Becta’s Performance: current delivery and future direction

Becta Board January 2007

Introduction

• Becta’s current performance measures and targets set 2005-8

• Revised report in line with DfES framework for NDPBs

• Executive Directors to present on– e-strategy– strategic technologies– institutional development

Corporate Plan 2005/8

• All e-strategy actions and milestones are met on time and to specification.

• All Becta’s advice influenced key strategic decisions in education, highly regarded by users and stakeholders, and key recommendations adopted.

• 80% of schools and colleges are using Becta’s self-assessment framework and progressing through it.

• 100%, of schools and colleges are making positive progress towards conformance to the national architecture; and that 70% of the total expenditure on ICT products and services is transacted through best value agreements leading to savings of over £100 million over the three years.

E: System Reform

Monday 23rd January 2007

E-strategy delivery model: developing capacity and capability

ChallengePerformance management:

audit, inspection, self-review, governance, funding, quality standards

Improved Outcomes

for learners and the System

Lateral transfer of best practices

Supply-side Demand-side

SupportInfluence of and engagement with

partners and the front-line

Capability and capacity of the workforce,

providers and learners

More discerning customers exercising

choice

Fit for purpose technology and

systems

Better options within a national

framework

LeadershipLeadership

VisionVision

Professional standards

Professional standards

VisionVision

LeadershipLeadership

Technical standardsTechnical standards

Efficiency and value:

“The business case”

Efficiency and value:

“The business case”Hearts and minds “The moral case”Hearts and minds “The moral case”

Progress on e-Strategy

development

• Outcomes clarified - balanced scorecard

• Delivery model developed and agreed with Becta Board, DfES, partners (supply, demand, challenge, support and “lateral transfer”)

• Partners engaged and involved - National Strategy and Delivery Groups up and running

• National debate with the 500+ leaders from front-line, commercial sector and partners at 7/11 ICC

• Delivery plan finalised, agreed and published

• Up to 20 “top” leaders, across phases, joining Becta consultancy/secondments

• Plans for 6-8 regional conferences with the children services and schools sectors spring/summer

• Closer working with DfES policy teams, shape and inform policy

• Working with key agency and NDPB partners to refine e-strategy plans and actions.

Every Child Matters

HE White Paper

Educational Outcomes

Transformational Government

e-Strategy

E-Government Outcomes

14-19WhitePaper

Schools White Paper

FE White Paper

SkillsStrategy

DfES 5-Year Strategy

Balanced scorecard Delivery model

Capability and capacity of the workforce, providers and learners1.1 Leaders have the knowledge and skills to

ensure technology for learning can be harnessed for the benefit of learners

1.2 Institutions and providers plan and manage technology for learning effectively and sustainably

1.3 Practitioners exploit technology consistently to offer engaging and effective learning experiences

1.4 Practitioners, parents and learners can share and use information and data effectively for the benefit of learners

1.5 Improved learner capability in using technology to support their learning

Outcomes and benefits for learners and children

3.1 There is greater choice in learning opportunities and modes for all learners

3.2 Learners have increased motivation for and engagement in learning

3.3 Fewer learners under-perform or fail to succeed in education

3.4 An improvement in the quality of learning provision is accelerated

3.5 There is improved child safety and child protection

Efficiency, effectiveness & value for money across the system

4.1 Learning providers collaborate and share information and resources

4.2 The management and administration of learning and institutions is more efficient

4.3 There is a greater level of effective, learner-focused, assessment for learning

4.4 Practitioners collaborate and share good practice and learning resources

4.5 There is good use of information to support learner transitions between institutions and sectors

Fit for purpose technology & systems

2.1 All learners and practitioners have access to the appropriate technology and digital resources they need for learning

2.2 Every learner has a personalised learning space to enable them to learn when and where they choose

2.3 Technology-enabled learning environments are secure, supported and interoperable

2.4 There is a dynamic, vibrant and responsive technology for learning market that can meet the needs of the system

ChallengePerformance management:

audit, inspection, self-review, governance, funding, quality standards

Improved Outcomes

for learners and the System

Lateral transfer of best practices

Supply-side Demand-side

SupportInfluence of and engagement with

partners and the front-line

Capability and capacity of the workforce,

providers and learners

More discerning customers exercising

choice

Fit for purpose technology and

systems

Better options within a national

framework

e-Strategy development: Next Steps• “Hard wiring” delivery with partners

• Hard partnership and coalition – NCSL, TDA, QIA, QCA, CEL, LSC, HEFCE (JISC, UKERNA, HEA)

• Agreements with NDPB CEOs and chairs

• Strengthen relationships and support for DfES policy leads

• CSR 07 – Revenue vs Capital: key strategic initiatives

The “campaign”

• Regional events for local leaders – focus on Institutional and workforce development and SRF, Strategic Technology and discussion to feed into CSR thinking

• Harnessing Technology 2: 6th November 2007, ICC Birmingham

Key challenges• Local authorities and supporting the focus on Every Child

Matters

– Links and joint working with the DfES CIO group to support this

• Gilbert and personalisation

• Inspection, Joint Area Reviews and the position of OFSTED

• Working through the field forces

– Local authority school improvement

– National strategies teams given their refocusing

– FE/Post 16 and the role of the LSN

Strategic Technologies

Tuesday 23rd January 2007

Strategic Technologies

The provision of appropriate ICT products, services and resources that institutions really value and are prepared to buy.

Delivering coherent and reliable services at an affordable price that institutions recognise as sustainable.

National Digital Infrastructure

Connectivity

Institutional Infrastructure

DataServices

LearningServices

Data services: Management Information Systems, Transfer of data and a range ofdata analysis tools.

Connectivity: Connecting schools to provide consistent performance and provide consistent access to a quality set of resources, services and applications for every teacher and learner.

