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Liverpool Learning Partnership: Strategic Plan 2017-19
Approved at Exec Board: 6th February 2019
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The Strategic plan has been rewritten to provide more measurable outcomes and impact evidence. Each of the LLP priorities has two pages detailing the objectives, success criteria, milestones and RAG rated impact to date. At each Exec Board, this plan will be updated to provide Board members with current progress. By way of reporting, the CEO will highlight key areas of focus and next steps. Within the focus will be any feedback on strategic partnerships as it is recognised that these do not lend themselves to the action plan format.
Key areas of focus: February 2019 The three programmes part funded by the Families Strategic Board (Attendance, Mental Health training and Reading/Transition) have
now got signed grant agreements in place. When delegated powers are signed off, the money should be paid to LLP. All of these programmes are already running and are reported on at each FSG meeting using the earned autonomy templates. The Families Programme is due to end in March 2020.
The Trailblazer bid for Mental Health was approved on 18th December and will result in 3 Mental Health Support Teams being in place across the city. The bid focusses on primary schools and the project manager will be based at LLP. The funding is coming from NHS England. We will also receive some set up costs for that post holder and some money to increase admin at the LLP office to support the post. There is a project oversight group in place for the Trailblazer and the CEO is involved in all interviews for Project Manager and Clinical Lead, who will be based at Alder Hey. This is a great example of partnership working to benefit early intervention for children with mental health needs.
The Attendance Quality Mark launch attracted over 40 schools and signed agreements are due in to LLP by 1st Feb. CPD sessions start in February and the cohort will be accredited in early autumn. Cost to LLP schools is £200. Attendance in the city showed some improvement in the autumn term across all phases and a reduction in PA. Annual attendance awards were well attended and a new category of ‘Outstanding Attendance’ has been agreed by the attendance partnership group. Criteria will now be drawn up for this.
Plans for the Reading Festival are developing quickly and Jenny Holder is chairing the steering group overseeing this. We are keen to incoude some community events in local libraries for families not just the schools based events. Funding is being sought for this. More vulnerable reading clubs have also been agreed. Board are asked to approve a one year extension to Jenny’s contract until summer 2020. Funding is in place for this from the agreement with the Families Programme.
The new website, Culturepool, is being developed by Surface Impression who won the tender. User testing is about to take place with schools and cultural organisations. This should be live in April 19 and will contain all offers and opportunities for engaging arts and cultural organisations with the school curriculum.
We are hoping to run summer schools again to aid transition for vulnerable pupils moving from Primary to Secondary. Funding is currently being sought for this. The Year 6 pupil information form for transition has been revised and discussions held with colleagues to ensure secure transfer electronically.
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1 Strategic aim (what it is that you are trying to achieve):
To increase the proportion of children reading for pleasure to improve their attainment and wellbeing
Timeframe: 2 year programme
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Set up reading clubs in schools for vulnerable pupils
Jenny Holder Set up 40 clubs (400 pupils) 70% of pupils must be
vulnerable Clubs are sustained after
funding Improved attainment in
core subjects Improvement in pupil
wellbeing
1. Appoint co-ordinator: April 17
2. Briefing sessions held summer 2017
3. First clubs set up Sept 174. Offer bespoke
programme for special schools Jan 18
5. Set up nursery provision March 18
6. Evaluate clubs: ongoing evaluations from schools
1. Secure funding2. Appoint reading co-
ordinator3. Set criteria for
reading clubs4. Briefings organised
and well attended5. Resources produced
on LLP website6. Individual clubs
evaluated and feedback collated
7. Network meetings established termly
Ongoing financial commitment (£1000 per school)supported by FSG grant
Training for school club co-ordinators
Regular website updates on resources
Venues for network meetings
92 clubs set up in total (Sept 18)
1068 Pupils in total (July 18)
86 % are vulnerable pupils
Number still running?
