INVESTORS IN PEOPLE ASSESSMENT REPORT

Transcription

1 INVESTORS IN PEOPLE ASSESSMENT REPORT Lakers School Presented by Dave Pegler Investors in People Specialist On behalf of Inspiring Business Performance Limited Project Number: 12 / 1579 May 2013 Delivered by IBP, an official partner for London, South East and South West England Page 1 Version 1 19/02/13

2 CONTENTS Page 1. Executive Summary 3 2. Background and Review process 4 3. Outcomes of Review 6 4. Good Practice and Potential Development Areas 7 5. Continuous Improvement and Action Planning Support available 35 Appendices A - Outcomes Table - Evidence Requirements Framework 37 Page 2 Version 1 19/02/13

3 1. EXECUTIVE SUMMARY I am pleased to communicate that this latest Investors in People review confirms that Lakers School meets the Standard for Investors in People. To have also achieved Gold Award is a terrific achievement. Well done to everyone. Having been first accredited as an Investor in People back in 2001 Lakers School have been a real ambassador for Investors in People over the years. They were one of the first local schools to embrace the Extended Framework in 2010 and were proud to achieve Silver Award. Following significant progress over the last three years it is now fitting that the school should earn the highest possible accolade of Investors in People Gold Award. Through sharing and communicating a clear vision and core purpose, strong leadership and strategic direction everyone is clear about what is expected. It was clear from staff interviews that everyone in the school has a huge passion for what they are trying to achieve and are totally focused on realising the aims of the school and in providing the very best education for the students. Clearly ensuring learning and student achievement is at the centre of strategic planning, resource management and the culture that has been nurtured. Highlights from the Review include:- Well understood values, principles and aims which are at the heart of school activities and ambitions. A strong and rigorous planning system with aligned target setting at whole school, team and individual level. A robust self-evaluation system that is aligned to Ofsted criteria and applied by strong leadership and management approaches. A genuine and committed approach to staff training and development that result in learning being innovative and an everyday activity. A strong belief that Lakers is a great place to work. Staff clearly have a high level of pride in working at the school and in what is being achieved. They feel this way because of the inspirational leadership, strong teamwork, supportive management, pleasant environment and of course, the students. There were no key or repetitive issues arising from this latest Investor in People Review. However a number of potential refinements and suggestions are outlined in the main body of the report (Section 4) and summarised in Section 5 (Pages 30 to 34). These include:- Potential for strengthening planning and self-evaluation at Team level. Reviewing and strengthening support staff management structure and identified processes. Potential for formal manager self-assessment and action planning. Taking the coaching culture to the next stage. Use of Professional Development Groups and cross curricular Focus Groups. There is no doubt in my mind that Lakers School can face the future with confidence and from a base of strong leadership, good supportive and focused managers and a skilled, flexible and motivated staff team. I am convinced this combination will prove a formidable team in taking the school forward and facing future challenges. I am pleased to have the opportunity to present an overview of this report at the forthcoming Improvement Planning Meeting (IPM). I very much hope that this report and the outcomes of the IPM are of value, and will support future school aspirations and continuous improvement activities. Page 3 Version 1 19/02/13

4 2. BACKGROUND AND REVIEW PROCESS 2.1 Investors in People Assessment History Lakers School is a well-established Investor in People accredited organisation having enjoyed continuous accreditation since their first assessment in Lakers have been successfully assessed against the Standard in 2001, 2004, 2007 and Their three year assessment is due by 23 July 2013 At their last assessment in 2010 Lakers achieved Silver award. Since then the two annual visits and the recent planning meeting have reviewed progress of actions required to achieve Gold Award at this latest assessment. 2.2 Introduction and background Lakers continues to work cohesively to transform its culture by building a creative, enterprising, collaborative learning community within the school, across the Forest of Dean and as part of a National and Global community. Building social capital lies at the heart of what they do. He school knows that transforming their learning culture involves changing what people value, unlocking their creativity, building their confidence to work flexibly together, to enable them to thrive as a community of learners and so commit themselves to their own role in continuous improvement. The 2012/13 raising attainment plan is focused on meeting learners needs by ensuring they make at least adequate progress. It places self-evaluation and engagement in their own learning at the heart of what they do, based on on-going conversations about what makes learning most effective. Our school s principles are grounded in the belief that: o Every person matters. o We are all learners and as such have a right to have our voices heard. o Learning is a mutual process based on building positive relationships and shared experience. o Emotional intelligence is a key to success in all domains of life. o Driving creativity and enterprise forward is particularly important where a significant proportion of learners have low self-esteem. Strengthening learners sense of themselves as confident, effective learners and strengthening commitment to achieve demands results in six core values that are at the heart of the culture at Lakers. Respect Enterprise Fairness Independence Security Intellectual Challenge All the work the school does, on behalf of our community, in collaboration with our partner school, Berry Hill Primary and guided by our Trustees and Governors, is underpinned by our commitment to the cooperative principles: Self-help individuals should strive to control their destiny. Working together for mutual benefit is better than working alone. Self-responsibility members should feel responsible for the success of their organisation. Democracy our cooperative trust is democratically controlled. Page 4 Version 1 19/02/13

