INVESTORS IN PEOPLE ASSESSMENT REPORT

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1 INVESTORS IN PEOPLE ASSESSMENT REPORT Heronsgate Primary School Presented by Ben Hayes Investors in People Specialist On behalf of Inspiring Business Performance Limited 29 April 2013 Delivered by IBP, an official partner for London, South East and South West England

2 Introduction and Assessment History Heronsgate Primary School is an outstanding Primary School in Thamesmead, South East London providing for children aged from 3 to 11. There are currently 761 pupils on the school roll including 137 nursery children. The School was first recognised as an Investor in People in April 2000 and was successfully reviewed in May 2003 and June In 2009 the School achieved Silver Accreditation. From being in special measures a few years ago, the School was judged Outstanding at the OFSTED visit in December Inspectors wrote, The Head teacher is innovative and forward thinking, and his outstanding leadership and management is at the heart of the school's success. Inspectors also noted that, The school provides excellent academic guidance, and this enables pupils to make outstanding progress behaviour is exemplary and pupils are exuberant, articulate, enthusiastic and well-mannered. The School has expanded greatly since the last review and is now based on two sites close to Woolwich town centre in the Royal Borough of Greenwich. Focus of this Assessment Having achieved Silver at the last review the School asked to be reviewed against the Gold Standard. A full list of evidence requirements can be found at the end of this report. Interview Sample, Scope and Rationale As this was a Gold assessment, a larger number of staff and a larger percentage of managers were selected for interview. Many staff at Heronsgate have multiple roles, in particular teaching assistants and midday supervisors. 2

3 Executive Summary Heronsgate has been on a long journey of improvement, which continues to this day. The structures and systems put in place alongside the development programmes for all staff have enabled the School to grow and improve to the extent that they now meet the Gold Standard of Investors in People. Core to this achievement has been the clear vision and clear goals set and shared by the whole staff team. This common purpose has helped to drive the School forward and kept staff and managers on track. Many organisations have a dynamic leader and this is the case at Heronsgate. However, the inspired leadership goes far beyond the Head. The brave decision to extend the leadership team has paid off and the well-trained and well-supported staff have grasped the opportunities this has presented with both hands. Staff at all levels are very committed to Our School and Our values and are willing and able to contribute over and above the minimum expected. The theme of high expectation applies as much to the staff as it does to the pupils at Heronsgate. One of those expectations is that openness and honesty will generate more ideas and more solutions. Group working, shared PPA time, dispersed management responsibilities and a culture of sharing have led to a free flow of information, feedback, ideas and challenges, all of which have helped the School to improve and grow. Learning and development is constant, be it formal or informal, but the School s own training programmes are now a benchmark for good practice across the Borough as well as being an useful source of additional income for external participants. Coaching and mentoring are growing within the School and with a core of trained coaches, the next step will be to cascade this to non-teaching staff. Diversity exists within Heronsgate but is not taken for granted. It is identified in many various forms and used to enrich the School and improve results. 3

4 Areas for Development Coaching is already part of Heronsgate at a senior and middle management level and many staff have been trained as coaches. Much of the daily learning and development that takes place as well as the feedback from observations uses coaching language but may not be branded as such. The School should consider how it could spread coaching further across the whole teaching and support staff so that all feel the benefits of coaching. Staff may benefit from sharing and understanding what coaching is and is not, as well as having a common language to describe and recognise coaching. Work-Life Balance (WLB) within the School is seen by staff as good but especially at Senior Level, it may that some managers are not as good at managing their own WLB as they are at promoting and protecting the WLB of other staff. Senior Managers should consider if there is flexibility with the demanding senior roles to find more balance. Having Gold Accreditation the School may also now wish to consider the Health and Well Being Award. This could be both additional recognition and a framework to measure and improve health and well-being at Heronsgate. The Award is based around five themes; supportive management, supportive culture, work-life balance, improving health and well being, and stress management. Further information can be obtained from IBP or at ed.aspx Diversity within Heronsgate is very strong and the School may wish to consider having this accredited. Diversity Works for London has an easy to use self-assessment, which could be a good starting point for debate around extending diversity within Ochre House Inspiring Business Performance also offer an assessment and development programme known as Diversity Management in Practice. Key areas addressed include organisational leadership; people management and culture; customer 4

