Today, I want to focus on leadership. Leadership is fundamental to. educational success. Since becoming Education Minister some two and a

Save this PDF as:
 WORD  PNG  TXT  JPG

Size: px
Start display at page:

Download "Today, I want to focus on leadership. Leadership is fundamental to. educational success. Since becoming Education Minister some two and a"

Transcription

1 PISA Speech Leadership Matters. Today, I want to focus on leadership. Leadership is fundamental to educational success. Since becoming Education Minister some two and a half years ago, I have time and time again stressed the importance of leadership at every level within the education system. I said when the PISA 2009 results were published that I believed that there had been system wide failures. I said at the time that I thought there had been a failure of leadership throughout the system. To my mind there is no doubt; PISA 2009, along with other evidence, was our wake-up call. We had worrying evidence that our education system was not delivering in the way our young people deserve. As the next assessments approach, my officials are focussing on strategies to improve the weaknesses identified in PISA. You have heard today from Michael Davidson about what Wales can learn from other countries that have improved their PISA performance. You have heard today from Professor David Reynolds how Wales can improve through using international research from effective schools, effective teaching and school improvement. There is a rich vein of evidence and research on which we can draw and learn. 1

2 I know my ambition for Wales to climb the PISA rankings is a significant challenge, and it would be unrealistic to expect significant improvements in the 2012 PISA results. Systemic change takes time if it is to have a lasting impact. Experience tells us that quick fixes are seldom sustainable. However, I have set a challenging target for the Welsh education system. We should aim to be in the top 20 of school systems measured in the PISA scores in PISA provides the benchmark. But this is about equipping our young people with the skills they need for future study and the workplace. This is why good performance in PISA is so important and why we are investing our time, effort and expertise towards raising performance across the board. There has been progress since I set out a 20 point action plan to secure a step change in education and this is already well under way. We have already achieved some milestones, in terms of professional development for practitioners, a higher level of accountability in the system through the School Standards Unit and banding of secondary schools and a new focus on literacy and numeracy. However, these gains have been achieved through direct leadership at Welsh Government level. When I am clear that here in Wales, ours is not a good system aiming to become great. Ours is a fair system aiming to become good. I stated right up front that I was going to have more direct input. 2

3 My role is to raise standards and create excellence, to widen opportunities and spread equality of outcomes by using the levers of legislation and funding that are available to government. In Estyn s Annual Report , the Chief Inspector Ann Keane states that: Many of the weaknesses I have identified can be traced back to failures of leadership. There is a strong link between outcomes, provision and leadership and management. Where leaders and managers are making sure that whole-school policies and procedures are being applied consistently, this reflects positively in the provision and in the standards pupils achieve. It is usually because there are some weaknesses in the work of leaders and managers that schools are found to need follow-up monitoring by Estyn. She went on to say: The quality of leadership and management is a main driver for improvement. Self-evaluation is only fully effective where leaders and managers can identify priorities for improvement because they monitor provision and assess outcomes robustly. There is a challenge of leadership for local authorities. We know from recent Estyn inspections that local authorities can do better in terms of performance. Generally, local authorities do not work well enough to challenge schools with high reserves or deficit budgets. As a result, pupils in these schools do not 3

4 gain the full benefit of the resources that are being provided for their education. So leadership is key. I said in my March speech on Learning from the best we will go at the pace of the system leaders, not at the pace of the slowest. And by the system leaders, I meant leading headteachers and leading practioners in Wales. I announced the creation of the Practitioners Panel, and under the chairmanship of Dr Dylan Jones, headteacher of Ysgol Bro Morgannwg, we have now had two meetings of this Panel of leading headteachers and they have given us valuable input across a range of activities. I also announced just two weeks ago that we would be establishing our online digital learning platform Hwb, supported by a National Digital Learning Council to ensure that it best meets the needs of teachers and learners across Wales. In addition to the learning platform for Wales and the creation of a National Digital Learning Council, we will be seconding a team of sector-leading practitioners to support schools in delivering a world-class digital curriculum. We will direct the Digital Leader Team to focus on raising standards in literacy and numeracy through the use of digital technologies and innovative approaches to teaching and learning. We advertised for these posts last week. So as I said, we are moving at the pace of the fastest, not the slowest. Over recent years we have been pursuing a widespread and comprehensive set of educational reforms: 4

5 Curriculum reforms, including the Foundation Phase, learning pathways and the Welsh Bacc Assessment reforms, including the annual tests in literacy and numeracy from 2013 Professionalising teaching, with the Master s in educational Practice, bringing best practice from around the world to teachers, supported with online resources including, plc online Systemic reform, through the consortia arrangements Reforms to pedagogy involving teaching methodologies that address the problem-solving or meta-cognitive skills reflected in preparations for the 2012 and 2015 PISA testing rounds All of these reforms are underway and we are looking at how we draw together our school improvement agenda in a coherent way into an overall improvement plan, and preliminary work on this was shared with the Practitioner s Panel on Monday, with clear targets and a delivery map for each part of the education system. Alongside this, I want to be sure that the reforms we have introduced are clear to all and the leading research on which we are drawing to deliver systemtransforming experience to teachers is well-grounded, including the approach to pedagogy demanded by PISA. I will be seeking expert educational input to draw that together, looking at international experience from those societies which have sought to deliver reform strategies on multiple levels simultaneously as we are doing. 5