5 Equality all members have an equal right to be informed. Equity all members should be treated and rewarded fairly. Solidarity sharing a sense of collective responsibility for the enterprise. Supporting each other and other cooperatives The school has made steady and sustained progress in raising standards over the last 11 years moving from 27% to 81% 5 A* to C overall. Since 5 A* to C EM has been measured (2006) the school s data has shown an increase from 25% to 56%. The school achieved record GCSE results in the Summer 2010 and built on these improvements in the Summers of 2011 and The school has responded very positively to the urgent need to ensure that all teams have the capacity to deliver to the same high standard. The school has worked strategically to engage learners and as a direct result standards of attendance (2011/ %) and behaviour are considered good. Maths, in reaching 75% A* to C, Lakers was in the top 5% of schools nationally for value added. The persistent gap between national expectations and Lakers progress and attainment data for English is now rapidly being closed. Literacy levels for students entering the school are low. These levels fluctuate year on year with no definite pattern. The intensive literacy provision delivered last year has begun to make a sustained impact with our most vulnerable students. All staff received Phonics Training in June This built on the English team foundation training in March. The key to reaching the standards required lies in embedding best practice consistently across the whole curriculum, getting the basics right, whilst not holding our strongest teams back from developing further exemplary practice. The appointment of a team of two Literacy Coordinators, coupled with full stable staffing sees the school in a far stronger position to continue to narrow the gap through the year ahead and drive attainment even higher. 2.3 Focus of this Investors in People Assessment To confirm whether Lakers School continues to meet the requirements of the Standard for accreditation as an Investor in People. To assess Lakers against the Investors in People Extended Framework with a view to targeting Gold Award. To provide feedback highlighting strengths and good practice, and opportunities for further development structured against the IiP Plan - Do Review framework. To support the development of a post assessment Continuous Improvement Action Plan that will support Lakers future school improvement planning. To identify potential resources and support that will assist Lakers School on-going school improvement. Page 5 Version 1 19/02/13

6 2.4 Report Format Lakers School has requested a similar report format to that provided following the 2010 report when Lakers achieved Silver Award. This will give feedback against the ten Investors in People indicators providing:- o o o A clear indication of Extended Framework Evidence Requirements met and not met Strengths and Potential Areas for Development. Feedback to include focus on Lakers School key priorities which are:- 1. Raise students achievement and further accelerate the rate at which they make progress by. Driving Forward academic aspects of learning balanced with developing responsible citizens 2. To ensure that consistency in the quality of teaching continues to improve and is reflected in the learning progress of all students: 3. Continue to embed improved reading and writing skills, especially for younger students, so that all students can access an appropriate curriculum: 4. Strategic Leadership for the Future of School: planning balanced with high quality delivery through performance management 3. RECOMMENDATION AND NEXT STEPS Having carried out the assessment process in accordance with the guidelines provided for IiP Specialists by Investors in People United Kingdom Commission for Employment and Skills, the IiP Specialist is totally satisfied that Lakers School meets the requirements of the Investors in People National Standard. In being assessed against the Investors in People Extended Framework Lakers School have met 143 additional evidence requirements and therefore are awarded Investors in People Gold Award Investors in People accreditation is granted indefinitely, with a proviso that an interaction is undertaken within 18 months of accreditation and a full assessment takes place no greater than 3 years apart. The SLT should discuss the timing of the next assessment with their IiP Specialist, using the Improvement Planning Meeting (IPM) to agree the best strategy for future use of the Investors in People framework. I very much hope that this IiP Assessment, report and suggested areas for development are of value, and will support future aspirations and continuous improvement activities. Both the IiP Specialist and IBP would welcome your feedback on this review and you will be supplied with a Client Feedback Questionnaire to complete. We would very much appreciate it if you would please complete the questionnaire after your IPM has been concluded. Should you wish to contact a Client Relationship Manager for any reason, please telephone , use the contact option on our website or send an to info@ibp.uk.com Finally I would just like to say what a pleasure it has been to undertake this Investor in People Assessment at Lakers School. Everyone was very friendly and welcoming, and helpful in making the Assessment proceed so smoothly. Dave Pegler Investors in People Specialist Inspiring Business Performance Tel: E Mail: david.pegler@btinternet.com Page 6 Version 1 19/02/13

7 4. SUMMARY OF STRENGTHS AND GOOD PRACTICE SCHOOL PLANNING & STRATEGY Topic : Clear core values relate to vision and strategy 1.7 Top managers make sure the organisation has a clear set of core values that support its purpose and vision Top managers make sure the core values are at the heart of the organisation s strategy and govern the way it operates Managers can describe the organisation s core values and what this means to the way they are expected to manage Managers can describe how they make sure the core values are at the heart of the way the organisation operates 1.19 People can describe the organisation s core values and what this means to the way they are expected to work People believe the core values are at the heart of the way the organisation operates People believe in and share the organisation s vision and values. Topic : Key performance indicators are used to improve performance 1.9 Top managers make sure the organisation has key performance indicators to improve its performance Managers can describe the key performance indicators they use to improve the organisation s performance People can describe the key performance indicators used by the organisation to improve its performance Topic : Social responsibility is taken into account in the strategy 1.10 Top managers can describe how social responsibilities are taken into account in the organisation s strategy 1.12 Top managers can describe how social responsibility is part of the culture of the organisation Managers can describe the organisation s social responsibilities and what this means to the way they are expected to manage Managers can describe how they make sure social responsibility is part of the culture of the organisation People can describe the organisation s social responsibilities and what this means to the way they are expected to work People believe that social responsibility is part of the culture of the organisation. Topic : People and stakeholders are involved in strategy development Top managers make sure the organisation s is strategy is developed through the involvement of 1.8 managers, people, stakeholders and other sources Managers can describe how they are involved in developing the organisation s strategy People can describe how they are involved in developing the organisation s strategy. Good practice:- Lakers ethos and principles are firmly underpinned by a clear set of School Values and Cooperative Principles that are well defined and very much at the heart of the school culture. There is a universal understanding and genuine belief in what the school is aiming to achieve. Typical:- Quote: Lakers is all about mutual respect, trust and fairness Quote: We are here to nurture the students, to build their confidence and help them to gain new skills, knowledge and experiences Quote: We are striving to create a safe and positive environment, and learning that will enable students to achieve The annual Lakers School Raising Attainment Plan (RAP) is comprehensive and wellstructured with clearly defined Priorities that link to the last Lakers Ofsted Inspection report, new Ofsted criteria and Lakers annual SEF. Action Plans are SMART and define objectives, actions, milestones, outcomes and impact, monitoring and resources etc. The RAP is very much a working document with the RAG rating of progress considered excellent practice. At the curriculum level Subject RAPs are in place and these are equally well focused and again include RAG rating of progress. Everyone was positive about their involvement and ability to input into the planning processes. Page 7 Version 1 19/02/13

