National Remodelling Team (NRT)

NRT Survey of 200 schools – source of the data • In June 2004 200 schools were invited to complete a short online questionnaire about their progress with remodelling • 127 schools replied including 75 primary, 30 secondary and 5 special (there were also 17 anonymous responses) • These schools were a representative group from 38 LEAs, at various stages in the remodelling process, but the majority were from tranches one and two • In addition to completing the questionnaire, 60 schools took up the invitation to comment online • 23 schools, from across the phases, kindly hosted a half-day visit from a member of the NRT team, which involved semi-structured interviews with headteachers, teachers, members of support staff, governors and in a few cases groups of pupils

NRT Survey of 200 schools – main findings In a majority of the schools that returned completed questionnaires: • Engagement in the process of workforce remodelling is already having a positive impact on the provision of learning opportunities for children and young people • The National Agreement is being implemented effectively and on time • Teachers are experiencing an improvement in work/life balance • Support staff are enjoying higher levels of job satisfaction and morale, as a result of workforce remodelling • A team approach to the implementation of the remodelling agenda and the National Agreement is being used • A representative School Change Team is helping to address the rational, political and emotional aspects of change effectively • Whilst LEAs are the most popular source of support for workforce reform, resources offered by unions, professional associations and NRT are also valued

Some additional findings from the survey responses • Financial planning issues were mentioned by 30% of the schools who commented online • Teaching staff sometimes find it difficult to ‘let go’ eg of doing displays, relinquishing classes for PPA, exam invigilation • Sorting out appropriate pay and conditions for support staff is a top priority • Schools are careful to avoid support staff being overloaded • Headteachers, teachers, parents and governors are being involved in ensuring maintenance of standards during ‘teacher release’ time eg when specialist coaches and TAs are teaching/covering classes • Finding physical space for teachers to use, when doing PPA in time-tabled teaching time, can be difficult

Progress implementing the National Agreement Phase 1- 24 tasks Almost all of the schools who returned completed questionnaires are actively implementing Phase 1 of the National Agreement Phase 2 – Cover limit Four out of five of the schools in the sample were actively implementing Phase 2 of the National Agreement in June/July ‘04, ahead of the September deadline Phase 3 – PPA + invigilation Two thirds of the schools in the sample are either already implementing Phase 3 of the National Agreementor have a plan ready for September ‘05

Remodelling in schools 87% of schools in the sample are progressing with remodelling using a team approach – many with a designated cross-functional ‘School Change Team’ • “Prior to the National Agreement, new initiatives were ‘done to staff’ by the SMT. Now they all go through the School Change Team” • “Schools are too complicated to be run by one person and much happier places if everyone has their say”

Remodelling in schools 62% of schools in the sample have a critical friend to help with the implementation of the remodelling agenda “We have changed what we are doing from workforce remodelling to remodelling the school”

Remodelling in schools 93% of schools in the sample are networking and sharing ideas with other schools “As a group of schools we identified that squabbling pupils take up a lot of time. We are now developing peer mediation using a grant of £20k accessed with the help of the LEA Remodelling Adviser”

Remodelling in schools 93% of schools in the sample are managing the political and emotional aspects of change, in addition to the rational aspects • “Remodelling has had a significant impact on both staff and pupils. Staff morale is strong and the year is ending more positively than before” • “Remodelling has upped the enthusiasm and upskilled everybody”

Impact of remodelling in school 98% of respondents reported that there have been positive changes in school as a result of remodelling • “Remodelling is vital to the survival of teachers in post – if we do not address these issues we will continue to lose good people” • “This is enabling us to rethink everything – it is a springboard and catalyst for change”

Impact of remodelling on staff 87% of teachers in the schools in the sample have experienced an improvement in work/life balance • “We did a Day-in-the-life-of (DILO) exercise which showed us that we were all working far too long – most teachers were completing school work between 9pm and midnight” • “With PPA time I will get a life next year!” • “I have not done cover for a whole year – excellent!”

Impact of remodelling on staff 78% of support staff, in the schools in the sample, have experienced an improvement in job satisfaction or morale • “There is a real sense of ‘team’ now among the LSAs, a sense of pride in their work and a sense of being needed and worthwhile” • “I feel more valued and am making a greater contribution to pupils’ learning” • “New types of professionals are emerging”

Impact of remodelling on staff 91% of teachers who responded have been able to focus more of their time and energy on teaching and learning • “We have seen an almost immediate effect from undertaking less cover and not invigilating exams in that we have more time to plan and as Heads of Department be more proactive in classrooms” • “Teachers are happier now; they have no copying, no queuing and more time in the mornings to plan with their Learning Support Assistants”

Impact of remodelling on staff Respondents in 70% of the schools in the sample can already see a reduction in bureaucracy • “The SCT has enabled quick, effective discussions to take place – before you had to go to lots of different individuals”

Impact of remodelling on pupils 77% of respondents recognised an improvement in learning opportunities for pupils • “The creation of a Professional Support Assistant team to act as cover supervisors, among other things, was at the expense of the supply budget, but the results have so far justified this – there has been a profound impact on learning” • “We now offer an enriched curriculum, using specialist teaching under the direction of teachers” • “Having time for teachers to plan together is improving the quality of teaching in the classroom – it has had a big impact on the preparation of Year 9 pupils for their SATs and GCSEs. They are constantly reviewing and improving – it is a much more streamlined approach”

Impact of remodelling on pupils 52% of respondents have already observed improved pupil attendance and/or attitude to learning • “If teachers are well motivated with time to plan, this has a positive effect on students’ learning and behaviour and this was reflected in our recent OfSTED” • “The new 6th Form Registrar chases up all absenteeism for the 6th form – it is much more streamlined and effective now”

Sources of support for remodelling Schools are seeking support for remodelling from a wide range of sources

Sample Size In total, there were 127 schools, of which there were: 75 Primary schools 30 Secondary schools 5 Special schools (17 anonymous schools) Out of 75 Primary schools, there were 16 small schools (less than 200 pupils) 35 medium schools (between 200 and 325 pupils) 21 large schools (larger than 325 pupils) (3 of unknown size) Is the survey statistically significant? No – the survey was intended to be indicative rather than definitive The schools were selected to be balanced across Region School phase (primary etc) Number of pupils Urban v rural The selection was artificially narrowed to only 36 LEAs, in order to avoid contacting schools that were involved in a separate NFER survey There was no detailed analysis to confirm balance across socio-economic areas, progress through remodelling etc Data sample

National Remodelling Team (NRT)