6 In March 2011, all local authority leaders across Wales gave me assurances that education was their number one priority and that a radical overhaul was needed to address the systemic failure in schools. Their leadership is key in delivering this agenda. I am pleased that local authorities have committed to working together collaboratively, to take full responsibility for challenging and supporting schools, and to drive out inefficiencies in the system so that more money is freed up to go to the frontline. I am keen that we do not lose momentum. For to budgets for schools, both within the Education Department and through the Revenue Support Grant have been protected by 1% above the rate of change in the Welsh budget. In respect of , the budget data collected from authorities has confirmed that the commitment has been met. I welcomed the commitment that local authorities made to increase the proportion of money delegated to schools to 80% by 2012 and 85% by 2014, as a means of moving funding and decisions on funding as close as possible to the point of delivery. To date, local authorities have engaged in an entirely positive process and undertaken a fundamental review of the monies they spend on schools themselves and seeing whether those functions could be better delegated to 6

7 schools. Recently Directors of Education have confirmed that they are on track to meet this commitment and I fully expect all local authorities to achieve the 80% delegation rate by this September. Local authorities gave a commitment to having school improvement regional partnerships in place by September Detailed business cases have already been approved by each local authority Cabinet and we have provided 4m seed funding to support their transition from 22 school improvement services to four. Last month I met local authority leaders in Wales again and reinforced with them the priorities we have and their need to ensure that their authorities are delivering in respect of regional consortia this September. I also shared with local authority leaders the research from the Sutton Trust which set out the most effective strategies to ensure school improvement. I wanted all local authority leaders to know how effective schools can make a difference to the attainment of pupils from deprived backgrounds. The Sutton Trust set out what existing international evidence says about the effectiveness of approaches from improving the attainment of pupils from deprived backgrounds in order to help schools make best use of resources targeted at these pupils. The top five approaches with a high impact for a low-moderate cost include: Effective feedback information given to the learner or teacher about the learners performance relative to learning goals which then redirects 7

8 or refocuses the learning action to achieve the goal. The estimated impact is equivalent to nine months of progress in a year. Self-regulation strategies teacher approaches which make learners manage their own motivation towards learning and learners think about their own learning more explicitly in the classroom. The estimated impact is equivalent to eight months of progress in a year. Peer tutoring/peer assisted learning approaches in which learners learn in groups to provide each other with explicit teaching support. The estimated impact of this approach is equivalent to six months progress in a year. Homework reading and preparing for work to be done in class or practising and completing that already taught or started, extended activity to develop pupils inquiry skills or revision for tests. Estimated impact is again significant and equivalent to at least five months of progress in a year. And finally, Assessment for learning developing a clear understanding of what it is learners need to learn and evidence about their current level of performance. The estimated impact of this approach is equivalent to at least three months of progress in a year. Professor Alma Harris in her Leading System Transformation paper stated that system reform will only be successful if the leadership capacity for change, at all levels in the system, is established and sustained. This requires leadership of learning in every school, in every local education authority and in 8

9 every classroom. It requires a collective commitment to move the system forward through leading the improvement of learning and teaching. This collective commitment can be seen in the context of system leadership. We are increasing capacity and capability within the system through the recruitment of system leaders within the four regional consortia. This is an important development and a welcome resource to schools. The deployment of system leaders to support the school improvement agenda will work in tandem with Estyn s formal inspection regime and the interrogation of data by the Welsh Government s School Standards Unit. System leaders within each consortium will provide: Monitoring, challenge, intervention and support; Whole school intervention and support; and Curriculum and pedagogic intervention and support. It is essential that system leaders are able to drive through improvements by their leadership. We must recruit exemplars of best practice the very best school improvement officers, the best headteachers key people who are able to lead the way. The Welsh Government is working with ADEW, Estyn and the Welsh Local Government Association to develop a National Training Framework for System Leaders to ensure consistency. In order to achieve a step change in performance, system leaders need to seize the challenge. 9

10 System Leaders must work together across consortia to share knowledge and expertise to ensure a level of consistency in practice and to ensure improved outcomes in pupil attainment, achievement and wellbeing. They must lead in tackling the variation in outcomes within and between schools and local authorities. System leadership is an active engagement between leaders within a school and leaders across schools in order to build capacity and bring about system transformation. School leaders must be willing to take on wider system roles to support the success and attainment of learners which may be in schools other than their own. Each regional partnership has committed to the identification and deployment of system leaders to support the school improvement agenda. We expect these to be recruited over the next few months. I am looking to local authorities to ensure these are people genuinely capable of being seen by Headteachers as system leaders, not people of limited classroom or school leadership experience. There are other leadership challenges facing us. The leadership of the Welsh Joint Education Committee is also facing a challenge. The proposals for a return to O levels and a two-tiered system of qualifications that were leaked 10

11 on 21 st June to the media, and which were not denied by the Secretary of State for Education in England, were announcements from which I was keen to distance Wales. I have made it clear that decisions about the future of qualifications in Wales will be made on the basis of evidence and to reasonable timescales; and I know the Minister for Education in Northern Ireland whom I met yesterday shares these principles. However, Michael Gove s stated preference for a move away from a competitive market for qualifications, to a situation where each qualification is offered by a single awarding organisation is clearly something that would have substantial commercial implications for WJEC and other awarding organisations. Representatives of local government here today, with a mutual interest in the future of WJEC, will wish to be mindful of these challenges. The WJEC is likely to lose a significant share of its market in England. It needs to refocus and reprioritise. If it does not, I may need to act. We know that effective practitioners are the single most important factor in raising achievement in schools. As McKinsey states: the quality of an education system cannot exceed the quality of its teachers. McKinsey also states: School reforms rarely succeed without effective leadership, both at the level of the system, and at the level of individual schools. 11