8 Quote: Insets are always used to involve us in planning and discuss the way forward. We all inputted into the Lakers Tree vision for Strategic Planning Quote: Everyone is involved in subject planning, we jointly develop the plan, we make joint decisions and as a result we all take ownership Lakers has clear targets and these are well defined in the School and Subject RAPs, i.e. GSCE 5 A*-C and 5 A*-C including English and Maths, three levels of progress in English and Maths, and percentage of lessons judged good or better by SLT no notice observations. The IiP assessment evidence suggests that there is a high awareness of targets and clear links are made to individual targets set through the individual performance management process. Quote: We all know the targets and what needs to be achieved Quote: Striving to increase GSCE results and demonstrating students are making the right level of progress is fundamental to what we are trying to achieve Everyone could talk about the key priorities, and the strategies and actions being adopted:- o Understanding new Teaching Standards and new Ofsted criteria. o Focus on teaching and learning, and consistently delivering good or better lessons. o Improved use of data and Flight Path in understanding progress and adopting new interventions. o Specific cross school Literacy focus and action plan. o Relative roles and responsibilities of Curriculum Team Leaders (CTL) and teachers, Progress Leaders and Tutors. o Behaviour management. o Start of school year moved to June. My overall perception following this IiP assessment is that the school has become much more focused in developing clear strategies and actions aligned to key priorities. This view is echoed by staff who were universally positive about their involvement and support for strategy developments. I particularly like the Lakers School Quality Assurance graphic that defines the roles, responsibilities and relationships in monitoring, evaluation and review. Quote: There is massive focus on literacy. It s about all subjects and not just English. There is good support in place to help us improve and the new Literacy Coordinators have been a valuable development Quote: We all understand the focus on teaching and learning and what constitutes outstanding lessons. The support is definitely there to help us next to the next stage The school adopts proactive and progressive social responsibility strategies and actions. A big majority of staff get involved and believe embracing social responsibility is part of the culture at Lakers. Examples:- o Wide ranging charitable activities include each house nominated Charity of the Year. o Proactive approaches in supporting the environmental agenda and staff involvement and contribution, i.e. wind turbine generating power for the school, increased energy monitoring and improved usage controls and student environmental group etc. o There is clearly a strong focus on Lakers work in the community, i.e. working with the Dean Heritage Museum, Heart of the Forest School and many other local business, community groups and agencies. o International links including extended school relationship with school in Kenya (collections to allow visit from Kenya) and old IT equipment gifted to IT schools for Africa. It is clear that Lakers benefit widely from proactive strategic involvement and consultation with a wide range of stakeholders that includes the local authority, trustees, governors, staff, Page 8 Version 1 19/02/13

9 students and parents. o Governors are increasingly involved in school operational activities through for example structured policy review, subject link role, learning walks, attending team meetings and an improved understanding of reading data. o The school prides itself in student involvement through for example, School Council, House system, attendance at Insets and participation in new staff selection. o Parents have been widely consulted in for example the move to Co Operative School status and federation with Berry Hill Primary School etc. o For staff good practice highlighted through the assessment includes annual 1 to 1 with the Headteacher and the opportunity to get involved in working or focus groups etc. Potential Development Areas:- Summary RAP After the annual RAP is complete in may be worth publishing a summary. This could include Mission, Values and Principles, and key Priorities, Targets and Strategies for the year ahead. This could serve to remind all stakeholders what the school is striving to achieve. Team SEF and Planning The extent to which people feel involved in Team Planning did appear to differ across the school. This is something we can discuss further at the IPM. It may be useful to be more explicit about how SLT would like to involve both teaching and support staff, i.e. Team Planning, SEF, SWOT sessions etc. STAFF TRAINING & DEVELOPMENT STRATEGY Topic : The learning and development strategy builds capability 2.5 Top managers can describe the learning and development strategy they have in place to build the organisation s capability to achieve its vision. 2.8 Managers can describe the plans they have in place to build their team s capability to contribute to achieving the organisation s vision People can confirm that their learning and development is planned to build their future capability to contribute to achieving the organisation s vision. Topic : Plans take account of learning styles 2.10 Managers can describe how they take account of people s learning styles when planning learning and development needs. Not 2.15 People can confirm that learning and development takes account of their preferred learning styles. Not Topic: People help make decisions about their own learning 2.9 Managers can describe how they involve people in identifying the learning and development needs of their team and the activities planned to meet them People can describe how they are involved in identifying the learning and development of their team and the activities planned to meet them People can describe what the team learning and development activities should achieve for the team and the organisation People believe they have a responsibility for their own learning and development. Topic : Learning and development is innovative and flexible Top managers can describe how innovative and flexible ways of developing people are 2.6 identified through internal and external sources, and how these are included in the organisation s learning and development strategy Topic : There is a culture of continuous learning 2.7 Top managers can describe how they have created a culture that encourages continuous learning and promotes the development of skills and knowledge at every level Managers can describe how they act as a role model for continuous learning People believe that continuous learning is at the heart of the culture of the organisation. Page 9 Version 1 19/02/13