5 communications and satisfaction; community, partnership and supplier diversity; and diversity action planning. More information can be found at: sityforsuccess.php Consultation on the Reward and Recognition Strategy was an area of the Standard that was not chosen for this assessment. While this can sometimes be a difficult area for Schools due to external restraints, Heronsgate may wish to consider reviewing its reward and recognition strategy alongside the whole School staff in order that the strategy remains focused and relevant to the staff and continues to motivate and recognise staff in future years. 5

6 Assessment Evidence Business Planning and Improvement (Indicators 1 & 10 including additional evidence requirements 1.7 to 1.25 and 10.4, 10.6, 10.7, 10.10, & 10.15) The School s core values and objectives are known to all staff and are an integral part of how the School is run and managed and how learning is delivered. The School had 12 values but following review has dropped happiness as it was a difficult value to articulate and model. The core values have been created by the senior team alongside the staff team and have been reviewed on a number of occasions. Staff could not only describe the core values and KPIs but they also share and believe in them. As one support worker said Well, we helped to write them so of course we believe in them, it s just what we do every day. Another person said, We do have a vision. It is the Head s vision but mine as well. I tell the other staff about the vision and consider it whenever I m doing my job. One newer member of staff commented, We go over the vision and values at the beginning of the year. It strikes me that it s what I agree with, we re on the same wavelength. It came across in the interview; you re tested to see if you ll fit in. Another comment was We always audit our ideas. Everyone has a view, It s interesting to hear and we do have a real input. We went for the Arts Mark. It s in line with the value of discover the genius in everyone. We ve already done the staff training and linked it into and changed year plans. Art is integrated into learning and expression. 12% of the curriculum is arts. The over-arching mission statement is to discover the genius in everyone. This clearly applies to the way that the pupils are developed but also to the training and development of all staff. As well as managers, teaching staff and support staff, other stakeholders are actively involved in developing the strategy. These include governors, parents and the local authority. As one teacher said, In a small or large way every staff member makes it happen. In some way we all contribute from TAs (teaching assistants) in small groups to teachers to the headteacher. We are all part of the drive to high expectations. As I manage (a subject) I write an action plan that goes into the school plan. In that I set out the resources I need and how to stay ahead of the game. I have to do a lot of research with colleagues and externally. Social responsibility is a core part of how Heronsgate operates. As well as being a local school with active parent involvement, the school offers its facilities to local 6

7 community groups, such as youth groups and churches as well as actively engaging and visiting local community groups. The school choir sings at the local old people s home and the children visit local Hindu temples and local shops as part of school activities. Parent groups also use the school and there have been successful parent literacy classes and ESOL classes. The School also has an Extended School and Community Manager whose role includes building relationships with parents, increasing parental involvement and increasing after school activities. Heronsgate has been on a long term and continuous journey of improvement. From being in special measures, the School is now described as outstanding by OFSTED. Senior staff described a culture of improvement and this was confirmed by governors and staff. The School has put in place systems to improve which include focused staff development, staff promotion and coaching. Senior managers described how the monitoring programme has become a huge part of CPD and is seen as a positive, developmental practice and not spying. All managers are involved. Observations are in pairs with the aim that staff can grow by working with more knowledgeable others. The management of support staff has been one area where the School has worked hard to improve as has leadership and management. The management team has been expanded and responsibilities dispersed. At Governor level, the staff structure is reviewed every year and 360 feedback now used. There is also an annual monitoring cycle covering every subject and every member of staff. There is also an annual leadership conference to review the year, which is in four sections; leadership and management, the well-being of the children, the curriculum and Data. The School actively benchmarks its activities externally by reviewing OFSTED reports and lists such as the 20 most successful primary schools and Best practice in maths. The School also has vigorous systems for reviewing and improving performance and strategies. Management meetings and performance management are used as well as external feedback and evaluation. There is an internal school self-evaluation process that allows staff to give feedback anonymously. As a result, more coaching now takes place and there is a clear and structured succession plan. Staff are developed with the aim that there is someone to take over vacant or new roles. 7

8 As a successful school staff also train and coach staff in other schools, which also helps them to develop their own skills and to compare and contrast practice in different schools. Many staff mentioned that one key move has been to more learning, less teaching. Staff and managers could describe this change in strategy as aiming to produce more outcomes and more wow factors. One teacher gave the example of burning model houses when learning about the Great Fire of London. Managers described their involvement in performance management and the whole School Development Plan. As one said, We discuss what is working well and what can be improved. It is the opposite here to most schools where they discuss what isn t working. Managers described how the number and style of observations for teachers and support staff have increased as examples of how they are involved in review and evaluation. Other examples given were the changes in PPA (preparation) time. This is now done in groups and shared rather than individually as was the case before. This has led to more interaction and has led to improvements in standards and sharing of good practice. Staff at Heronsgate take huge pride in the success of the School and comments such as I love working here I enjoy it, it s so friendly and The successes are for all of us, I can see how I contribute were common. 8