12 It is no surprise that the evidence suggests that strong school leadership is particularly important in producing improvement. Therefore, in developing those actions that must be taken in the short term have focused on professional practice. The Welsh Government has set out its expectations for headteachers. Head teachers are required to meet the Leadership Standards. The Leadership Standards also serve as an optional tool to support teachers who wish to develop their leadership skills. Revised performance management regulations were introduced from 1 st January 2012 which have further sharpened the focus on improving practice including, for head teachers, greater consideration of overall school performance. Our Practice Review and Development model which is an integrated system of professional standards, performance management and continuing professional development designed to improve the quality of teaching. My aim is to develop one simple, consistent system of professional standards, professional development and performance management. These elements should work together as a coherent system to drive school improvement through improved standards of teaching and leadership Professional standards have been revised and were launched in September 2011 and include a specific focus on the national priorities for education in Wales. All teachers are required to meet the Practising Teacher Standards. 12

13 Our new Masters in Educational Practice will produce highly skilled teachers who have a thorough knowledge of a range of strategies to improve outcomes; who understand the theories and concepts that underpin these strategies; and who, as a consequence, are able to deliver more effective teaching and learning in the classroom. It may be that we will need to move on from the NPQH to a Master s in Leadership in due course. The Masters in Educational Practice will involve teachers taking part in action research rather than being a taught, theoretical and academic qualification. Introducing a Masters at this point in a teacher s career will help to address the inconsistency in the quality of Induction teachers receive across the country. It will also provide a positive step towards reducing in-school and between-school variation in teacher quality and learner outcomes. By equipping teachers with these qualifications, we will create a strong leadership system supported by system leaders who will advise and create that vital network of communication between local authorities, consortia and local schools on improvement. In this way we are creating and supporting networks of effective practice within, between and across schools focusing on teaching and learning, with a strong drive to improve outcomes for all. Leadership at all levels of the system is required if we are to translate our ambitions into reality. 13

14 One year ago, I warned that local authorities had a year to start to demonstrate that they were delivering. Regional working is in place. But local authorities have to demonstrate they are both delivering improved performance and that they are delegating 80% of their budgets to schools by September 2012 and 85% by September They have to demonstrate that they are getting a grip of corporate ICT support to schools and HR support to headteachers, as well as regional school improvement services. They have to get a grip of issues such as school organisation, including catchment alignment and Welsh-medium provision. I warned local authorities that there would be a further review by 2013, as recommended by the Task and Finish Group on the Structure of Delivery of Education. I said that if they couldn t demonstrate that they were delivering, then more radical restructuring of education delivery on a regional basis should follow. This autumn I will establish a review of the delivery of education to follow up the Task and Finish Group s report. Finally, let me say this. The purpose of leaders, American champion Ralph Nader once said, is to create more leaders. Getting leadership right is key to reform and we will drive that agenda forward. 14

National Literacy Programme

National Literacy Programme National Literacy Programme National Literacy Programme Audience Lead members for education, regional consortia, local authority directors of education, local authority advisers, headteachers and schools

More information

Why we need more changes. Introduction. Poverty has a big effect on education. The Welsh Government know that a good education is really important.

Why we need more changes. Introduction. Poverty has a big effect on education. The Welsh Government know that a good education is really important. 2 Introduction The Welsh Government know that a good education is really important. It gives learners the best opportunities in life. There have been many good things happening in Wales: better GSCE and

More information

Improving schools. None for information only.

Improving schools. None for information only. Improving schools Improving schools Audience This document is aimed at leaders throughout the education system within Wales, from schools, governing bodies and school staff unions to local authorities,

More information

National school banding Q&A. Background

National school banding Q&A. Background National school banding Q&A Background The previous Minister for Education and Skills, Leighton Andrews AM, announced in February 2011, as part of wider set of actions aimed at improving standards, the

More information

Schools Challenge Cymru: introduction for Pathways to Success schools

Schools Challenge Cymru: introduction for Pathways to Success schools Schools Challenge Cymru: introduction for Pathways to Success schools Information Information document no: 145/2014 Date of issue: June 2014 Schools Challenge Cymru: introduction for Pathways to Success

More information

National Numeracy Programme

National Numeracy Programme National Numeracy Programme National Numeracy Programme Audience Lead members for education, regional consortia, local authority directors of education, local authority advisers, headteachers and schools

More information

A report on the quality of the school improvement services provided by the North Wales Consortium

A report on the quality of the school improvement services provided by the North Wales Consortium A report on the quality of the school improvement services provided by the North Wales Consortium North Wales Consortium Bryn Eirias Ffordd Abergele Bae Colwyn Conwy LL29 8BY April 2016 by Estyn, Her Majesty

More information

estyn.gov.uk Improving schools through regional education consortia June 2015

estyn.gov.uk Improving schools through regional education consortia June 2015 estyn.gov.uk Improving schools through regional education consortia June 2015 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting:

More information

Your child, your schools, our future:

Your child, your schools, our future: A commitment from The Children s Plan Your child, your schools, our future: building a 21st century schools system SUMMARY Building a 21st century schools system Summary 1 Summary Chapter 1 Our ambition