10 Good practice:- Lakers School continues to demonstrate a strong and genuine commitment to staff development and as such wide ranging staff learning and development opportunity is made available in support of school priorities, strategy implementation and achievement of targets. Strong processes and culture combine to result in effective planning of learning and development at school, curriculum and individual levels. At all levels there was real clarity in the desired outcomes of planned development. Good practice includes:- o School and Subject RAPs that include CPD actions, resources and targeted outcomes and impact aligned to priorities and objectives. o Three year Strategic Staff Training Plan with detailed actions and success criteria in year 1 and anticipated actions in Year 2 and Year 3. o At individual level CPD needs are agreed and implemented through the Performance Management system. Clear strategies and actions are in place to build Lakers capability to focus on priorities, support new strategy development and achieve its targets. In describing approaches staff could talk about actions that are both innovative and creative in their design and delivery. Examples:- o Well-structured, focused calendar of Insets aligned to priorities and targets, i.e. teaching good and outstanding lessons, challenging the more able, measuring progress in the class, assessment and marketing (leveling) and use of data. o Range of other cross school twilight training sessions, i.e. whole school literacy focus, use of new technologies, and use of starters and plenaries. o Wide ranging opportunity for support staff including formal training, vocational qualifications and internal on the job training and mentoring. Throughout the assessment everyone was very positive in saying how they are involved in identifying development, planning actions and evaluating impact, i.e. during Insets and team meetings or through the range of one to one s that happen on an everyday basis. Quote: We have had good discussions in the team and agreed what we need to do as a team Quote: Performance management discussions are always positive and creative in agreeing CPD needs Typical of Lakers good practice is how the school has supported the literacy focus. i.e. o Use of a LA consultant and other external specialists in supporting strategy development and delivery. o Literacy Coordinators appointed and trained, and used to support literacy improvement across the school. o Twilight literacy focus. o Every curriculum team has appointed a literacy representative who then attends cross school Literacy Meetings. o Whole school phonics training. o Teaching Assistants trained to deliver literacy to low ability students. o Developing idiots guides i.e. use of apostrophes. o Use of Focus of the Week and Lakers Radio to support literacy focus. Quote: I don t think the school could have done much more to focus staff on literacy improvement. The support has been broad and interactive The assessment revealed a strong culture of continuous learning. This is achieved through for example:- Page 10 Version 1 19/02/13

11 ` Strong and focused Insets, twilight sessions and other meetings. SLT Meetings, CTL Meetings and Progress Leader Meetings that clearly share good practice. A positive culture of learning from monitoring, evaluation and review, i.e. feedback from observations, learning walks and book trawl etc. Opportunities to be coached and mentored, or participate in paired or peer observations etc. Quote: You always learn something from observation feedback Potential Development Areas:- Learning Styles. It is worth considering Learning Styles as a concept, and providing staff with some analysis tools through which they can explore this important area. I will provide some commonly used theory and practice for the de-brief meeting. Support Staff Training Plan Planning for learning and development of teachers is well developed. It would be worth considering the development of a specific Support Staff Training Plan for the various roles in the school. Governor Skills Audit Training Plan For Governors it may be worth considering a Skills Audit and Governor Training Plan. This could align to Cooperative School status, governor responsibilities and role, Ofsted criteria and school priorities and targets, as well as the individual link governor role. Teaching Assistant Vocational Qualifications It may be worth revisiting how new Teaching Assistants can work towards an established qualification. Whilst there has been a big reduction in NVQ funding some providers can still access funding. I have also seen an example of a school using apprentices when recruiting Teaching Assistants. Clearly this could only be possible if local provision is available. However this may be worth considering in any future TA recruitment situation. PEOPLE MANAGEMENT STRATEGY Topic: The recruitment process is fair, efficient and effective Top managers can describe strategies they have in place to make sure recruitment and selection meets the needs of the organisation and is fair efficient and effective. Top managers can describe how the organisation s recruitment and selection strategies are linked to its business strategy and are designed to make sure there is a talented and diverse workforce that is able to achieve the organisation s vision Managers can describe how they make sure recruitment and selection is fair, efficient and effective Managers can describe how they play an important role in recruiting and selecting people with values that match the organisation s values People believe recruitment and selection is fair People can describe how their views are taken into account when recruiting and selecting team members. (not met at 2010 IiP assessment) Topic: A diverse, talented workforce is created. 3.7 Top managers can describe strategies they have in place to promote equality and manage diversity in the workplace Top managers can describe how the organisation s equality and diversity strategies are linked to its business strategy and applied throughout the organisation Managers can describe how they value people s differences and how they are effective in promoting equality and managing diversity in the workplace Managers can describe how they value diversity and create an environment where people use their unique talents and achieve their potential. Page 11 Version 1 19/02/13