Evaluations very strong regarding pupil wellbeing
2 Improve library provision in schools
Jenny Holder Increased use of libraries in school
Bespoke service to support schools
Increased use of book loans
Stock matches pupil voice
1. Appoint co-ordinator: April 17
2. Offer service to schools: Sept 17
3. Individualised support when needed
1. Appoint reading co-ordinator
2. Offer service to schools
3. Tailored provision in place
4. Support evaluated and monitored
Bespoke offer 20 schools accessing support
No of loans (17 to date)
Evidence of pupil voice
3 Facilitate the accreditation of the Reading Quality Mark
Jenny Holder supporting SIL colleagues
No of schools with RQM Schools being accredited/
reaccredited
1. JH to be trained Jan 182. JH to begin assessing
RQM summer term 183. Ongoing encouragement
of schools to undertake RQM
1. Reading co-ordinator trained as an assessor
2. JH conducts assessment visits
3. Schools accredited or reaccredited
4. Monitor LLP involvement
Training from SIL Quality control
Number of schools taking part
12 Quality marks awarded in 17-8 including 8 reaccreditations
Reaccreditation shows improved grades
4 Diary writing to promote reading and
Jenny Holder, Alice Demba
Set up In My Life competition
1. Competition launch Nov 17
1. Secure prizes2. Set up steering group
Prizes from firms SIL colleagues on
16 schools took part
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writing for pleasure and SIL collegues
Schols enter competition Awards ceremony held Improved attainment in
writing or winners
2. Competion deadline 25/5/18
3. Celebration June 18
3. Set criteria for competition
4. Flyers designed and sent out
5. Schools sign up6. Entries submitted by
closing date7. Judging of entries8. Celebration held
steering gp Judging panel Venue for
celebration event
Quality of entries very high with highly commended category added to acknowledge this
5 Support city wide Readathon
Jenny Holder, Read for Good
Number of schools involved in sponsored event
Number of Drop Everything and Read sessions
Number of students reading
Amount of money raised for Alder Hey
1. Launch in summer term2. Organise author visits
September3. Event runs in November4. Money collected and
finalised by December
1. Publicise dates2. Engage schools3. Pupils gain
sponsorship4. Event held5. Data collection:
numbers involved and money collected
6. Engage business/community in events
Authors to attend Read for Good
publicity
£16,798 raised in total.
£11,758 given to Alder Hey
Annual event grows each year
6 Organise Schools’ Reading Festival
Jenny Holder Set up Festival cross 12 sites
12 author visits during festival
Number of schools involved
Pupils cascade information to their school peers
Community event run in summer 2019
1. Set up steering group Oct 18
2. Bid for funding Sept/Oct3. Book author visits Jan 194. Run festival June 195. Run community event
July/Aug 19
1. Secure funding2. Book authors3. Source venues4. Engage schools5. Purchase books6. Run festival7. Evaluate success
Finance to run festival
Schools to provide venues
Transport
Number of schools taking part
Number of events held
Number of children meeting authors
Quality of children’s work
Evaluations strong
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2 Strategic aim (what it is that you are trying to achieve):
To work with partners to improve mental health and emotional wellbeing for children and young people through whole school approaches
Timeframe: 2 year programme
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Chair whole school approaches group, overseeing action plan
Elaine Rees,Strategic partners
WSA review undertaken and published
Action plan formulated and agreed by all partners
Smart targets met All key partners engage Schools see benefit of
joined up approach Common MHEWB policy in
place across schools
1. Report published by Mar 17
2. WSA group meets every two months
3. Action plan reviewed at every meeting
4. Policy in place by Dec 17
1. Agree terms of reference
2. Conduct WSA review3. Action plan revisited
each meeting4. MHEWB policy
written5. Presentation at all
Managerial Assoc
Partnership collaboration
Funding
Report published Action plan
written Policy in place
across schools MHEWB
discussed at all Managerial Associations: large buy in from schools
2 Provide toolkit for schools and parents
Elaine Rees,CAMHS partners