Infrastructure services: The school’sICT infrastructure in terms of choice, access, flexibility, efficiency and security.

Learning services: Improving the management of learning and availability of content.

Development process

Agree standards /

specificationsSet up

procurementagreements/

ongoing mgt.

Adopted by customers/provide support

mechanisms

StakeholderInput

Institutions

Progress

• Functional, technical and operational specifications successfully established.– Embedded within the BSF programme.

• Procurement frameworks established for Institutional Infrastructure, Learning Services, Software and Consultancy support.– Active management of the quality of supply

• School MIS review completed– MoU between suppliers and DfES established– Interoperability proof of concept in progress

Challenges

• Business change and benefits realisation aspects recently transferred from DfES to Becta in September 2006– These aspects highlighted as needing attention by Gateway

• Running behind target on take-up

• Cash savings on target to be achieved• But, the proportion of annual ICT expenditure through best

value agreements had reached 61% but has undergone a significant decline

Changing environmental influences

• The increased devolution of funding to schools– Several ring fenced funds eg. LfT, IWB have ended and not

been replaced.

• Significant misunderstanding about recent changes to EU procurement rules amongst LAs– LAs consider the running of mini-competitions under the Becta

framework agreements to be complex however LAs appear not to recognise that they have similar obligations under alternative local arrangements

• A significant reduction in LA staff focusing on ICT in education

Proposed future action• Increased emphasis on the third phase – demand-side adoption

• Active ‘account-management’ of LAs

• The provision of direct and active challenge, support and training to LAs where appropriate– highly effective in Becta’s support of Academies and the KS3 online

test programme.

• Direct engagement of key intermediaries such as SSAT where alternative collaborative networks have developed

• Continued engagement with capital programmes

• Developing improved metrics to support strategic planning and to demonstrate benefits to schools in educational and administrative terms

Stronger policy support for objectives

• On service standards - A clear policy expectation that all schools should provide ICT services to their learners that meet or exceed Becta’s functional specifications – second rate is not good enough

• On cost efficiency - A clear policy message about cost efficiency in the purchase of ICT to schools, colleges and LAs to include a firm expectation that they should work in collaboration to achieve economies of scale and to release cash to the front line

Institutional development: the self-review framework –progress and issues

Niel McLean

The policy context

‘So, how can we help all schools to use ICT effectively and achieve fairness and equality of opportunity? I want to develop a route-map which enables schools to identify where they are, and shows the practical steps they can take. I have asked Becta to work on this so that every school knows where they are and what to do next – ‘models of maturity’ in the jargon.’ Ruth Kelly, Secretary of State for Education and Skills, BETT 2005

E-maturity one of four transformational themes within e-Strategy

delivery.

Strategic direction

Investment in ICT

Impact on standards

Efficiency gains

OrganisationalDesign

WorkforceLeadership

Starting points• Well established use of ‘maturity models’ in the

business/commercial world. Work with Ofsted to pilot their use in schools.

• Evidence that institutions will use Becta’s tools to support self review and recognise their value.

• Evidence from work with NCSL and SSAT that school leaders can be engaged at scale.

• The single conversation with schools through SIPs provides a new channel for challenge and support.

• Ofsted promoting self-review.• Evidence from the TestBed project that e-maturity correlates with

improved educational outcomes.

Programme of activity

A self review framework for the e-enabled organisation developed and supported by all national agencies providing:• providing a credible model for ICT supporting school improvement • setting out the stages of ‘maturity’ in ICT use• addressing learning, teaching and management issues• to support self-review and benchmarking.

Supported by:• tools to aid action-planning, linked to sources of further support and

collaboration• a national programme of CPD and support for leadership• a network of leading leaders, support providers and intermediaries• an optional accreditation.

The target

By 2008:• A self-review framework available to all schools and

colleges with 80% of schools and colleges using it and progressing through it.

Quality Access

Impact Adoption

• Developed a model for self-review with partner agencies, launched April 2006.

• 100 professionals contributed to its development

• Connects with the model of self-evaluation led by Ofsted

• Accessed via an online self review tool which offers additional facilities

• Contains the national standard for ICT and enables progress towards and application for the ICT Mark

Progress

• “SRF isn’t just about ICT and, interestingly, that is a key factor of its success. It focuses the mind on the whole spectrum of school development.”Headteacher, Walker Technology College

• 25% (5,532) of schools in England and Wales are using the self-review framework

“Our school children have benefited greatly from the self-review framework as it has raised their self-esteem and helped them to realise the importance of their ICT skills”Headteacher, Roselands Primary School, Hertfordshire

• Every English Local Authority has schools using the self-review framework

• 637 schools have already gained the ICT Mark.

Progress

Challenges

• Getting to scale in a highly devolved school system.• Significant progress but running behind target on take-up.• Developing relationships with partners, but lack of direct

leverage• Re-focussed priorities within the National Strategies.• A significant reduction in LA staff focusing on ICT in education

Proposed future action• Increased emphasis on demand-side adoption, school

governors and parents.

• Active ‘account-management’ of LAs and the provision of direct and active challenge, support and training to LAs where appropriate based on data on local take up.

• Direct engagement of key intermediaries such as SSAT where alternative collaborative networks have developed

• Developing improved metrics to support strategic planning and to demonstrate benefits to schools in educational and administrative terms

Becta’s Performance: summing up

Becta Board January 2007

Key issues

• Policy Alignment

• Capacity of Local Authorities

• Partner commitment

Key questions

• How do we develop them in line with the new remit and priorities and the CSR cycle? Is this coming year a transition year into the next CSR cycle?

• How do we balance Becta’s own targets and those for the e-strategy partnership?

• Should we develop and report on measures and targets for the entire balanced scorecard including the outcomes (benefits and efficiencies) on the right?