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8/12/2019 Brian Ball Models and Partnerships
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MODELS ANDPARTNERSHIPS
Navigating thefuture
Brian BallNational College
Associate
Oct 15th 2011
Place image here
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Brian Ball Headteacher National College Associate
Experience:
Primary, Middle and SecondaryTwo Headships – Junior, Primary-16 yearsLocal Authority advisory supportOfsted Inspector 04 – 05
NCSL research Associate NLC’sNational College Regional Leader, M&P Associate,Co Co and Parental Engagement Lead FacilitatorLLE
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Meeting the challenges of future LeadershipEast Sussex Governors Annual Conference
Oct 15th 2011
Welcome and Introduction
Leadership Models and Partnerships The Bigger Picture
The Current Climate
Schools : The changing picture
The Privilege of Leadership Leadership : The essentials
The way forward
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This morning we will be considering:
Change?
Challenge?
Choice?
Opportunity?
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Why do you want to be a Governor?Why do you want to Lead?
Money?
Holidays?
To meet legal requirements?
Because of what we believe in as fundamentally important ?
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Principles Underpinning Education PolicyHands off
Let the system sort itself out
De-centralise
Increase autonomy at school level
Encouraging groups of schools to work together
System leadership from within the profession “Sharply reduce the bureaucratic burden on schools, cutting away
unnecessary duties, processes, guidance and requirements, so thatschools are free to focus on doing what is right for the children and
young people in their care”.Michael Gove, Secretary of State “The Importance of Teaching”
24th November 2010
Education Act 2011 pending – watch this space!
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Current Climate and White Paper
Hands off approach
Partnership?Collaboration?
Academies?
Local Authorities?
Ofsted framework change, Self Evaluation
Floor targets for primary Schools
Reading tests Yr one
Curriculum Change?
Personal Development?
???
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Leadership for the futureWe have come to expect huge things from our Senior Leaders:
The intellectual capacity to handle complex and conflicting issues
The wisdom to read the broader local, national and political environment
The creativity to develop a compelling vision to move the organisationforward and generate enthusiasm and commitment
Strategies to turn vision into action and make a difference
Financial expertiseManagerial competence, skill and flexibility to deal with challenging
problems
The toughness to challenge poor performance and take decisive action
The counselling and negotiation skills to deal with difficult andchallenging people
The interpersonal skills to motivate staff and take people with you
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Leadership for the future
Frankly I think it is time that we accepted the
fact that believing one person can and shouldbe this type of leader is not realistic. It makesthe job feel too hard and threatens work-life
balance, it fails to attract people to want tobecome leaders and, most important of all, itultimately does not serve the public best – in
our case children and young people and theirparents.
Steve Munby New Heads Conference 2007
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“THE IMPORTANCE OF TEACHING” White Paper 24th November 2010
General principles
Academies and free schools seen as the way forward Academies to include primary, special, secondary and PRUs
Create a national network of Teaching Schools
NLEs, LLEs and SLEs to increase significantly to support school
improvement Create a market place for school improvement expertise
Support the self sustaining school system
Redefine the role of Local Authorities as “champions of choice” with astrategic commissioning role
Streamline Governance to be more decisive and strategic
Details will emerge in the forthcoming Education Bill
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What is stimulating the continued
development of new models?
Models and partnerships continue to develop in response to a number of stimuli:
The drive to raise standards
The impact of the Academies Act 2010 and proposed changes in the White Paper
Reducing levels of support in many local authorities
The need to ensure sustainability of leadership of schools in all sectors
The need to develop leadership capacity and nurture future leaders
The drive for ‘efficiencies’ in the current economic climate
The need for schools to have good financial management
The need to secure effective governance of schools The particular needs of small rural community primary schools and faith schools
Finding locality solutions often requires consideration of all-through models.
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David Hargreaves – “The Self ImprovingSchool System” 2010Hargreaves’ latest “think piece” argues that the building blocks for a Self
Improving School System (SISS) are already in place;
“The architecture of a SISS rests on four main building blocks:
• capitalising on the benefits of clusters of schools
• adopting a local solutions approach• stimulating co-construction between schools
• expanding the concept of system leadership”
Local cluster approaches have the potential to facilitate better provision forchildren and staff, increased leadership capacity, better SEN provision, support
new leaders, protect the schools within the cluster and distribute innovation
and the transfer of professional knowledge.
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Pause for thought...........
What kind of Leaders will you be asGovernors?
What kind of Leaders will you want toappoint to your schools?
What will your decisions be based on?
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NLE’s – National Leaders of Education
The number of NLEs will dramatically increase over the next 4 years• RESEARCH : The ‘Schools Leading Schools 11: the growing impact of
National Leaders of Education’
• Supporting the creation of academies• Helping to turn around underperforming schools
• Establishing new school groupings across the boundaries of phase and type
of education
• Leading the growth of chains of schools
• Developing national teaching schools
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THE IMPACT OF TEACHING SCHOOLS A driver for new models to support Teaching School Alliances
• Groups of schools essential to deliver the range of required activities
• School-to-school support structures essential using NLEs, LLEs and SLEs
• Teaching School “Alliances” to work cross phase to deliver the programmes
• Appropriate models might include• Federation
• Collaboration
• Academy chains
• Partnerships
• Company models
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The educational landscape?