Key partners produce draft toolkit
Schools test out toolkit Toolkit hosted on CAMHS
website Toolkit adapted for parents’
use Toolkits used by schools and
parents
1. Draft written by Dec 172. Tested with schools
Spring 183. 3. Roll out summer 18
1. Secure funding2. Agree project lead3. Agree content4. Pilot with ROAR
schools/MHFA chmpions
5. Set up parent reference group
6. Toolkit live on CAMHS website
Partnership collaboration
Funding Parent focus group
Toolkit produced Schools report on
usefulness Toolkit adapted
for parents with positive feedback
3 Ensure training for school based staff
Elaine Rees,MYA and CAMHS partners
MHFA trained in every secondary school
Primary course commissioned and rolled out across all schools
AEP providers access MHFA Green Paper Trailblazer site
approval Three MHST set up with
Project Manager in place
1. MHFA champions in all secondary schools by March 18
2. ROAR trialled Spring 183. Primary ROAR staff
trained Summer 184. Apply for Trailblazer site
by Sept 185. Appoint Project Manager
in Jan 196. MHSTs in place by Dec 19
7. Identify trainer8. Secure funding9. Set up booking
systems10. Run MHFA course11. Pilot ROAR for
primary schools12. Roll out ROAR13. Monitor and evaluate
courses14. Apply for Trailblazer
status15. Appoint Project
Funding from FSG grant
Partnership bid for Trailblazer
All secondary schools have MHFAider
Two courses run for AEP
68 primary schools have ROAR champion
Evaluations for ROAR and MHFA very strong
Trailblazer site approved
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Manager16. Recruit staff for
MHSTs
Personnel appointed
MHSTs up and running
More pupils accessing early help through MHSTs
4 Ensure school based MHEWB support in place
Elaine Rees, strategic partners
Needs of specific phases identified
CAHMS offer clarified for schools
Services commissioned to meet needs of schools
1. Consult managerial associations Summer 17
2. CAMHS website updated Jan 18
3. New 0-25 spec agreed Mar 19
1. CEO to join MHEWB Board
2. Needs of schools identified
3. 0-25 specification meets needs of schools
Champions in schools identify ongoing support needs
Termly meetings established for support
0-25 specification to focus on early help
5 Roll out bereavement programme over 3 years
Elaine Rees, Sonia Cross
90 schools and/or youth settings access training
School staff trained to deliver INSET in own setting
Reflection event well attended
AEP provision access programme
1. Programme runs annually for 30 settings
2. Reflection event held at end of each programme
3. Secure funding4. Invite schools to
register5. Programme runs each
year for 30 settings6. Reflection event held
after each programme7. AEP providers
included in April 19
Funding SIL officers to
deliver programme
83 schools accessed training to date
1 pilot and two follow up courses run to date
Two evaluation reports show very positive feedback from school staff
10 AEP providers access training
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3 Strategic aim (what it is that you are trying to achieve):
To work with partners to improve school attendance through implementing a city-wide attendance strategy
Timeframe: 2 year programme
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Coordinate an annual awards ceremony
Elaine Rees Children with 100% attendance across all school phases are awarded
Children with outstanding attendance across all school phases are awarded
Most improved attenders in all school phases are awarded
Numbers of children awarded increases each year
Positive press coverage
1. Schools nominate pupils at end of school year
2. Town Hall is booked in July of each year
3. Ceremony takes place in November of each year
1. Secure funding2. Set criteria for
outstanding attendance3. Set criteria for
improved attendance4. Schools submit names
of pupils5. Invitations sent out
from SIL6. Prizes ordered7. Event management
runs smoothly8. Photographs sent to
pupils
Partnership collaboration
Funding, including FSG grant
Press coverage
30 students with 100% attendance awarded in 2018 (25 in 2017)
40 students with improved attendance in 2018 (21 in 2017)
Positive publicity in Liverpool Echo
Direct positive parental feedback
Increased number of outstanding attendance
2 Encourage city wide sign up to Attendance Charter
Elaine Rees and Allison Cain
Bespoke charters produced for all schools
Schools display charters Chamber of Commerce
