brian ball models and partnerships

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MODELS ANDPARTNERSHIPS

Navigating thefuture

Brian BallNational College

Associate

Oct 15th 2011

Place image here



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



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 ?



6

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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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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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

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