9 Learning and Development (Indicators 2, 8 & 9 including additional evidence requirements 2.5 to 2.9, 2.11 to 2.14 and 2.16 & to and 9.7, 9.11 to 9.14) Learning and development for staff at all levels is very strong within Heronsgate. CPD and other training is planned, monitored and reviewed and is linked explicitly to the School s KPIs and plans. There has been a considerable investment in training and the School now has its own staff training room, which hosts courses for the school s own staff and staff from surrounding schools. A strategic decision was made to run teacher development courses in-house as evaluation found that some local authority courses were not as up-to-date as required and that often Heronsgate could provide better quality. The School can generate income from providing courses to other Schools but as Heronsgate has many new or promoted teachers, this is the main target group. Such training is not always delivered by the most expert members of staff. Staff are challenged to learn and improve so that they can deliver effective training. The policy is to get junior staff involved as part of their own development. Often a team approach is used with small groups of two or three people involved and a wide spread of staff delivering. Staff also go to other local schools to deliver training that helps to build their skills and confidence and build the reputation of the School as a centre of excellence. Some external trainers are used when appropriate but the School prefers to have a number of flexible options, which are also cost effective. This was also quoted as being an example of how all learning is valued at the School. Using a range of methods, getting staff to take risks, to be innovative and experiment in how they teach other teachers as well as children is seen as a positive by the School. Staff are able to try new ideas and techniques in a safe environment and in doing so broaden their knowledge and skills. Staff are also encouraged to use their skills in after school clubs. The School makes good use of external networks and training at other schools to gather knowledge and feedback. Review and evaluation of learning takes various forms within Heronsgate. The extensive monitoring and observation programme that covers all teachers and TAs ensures that learning has taken place and is being implemented as well as giving a tangible measure of improvement. The information from monitoring is used to review and improve learning methods. One example given was that NQTs (Newly Qualified Teachers) were picking up things more quickly than new members of staff. Upon review, it was shown that the NQT induction and training was preparing them better so the training was extended to all new staff. 9

10 As the School has grown in size the need for more middle managers was identified and training was provided in leadership, monitoring and performance management. New staff, especially NQTs, have mentors but the new middle managers and phase leaders have also had coaching and mentoring when needed. The Head has also had coaching from an outside coach. As one senior manager explained, Structure follows strategy. As the School got bigger, we had to delegate down if the systems were to run. It also frees up the Head for more strategic and external work. Now there are lots of people to talk to or ask for help, no hang on issues as they are sorted quickly. It is more efficient and more of a team ethic working as a unit. Team leaders support and plan with their teams, it is not just an admin role. And as a developmental tool it has been very good. We ve grown phase leaders and prepared them for higher roles. The clear structure and succession plan has helped to focus CPD and especially induction. The induction for new and promoted staff is strong and staff who had been through it felt it was thorough and very detailed. This also covered Governors. From monitoring, observations, assessments and results the School can see the impact of learning on the achievement of the children. KPIs are being met or exceeded and, when needed, extra resources and training have been directed to specific areas such as geography or maths. Inset days and other resources are devoted to improving results in these areas in line with the School s objectives. Staff feel very supported in the learning and development they receive and confirmed that they are actively encouraged to learn and to try new ideas in a safe environment. Projects and events are used as methods of learning and development for staff. Teachers are asked to lead on key areas from the School Development Plan and TAs take on initiatives such as the every child a talker which was delegated to two TAs with an interest in this area. Staff confirmed that training and development is always linked to the KPIs and the development of the School as a whole and measurement of success is against one or more of the KPIs or School Development Plan. Training needs are usually identified in the performance management reviews but other training can be added as required. Staff gave examples of phonics where there were four groups. All were tracked and differences in results linked back to differing CPD or methods used. From this, the School were able to pick out any problem areas and work on them. The School reviewed how staff had been trained on phonics. Had they misunderstood, was there a problem in CPD or in implementation? If in implementation then this could be picked up in observations, worked on and then improved. CPD also extends to office staff. Office staff said that they feel supported and training is provided when required. Office staff had raised the issue that training was difficult in the busy and public facing office area so raised this in performance management reviews. Staff suggested training in half term and other extra days. This had been taken up. As one member of the office team said. This is an 10