12 People believe managers value people s differences and can give examples of how they 3.23 promote equality and manage diversity in the workplace People believe everyone in the organisation values diversity. Topic: A work-life balance strategy meets the needs of its people. 3.8 Top managers can describe strategies they have in place to support work-life balance to meet the needs of the organisation and its people Top managers can describe how the organisation s work-life balance strategies are linked to its business strategy and applied throughout the organisation Managers can describe how they make sure work-life balance solutions are effectively put into practice Managers can describe how they value the work-life balance strategies and apply them creatively to benefit individuals, teams and the organisation People can describe how they are supported in balancing their work and personal lives People believe work-life balance is valued and part of the culture of the organisation. Topic: Constructive Feedback is valued. (3.9, 3.17 & 3.25 not met at 2010 IiP assessment) Top managers can describe how they have created an environment where giving and receiving 3.9 constructive feedback is valued Managers can describe how they encourage people to give and receive constructive feedback People can describe how they give and receive constructive feedback to improve performance. Topic: The structure makes the most of people s talents Top managers can describe how the organisation s structure is designed to achieve its strategy and make the most of people s talents Managers can describe how they make sure people are given the opportunity to make the most of their talents within the organisation People believe they are given the opportunity to make the most of their talents within the organisation. Good practice:- The open, positive and encouraging culture results in people having the opportunity to participate in continuous improvement activities and offer suggestions and ideas for improvement. Quote: Team meetings are always an opportunity to talk about progress and table ideas for improvement Recruitment and selection is considered fair, efficient and effective, and appears to embrace much good practice. For example:- o Safer Recruitment course undertaken by SLT and Governors. o Use of an up to date person specifications and job specifications o Joint application sifting and short listing. o Interviewing and selection by panels including participation of governors and line managers. o Good use of written tasks, presentations, lesson observations and interviews in support of selecting the best candidates. o Common questions sets and scoring. o Involvement and input by line managers, teams (lunch sessions with applicants) and students in the recruitment process. o Prompt offer decisions and opportunity for feedback. Equality and diversity was not at issue at Lakers. There are strong policies and processes, and a culture that ensures fairness both to potential and existing employees. Good practice includes the total integration and opportunity of support staff, i.e. attending Insets and Curriculum Team Meetings and actively being involved in performance management. There are strong protocols in place that supporting effective work life balance. For teachers these follow national guidelines in terms of PPA time and rarely cover. The school looks to have a strong cover management process in place that removes any undue requests to Page 12 Version 1 19/02/13

13 provide additional class support. As with most schools there are pressures but Lakers do work hard to minimise them. Quote: There are pressure points like students reports, but we know when they are due and can plan accordingly Quote: Non-contact time is fair for the level of extra responsibility Quote: The head is fantastically supportive of work life balance and in supporting family issues Quote: When we can Team Meetings are arranged to coincide with free periods, it works well and reduces the number of after school meetings People feel they receive well balanced and constructive feedback through a range of practice such as performance management, observations, learning walks, book trawl, peer working etc. Since the last IiP assessment there is a stronger and more open culture through which people feel more comfortable in providing feedback to SLT, line managers and peers. Good practice is that some managers have sought feedback through questionnaires and a Start/Stop More of /Less Of tool. Good practice has been the Lakers use of the HSE Management Standards questionnaire and analysis tool, and subsequent development of an Action Plan. Quote: I think the culture is more open and trusting than it was three years ago. I feel able to give feedback and voice my opinions to both SLT or my line manager Quote: I am often asked how I felt the lesson went and feel comfortable in providing feedback Quote: I always feel able to challenge things and put my point of view There are strong approaches and a management culture whereby people are given the opportunity to make the most of their talents within and outside the school. For example opportunities to :- o Promotion or act up to Curriculum Team Leader or Subject leader. o Opportunities to progress to Progress Leader, Head of House or Lead Tutor. o Lead on, or participate in various strategy developments and initiatives, i.e. Literacy Coordinator. o Deliver workshop sessions at Insets, i.e. use of data. o Participate in cross school working groups, i.e. Literacy. Quote: I was encouraged to apply for the Literacy Coordinator role and it s been a good move for me Quote: If you show willing and push yourself forward they are good opportunities to demonstrate your capability and follow your interests Potential Development Areas:- Work Life Balance There was some feedback from teachers in some subjects that workload can be heavy particularly around planning and marking. There was some comment that being a perfectionist resulted in tasks taking longer. It may be worth some optional development around Time Management and Managing High Workload. Observations of Teaching Assistants I have seen good practice whereby Teaching Assistants have formal observations and feedback. This would be worth considering, and if you wish I can make a connection with a school undertaking this practice. Page 13 Version 1 19/02/13

