Developing the self-improving System in Somerset (1/6)

1. Developing the self-improving System in Somerset (1/6) Strategic Leadership: • A shared SAPHTO Raising Achievement Plan is a positive factor, including the self-improvement initiatives around coaching, transition, SEF-writing, “good to great” and the development of the Deputies group, together with financial support for training. This is now a key source of central training for Headteachers. • There is a feeling that there is too much to do in a short period of time, that we need to concentrate on one or two key things and use SAPHTO to help communicate needs and priorities, both to heads and up through the Compact. • Some colleagues are still adjusting to a system lead by schools rather than directed by the LA and still commenting on the loss of SCC-employed experts. In this new model, the Compact provides an opportunity to be clear about the priorities for education across the county, informed by the views of professionals working with children, and to commission the support required by schools. • There is a need for some “Feel Good Factor” – some “inspiration to balance the perspiration”. There may be a role for some inspirational conferences, eg “closing the gap”.

2. Developing the self-improving System in Somerset (2/6) Finding space for development: • We must minimise the distractions and ensure that the support is there when schools need it, whether that relates, for example, to the pressure of inspection, the implementation of universal infant meals or the arrangements for SEN. It is important that the support services that heads rely on (eg HR, Finance, etc) are of quality and adequately staffed to respond to school needs. • Time and pressure – the job is already overwhelming and it is hard to justify time out of school and/or to try something new – taking time for development feels like a luxury even though you know it is essential. • Funding is cited as a barrier by many, with a comment that more funding is needed to release staff/heads – current £500 is great but need more. Finding funding for supply (essential for releasing staff to learn together) is hard when a school has a deficit budget or unavoidable building maintenance commitments, for example. Quality Time Money

3. Developing the self-improving System in Somerset (3/6) Commitment to a shared goal: • The lack of external support means schools do have to work together. The NLE/LLE programme offers support and makes a positive impact. Groups of heads visiting schools and being a critical friend is also an emerging model. • Collaboration and partnership is sometimes hard work, with different agendas, different context, with different judgements. There are challenges in getting all to agree and commit to key priorities or activities as well as the difficulties of “competing” schools sharing and working together. Sometimes there may need to be some help from outside. • In some areas more individual partnership (pairs, triads and quads) are emerging as well as primary schools in CLPs working in smaller groups to enable meaningful peer to peer support. • A minimum commitment by heads within a CLP could be established to build trust and a firm foundation. There is a lot of willingness but to be effective this needs to extend to every member of a group. • Where governing bodies are meeting together this also provides a positive context for improvement through collaboration.

4. Developing the self-improving System (4/6) Trust: • Trust and relationships are being developed locally, with a real concern for one another, a desire to make progress for all, with shared goals and a recognition of the importance of collaboration. A growing openness is developing between schools, based on honest yet challenging support. • It is important to take time to build trust, between Headteachers, governing bodies and teaching staff. Joint development cannot be fully effective without trust. • There is a need to embed a culture of improvement through collaboration with new teachers from the start of their career. • Many CLPs are very proud of the work that they are doing together, but in some areas there are colleagues who feel isolated within a group or unsure of the direction or priorities set locally. There may need to be a mechanism for monitoring the health of a local partnership and providing support to a struggling group, facilitating a fresh focus or a change of structure or helping an individual who feels unable to engage. • One the key aspects of school-to-school support is the support that heads offer each other during the tough times, this is built on an understanding of the local context and the school’s circumstances and challenges. Looking out for your colleagues is an important part of building relationships across a partnership.

5. Developing the self-improving System (5/6) Facilitating the system: • Having a CLP co-ordinator, a strong chair and/or director is seen by many as an important element of success, having someone to share, facilitate and direct, co-ordinate and to enable meetings to be focused on driving improvement. • Better communication will always aid collaboration and more use could be made of SLP, including iPost, sharing agendas and dates, the School Improvement Tool, etc. The Key is an important source of information for busy headteachers. • SAPHTO meetings provide an opportunity to hear how other CLPs work and learn from each other but this is at the “sharing good practice” end of the spectrum rather than joint practice development. • There are lots of interesting developments in CLPs and colleagues are keen to share their work. Working with heads in another area on a piece of development would provide greater opportunity for learning. There may be opportunities for coaching to assist a colleague to get more from a local partnership. • A number of CLPs have taken data sharing to the point where they see the combined data as if it was one school. Comparisons with similar schools and facilitating Ofsted-type data conversations are important. Opportunities to support use of software to monitor progress in school would also help.

6. Developing the self-improving System in Somerset (6/6) Joint Development: • Joint professional/practice development is emerging, involving Heads, deputies, senior teachers, teaching staff, SENCos. Peer to peer support and joint development between schools is an important feature of the collaborative improvement system. • In many areas teachers within a CLP are working closely on improving attainment, and some are sharing with schools outside of the CLP so there is a not an element of competition. • There is a recognition of the huge, but largely untapped, potential for staff within schools in CLPs to lead improvement. • Many examples of joint development between phases are now being shared, aiding progression and transition as well as staff professional and practice development in a non-competitive environment. Measuring the impact, particularly for KS3 pupils will provide useful evidence of effectiveness. There is also scope for joint development across the EY Foundation Stage as well. • In a number of areas work has been undertaken in relation to literacy with a desire to move onto numeracy and then into the wider curriculum, including common marking and assessment methods.