11 amazing School, always someone there to help you. It seems much better than other schools. The more I learn, the more (workload) I can take off my managers. Staff and managers felt that success in learning is recognised and celebrated through praise in private and at team meetings, in reviews and observations although some staff felt that such celebrations were low key and more could be made of these achievements. Senior managers and governors could confirm that there is a budget for training and that there is constant monitoring of how effective the spend is. Governors cited improved results and verification from external and internal inspection as measurable outcomes. The School is now in the top quartile nationally and has a value added score of

12 People Strategy, Reward and Involvement (Indicators 3, 6, & 7 including additional evidence requirements 3.6 to 11, 3.13 to 3.18, 3.20 to 3.23, 3.25 and 3.26, 3.28 and 3.29, 610, 6.11, 6.13, 6.17, 6.19, 7.5 to 7.16 & 7.18, 7.19) Recruitment within the school adheres strictly to Royal Borough of Greenwich and Educational guidelines to ensure it is fair, efficient and reflective. Managers confirmed that they have undertaken training to carry out interviews and all interviews are monitored by governors and the local authority. Staff confirmed that they felt the process was fair and open, even those who had not been successful. Criteria for roles are clear and all staff are able to apply. Training and support is also offered as required. Disabled access and facilities are available. For parent governor roles elections take place. Interviews also include non-management staff and feedback is sought from all staff who have contact with interviewees. Internal recruitment and succession planning has played a key part in the School s success. By developing staff in-house staff are able to realise their career ambitions within Heronsgate while at the same time the School can retain excellent staff that fit in with the ethos of the School. The opportunities to develop, the outstanding reputation and chance for advancement also help attract talented staff to a School that otherwise may not always be seen as attractive,due to its location. The re-structuring of the leadership team with dispersed responsibilities and far greater responsibility being given to phase and subject leaders in development planning and management is seen as key to delivering the strategy of remaining an outstanding School. Diversity within Heronsgate is very strong and apparent not just in the make up of the staff and pupil population but also in the way that difference is valued and made use of to improve the School. Specialist skills are utilised and languages valued. Great effort is made to reflect the ethnic diversity of the local area in the staff group with Black and Minority Ethnic governors being actively encouraged - there are now three BME Governors. Diversity is part of the core values of the School and questions around it are asked at interview. One newer member of staff said that they had been asked to define a diverse culture and discuss the School s values at interview. Managers also pointed out that for Heronsgate, diversity was more than ethnicity or genders. As one manager said I want different types to make it work; right brains and left brains; audio, visual, kinaesthetic people. It is still about who s best for the job. Staff agreed that diversity is valued and could give a number of examples of how differences are used. The School is seen as very inclusive and valuing and 12

13 respecting everyone. Staff commented that the discovering the genius in everyone value is reflected in the diverse age, background and religions of the staff. Staff also commented that their backgrounds and skills are made use of, be that languages spoken, African storytelling or Indian dance. Staff are also encouraged to use music or artistic skills in classes and after school clubs and activities. One person commented They look at what you have and how you can use it. In one team we had one teacher with 25 years experience and three NQTs. You can use the long server as a mentor/steadying hand. They use your experience from other schools, your skills and background. As soon as I came into the School they tapped into my interest in (an area). Others have ballet skills so run a dance group. Work-Life balance within the School is good and well planned. Preparation time (PPA) and out of class time in particular has been focused on and protected as these are often seen as times that can be eaten into at other schools. At Heronsgate, PPA is also done in groups so that people have support and time is saved by sharing good practice and existing ideas and materials. This links to the values of the School and its strategy to grow and develop effective staff who can deliver outstanding results. Staff and managers agreed that work-life balance is good and considered important. Staff mention that preparation time is always sacrosanct. An inset day is set aside for report writing rather than it being an additional out of hours job. Where staff are allocated extra roles and responsibilities, allowances are made and other duties moved. Staff also felt that their well-being is noticed. As one said, They are aware of people, they keep an eye on you to make sure you are OK and not over-worked or over stressed. We also socialise, have quizzes and let our hair down. We do work hard and have high expectations but not over the top. Another person said, After School clubs are voluntary but staff are keen and want to do it. They ask for volunteers, it s not an expectation. They consider that the staff have families and some travel a long way. Just as long as the work gets done it is quite flexible. Staff commented that illness or family needs are very well supported and not seen as a problem. Managers are seen as supportive and understanding. They told me to go home and wouldn t take no for an answer as one person said. Other staff mentioned being able to vary working hours or days by choice. Moderation, observation and performance management for staff are constants within Heronsgate and sit alongside the tracking and assessment of pupils as measures of progress. Feedback to staff from observations, moderations, joint PPA time and more formally in performance management are now part of the Heronsgate culture. Staff and managers confirmed that feedback is both expected and welcomed. Feedback is gathered from colleagues and in some cases 360 feedback used. 13