Youth
services
Further
education
Social
services
Police
Health
services
PartnershipsPartnerships
CommunityCommunity
Traditional and new
Academies
Traditional and newAcademies
Locality Clusters and CompaniesLocality Clusters and CompaniesThrough SchoolsThrough Schools
TrustsTrusts
CollaborationsCollaborations
New Academy Chains
FederationsFederationsFederationsFederations
Free SchoolsFree Schools
Faith School FederationsFaith School Federations
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What are the different
models of leadership?
In all instances, this should be underpinned by a clear vision of how thechosen model will make a positive impact on the educational experience for pupils;it is this vision which will determine the resulting structure.
Single schoolsThis is the standard model with one school, one Headteacher and onegoverning body but shared headship is becoming increasingly common.
CollaborationsThis is a formal partnership model using the collaborative regulations toestablish a joint committee across the Partnership.
FederationsThis is where two or more schools are governed collectively under asingle governing body.
Mixed Federations and CollaborationsThis is where groups of schools apply both sets of regulations according
to their local circumstances.
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What are the different
models of leadership?
PartnershipsIncreasingly, groups of schools and academies are establishing a widerange of formal and informal agreements to work together outside the
constraints of the current statutory framework.
TrustsThis is a strategic model encompassing one or more schools withpartners (educational and non-educational) to deliver improvedoutcomes.
AcademiesThese schools are independent of local authority control and arerapidly increasing in number. A range of new models are emergingas outlined in a later slide.
Free SchoolsLike academies, these schools will be independent of local authoritycontrol. They will be sponsored by parents, teachers, community groupsand others.
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What are the different
models of leadership?
Chains of SchoolsThese may be academies, federations or other providing bodieswhere successful schools formally support others and work togetherto develop improvement systems. They are already in existence andexpanding.
These new models necessitate consideration of internal models of leadership such as:-
Executive Headship / Executive Leadership
Heads of Teaching and LearningCo-leadership structures
Job share and other approaches to leadership
Middle leadership supporting structures
Partnership working through the Company ModelJoint working may be secured through the creative use ofthe Limited Company Model to deliver services across a range
of schools and other providers.
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EMERGING ACADEMY MODELS
• Single academy model
• Stand alone academy, usually high performing schools butnot exclusively
• Collaborative Academy models;
• Multi-academy trust
• Single Trust Board with LGBs to deliver on the ground (thecurrent sponsored model)
• Umbrella trust
• Overarching academy board with academy GBs
• Collaborative partnership model
• Enables formal links between independent academy trusts.
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THE COMPANY MODEL
• A flexible model for partnership working, capable of embracing widerange of schools, academies and other partners
• This is growing in popularity due to its ability to deliver a range ofservices and limit liability for the governors concerned
• “Articles of Association” clearly defines the objective(s) and the
activities within the partnership
• “Collaboration Agreement” clearly defines the operation elementand representation on the Board of Directors
• Annually reviewed and with an updated fully-costed delivery plan
• Relatively cost effective to establish across a group of schools
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What makes a group of schools a chain?
Modelunderstoodand applied
consistently
Shared NQT &CPD sessions
Deploymentof ASTs
Cross-chain
lessonobservation
Sharing and
comparing ofdata
Monitoringand
intervention
A system for training leaders and other staff in applying the teaching andlearning model:
R HillConsulting
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Challenges for leadership
If you have a local partnership that works, be sure to
keep it going!
Be ready to respond to the new structures as they emerge
Not the convoy system! Not going at the speed of the slowest
Size and complexity of the structure
Leadership- new approaches required for multi-dimensional role
Governance – capacity and expertise
Identifying appropriate partners and establishing workingrelationships
“Change is the new constant”
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Next StepsTo find out more about models andpartnerships you can:
> Go to the Models and Partnerships website
www.nationalcollege.org.uk/modelsandpartnerships
> Download the Exploring Models ofLeadership Toolkit
www.nationalcollege.org.uk/publications
> Contact the Models and Partnerships Associate Team
[email protected] / Telephone 01158 722169
> Attend a models and partnerships event
www.nationalcollege.org.uk/modelsofleadership/events
Visit our website for informationand resources on:
• Introduction to Models of Leadership• Sharing a single headship• Collaborations & Partnerships• Federations• Trusts• Academies and ‘Free Schools’• All through schools• Executive Heads
• School Business Manager• Chains of schools• Local authorities• Faith Schools
www.nationalcollege.org.uk
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Leadership : The essentials
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Implications for Govs?
Knowing your School…..What might that include?
Knowing what your school is aiming for
Knowing and contributing to achieving those aims
Sharing responsibility for the strategic andoperational elements of school growth and
improvement
Supporting and challenging to gain the best
Supporting and challenging to gain the best for all
children?Being brave? Taking risks? Knowing your limitations?
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When do _ _ _ _ _ Struggle?
When vision is not there
When vision is there but relevance or importance is not seenor understood.
When relevance is seen and understood but application
strategies or management systems are not available
When strategies are available but commitment is lacking
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What is our core purpose?What is our core purpose?What is our core purpose?What is our core purpose?
Who are we doing this for?Who are we doing this for?Who are we doing this for?Who are we doing this for?
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Child
Curriculum
AssessmentMonitoringEvaluation
Planning
Teachingand
Learning
ECMAdministration
Environment
Extended
Services
Multi AgencyWorking
Finance
The Big PictureThe Big PictureThe Big PictureThe Big Picture
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Can we all easily trace thethread of something we did
yesterday back to impactfor children as learners?
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Essential Leadership Qualities
Vision
EffectiveCommunication
Developing aProspective culture
BeingOutwardlooking
Developing andEmpowering
Challenge and Accountability
Relationships
Emotional Intelligence