issue charters to all members
GPs and Health Centres display charters
1. School charters produced by March 18
2. Charters emailed to Chamber of Commerce by July 18
3. Charters emailed to GPs by July 18
1. Partnership group agree content of charter
2. Charter designed and ordered
3. Charters delivered to schools
4. Charters distributed to business and health
Partnership collaboration
Education Welfare Officers
All schools received charter
Charters are displayed prominently in schools
Charters are displayed in GP surgeries
Charters are displayed in businesses
3 Roll out Attendance Quality Mark
Elaine Rees and Carolyn Harkness
AQM Pilot evaluated 20 schools sign up to next
cohort of AQM No of schools with AQM One cohort runs annually
1. Pilot evaluated by March 18
2. School invited to next cohort in September 18
3. Cohort runs from January
1. Report on pilot received
2. Appoint part time attendance post
3. Launch first full cohort
Support from SIL Funding
Successful evaluation received
Number of schools taking
8
Successful evaluations received
19 over two terms4. Celebration event held
early Autumn 19
4. CPD sessions run5. Accreditation visits
take place within timescale
6. Schools awarded AQM at celebration
part Number of
schools accredited
4 Ensure city wide profile through campaigns
Attendance Partnership Board
City role models support the message of good school attendance
Promotional materials developed to highlight wider benefits of good school attendance
Attendance message embedded in sequel to Terriers play
City council employees made aware of attendance via wage slips
1. Identify role models by April 19
2. Truancy watch in operation in city centre termly
3. Photography company to work with schools producing attendance boards
4. Eve’s Story written as sequel to Terriers in June 18
5. City council employees to receive wage slips with attendance message by Summer 18
1. Role models identified2. Materials featuring
role models developed and distributed
3. Reports from truancy watch given to Partnership Board
4. Schools identified to take part in photography campaign
5. Eve’s story performed for school audiences
6. City Council employees received wage slips with attendance message
Mayor and local councillors
City role models Police Partnership Board Funding
Regular city wide campaigns
Truancy watch to be effective
Attendance boards displayed in participating schools
Schools attending performances of Eve’s Story
Wage slips distributed
5 Oversee city strategic plan
Elaine Rees and Attendance Partnership Board
Attendance strategy action plan written and evaluated termly
Attendance partnership board has wide representation including schools, health, police and LCC
Common attendance and punctuality policy written for all schools
Overall attendance improves and PA decreases in line with NA
1. Plan written by May 172. Plan updated termly3. Policy written and
distributed to schools by September 18
1. Agree Attendance Partnership Board representation
2. Agree smaller strategic group
3. Secure commitment from key agencies
4. Report to all Managerial Associations
5. Secure funding
Partnership collaboration
Funding
Wide representation at Attendance Partnership Board
Action plan is measurable and specific
Policy written and distributed to schools
Attendance figures improve (Aut 18)
PA reduces to NA
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4 Strategic aim (what it is that you are trying to achieve):
To raise the profile of numeracy across the curriculum Timeframe: 2 year programme
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Coordinate Liverpool Counts Quality Mark
Judith Lang, Dave Carden
No of schools with LCQM Schools being
accredited/reaccredited Rolling LCQM out across
other authorities
1. Cohorts run every year2. Reaccreditation can take
place after two years3. Annual celebration event
held4. Roll out to other
authorities in September 17
5. JH to be trained in April 18
6. JH to begin assessing Spring 19
1. Schools accredited or reaccredited
2. JH trained as an assessor
3. JH conducts assessment visits
4. LCQM run in Knowsley and St Helens
SIL assessors Schools to buy in Quality control
104 Liverpool schools with LCQM
No of reaccreditations
Reaccreditation shows improved grades
2 Organise annual Maths Party
Jenny Holder Schools across all phases take part