14 Staff have timetabled slots for observations and like and expect to give comments on how colleagues are getting on. This is seen by staff as developmental and constructive and feedback is given, and received, in this way. Some comments included: One of the best things about the School is how much support and feedback there is. You are always being observed formally and informally. It s a big school and a big support network. It s not just saying good, it is about what is better, things you can use straight away. They build good relationships with you by being positive about good work. They notice the small things, remember and pick up on the good things, not just the bad. Feedback is always more good than bad. Success at Heronsgate is celebrated in a number of ways. Managers and staff all agreed that they feel appreciated and valued for what they do and are told this constantly. Managers and staff commented that both big successes such as the last OFSTED ( We were all buzzing. We were all observed and I could see what I said in the report ) and smaller success such as merit awards or good classroom displays are mentioned. Staff commented on getting praise in review meetings or team meetings and also getting thank you cards from senior managers. Staff said that praise was linked to the impact they were having on children and the success of classes and the School. Phrases such as we couldn t run the School without you were common but are appreciated and seen as genuine. Staff take pride in working for the School and share in major events. Many spoke of working for our School. The recent official opening of the new site by the Mayor included all the staff involved. Other staff mentioned that staff used to go out together for meals when there was funds for this. Managers are expected to give both formal feedback in reviews and observations and informal feedback and praise whenever possible. This is seen as part of the ethos of the School. Consultation is a constant within the School. There are regular all-staff meetings and leadership team meetings which allow staff to air their views and ideas. The 14

15 leadership team has been expanded to include more staff and phase leaders who write their own sections for the School Development Plan. On a weekly basis groups meet to plan activities and all teachers have a say in what the content will be. There are also away days for senior managers and governors to plan for the year. The open and sharing, non-blame culture created by the leadership team means that staff feel comfortable to suggest ideas and to challenge when appropriate. The high level of involvement has also been part of giving staff a very strong sense of ownership and pride in what they do. The shared PPA time, phase and subject groups, joint training and other joint activities have given staff a strong feeling of being supported and that information is available and is shared freely and willingly. Staff stated that this sharing is expected and appreciated. Comments included: Ideas are not imposed. We discuss and agree. We have to follow the curriculum but have a choice on how to plan within that. Yes, we are all committed (to success). It comes from above. We are motivated by the leaders who lead by example. Yes, I do give advice and suggest ideas. We share information at TA meetings. We are valued and our ideas are valued. We talk and exchange ideas every day. It is very rewarding and I really enjoy (my work). I can see my progress and the progress of the children. Everybody is involved so everybody is committed. It is quite a young staff group so open to change more than at other schools I ve worked at. So new ideas are respected, it s not just about doing your own thing. I can challenge my manager; I m confident to say we can do it differently ; the Head is wide open to questions. I always have and always will go to the teacher and discuss work as a team. It s trial and error, which is fine here. You are allowed to try new stuff even if it doesn t always work. 15

16 Management Effectiveness and Feedback (Indicators 4 & 5 including additional indicators 4.4 to 4.12 and 5.5 to 5.18 and 5.20 to 5.24) The School has capabilities that it uses in performance management to review managers and potential managers and also to plan development. Managers at all levels confirmed that they give and receive feedback against the capabilities and are aware of their own development needs in terms of leadership and management. There is extensive coaching within the School for managers and many staff also have a mentoring relationship with a senior member of staff. The capabilities and behaviours are also reviewed on a regular basis by the staff team to ensure that they are relevant and if they are still happening. Staff and managers commented that it also gives them an opportunity to confirm what the behaviours should look like. Managers could give numerous examples of training they have undertaken. Many have done or are currently on coaching courses. Others have had managing from the middle courses while many have also attended in-house management and leadership courses and in some cases have delivered these courses. Managers at all levels feel that they are well supported and have a big network of colleagues and more senior managers to call upon. The broadening of the leadership team and the dispersal of responsibilities has been a strategic plan to develop the School. It was seen that in order to achieve this effectively new managers would have to be trained and given development opportunities on the job. This is ongoing and is seen as a major plus of working at Heronsgate. Comments included: With effective feedback I am more effective. The Head knows if he gives me a job I can do it and that I can show initiative. People do give you feedback but to improve my performance. It is always what and how I can improve. I have no illusions as to what the Head or other senior managers think about me. (The behaviours) ring true. We workshop them so we know them. Managers are good and they are approachable. There are a wide number of Heads and Assistant Head with specific roles so lots of people to ask. 16