More information

Performance management for headteachers

Performance management for headteachers Performance management for headteachers Revised performance management arrangements 2012 Guidance Guidance document no: 074/2012 Date of issue: May 2012 Performance management for headteachers Audience

More information

Leadership milestone matrix

Leadership milestone matrix New Deal for the Education Workforce Leadership milestone matrix Leading, learning, inspiring Audience All educational practitioners working with learners from ages 3 to 19 including teachers, leaders

More information

Leadership, Including Headship POSITION PAPER. You can t improve schools without leaders 1

Leadership, Including Headship POSITION PAPER. You can t improve schools without leaders 1 GENERAL TEACHING COUNCIL FOR WALES CYNGOR ADDYSGU CYFFREDINOL CYMRU Leadership, Including Headship POSITION PAPER You can t improve schools without leaders 1 1. Effective school leadership is one of the

More information

Improving schools. A guide to recent Ofsted reports to support school improvement

Improving schools. A guide to recent Ofsted reports to support school improvement A guide to recent Ofsted reports to support school improvement Foreword by Her Majesty s Chief Inspector Contents Foreword 3 Introduction 5 Getting to good 6 Moving English forward 8 Mathematics: made

More information

QUALIFIED FOR LIFE. A curriculum for Wales a curriculum for life

QUALIFIED FOR LIFE. A curriculum for Wales a curriculum for life QUALIFIED FOR LIFE A curriculum for Wales a curriculum for life October 2015 A curriculum for Wales a curriculum for life Audience Overview Action required Further information Additional copies Related

More information

National Literacy Programme. Introduction

National Literacy Programme. Introduction National Literacy Programme Introduction The purpose of the National Literacy Programme for Wales is to set out clearly the actions that will be taken by the Welsh Government, and our partners, to achieve

More information

AMiE News December Update

AMiE News December Update AMiE News December Update I hope you have had a good term. The following are summaries of some of the more important news items which impact upon leaders and managers that have emerged recently. Where

More information

FACT FILE 03/12 LINK GOVERNORS

FACT FILE 03/12 LINK GOVERNORS FACT FILE 03/12 LINK GOVERNORS What are link governors? One of the key roles and responsibilities for the governing body is to monitor the progress and performance of the school. Many governors hold positions

More information

An individual leadership review completed by a learning support assistant in a mixed nursery/primary school

An individual leadership review completed by a learning support assistant in a mixed nursery/primary school An individual leadership review completed by a learning support assistant in a mixed nursery/primary school Digital ISBN 978 1 4734 4517 8 Crown copyright August 2015 WG25976 Leadership Standards individual

More information

Delivering Local Health Care

Delivering Local Health Care Delivering Local Health Care Accelerating the pace of change Delivering Local Integrated Care Accelerating the Pace of Change WG 17711 Digital ISBN 978 1 0496 0 Crown copyright 2013 2 Contents Joint foreword

More information

Report of a Peer Learning Activity in Limassol, Cyprus 17 21 October 2010. School Leadership for learning

Report of a Peer Learning Activity in Limassol, Cyprus 17 21 October 2010. School Leadership for learning EUROPEAN COMMISSION Directorate-General for Education and Culture Life Long Learning: policy and programmes School Education; Comenius Education and Training 2020 programme Thematic Working Group 'Teacher

More information

BUILDING A HIGH PERFORMING SYSTEM. A business improvement plan for the Department for Education and Child Development

BUILDING A HIGH PERFORMING SYSTEM. A business improvement plan for the Department for Education and Child Development BUILDING A HIGH PERFORMING SYSTEM A business improvement plan for the Department for Education and Child Development BUILDING A HIGH PERFORMING SYSTEM 1 Contents Executive summary 3 Increasing local decision-making

More information

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1

Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Longridge Primary SCHOOL IMPROVEMENT PLAN DATA LABEL-PUBLIC 1 Nurtured Safe Active 2015-2016 Healthy Successful Learner Achieving Confident Individual Included Respected Responsibl e Responsibl e Citizen

More information

National Standards for Headteachers

National Standards for Headteachers Guidance Organisation & Management National Standards for Headteachers Staff Management Status: Information Date of issue: 10/2004 Ref: DfES/0083/2004 Contents Introduction 2 Shaping the Future 6 Leading

More information

Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure

Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Providing Inspection Services for Department of Education Department for Employment and Learning Department of Culture, Arts and Leisure Better Mathematics EVALUATION AND PROMPTS FOR SELF-EVALUATION AND

More information

INVESTORS IN PEOPLE REVIEW REPORT

INVESTORS IN PEOPLE REVIEW REPORT INVESTORS IN PEOPLE REVIEW REPORT Lower Farm Primary School Page: 1 of 13 CONTENTS Key Information 3 Assessor Decision 3 Milestone Dates 3 Introduction 4 Assessment Objectives 4 Feedback Against the Assessment

More information

Leadership in public education

Leadership in public education Leadership in public education Policy direction overview Discussion paper three Great educational leaders transform the lives of young people and enrich our whole community. They are the exceptional men

More information

REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME

REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME REFLECTING ON EXPERIENCES OF THE TEACHER INDUCTION SCHEME September 2005 Myra A Pearson, Depute Registrar (Education) Dr Dean Robson, Professional Officer First Published 2005 The General Teaching Council

More information

Citizenship education in Northern Ireland, Wales, Scotland and England

Citizenship education in Northern Ireland, Wales, Scotland and England Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted

More information

CONTINUING PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL LEADERS

CONTINUING PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL LEADERS CONTINUING PROFESSIONAL DEVELOPMENT FOR EDUCATIONAL LEADERS 1 When the best leader s work is done, the people say, We did it ourselves. Lao-tsu 2 Context A Teaching Profession for the 21 st Century, the

More information

Professional Standards for Teachers in England from September 2007 1

Professional Standards for Teachers in England from September 2007 1 Professional Standards for Teachers in England from September 2007 1 Introduction Bringing coherence to the professional and occupational standards for the whole school workforce 1. The framework of professional

More information

Ysgol Glan Gele Infants and Nursery School

Ysgol Glan Gele Infants and Nursery School REDUCING THE IMPACT OF POVERTY ON EDUCATIONAL ACHIEVEMENT POLICY OBSERVATORY CASE STUDY 1 Name of School/Setting: Ysgol Glan Gele Local Authority: Conwy Type of School/Setting: Infants and Nursery Language

More information

A Framework for Governance: A flexible guide to strategic planning

A Framework for Governance: A flexible guide to strategic planning Improving governance for schools A Framework for Governance: A flexible guide to strategic planning January 2015 Improving School Governance 2 Improving governance for schools Why a Framework for Governance

More information

JOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college.

JOB DESCRIPTION. Leadership: Provide vision, leadership and direction for the college. JOB DESCRIPTION Job Title: Reports to: Principal Board of Governors Main Purpose of the Job Leadership: Provide vision, leadership and direction for the college. Learning: Create and maintain a productive

More information

IN POST-PRIMARY SCHOOLS 2006. executive summary AN EVALUATION OF. Information & Communication Technology. Providing Inspection Services for

IN POST-PRIMARY SCHOOLS 2006. executive summary AN EVALUATION OF. Information & Communication Technology. Providing Inspection Services for AN EVALUATION OF Information & Communication Technology IN POST-PRIMARY SCHOOLS 2006 executive summary Providing Inspection Services for Department of Education Department for Employment and Learning Department

More information

Teaching Scotland s Future - National Partnership Group. Report to Cabinet Secretary for Education and Lifelong Learning

Teaching Scotland s Future - National Partnership Group. Report to Cabinet Secretary for Education and Lifelong Learning Teaching Scotland s Future - National Partnership Group Report to Cabinet Secretary for Education and Lifelong Learning LETTER FROM THE NATIONAL PARTNERSHIP GROUP TO THE CABINET SECRETARY FOR EDUCATION

More information

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign

More information

Literacy Action Plan. An Action Plan to Improve Literacy in Scotland

Literacy Action Plan. An Action Plan to Improve Literacy in Scotland Literacy Action Plan An Action Plan to Improve Literacy in Scotland Literacy Action Plan An Action Plan to Improve Literacy in Scotland The Scottish Government, Edinburgh, 2010 Crown copyright 2010 ISBN:

More information

A report on. Ysgol Penrhyn New Broughton Primary School Lane New Broughton Wrexham LL11 6SF. Date of inspection: October 2011

A report on. Ysgol Penrhyn New Broughton Primary School Lane New Broughton Wrexham LL11 6SF. Date of inspection: October 2011 A report on Ysgol Penrhyn New Broughton Primary School Lane New Broughton Wrexham LL11 6SF Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection,

More information

Council Meeting, 26/27 March 2014

Council Meeting, 26/27 March 2014 Council Meeting, 26/27 March 2014 HCPC response to the Final Report of A Review of the NHS Hospitals Complaint System Putting Patients Back in the Picture by Right Honourable Ann Clwyd MP and Professor

More information

The problem. Unfortunately it appears that what has been happening in schools often does not live up to this promise:

The problem. Unfortunately it appears that what has been happening in schools often does not live up to this promise: Preface This pamphlet is written by members of the Assessment Reform Group. The group started work over 10 years ago as the Policy Task Group on Assessment funded by the British Educational Research Association.

More information

Cleveland College of Art and Design

Cleveland College of Art and Design Cleveland College of Art and Design Inspection report Provider reference 130571 Published date July 2009 Audience Post-sixteen Published date July 2009 Provider reference 130571 Inspection report: Cleveland

More information

School Strategic Plan for Highvale Secondary College 7918 2016-2019

School Strategic Plan for Highvale Secondary College 7918 2016-2019 School Strategic Plan for Highvale Secondary College 7918 2016-2019 Endorsement by School Principal Signed Name Ian Watkins Date 15 September 2015 Endorsement by School Council Signed Name Fred Butcher

More information

STATISTICAL ARTICLE ERTHYGL YSTADEGOL

STATISTICAL ARTICLE ERTHYGL YSTADEGOL STATISTICAL ARTICLE ERTHYGL YSTADEGOL Update on the development of consistent performance measures for learners aged 16 to 18 1 Throughout 2010 work has been undertaken on a project to investigate the

More information

estyn.gov.uk Best practice in leadership development in schools June 2015

estyn.gov.uk Best practice in leadership development in schools June 2015 estyn.gov.uk Best practice in leadership development in schools June 2015 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting:

More information

A report on. Saundersfoot Community Primary School Frances Lane Saundersfoot Pembrokeshire SA69 9HB. Date of inspection: 12-14 April 2011

A report on. Saundersfoot Community Primary School Frances Lane Saundersfoot Pembrokeshire SA69 9HB. Date of inspection: 12-14 April 2011 A report on Saundersfoot Community Primary School Frances Lane Saundersfoot Pembrokeshire SA69 9HB Date of inspection: 12-14 by Dr David Gareth Evans Reporting Inspector, under contract to Estyn for Estyn,