Children’s Centres run family based maths events
Wider community involvement in party
High social media engagement
1. Publicity out to schools in April of each year
2. Plan activities by May of each year
3. Resources on website and distributed to schools by May half term of each year
4. Maths Party takes place in early July each year
1. Marketing materials designed, printed and distributed
2. Story sacks put together
3. Padlet and other digital resources created and made available
4. Social media hashtags publicised and managed
5. Successful event takes place
Funding LCVS Community
commitment
Feedback from schools
Social media engagement
Feedback from children’s centres
Feedback from community events
3 Organise annual Dragon’s Den
Elaine Rees Schools from all phases apply to take part
More schools apply each year
Successful event held Increased confidence for
participants
1. Agree criteria by April of each year
2. Distribute event information by April of each year
3. Expressions of interest received by June of each year
1. Criteria agreed by LCQM steering group
2. Agree funding with SIL3. Send out information
to schools4. Schools sign up5. Entries submitted by
closing date
Funding Judging panel Venue for
Dragon’s Den event
33 schools entered in 2018 with 14 finalists
All phases represented
Quality of entries noted by judges
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4. Shortlisting takes place mid-June of each year
5. Event takes place at end of June/beginning of July each year
6. Shortlisting takes place7. Dragon’s Den event
held
4 Coordinate Liverpool Counts Steering Group
Elaine Rees All school phases are represented plus governors
Steering group meets termly
Oversees projects and programmes listed above
1. Managerial Associations to nominate personnel each academic year
2. Steering group meets once a term
1. Agenda sent out one week before meeting
2. Meetings minuted3. Progress reported to
Executive Board4. School representatives
report back to Managerial Associations
Steering group members
Termly meetings take place
Schools are represented on the steering group
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5 Strategic aim (what it is that you are trying to achieve):
To promote effective transition between all Key Stages of education Timeframe: 2 year programme
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Trial Summer Schools for vulnerable pupils transferring for primary to secondary
Elaine Rees Set up 20 Summer Schools to take place in Summer 18
240 vulnerable pupils to attend consistently
Positive impact on wellbeing
Positive impact on attendance
1. Invite schools to register interest by April 18
2. Briefing session to be held in May 18
3. Primary pupils to be identified by end of June 18
4. Summer schools run throughout holidays
5. First evaluation by 7 Sep 18
6. Second evaluation in November 18
1. Secure funding2. Set criteria for pupils
attending Summer Schools
3. Design and circulate registration forms
4. Run briefing session for coordinators
5. Bought and distribute book boxes
6. Funding allocated to schools
7. Evaluation forms returned
Funding, including FSG grant in 2018
Staffing Book boxes
18 Summer Schools took place (2018)
Over 700 children attended for more than 80% of the time
Evaluations show strong feedback on wellbeing, improved confidence and Autumn term attendance
2 Support transition across Liverpool special schools
Elaine ReesHeads of Special Schools
No of schools accessing support
Range of activities supported
Examples of good practice shared across sector
1. Discuss requirements with ALSSH
2. Agree format for invoicing3. Release funding upon
invoice4. Good practice to be
shared at ALSSH meetings
1. Secure funding2. Executive Board
approval3. Schools submit
invoices4. Funding allocated to
schools5. Examples of good
practice shared
Funding ALSSH
All special schools accessing support
Feedback from Special School headteachers
Examples of good practice shared
3 Work with SIL to facilitate staff liasison across phases
Elaine ReesSu Barker/SIL Officers
Pilot common information form for Year 6 transfer
Common form in use across all schools electronically
All secondary schools have accurate and timely information for Year 7 intake
Reduction of workload for
1. Managerial Associations to agree pilot form by March 18
2. Primary schools to complete form by 23 May 18
