a perfect vision for TBAP in 2020

Intro from TBAP CEO - Seamus Oates...... Intro from TBAP Chair - Paul Dix......

TBAP DESIGN PRINCIPLES

TBAP 2020 VISION

TBAP 2020 STRATEGY

A perfect vision for TBAP 2020 sets out the cornerstones which will shape the TBAP Trust over the next five years.

The process

From late 2014 to mid 2015, TBAP have engaged in the process of building a vision for the future of the organisation. This work builds on the vision-setting process of 2012; extending it in scope and ambition to reflect the growth and success that TBAP has achieved over the past three years.

The Process

On Monday 23rd February 2015, 160 TBAP directors, staff and stakeholders from across the organisation attended a Vision Day. The workshop used Open Space Technology to collect the views and ideas of all participants for where TBAP could and should be by 2020. Characterised by an initial lack of agenda, participants generate a "marketplace" of key topics and move freely between, learning and contributing as they "shop" for information and ideas. Through this process, all of the issues that are most important to those attending will be raised, discussed and recorded by those most capable of achieving the aim.

On Monday 27th April 2015, an SLT event was held at Innovation Unit in Islington. The group focused on ‘awakening possibility’ of where TBAP could be beyond 2020, and identifying the projects that will help TBAP achieve its vision.

On Monday 1st December 2014, The Extended Senior Leadership Team, TBAP Board and Local Advisory Board members attended a workshop at London Wetlands Centre. Building from the overarching challenges and opportunities that TBAP faces, to a set of ‘design principles’ for the organisation, they set the vision process in motion. Following this event, a synthesis of the key outcomes was shared with all TBAP staff for discussion in local SLT meetings. This document included an early set of ‘design principles’ in addition to a collection of how the groups felt TBAP should be developing at a range of organisational levels.

TBAP Vision meeting

Genesis of the TBAP design principles

1st DEC

23rd FEB

27th APR

Created a wall of challenges and opportunities

Learned from a ‘horizon scan’ of innovative practice from around the world

Examined ‘what outstanding looks like’ using learner personas

5 principles

52 ‘open space’ sessions

All sessions coded against the draft principles - informing TBAP’s understanding of their meaning

3 principles

Principles interrogated, clarified and mined to extract the non negotiables.

final principles

•These projects were proposed and led by participants at the Vision Day. •Each session produced a set of project outcomes and next steps52 projects identified

•All session reports have been coded under TBAP’s new design principles and entered into an online system that connects information across the Trust’s self-evaluation, school inspection reports, strategic planning, professional development and performance appraisal.

Coded to Design Principles and uploaded to shared platform

•All TBAP sites are writing a new school development plan. The projects, ideas and principles that surfaced in this workshop form the basis of these development plans and evidence of progress will be uploaded and tracked via the online system.

New School Development Plans initiated

•This process allows TBAP to develop a Trust-wide strategic plan which feeds into the development plans of individual schools and performance objectives of the staff who work in them.

Emergence of a Trust-wide strategic plan

Outcomes of the ‘vision day’

SUCCESS FOR LEARNERS BY ANY

MEANS

We design and adapt so that

success for young people is a non-

negotiable

PRECISE INCLUSION

We know each other as learners

and as people and we are forensic in creating systems

that empower learning

STARTING AT GREAT

For our learners there is no ‘good enough’, we are

committed to being exceptional in every respect

TBAP’s design principles

2020 VisionWhat does TBAP look like? (a collective vision for the future of the organisation)

TBAP exists to empower children who have been disadvantaged to thrive now and in the future.

A learning organisation of motivated staff and learners

SUCCESS BY ANY MEANS

An organisation of evidence-driven experts

PRECISE INCLUSION

A leading training organisation creating transformational practitioners and leaders

STARTING AT GREAT

2020 who we are...

TBAP capitalises

on the world as a

classroom

Recognises the

uniqueness of each and

every learner

Provides learners and families with a dynamic

trans-disciplinary(1)

approach

Lead a number of influential strategic

partnerships

Keeping learning at the heart of

our work

1 TBAP’s aim is to be 'trans-disciplinary' as well as 'multidisciplinary', i.e. integrating the practice of multiple agencies in addition to co-locating those services and the professionals that typically provide them

2020 what we do...

TBAP 2020 STRATEGY: HOW WE GET

THERE

challenges and opportunities

Challenges

Having sufficient resources to meet the needs of learners

Being able to lever-in the required levels of funding to provide the TBAP model.

Staff working together to create the trust ethos and culture

Balancing the pressures of being operational and strategic

Developing the partnerships which enable TBAP to develop locally, nationally and internationally

Having the capacity to scale

OpportunitiesTBAP has an increasing number of previous learners who want to be part of the TrustTBAP has a strong identity and presence within Alternative ProvisionWe have high-quality staff, who have the capacity and willingness to support the development of TBAPWe have a successful model which can be scaledBusinesses and organisations who are interesting in partnering with TBAP to develop innovative solutions We are well placed to influence policyWe are growing organisation with big ideas and with the knowledge, expertise and enthusiasm to make them happen

SUCCESS FOR LEARNERS BY ANY MEANS

PRECISE INCLUSION STARTING AT GREAT

Evolving TBAP School StructuresAlternatives To The Alternative Far Fetched Educational IdeasResidential EnrichmentThe Extended CurriculumPartnership working with CommunitiesUsing External AgenciesApprenticeships and Post-16Post-16 CoordinationTransitionEarly Support/Early Intervention And Young ChildrenExtending Primary ProvisionTherapeutic ServicesBespoke Learning Environments

