. I won t say, I ve heard this, so we are going to do this. I will note what the research is saying and then look to do things that are underpinned by evidence and that will raise standards. I will also suggest that they go and look at certain bits of research or read a certain book and then they come back with ideas and are able to tell you their understanding of why something will work or not. Angela sees an important part of her role as establishing a culture of coaching and mentoring across her three schools, and the federation s learning improvement plan emphasises the sharing of resources and expertise across the schools. I can t do all the coaching and mentoring myself. Staff need to have a strategy to identify their own strengths and weaknesses. So I m saying, This is how we support each other to improve. This is going to raise standards. That s more powerful than me going in and observing them. And we ve proved it works because we did it at Hadzor Vale in a short space of time. Starting with the heads of school, Angela is training staff to enable them to take on coaching and mentoring roles with trainee and new teachers, and as a means to support each other. I did some NQT mentoring previously, but I was guided and I gradually took on a bigger role. Louise Burns, Head of Hadzor Vale School Angela uses the outcomes of the initial packtyping process as one way of pairing staff, across schools, whom she feels would benefit from working together. She describes how, for example, a teacher rated as satisfactory because of her poor organisation and behaviour management skills improved as a result of being paired with a teacher whose packtyping profile, showing strengths in planning, organisation and control, indicated that she would be outstanding in these areas.

11 10/15 When Ofsted came, the teacher was graded as good with outstanding features, and it was to do with the peer-to-peer work and the professional conversations that the pair had had. It was really powerful and non-threatening. It wasn t me doing a performance management review. It was just working with a colleague. Other staff are paired according to their expertise in areas of pedagogy. At Tagwell School, for example, Early Years teacher Judith Baker is knowledgeable and skilled in teaching reading, but needed support to improve play opportunities for the children in her class. The head of school, Hannah Snowden, set aside time during the school day for Judith to travel to Holmes School to work closely with a colleague who needed support in teaching phonics and who, in return, would visit Tagwell School to share her own expertise in learning through play with Judith. The pairing was highly successful. As well as benefiting from being coached by a peer, Judith found that the process of coaching a colleague also improved her own practice, confidence and self-esteem. Being a coach has increased my confidence. I ve realised that phonics is something that I do know a reasonable amount about and which I teach well. It has raised my game too. If someone is going to come and watch me teach and if I m going to talk to them afterwards, I need to know that I m up to date with the latest practice and that everything I do is of a really high standard. Judith Baker, Early Years teacher, Tagwell School There are organisational challenges and resourcing issues associated with developing a network of peer coaches, especially where it involves visits to other schools to observe teaching. For example: Teachers need to be released in school time to work with their peers, and the amount of time needed is exacerbated by the considerable distance between schools in the federation. They need training to enable them to work effectively. The extent of each school s involvement needs to be equitable and clear so that everyone contributes and benefits equally. But, as Hannah explains, she is determined to overcome these challenges and plans to continue to support, and even extend, peer-to-peer support. If teachers do things outside directed time, they never give it quite the same weight as if it is done in school time. I m not averse to doing things in school time, but it is a challenge to fit it all in and fit in cover when people are out. What we need to explore more is the use of effective cover for this from skilled teaching assistants. Actually, what I d like to do next is have the teaching assistants support each other in the same way that the teaching staff do now. Hannah Snowden, Head of Tagwell Primary School

12 11/15 Hannah recognises that peer coaching alone will only bring about improvement if she constantly monitors practice, gives feedback and supports staff to improve. The impact of peer coaching was picked up by Ofsted in their 2012 report on Tagwell Primary School. Effective use of expertise across the federation schools enhances teachers skills and knowledge Teachers benefit from sharing good practice with colleagues and everyone learns from each other. This, and clear feedback from senior leaders to help them improve, has driven up standards. Ofsted, 2012 There are still issues to be ironed out in the Skipley Federation s peer mentoring scheme. For example, at present, Judith Baker is unsure of the extent of her authority and/or responsibilities when coaching a colleague from another school. Angela Murray identifies action points as the most important outcome from coaching sessions, but Judith did not have the confidence to ask her colleague to end the session with actions points that would be followed up. I didn t give my colleague any tasks or actions or review points because, although I was coaching, effectively, I haven t had the go-ahead to officially start coaching people, and I m not sure what their expectations of me were. Judith Baker, Early Years teacher, Tagwell School To address this issue, Hannah Snowden is considering suggesting to Angela Murray that a contract for mentoring and coaching be set up between schools in the federation so that both coaches and coachees can be clear about expectations and responsibilities on both sides of the arrangement. Impact The impact of the mentoring and coaching approach to school improvement, originating in emotional literacy, has been far-reaching: Schools in the federation feel more connected and have a clear idea of the vision and what they want to achieve. Staff across the federation are working increasingly as one team and have a greater understanding of their colleagues and what drives them. Teaching staff believe that peer observations and support are a very effective way of raising standards. New heads of school are increasingly confident and skilled in their roles, and some are working towards headship:

13 12/15 I would not be the leader I am now if I hadn t had that coaching and mentoring from Angela. Now I m coaching and mentoring other staff in the way Angela taught me. Now she is helping to prepare me for headship. I ve told her it is a move I want to make and we ve discussed the areas I need to work on, and she s going to mentor me over the next two years. Hannah Snowden, Head of Tagwell School Ofsted judgements have improved under the new Ofsted inspection framework for schools. A renewed focus on teaching and learning right from the top has raised the profile of effective pedagogy dramatically across all schools, and the quality of teaching and learning is improving: I do a bulletin every half-term, just talking about teaching and learning. I have made time to do it. I contract out premises management and maintenance because that is the sort of thing a head shouldn t be spending time sorting out. You need to ask yourself, Is this going to raise standards?. To see an example of a Teaching and learning bulletin from the Skipley Federation, refer to Appendix A. The culture of peer support has diffused throughout the federation, from Angela, the executive head, from heads of school to their staff, across schools through peer mentoring, and also among pupils. The coaching and mentoring culture is now having an impact on pupils. We use packtyping with the children, and understanding their emotions helps us to pair them up to support each other. Looking back on the first two years of the federation, Angela Murray is optimistic for the future: Without a shadow of a doubt, the work we have done through coaching and mentoring and packtypes has raised standards in our schools, and will enable us to continue to reach for the stars for all the children in our schools.

14 13/15 Leadership lessons Learning from this case study includes: the potential impact of professional development based on colleagues supporting each other using coaching and mentoring, as appropriate ways of sharing expertise and encouraging staff development beyond the school the importance of identifying the skills and qualities of individual staff, and of mapping where these strengths lie across the school to inform coaching and mentoring strategies maintaining a clear focus on raising standards for pupils as the outcome of coaching and mentoring the importance of evidence-based practice References Hanushek E A and Rivkin S G, 2006, Teacher Quality in Handbook of the Economics of Education, Vol. 1, ed. Hanushek E A, Welch F, , Amsterdam: North-Holland Murray, W, 2007, Packtypes. Available at Wiliam, D. (2010) Teacher Quality: Why it matters and how to get more of it, The Spectator

15 Appendix A: Teaching and learning bulletin Skipley Federation: Teaching and learning update Spring /15 Lessons from learning walks Learning walks from the end of the spring term revealed a number of useful pointers to improving our performance in teaching and learning: Our classrooms provide a stimulating learning environment and our pupils are well motivated and actively engage in their learning. Staff are aware of the individual learning needs of all of their students. The monitoring of pupil progress during lessons needs to be more explicit, for example, by using mini plenaries, mini whiteboards, AfL strategies etc. More frequent reference to the learning outcome must become an even more obvious aspect of our lessons. A whole range of good and outstanding practice was seen, and points from these are shown below. Calendar of key teaching and learning events this half-term Dates Event Purpose 15th April Federation training Focus on peer-to-peer observations, strengths and development points 29th April Staff meetings Staff meetings focus good questioning 20th May Staff meetings Staff meeting focus good practice observed What s the focus of themed learning walks/book scrutiny this half-term? How teachers assess pupils progress through questioning during the lessons, for example, mini plenaries Checking that pupils have acted on feedback given by the teachers Ensuring that all children are challenged through questioning and tasks Using assessment as a teaching and learning tool

16 15/15 Learning from learning walks Spring 2013 Below are listed some good strategies that I have seen on my visits to outstanding practice schools throughout the federation and other schools. Pupils set their own learning targets for the lesson, in some cases, by referring back to those set in previous lessons. Use of lesson target-setting Post-it notes by pupils, which they stuck to the whiteboard at the start and removed at the end of the lesson, if achieved. Pupils were given a choice of activities so they could work to their individual strengths. More-able pupils were used to support less-able pupils. Peer reflection and discussion was used as a sharing strategy. Careful lesson planning enabled all pupils really work when they are in groups. Classroom displays referred to during lessons; therefore, it was part of an active learning environment rather than just wallpaper. Role-play used to help all pupils understand key principles of the subject matter by getting them actively engaged in their learning. Teaching assistant was actively engaged and pupils were enthusiastic about support given. Ongoing improvement dialogue between teacher and pupils during lessons. Teacher made available a range of extension tasks that students chose when they had completed the core activity. Use of going for gold and reward stickers to motivate pupils and encourage them to think about the best behaviour. Good use of an on-screen countdown timer for specific tasks, to keep pupils focused and also generated an overall feeling of pace. Clearly identified topics celebrated through interactive displays and on doors to classrooms. ICT used effectively within the lesson to further pupils knowledge. Behaviour well managed through positive reinforcement. Tasks challenge and engage learners because they are well matched to the pupils needs. Books show clear progression from the start of the year and are marked up to date with a variety of feedback. Good use of no-hands-up policy ensured all children were active learners.

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