3. Evaluate success at Executive Board in October 18
4. Amend forms in early
1. Secure agreement from Managerial Associations to trial form
2. Work with SIL to produce form and distribute to schools
3. Primary schools complete form and securely transfer to
SIL IT software
support
Feedback from schools
No of schools completing by deadline increases each year
Endorsement to continue with one common
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Y6 teachers Spring 195. Distribute to schools after
February half term 196. Primary schools to
complete form by 3/5/19
secondary4. Executive Board to
evaluate success5. Form to be amended
and distributed online6. Primary schools to
complete form and securely transfer to secondary
form
4 Support transition in Early Years
Elaine Rees Common transfer form in place from PVI settings into Reception classes
First 1001 Critical Days strategic board prioritises school readiness
Schools receive consistent timely information from Early Years settings, especially for SEND pupils
Work with health professionals at Liverpool Women’s Hospital to encourage parent-child communication through reading
1. Trial transfer form with selected PVI settings for September 19
2. Attend termly meetings of First 1001 Critical Days strategic board
3. Set up ‘Reading to Bump’ session at Liverpool Women’s Hospital from September 18
4. Evaluate the trial form for roll out by September 20
1. Design common transfer form
2. Select trial group of PVI settings and issue form
3. Meetings attended of First 1001 Critical Days
4. School readiness to be prioritised by First 1001 Critical Days strategic board
5. Planned ‘Reading to Bump’ training and sessions with Volunteer Manager at Liverpool Women’s Hospital
6. Launch ‘Reading to Bump’ sessions
7. Ongoing support of ‘Reading to Bump’ sessions
Group of PVI settings
Volunteers at Liverpool Women’s Hospital
ICT software support
Selected PVI settings completing form by given date and securely transferring information to primary schools
Primary schools receiving consistent/timely information from selected PVIs
Once evaluated form rolled out across city
School readiness is prioritised by First 1001 Critical Days strategic board
Volunteers feedback on training is positive
Parental feedback shows increased confidence in communicating with their child
6 Strategic aim (what it To offer support to staff from schools and educational settings Timeframe: 2 year programme
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is that you are trying to achieve):
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Increase training opportunities in PVI and EYFS settings
Elaine Rees / Lisa Dorrity / Lesley Curtis
40 practitioners will complete the Chartered Educator programme
120 practitioners will complete the Chartered Leader programme
1. Programme began in Sep 15
2. Programme completed in July 18
3. Celebration events held at the end of each cohort
1. Funding secured2. Review group set up to
oversee programme3. PVI settings nominated
staff4. Flexible options on
training provided5. Funding allocated
upon invoice6. Evaluations completed
by participants7. Reports provided to
LLP
Funding SIL colleagues Everton Nursery Liverpool Hope
University
Number of chartered educators trained
Number of Charetered leaders trained
Feedback from participants
Final reports received show impact
2 Organise annual NQT welcome event
Elaine Rees / Steve Reddy / Councillor Barbara Murray
NQTs welcomed to the city Town Hall at start of the academic year
Numbers of NQTS attending grow every year
1. Book venue by May2. Send invitations to
schools by early July3. Run event in mid-
September
1. Coordinate event date with relevant staff / councillors and speakers
2. Produce publicity3. Organise catering and
musical contributions4. Coordinate successful
event
Venue Funding Speakers
Number of NQTs who attended (79 in 2018)
Number of schools represented (33 in 2018)
3 Work with ITE providers
Elaine Rees / Jenny Holder / MYA
Run 5 sessions for all 1st year Primary Education students at Liverpool Hope University
Provide Reading Café for all 3rd year Primary Education students at LJMU
Facilitate ROAR training for 1st year Primary Education students at Liverpool Hope University
1. Hope sessions discussed and planned in Summer 18
2. Hope sessions run in Autumn 18
3. LJMU session discussed and planned in Autumn 18