The Use of Data to Drive Improvement & AttainmentStandardising Classroom ProcessesExtending Provision For Behaviour Support In Mainstream PrimaryTracking Learners Post-16 And BeyondImprove Attendance and behaviour for learningPrimary To Secondary TransitionOutreach In Mainstream SchoolsReintegrationInformation Sharing And CollaborationDeveloping Cognition And Memory SkillsMental Health For StudentsTherapy & Creative ArtsManaging ComplexityLSP Deployment and AssignmentLSP Career Pathways

TBAP CurriculumTBAP Maths / Sport / Drama / Music / Food Technology at Key Stage 3Use Of Outside SpacesLiteracy & Numeracy Deficit ReductionSex & Relationships EducationLearner Passions & InterestsEmotional Literacy and IntelligenceUse Of Mobile TechnologyChallenging ExtremismDeveloping Entrepreneurial TalentWork ExperienceBeing a 'Great' OrganisationHR Processes Across TBAPOperational EffectivenessGrowing Our OwnSharing ResourcesTBAP Leadership StylesDeveloping Business Support ProfessionalsInternational LinksStaff Wellbeing

Projects

Therapeutic Services

To identify at Induction learners whose emotional and mental health are impacting negatively on their learning and to put in place appropriate in-house therapeutic support, in order to remove the barriers to their learning

Using External Agencies

Effective working with partner external agencies in order to support learners in removing social, mental health and emotional barriers to their learning, in order that they make, or surpass, expected levels of progress

Alternatives To The Alternative

Providing high-quality alternative provision that offers flexible, creative access to education and provides equal opportunity for achievement and accreditation

Early Support/ Intervention & Young Children

Implementing early intervention programmes for vulnerable EYFS learners with social, emotional and mental health needs. Improving communication across services and schools in order to impact positively on the outcomes for these learners

SU

CC

ESS

FO

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LEA

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Y A

NY

M

EA

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Standardising Classroom ProcessesSubject areas to develop templates to ensure consistency in the structure and delivery of lessons to ensure a quality diet of learning. Department routines to be developed in terms of: internal assessment, data collation and use as well as reward systems

.

The Use of Data to Drive Improvement & Attainment Learner profiles to be created within departments to be referenced for personalised learning and STP planning aiming for level 2 and meeting government driven attainment targets such as measure 8

Mental Health for LearnersImplementation of a holistic and high-quality intervention support system for learners' mental health, using data to identify need and evaluate impact

Therapy & Creative ArtsTo develop robust links between Therapy and Creative Arts in order that learners can access emotional and mental health support through a medium in which they feel safe, secure and well supported

PR

EC

ISE I

NC

LU

SIO

N

Literacy & Numeracy Deficit ReductionDedicated literacy/numeracy lessons for all learners. Literacy/numeracy games to be introduced. Reading ages to hit 14 years by KS4 (level needed to access GCSE texts) Literacy/numeracy audit and CPD for staff. Standardised whole school assessment policy when marking for literacy. Literacy/numeracy incorporated into all stages of planning. Functional skills to be provided for parents/carers

Growing Our OwnThe TBAP TSA, ITT & School Direct - we are an organisation that has a commitment to developing, nurturing and supporting colleagues at all levels in all roles to train as teachers or support staff. This training is delivered within our organisation and aimed at developing strength from within our existing staff team, as well as adding to that team and developing these colleagues to have a longstanding career within TBAP

Use of Mobile TechnologyDeveloping new ways of working with our young learners in 21st Century learning environments. Development of TBAP Online across all TBAP sites

International LinksTo develop TBAP as an international trust, where TBAP staff and learners are global citizens and world-class professionals

STA

RTIN

G A

T G

REAT

TBAP Principles

2020 TBAP IS …. Key performance indicators

SUCCESS FOR

LEARNERS BY ANY

MEANS

A learning organisation of motivated staff and learners.

•Sophisticated systems capture, share and learn from previous experience•Staff and learners feel part of a community that values, supports and rewards them to be their best. •Learning environments are shaped through learners and staff working together in pursuit of learning.

An organisation of evidence-driven experts.

•A range of TBAP provision throughout England with powerful leadership and governance structures•Involved in international education programmes, such as the Global Education Leaders Partnership•TBAP model scoped and scaled for use in a range of global contexts •Provider of an online platform that enables practitioners and leaders to deliver and share their expertise

Capitalises on the world as a classroom.

• Learning can take place any where • Learners are not restricted to a single diet of learning, it is multifaceted and dynamic.• Learners are encouraged and exposed to experiences that ignite passions and interests.

PRECISE

INCLUSION

Recognises the uniqueness of each and every learner.

•TBAP’s approach and systems recognise the uniqueness of every learner and are sufficiently sophisticated to enable their learning and support to be consistently valuable and relevant to them.•Multi-skilled professional body of staff•Established professional partnerships with a range of organisations

Provides learners and families with a dynamic trans-disciplinary approach

• Involved in a variety of strategically relevant steering groups• Cohesive approach to deployment of resources•Defined therapeutic offer

STARTING AT GREAT

A leading training organisation creating transformational practitioners and leaders

• Recognised as a credible training organisation through achievement of nationally recognised quality marks.• All TBAP provision is ‘outstanding’ based on the quality of achievements, teaching and leadership.• TBAP offers nationally recognised and accredited pathways for teachers and leaders. • TBAP delivers nationally acclaimed outcomes against the big 6 Teaching School areas

Leads a number of influential strategic partnerships

•Embedded influential partnerships•Evidence based global education improvement• TBAP University offer