More information

School development plans

School development plans Guidance Date of issue: Audience Overview Action required Further information Additional copies Related documents This document is aimed at governing bodies of maintained schools (including pupil referral

More information

Effective management of school workforce attendance

Effective management of school workforce attendance Effective management of school workforce attendance Guidance Guidance document no: 178/2015 Date of issue: July 2015 Effective management of school workforce attendance Audience Local authorities (especially

More information

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G

Inspectorate Guidelines for Schools P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G School Self-Evaluation Guidelines for Post-Primary Schools Inspectorate Guidelines for Schools I N S P E C TO R AT E P R O M O T I N G T H E Q U A L I T Y O F L E A R N I N G 2 School Self-Evaluation Guidelines

More information

The Scottish experience in school management and inspection

The Scottish experience in school management and inspection The Scottish experience in school management and inspection www.hmie.gov.uk Graham Donaldson Senior Chief Inspector, HMIE Graham Norris Assistant Chief Inspector, HMIE 1. Background to Scottish education

More information

TEACHER/HIGHER EDUCATION INSPECTION

TEACHER/HIGHER EDUCATION INSPECTION TEACHER/HIGHER EDUCATION INSPECTION Education and Training Inspectorate An Inspection Report on the PGCE Early Years Programme, with a focus on Literacy and Numeracy, Stranmillis University College Inspected:

More information

Inspection of the London Borough of Barking and Dagenham s arrangements for supporting school improvement

Inspection of the London Borough of Barking and Dagenham s arrangements for supporting school improvement Tribal Kings Orchard 1 Queen Street Bristol, BS2 0HQ T 0300 123 1231 Textphone 0161 618 8524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 0117 3115407 Direct email Nikki.carter@tribalgroup.com 1

More information

Learning Together: Opening up learning

Learning Together: Opening up learning Learning Together: Opening up learning Learning Together: Opening up learning HM Inspectorate of Education 2009 Crown copyright 2009 ISBN: 978-0-7053-1149-6 HM Inspectorate of Education Denholm House Almondvale

More information

Bishop Burton College

Bishop Burton College Bishop Burton College Inspection report Provider reference 130584 Published date July 2009 Audience Post-sixteen Published date July 2009 Provider reference 130584 Inspection report: Bishop Burton College,

More information

Strategic Action 1: Improve attainment through creativity

Strategic Action 1: Improve attainment through creativity Strategic Action 1: Improve attainment through creativity We will Establish a Lead Creative Schools Scheme, with the potential to reach a third of schools in Wales over the 5-year period of this plan.

More information

A report on the quality of local authority education services for children and young people

A report on the quality of local authority education services for children and young people A report on the quality of local authority education services for children and young people in Rhondda Cynon Taf County Borough Council The Pavilions Cambrian Park Clydach Vale Tonypandy CF40 2XX March

More information

Looked after children good practice in schools

Looked after children good practice in schools Looked after children good practice in schools This is a short report based on a small-scale survey of good practice in schools in relation to looked after children. It does not cover all aspects of looked

More information

No formal designation monitoring inspection of Queen Katherine School

No formal designation monitoring inspection of Queen Katherine School CfBT Inspection Services Suite 22 West Lancs Investment Centre Maple View Skelmersdale WN8 9TG T 0300 123 1231 Text Phone: 0161 6188524 enquiries@ofsted.gov.uk www.ofsted.gov.uk Direct T 01695 566 855

More information

The Scottish Government s response to the report Making Sense: Education for Children and Young People with Dyslexia in Scotland

The Scottish Government s response to the report Making Sense: Education for Children and Young People with Dyslexia in Scotland The Scottish Government s response to the report Making Sense: Education for Children and Young People with Dyslexia in Scotland June 2014 MINISTERIAL FOREWORD I would like to thank Education Scotland,

More information

How good is our school?

How good is our school? How good is our school? 4th EDITION LOOKING INWARDS: knowing ourselves inside out through effective self-evaluation LOOKING FORWARDS: exploring what the future might hold for today s learners and planning

More information

Continuing Professional Development For Educational Leaders

Continuing Professional Development For Educational Leaders Continuing Professional Development For Educational Leaders Documents produced in this series:- 1. Continuing Professional Development 2. Standard for Chartered Teacher 3. Chartered Teacher Status: Frequently

More information

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C

AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS I L C O U N C AUSTRALIAN PROFESSIONAL STANDARDS FOR TEACHERS QUALITY TEACHING I L C O U N C Contents Introduction 2 Organisation of the Australian Professional Standards for Teachers 4 Professional Knowledge 8 Professional

More information

NASUWT. ICT in secondary schools. The Teachers Union. The largest teachers union in the UK

NASUWT. ICT in secondary schools. The Teachers Union. The largest teachers union in the UK NASUWT The Teachers Union ICT in secondary schools The largest teachers union in the UK Background In January 2012, the Secretary of State for Education announced plans to disapply the National Curriculum

More information

School Improvement Strategy 2015-2017

School Improvement Strategy 2015-2017 School Improvement Strategy 2015-2017 We unite across Suffolk to enable every child to be the best they can be Foreword Ensuring all children receive the best possible education is a commitment that we

More information

Performance management for teachers

Performance management for teachers Performance management for teachers Revised performance management arrangements 2012 Guidance Guidance document no: 073/2012 Date of issue: May 2012 Performance management for teachers Audience Local authorities,