4. LJMU session run in December 18
5. ROAR training delivered in December 18
1. Met with Hope and LJMU to discuss requirements
2. JH planned sessions3. Sessions delivered4. Funding invoiced and
received5. ROAR contacts
established6. ROAR delivered by
MYA
Liverpool Hope LJMU MYA
Number of students attended
Hope Students completing task
Evaluations from ROAR
4 Facilitate networking LLP staff School staff supported by 1. As and when appropriate Identify opportunities Funding Number of
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events colleagues through networking events
Good practice shared and identified
Schools given opportunity to showcase talent and learn from others
for networking Ensure funding in
place Facilitate event Evaluate event
Venues Contributors
participants Number of
events Evaluations
received
7 Strategic aim (what it is that you are trying to achieve):
To ensure appropriate opportunities for employment and skills for all Liverpool Learners Timeframe: 2 year programme
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Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Facilitate cross phase group of senior school leaders to consider employment and skills
Elaine Rees / Sharon Carden
Strategic group set up to oversee this objective
Group meets termly with good representation
Minutes shared with executive board
Any careers strategy developed aligns with Careers Hub
Appropriate progression routes in place for young people
1. Strategic group to be set up in March 18
2. Managerial Associations to nominate representatives in Spring 18
3. Termly meetings
1. Terms of reference written and approved at board
2. Managerial Associations nominate representatives
3. Sharon Carden invited to chair group
4. Group to meet termly5. Promote Gatsby
benchmarks6. Align group with
Careers Hub7. Meet with HE/FE and
Chamber of Commerce to discuss progression routes
Managerial Associations
Governors’ Forum Enterprise Advisor Careers Hub
Terms of reference written and approved
Strategic group set up
Group meets termly
Minutes shared with executive board
Progression routes are clear
2 Ensure appropriate support for SEND pupils and supported internships
Elaine Rees / ALSSH Headteachers
SEND pupils are appropriately supported on leaving school
Greater range and number of appropriate placements available for SEND pupils
SEND pupils have better access to FE
1. Discuss current support and identify gaps with ALSSH in Spring 19
2. Discuss appropriate placements for SEND pupils with Chamber of Commerce and LCC in Summer 19
3. FE?
1. Audit of current practice undertaken
2. Future needs identified
3. Conversations held with business and LCC
4. FE?
ALSSH Chamber of
Commerce LCC FE
Audit published Action plan
written SEND pupils
better supported on leaving school
Greater range and number of appropriate placements available for SEND pupils
FE?3 To broker
opportunities for children and young people to engage meaningfully with the world of work
Liverpool Promise / MayorLCEP: Alice Demba
Regular business breakfasts run for schools and local employers
Schools have established links with local businesses
5 Liverpool schools matched with cultural
1. Launch of business breakfasts in Autumn 17
2. Business breakfasts to run twice a year
3. Shaping Futures to fund schools Jan-May 18
1. Businesses contacted by the Mayor’s Office
2. Liverpool Promise Director set up first business breakfast
3. Secondary schools invited to first
Mayor’s Top 100 Businesses
LCC Colette O’Brien Venues Shaping Futures
Number of schools attended
Number of businesses attended
Regular breakfasts set up
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organisations for insight into cultural jobs/skills
breakfast4. Relationships brokered
between schools and businesses
5. Broaden the offer to all schools
6. Shaping Futures agreed to fund transport for 5 schools
5 Liverpool Schools took part in cultural skills programme
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8 Strategic aim (what it is that you are trying to achieve):
To increase opportunities for children and young people to take part in quality art and cultural experiences through engaging the local arts and cultural sector with schools
Timeframe: 2 year programme
Objectives (practical strategies through which this will be achieved):
People responsible:
Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).