17 Managers are seen as role models in line with the values of the School by other managers and staff. Managers are clear that how they act, their mannerisms, organisation etc are part of that role modelling. The School s own management and leadership capabilities drive and guide this as do the Head and other senior staff. Coaching is widespread at senior level and is starting to be used in other parts of the School. Teachers are coached but there is not yet formal coaching with support staff. Managers did comment that often the skills and techniques of coaching are used but not always in a formal coaching relationship. Senior managers commented that they are aware of being role models and some have had formal training on being a role model. As one said, I do have to think about it. I know if I m living up to it as I ask for feedback and I get it. We discussed it and there were some points for me to learn and improve. We used anonymous postit notes and I was told be more polite so I am. Other comments included: The role modelling comes into everything you do. If you want people to share knowledge then you have to do that and be seen to do that. If you want people to live the values then you have to live them. It is very important for the School if we are to carry on improving. I try to be as open and honest as I can and expect others to be the same. I was there when we wrote (the behaviours). It s what we do anyway without thinking of it. All day, without realising, we all know what we should be doing and where we should be going. The ethos here is you need to embody the values so I linked bad behaviour to values and how to behave. We can give feedback to our manager and we do. We re asked once a year to give the governors feedback on things going well and what can be better. It s usually at an Inset day or staff meeting. I model myself on (the senior managers). The way I give help to others and how I talk to people, give them time and make myself approachable, stay calm and set high expectations. I can see (the way they role model) in the way they give me feedback, the support they give me for planning and with sharing information with me. All very open and honest which I like. I involve them and give them support so they can see how it should be done. We use a lot of observations and shadowing so they can watch me, not just me 17

18 watching them. They can see how I deal with situations, how I talk to pupils, parents and staff, making it a positive experience and what language I use. That is what I see as me being a role model and you can see the improvement in them, and in me. I can see how they inspire and lead me in what they do. It comes right from recruitment. I see it in my managers when they devote time to me and equip me with the skills I need. Role modelling is important. They can see how I do it and inspire them to take the same steps I have in my career. It encourages them to do the same, to see it as possible. You can see staff using coaching skills with each other. Not sure they would call it coaching but I hear it in moderation meetings. There is mutual respect and no If I was you or you should have. 18

19 Recommendation and Next Steps Having carried out the assessment process in accordance with the guidelines provided for Specialists by Investors in People United Kingdom Commission for Employment and Skills, the Specialist is totally satisfied that Heronsgate School meets the requirements of the Investors in People Gold Standard. Subject to the Assessor recommendation being agreed by the Employer Representative Investors in People Accreditation is granted indefinitely. The next review is due no later than July However, reviews can be undertaken at any time and more frequent reviews are recommended to maintain levels of good practice and continuous improvement. At a minimum, an interaction between the School and the Assessor will take place approximately half way through the accreditation period to discuss progress and changes with the School. The organisation should discuss the timing of the next review with their Specialist and Adviser, using the Improvement Planning Meeting to agree the best strategy for future use of the Investors in People framework. Both the Specialist and IBP would welcome your feedback on this assessment / review and you will be supplied with a Client Feedback Questionnaire to complete. We would very much appreciate it if you would complete the questionnaire after your Improvement Planning Meeting has been concluded. Should you wish to contact a Client Relationship Manager at IBP for any reason, please telephone , use the contact option on our website or send an to Promoting continuous improvement IBP offers an integrated advice and assessment support service, workshops, surgeries and networking events to promote continuous improvement and maximise the benefits of working with The Standard. We also work with a team of highly experienced consultants to offer an extensive range of tailored business support and organisational development solutions to help improve business performance. Details of the support available to you can be found on: - Internet: Telephone:

20 Outcomes Table - Evidence Requirements Framework Matrix Core Standard Total number of core evidence requirements assessed - 37 Total number of core evidence requirements met - 37 Indicators ERs n/a 4 5 n/a 6 n/a as there are no representative groups at company level Wider Framework Total number of core evidence requirements assessed Total number of core evidence requirements met Core Core Core Core Core 5 Core Core Core 6 Core

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