More information

University of Bath. Welsh Baccalaureate Qualification Internal Evaluation. Themed Report: STAFF TRAINING AND SUPPORT

University of Bath. Welsh Baccalaureate Qualification Internal Evaluation. Themed Report: STAFF TRAINING AND SUPPORT University of Bath Welsh Baccalaureate Qualification Internal Evaluation Themed Report: STAFF TRAINING AND SUPPORT [This is one of eight themed reports which draw on issues relating to particular themes

More information

Business Plan for Financial Management and Business Effectiveness Unit - May 2011 to 30 September 2013

Business Plan for Financial Management and Business Effectiveness Unit - May 2011 to 30 September 2013 1 Business Plan for Financial Management and Business Effectiveness Unit - May 2011 to 30 September 2013 1. Introduction 1.1 The Service s key responsibilities are: o The achievement of proper and effective

More information

Consultation summary of responses. Proposals to revise the School Teacher Appraisal (Wales) Regulations 2002 (as amended) Number: WG14285

Consultation summary of responses. Proposals to revise the School Teacher Appraisal (Wales) Regulations 2002 (as amended) Number: WG14285 Number: WG14285 Welsh Government Consultation summary of responses Proposals to revise the School Teacher Appraisal (Wales) Regulations 2002 (as amended) Date of issue: November 2011 Proposals to revise

More information

JULY 2011 SCIE report 42 REVIEW JULY 2014. We are more than our story : service user and carer participation in social work education

JULY 2011 SCIE report 42 REVIEW JULY 2014. We are more than our story : service user and carer participation in social work education JULY 2011 SCIE report 42 REVIEW JULY 2014 We are more than our story : service user and carer participation in social work education The Social Care Institute for Excellence (SCIE) was established by Government

More information

Assessment for Curriculum for Excellence. Strategic Vision Key Principles

Assessment for Curriculum for Excellence. Strategic Vision Key Principles Assessment for Curriculum for Excellence Strategic Vision Key Principles Assessment for Curriculum for Excellence Strategic Vision and Key Principles Cabinet Secretary s Foreword Curriculum for Excellence

More information

POST-PRIMARY INSPECTION

POST-PRIMARY INSPECTION POST-PRIMARY INSPECTION Corpus Christi College Education and Training Inspectorate Maintained, non-selective, 11-18 boys school Report of an Inspection in January 2014 Quantitative terms In this report,

More information

Horton Church of England VA Primary School

Horton Church of England VA Primary School School report Horton Church of England VA Primary School Horton, Chipping Sodbury, South Gloucestershire, BS37 6QP Inspection dates 20 21 June 2013 Overall effectiveness Previous inspection: Outstanding

More information

Social Work Reform. Briefing from Children England March 2012

Social Work Reform. Briefing from Children England March 2012 Social Work Reform Briefing from Children England March 2012 About This Briefing This briefing is provided on behalf of the Department for Education s overarching strategic partnership for voluntary, community

More information

Agenda for Reform. Summary Briefing December 14, 2009

Agenda for Reform. Summary Briefing December 14, 2009 Summary Briefing December 14, 2009 The Vision The Board of Regents envisions a New York where all students are prepared for college, the global economy, 21 st century citizenship, and continued learning

More information

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011

A report on. Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS. Date of inspection: May 2011 A report on Johnstown C.P. School Tre Ioan Caerfyrddin SA31 3HS Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in Wales During each inspection, inspectors aim to answer

More information

Arts, Humanities and Social Science Faculty

Arts, Humanities and Social Science Faculty Masters in Teaching and Learning For students entering Part 1 in 2011/2 Awarding Institution: Teaching Institution: Relevant QAA subject Benchmarking group(s): Faculty: Programme length: Date of specification:

More information

Knowing Your School. A series of briefing notes for school governors from the National Governors Association produced in association with partners

Knowing Your School. A series of briefing notes for school governors from the National Governors Association produced in association with partners Knowing Your School A series of briefing notes for school governors from the National Governors Association produced in association with partners Governors and staff performance Briefing note: 4 Second

More information

CoNTENTS. Our ambition 4. Our values 5. Our Institute network 6. The difference we make 8. What s driving our transformation? 10

CoNTENTS. Our ambition 4. Our values 5. Our Institute network 6. The difference we make 8. What s driving our transformation? 10 TAFE NSW STRATEGIC PLAN 2014 2016 CoNTENTS Our ambition 4 Our values 5 Our Institute network 6 The difference we make 8 What s driving our transformation? 10 Our strategic priorities 2014-2016 11 Priority

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

The Standards for Leadership and Management: supporting leadership and management development December 2012

The Standards for Leadership and Management: supporting leadership and management development December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Leadership and Management: supporting leadership and management development December 2012 Contents Page The Standards for Leadership

More information

Report of visit Level of follow-up: Estyn monitoring

Report of visit Level of follow-up: Estyn monitoring Report of visit Level of follow-up: Estyn monitoring Bridgend Adult Community Learning Partnership Bridgend County Borough Council Civic Offices Angel Street Bridgend CF31 4WB Date of visit: by Estyn,

More information

Mastery approaches to mathematics and the new national curriculum

Mastery approaches to mathematics and the new national curriculum October 2014 Mastery approaches to mathematics and the new national curriculum Mastery in high performing countries The content and principles underpinning the 2014 mathematics curriculum reflect those