1 Coordinate the work of the LCEP
Alice Demba Task teams are effective in supporting the LCEP strategy
Each task team has a defined action plan that is measurable
Task teams feed effectively into the steering group
Young people contributing to the work of the LCEP
Positive messages shared
1. Task team leaders to be appointed by June 18
2. Action plans to be in place by December 18
3. Action plans approved by steering group in March 19
4. Young people recruited by July 18
5. Celebration event held in October 18
6. Agree evaluation by March 19
1. Recruit task team leaders
2. Set terms of reference for the task teams
3. Task team action plans produced
4. Budget aligned to action plans
5. Steering group approves plans
6. Recruit 6 young leaders
7. Issue contracts8. Set up payment
systems9. Showcase successful
programmes of work10. Evaluate impact
Arts organisations Schools City council Steering group Task teams Young people Curious Minds Arts Council Funding
Three task teams set up
Consistent action plans in place
Steering group meets termly with wide representation
7 young people recruited
Voice of young people clearly heard
Successful celebration event held
2 Create Digital Platform Alice Demba / Surface Impression
Successfully appoint a company to design the Digital Platform
Digital Platform created and widely in use
1. Agree brief by April 182. Put out to tender by May
183. Interviews in June 184. Hold branding and design
workshops in July/September 18
5. Work with cultural organisation to upload offers in Autumn 18
6. User test workshops held in Spring 19
7. Digital Platform launched in April 19
1. Agree a tender2. Advertise widely3. Shortlist applicants4. Interview applicants5. Issue contract6. Develop a project plan7. Hold design workshops8. Upload content9. Hold testing workshop10. Feedback
incorporated into final version
11. Launch Digital Platform
12. Ongoing maintenance
Schools Cultural
organisations Funding Surface Impression Venues
8 applications received
Contract issued to successful applicant
Timescales met No of hits Feedback from
schools, children and young people
Up to date information evident
3 Fund Cultural Alice Demba / Raise funds to support 1. Secure funding from 1. Write bid to Gwen Funding Funding received
18
Education programmes Task Team Leads
specific programmes Curriculum resources
produced and on website Partnerships strengthened
between schools and arts and cultural organisations
60 young people from disadvantaged backgrounds access new art and cultural experiences
Successful network meetings to share good practice
Increase number of young people gaining Arts Award
Meet Arts Council target of 20% of schools with Artsmark
Gwen Appleton Trust to run Cultural Citizens by July 18
2. Run Cultural Citizens in 3 schools across 18/19
3. 12 schools complete programme with arts organisations by Summer 18
4. Targeted network meetings held termly
5. Hold Arts Award festival in October 18
6. Artsmark total to be reached by March 18
Appleton Trust2. Secure schools
engagements3. Recruit arts mentors4. Set up payment
systems5. Create an approved
project schedule6. Report to Gwen
Appleton Trust7. Case studies and
curriculum resources submitted and uploaded to website
8. Hold network meetings
9. Run Arts Award festival
10. Promote and support Artsmark
Venues Arts and cultural
partners Schools
Number of young people involved in Cultural Citizens
11 schools completed programmes and resources
Wider impact through shared resources
Number of network meetings held
41 young people achieved Arts Award
44% of schools on Artsmark journey
4 Ensure effective communication with schools
Alice Demba / Nicola Alexander / Surface Impression / Task Team Leads
Termly newsletter produced
Schools clearer over arts offer
Arts offer appropriate to school curriculum
Regular e-bulletins Termly task teams and
network meetings with strong school and arts sector representation
Every school has a nominated cultural champion
LLP website and Digital Platform widely used
1. Newsletter distributed before each half term
2. Regular e-bulletins written
3. Task team meetings held termly
4. Network meetings held termly
5. Digital Platform launched in April 19
1. Newsletter written and distributed
2. E-bulletins written and distributed
3. Task team meetings held
4. Network meetings held
5. Managerial Associations kept up to date
6. Schools to nominate cultural champions
7. Steering group ensures communications are in place
8. Schools regularly consulted over curriculum offer
Schools Arts organisations Steering group Task teams Managerial
Associations Surface Impression
Feedback from schools
Feedback from cultural organisations
Number of cultural champions
Website analytics Minutes of
meetings Number of
cultural champs attending meetings
Next steps:19
Ensure project plan is in place for the MH Trailblazer with measurable outcomes
Secure subscriptions for the coming three years from schools
Finalise Culturpool website and formally launch it in April 19
Reading Festival bookings to go live for all school based events
Attendance Strategic Plan to be reviewed by partners
Set up Dragon’s Den competition for June/July
Organise Annual Maths party
Draft next Action Plan (2019-21) for June Exec Board
20