14 4. LEADERSHIP AND MANAGEMENT STRATEGY Topic: Leadership and management capabilities for now and the future are defined. 4.4 Top managers can define how they define the current and future capabilities managers need in line with the organisation s vision and values. 4.9 Managers can describe how they are involved in defining the current and future capabilities all managers need. Not Topic: Managers are helped to acquire these capabilities. 4.5 Top managers make sure managers are regularly reviewed against these capabilities and receive constructive feedback on their performance. 4.6 Top managers make sure managers are provided with the help they need to develop the capabilities Managers can confirm that they are regularly reviewed against these capabilities and receive constructive feedback of their performance Managers can confirm that they are provided with the help they need to develop the capabilities. Topic: Leadership and management strategy link to business strategy and takes account of good practice. 4.7 Top managers can describe how the organisation s leadership and management strategy is linked to its business strategy and takes account of external good practice. Topic: Everyone is encouraged to develop leadership capabilities. 4.8 Top managers can describe how they create an environment where everyone is encouraged to develop leadership capabilities Managers can describe how they encourage everyone to develop leadership capabilities People can give examples of how they have been encouraged to develop leadership capabilities Good practice:- Leadership and management capabilities are very much underpinned by Lakers stated Values, Cooperative Principles and School Aims. This culture is supported with wellstructured Job Profiles that are reviewed each year and aligned to the RAP and its Strategic Leadership for the Future section. Line managers talked about a strong philosophy of principled leadership and management underpinned by:- o Clear vision and values, and clarity in curriculum planning, classroom standards and expectation. o Supporting staff to be the best they can through strong supportive relationships, positive coaching and mentoring, and genuine learning opportunities. o Making balanced and objective decisions, and not taking knee jerk reactions. o What is best for the students? It was clear from interviews that line managers receive feedback linked to their specific management capability, i.e. performance management cycle, one to one meetings with the Headteacher. Increasingly the school and managers are using tools that provide feedback on management capability, i.e. HSE Management Standards, Start/ Stop Tool, Management Feedback Questionnaire. The school is proactive in providing management development for its line managers. This ranges from formal programmes for aspirant SLT members to coaching of middle managers and courses and mentoring for new managers. Increasingly managers are being introduced to coaching principles, i.e. good practice includes senior managers undertaking Masters coaching modules and AFA Coaching Programme. The SLT are pro-active in understanding and updating themselves in terms of best and developing practice both internationally and nationally. Managers are enthusiastic in attending conferences, networking events and visiting other schools for the purpose of learning about new strategies, i.e. Going Green Master Classes, work with Masefield and catering exchange with Dene Magna. Page 14 Version 1 19/02/13

15 There are good opportunities for people to develop leadership capabilities. Clearly this happens as a matter of course with teachers who are leaders in the classroom. Within the support staff there are many examples where people take responsibility and lead on managing projects, initiatives and situations. Opportunities include:- o Roles such as Progress Leader, Head of House or Lead Tutor (new) o Opportunities to mentor PGCEs, NQTs or other staff. o Cross school specialist roles such as Literacy Coordinator and Numeracy Lead. o Participation in project groups, i.e. VLE development, Web Site, Literacy. Potential Development Areas:- Defining Leadership & Management Capabilities It would be worth extracting and distilling the desired leadership and management capabilities from the range of documents you currently have and consolidating into a one page more explicit statement of desired Leadership and Management Capabilities. In effect What does a good leader and manager look like at Lakers? I know of a school in Wiltshire which has successfully undertaken this and I am very happy to make the connection with them if you wish. Involving everyone in this process would strengthen evidence against 4.9 Assessment against Capabilities and Action Planning A natural next step would be the development of tools to enable managers to self-assess against agreed capabilities and secure feedback from others. Progressing to full 360 degree feedback would represent best practice. Having undertaken self-assessment the development of Manager Action Plans would be worth considering and again represent good practice. Management of Teaching Assistants Clearly Lakers has a team of very skilled, motivated and dedicated Teaching Assistants. They were universally positive about the support and training that they receive. Twenty plus Teaching Assistants is a lot of people for one person to manage. It would be worth considering the benefits of appointing Team Leaders to spread the load of appraisals and other required support. LEADERSHIP AND MANAGEMENT EFFECTIVENESS Topic: Managers are role models of leadership, teamwork and knowledge sharing. 5.5 Top managers can describe how they act as role models when demonstrating the leadership and management capabilities in line with the organisation s values. 5.6 Top managers can describe how they act as role models when working as team and sharing knowledge. 5.7 Top managers can describe how act as role models for inspirational leadership and have an open, honest and trusting management style. 5.9 Managers can describe how they lead, manage and develop people in line with the organisation s values Managers can describe how they encourage people to work together and share knowledge within and across teams Managers can describe how they act on feedback from all levels in the organisation to improve the way they lead, manage and develop people. Not met at 2010 IiP assessment 5.14 Managers can describe how top managers inspire them to lead, manage and develop people effectively Managers can give examples of how they themselves act as inspirational leaders People can describe how their manager leads, manages and develops them in line with the organisation s values People can describe how they work together and share knowledge within and across teams People can confirm that they are able to give constructive feedback to their managers, and Page 15 Version 1 19/02/13

16 believe it is well received and acted on. Not met at 2010 IiP assessment 5.22 People can confirm that they have confidence in the leadership and management capabilities of top managers People can describe how managers inspire and motivate them to achieve their full potential. Topic : Coaching is part of the culture (5.8, 5.12, 5.19, 5.25 not met at 2010 IiP assessment) 5.8 Top managers can describe how they have made coaching part of the organisation s culture Managers can describe how they use coaching skills to help people achieve their full potential. People can describe how their managers use coaching skills to help them achieve their 5.19 potential People believe that coaching is part of the organisation s culture. Topic: People are helped to develop their careers 5.11 Managers can describe how they make sure people receive information, advice and guidance to help then plan, and develop their career People can confirm that they receive information, advice and guidance to help them plan and develop their career. Topic : There is a culture of openness and trust 5.21 People can confirm that they respect and trust their managers. Not met at 2010 IiP Assessment 5.24 People believe the organisation has a culture of openness and trust. Not met at 2010 IiP Assessment Good practice:- There was universal feedback of effective and supportive leadership and management with a very big majority of people confirming they receive high levels of support and receive feedback across a broad range of activity, i.e. performance management, learning walks, observations, work trawl, coaching and mentoring etc. Throughout the interviews people talked about a strong open management style which left people feeling there is a mutually trusting, honest, and respectful culture. Strong teamwork results in people being able to have open conversations and challenge both their managers and peers. Those in leadership and management roles were positive about they inspire others and how they act as role models. For example:- o Spending time walking the school and keeping their finger on the pulse. o Being a role model for achieving high standards and professional interaction with students. o Being a role model for their own learning and progression, and encouraging others to do the same. o Setting clear and consistent standards and expectation. o Being a good decision maker based on facts. o Encouraging a risk taking culture, being innovative, creative and flexible, and being open to challenge and receptive to ideas. Quote: Demanding high expectations and not allowing standards to drop whist supporting others to find practical solutions Quote: Putting the students at the centre of what we do is absolutely essential. I want to lead by example in engaging with staff, students and parents Quote: I want to be seen as a role model for achieving high standards and inspiring others to do the same A very big majority of staff could talk about the effectiveness of line managers and how they receive feedback, and feel respected and trusted in their roles. Overall people are comfortable in providing upwards feedback and in being able to challenge decisions and practice. Quote: There is a high level of confidence that the school is going in the right direction. We trust the SLT in the approaches being adopted Page 16 Version 1 19/02/13