More information

Evaluation Case Study. Changing the roles of special education teachers

Evaluation Case Study. Changing the roles of special education teachers Australian Government Department of Education More Support for Students with Disabilities 2012-2014 Evaluation Case Study Changing the roles of special education teachers MSSD Output 9: Modifying lesson

More information

City and County of Swansea. Human Resources & Workforce Strategy 2013-2017. Ambition is Critical 1

City and County of Swansea. Human Resources & Workforce Strategy 2013-2017. Ambition is Critical 1 City and County of Swansea Human Resources & Workforce Strategy 2013-2017 Ambition is Critical 1 Delivering quality services for a safer, greener, smarter, fairer, healthier, richer Swansea Executive Summary

More information

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement

Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Account of practice: Using mentoring and coaching to facilitate school-to-school improvement Beryce Nixon, Headteacher and national leader of education, Hill Top Primary School, Doncaster, and Sue Turner,

More information

Base for Work: Usk and Magor in Monmouthshire, with flexibility according to needs of the service.

Base for Work: Usk and Magor in Monmouthshire, with flexibility according to needs of the service. ROL PROFIL Post: PROGRAMM MANAGR; Monmouthshire s 21C Schools Programme 5 year fixed term contract Post ID: CYP 003 Salary: Chief Officer range: 75,900 Responsible to: Chief Officer Children and Young

More information

Good to Great Schools Policy

Good to Great Schools Policy Good to Great Schools Policy Good to Great Schools Policy Section 1: Our approach to school evaluation and improvement 1.1 Overview 1.1.1 Hackney Learning Trust (HLT) is committed to lifelong learning

More information

Professional Standards for Teachers Core

Professional Standards for Teachers Core Professional Standards for Teachers Core 2 Introduction Professional Standards for Teachers in England from September 2007 1 Bringing coherence to the professional and occupational standards for the whole

More information

Australian Professional Standard for Principals

Australian Professional Standard for Principals AITSL is funded by the Australian Government Australian Professional Standard for Principals July 2011 Formerly the National Professional Standard for Principals 2011 Education Services Australia as the

More information

Teaching ESL Students in Mainstream Classrooms: language in learning across the curriculum. 2013 Information for Schools

Teaching ESL Students in Mainstream Classrooms: language in learning across the curriculum. 2013 Information for Schools : language in learning across the curriculum 2013 Information for Schools What is Teaching ESL student in Mainstream Classrooms (TESMC)? (TESMC) is for educators seeking to develop understandings of the

More information

Knowsley Community College

Knowsley Community College Knowsley Community College Inspection report Provider reference 130486 Published date April 2008 Audience Post-sixteen Published date April 2008 Provider reference 130486 Inspection report: Knowsley Community

More information

estyn.gov.uk School-to-school support and collaboration June 2015

estyn.gov.uk School-to-school support and collaboration June 2015 estyn.gov.uk School-to-school support and collaboration June 2015 The purpose of Estyn is to inspect quality and standards in education and training in Wales. Estyn is responsible for inspecting: nursery

More information

Standards for Leadership and Management Middle Leaders. Guidelines for Self-Evaluation

Standards for Leadership and Management Middle Leaders. Guidelines for Self-Evaluation GTCS Professional Update Support Pack for South Ayrshire Schools (DRAFT 2 JUNE 2014) P a g e 32 The The Standards for Leadership and Management include both the Standard for Middle Leadership and the Standard

More information

Cass School of Education and Communities. MA Education. uel.ac.uk/cass

Cass School of Education and Communities. MA Education. uel.ac.uk/cass Cass School of Education and Communities MA Education uel.ac.uk/cass Cass School of Education and Communities The Cass School of Education and Communities at the University of East London (UEL) is a major

More information

A report on: Wyclif Independent Christian School Ebenezer Baptist Chapel Wyndham Street Machen Caerphilly CF83 8PU. Date of inspection: December 2012

A report on: Wyclif Independent Christian School Ebenezer Baptist Chapel Wyndham Street Machen Caerphilly CF83 8PU. Date of inspection: December 2012 A report on: Wyclif Independent Christian School Ebenezer Baptist Chapel Wyndham Street Machen Caerphilly CF83 8PU Date of inspection: by Estyn, Her Majesty s Inspectorate for Education and Training in

More information

The audit and inspection of local authorities

The audit and inspection of local authorities The audit and inspection of local authorities Memorandum from the Department for Communities and Local Government 1. Summary and introduction The Audit Commission was set up in 1983 to audit local authorities,

More information

LITERACY AND NUMERACY FOR LEARNING AND LIFE

LITERACY AND NUMERACY FOR LEARNING AND LIFE LITERACY AND NUMERACY FOR LEARNING AND LIFE The National Strategy to Improve Literacy and Numeracy among Children and Young people 2011-2020 DEPARTMENT OF EDUCATION AND SKILLS The Department of Education

More information

IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4.

IDS data identified several schools across the County with low CVA/conversions according to the septiles (1 to 7 grading) at KS4. Delivering Intervention in Mathematics and English (DIME) Jane Moreton 8/9/2008 Introduction What were your reasons for doing this type of development work? IDS data identified several schools across the

More information

Monitoring and tracking progress and achievement in the broad general education

Monitoring and tracking progress and achievement in the broad general education and achievement in the broad general education This paper is part of a suite of resources 1 and provides advice on approaches to monitoring and tracking progress and achievement in order to help inform

More information