17 Quote: The SLT are incredibly approachable, supportive and flexible Quote: Senior managers develop lots of successful initiatives, are up to speed on good practice and national developments, are professionals in their field, know the students and are on top of behaviour Quote: I have complete faith and confidence in the SLT. They are extremely strong, always visible and innovative Quote: Xxxx gives xxx time relentlessly and is always prepared to listen and support you through difficulties. Xxxx has so much knowledge and experience and is always prepared to share Quote: Xxxx is a great role model for lifelong learning, certainly someone I look up to Quote: Xxxx will always stop and talk, and take a genuine interest in what s going on Quote: Xxxx leads by example and commands total respect in the classroom. Xxxx is a natural with the students Quote: My manager is a great ambassador for the school. Xxxx is a role model for xxx own development and is always interested in helping others to progress Quote: I always feel free to make decisions and always feel trusted in taking the role forward Quote: Xxxx has really taken the team forward and has been a real inspiration. Xxxx leads from the front but always involves and consults. There is a totally open culture with a high degree of mutual trust and respect Since the last assessment in 2010 coaching principles have become more embedded and part of the culture at Lakers. Good practice examples include:- o In support of both existing and aspirant managers. o In support of improving classroom practice and teaching good and outstanding lessons. o In support of improving parental engagement. Quote: As part of the Aspirant SLT development programme I am having weekly coaching sessions. They are really useful in putting things in context Quote: I am having coaching to help move my teaching from satisfactory to at least good. It s been valuable in understanding different approaches Quote: I have had some great coaching in helping me with engaging with parents Quote: My manager is good at using coaching skills after observations. We always talk about lessons, explore how they went and agree points to take forward There is a strong management culture whereby staff are supported to plan and develop their careers, and are provided with opportunity:- o One to one discussions with Headteacher. o Through performance management discussions. o Opportunity to gain additional knowledge and experience, i.e. lead responsibilities, secondments, acting up etc. o Support with applications and preparing for interviews. Quote: There is always open career discussion during performance management sessions. The school is supportive of pushing you on if that is an avenue you want to take Quote: We talk about progression all the time. Xxxx works hard to find new ways for me to learn and develop wider experience Quote: I have had great support in considering and going down the PGCE route Potential Development Areas:- Secondment to SLT Some schools provide the opportunity for one or two staff to be seconded on to the SLT for a fixed term, usually around twelve months. This can support staff career development but also open up SLT to new thinking and challenge. Support Staff Performance Management Page 17 Version 1 19/02/13

18 There was feedback that performance management of support staff can sometimes be delayed. It is worth agreeing a season when all reviews are held and a tracking system to monitor completion. The inclusion of a mid-year review is always good practice to track performance against objectives and monitor the progress of training actions. Support Staff Feedback There was some isolated feedback from those in support roles that more feedback would be welcomed. There was comment that feedback that was sometimes not explicit. We can talk further about this at the IPM. Teacher Coaches I have seen some good practice whereby part time Teacher Coaches have been appointed. These are teachers who have consistently demonstrated outstanding lessons and have subsequently undertaken coaching training. This would be worth considering to complement coaching offered by senior and middle managers. RECOGNITION & VALUE Topic: Reward and recognition strategies link to business strategy and are externally benchmarked. 6.4 Top managers make sure the organisation has a clear and fair reward and recognition strategy Not which is used to motivate people to improve the organisation s performance. Assessed 6.6 Top managers can describe how the organisation s reward and recognition strategy is linked to Not its business strategy and externally benchmarked. Assessed 6.8 Managers can describe how they are involved in developing the organisation s reward and Not recognition strategy. Assessed 6.9 Managers can describe how they apply the organisation s reward and recognition strategy fairly. Not Assessed 6.12 Managers can describe how they involve people in developing the organisation s reward and Not recognition strategy. Assessed 6.15 People can describe the organisation s reward and recognition strategy and what they need to Not do to be valued, recognised and rewarded. Assessed 6.16 People believe the organisation s reward and recognition strategy is fair and can give examples Not of how they are motivated by it. Assessed 6.18 People can describe how they are involved in developing the organisation s reward and Not recognition strategy. Assessed Topic : Representative groups are consulted 6.5 Top managers can describe how they involve representative groups (where they exist) in Not developing the organisation s rewards and recognition strategy. Assessed 6.14 People who are members of representative groups can confirm that the groups are involved in Not developing the organisation s reward and recognition strategy. Assessed Topic : What motivates people is understood 6.10 Managers understand what motivates their people and take account of this when recognising and rewarding them Topic : Success is celebrated 6.11 Managers can describe how they reward and celebrate individual and team successes and achievements People can describe how individual and team successes and achievements are celebrated. Topic : Benefits strategy goes beyond legal requirements 6.7 Top managers make sure the organisation has a forward-thinking benefits strategy with policies that go beyond legal requirements. Topic : Colleagues achievements are recognised 6.13 Managers can describe how they encourage people to recognise the contribution their colleagues make to the organisation People can describe how they recognise the contribution their colleagues make to the organisation. Good practice:- Page 18 Version 1 19/02/13

19 A big majority of people felt Lakers was a good place to work and felt their contribution was valued by both SLT and other line managers. A wide range of communication forum was said to be used to celebrate school, team and individual successes, i.e. Insets, Morning Briefing and range of other meetings, Lakers Link. Student assemblies etc. Quote: School successes are openly communicated and celebrated. Special mention is always made of examination successes and progress being made Quote: People and teams are often singled out with an open thank you There is a good culture whereby individual progress and achievements are recognised through for example performance management sessions, observation feedback, Learning Walks and everyday one to one thanks and praise. Quote: Outstanding lessons are always acknowledged and special mention made Quote: I had a thank you card for my contribution in setting up Alien Invasion In recognising and valuing the SLT do try to ensure that it is part of the culture to recognise and thank people for successes in the school. They go as far as they can and provide the little things that make a difference, i.e. end of term parties, thank you cards, cakes in the staff room etc. Christmas and birthday cards are also seen as a nice touch. Whilst the school is generally governed by national pay rates there are examples of SLT supporting and encouraging staff to progress to upper pay spines as a result of performance and additional responsibility. Teachers progressing through threshold considered the process to be fairly applied. Potential Development Areas:- Overall recognition and value Whilst there were no general issues in the school I suggest you continue to use every way possible to demonstrate recognition and value. I did sense some frustration amongst a small number of support staff that they did not sometimes get the recognition they expected. Peer Recognition It may be worth looking at some kind of peer recognition scheme whereby staff can be nominated by their peers if they go the extra mile (GEM Awards!) We can talk about this in more detail at the IPM. INVOLVEMENT & EMPOWERMENT Topic : Effective consultation and involvement is part of the culture 7.4 Top managers can describe the consultation arrangements they have in place to encourage people to take part in decision-making at both an individual and a representative level Top managers can describe how consultation and involvement is part of the organisation s 7.6 culture. 7.7 Top managers can describe how they involve people in designing consultation arrangements. Not People believe that the consultation arrangements are effective and allow them to take part in 7.13 decision-making People can confirm that they are involved in designing consultation arrangements. Not Topic : People are supported and trusted to make decisions Managers can describe how they make sure people receive the support they need to make 7.9 decisions that affect the performance of individuals, teams and the organisation, at a level appropriate to their role People can give examples of how they take ownership for decisions that affect the performance of individuals, teams and the organisation, at a level that is appropriate to their role People believe their managers trust them to make decisions that improve performance. Topic : Knowledge and information is shared 7.5 Top managers make sure the organisation has effective internal communication systems to encourage knowledge and information sharing throughout the organisation. Page 19 Version 1 19/02/13

20 7.10 Managers can describe how they encourage knowledge and information to be shared throughout the organisation People can confirm that they have access to the knowledge and information and receive the support they need to make decisions and improve performance. Topic: People are committed to success 7.16 People can confirm that they are committed to the success of the organisation Topic: There is a culture of continuous improvement 7.8 Top managers can describe how they have created a culture where people aim for continuous improvement Managers can give examples of how they have created an environment where people aim for continuous improvement and openly challenge the way the organisation works to improve performance. Topic : People can challenge the way things work 7.18 People believe they can challenge the way the organisation works to improve performance and can give examples of how they or others have done so. Not met at 2010 assessment Topic: There is a sense of ownership and pride in working for the organisation 7.19 People can describe what gives them a sense of ownership and pride in working for the organisation. Good practice:- The review revealed people take high levels of ownership and responsibility in striving to ensure they are successful in their roles. In teaching roles people feel empowered in enabling pupils to make progress and in delivering good and outstanding lessons. Quote: We have a lot of freedom to develop new approaches to our classroom practice Quote: The job gives me opportunity to be flexible and lots of opportunity to shape my practice There is strong culture and positive environment whereby people feel trusted to take initiative and make decisions. People spoke of strong and genuine management support, a strong team ethic and peer support. Quote: I always feel trusted in taking the role forward. There is a strong ethos of empowering people to try new things and follow their instinct A big majority of people felt that there was a willingness to genuinely consult and gain people s feedback. Examples include Cooperative Status, financial issues and potential for cost saving, the teaching day and timetabling and parents evening structure. Good practice is the occasional use of questionnaires to gain feedback and ideas, i.e. work life balance and wellbeing via HSE Survey. Quote: There has been wide consultation on Lakers becoming a Cooperative School and this has involved governors, staff and parents Communications in the school does not appear to be an issue. A wide range of means was said to keep people informed and in promoting a culture of continuous improvement. Examples include:- o Monday Briefing seen as good in communication of what s happening and any immediate issues. o Twice weekly timetabled SLT meetings seen as effective in monitoring of the school s smooth running. Good practice is the additional half termly SLT out of school Away Days which are considered as space and quality time for planning and to take issues and sort them o The weekly Curriculum Team Leaders and Progress Leader meetings were also considered valuable in reviewing progress and driving improvement. Quote: Progress Leader meetings are always valuable. We plan agendas together and always talk through data and achievement, and agree actions o For teachers the cycle of Curriculum Team Meetings and House meetings were seen as valuable as a conduit of cascade from SLT, in reviewing progress, sharing practice and Page 20 Version 1 19/02/13