North Yorkshire Strategy for School Improvement and ... · Strategy for School Improvement and Quality Assurance Strategy for School Improvement and Quality Assurance Page 4 of 16

Strategy for School Improvement and Quality Assurance


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North Yorkshire Strategy for School Improvement and Quality Assurance

Contents

1 Introduction

2 Context

3 School improvement; support, monitoring, challenge, levels of support and intervention

4 Funding and resources

5 Complaints process and dispute resolution

Annexes

Annex A Possible escalation procedure – maintained schools

Annex B Possible escalation procedure –academies

Annex C Data available to local authorities

Annex D Roles of LA advisers

Annex E Ofsted expectations of LAs

Annex F School Improvement team from September 2015

1. Introduction This Strategy for School Improvement summarises the key elements of the LA’s role in school improvement. It provides a reference point for Headteachers and Chairs of Governors as well as members of the School Improvement team. This Strategy is set within the context of the work of the Commission for School Improvement and has a time-frame until summer 2016 when it will be reviewed to take account of the embedding of the Improvement Partnerships. The Commission has the ambition that all children and young people should go to a school that is good or outstanding. It clearly sees that partnerships and collaborative working are key to school improvement of the future. The LA is committed to working with its schools and other providers in a collaborative approach, to enable every child in the county to achieve their best regardless of their circumstances or background. The Mission Statement from the North Yorkshire Commission for School Improvement (2014) states that:

We always put the interests of children and young people before those of school structures and organisations.

We ensure continuity of a high quality education experience, with smooth transitions between schools.

We support every young person to find a pathway that offers them the best opportunities and experiences, wherever those opportunities are to be found.



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We share a moral responsibility for the well -being of every child in our locality, especially those young people who find themselves at the margins of the education system.

Now, more so than ever before, there is the potential to embrace new opportunities to ensure children and young people have the best possible life chances. Most of our schools are already good or outstanding; others are at different stages of their improvement journey. The Improvement Partnerships and the members of those Partnerships whether Teaching School Alliances, academies or LA will continue to work in partnership with all schools to achieve this collective ambition. North Yorkshire County Council has a statutory responsibility to monitor, support and challenge its maintained schools and, where under-performance is identified, to intervene and take action to change current practice. It also has the statutory responsibility to monitor the performance of academies and through the North Yorkshire Protocols for working with academies has promised that any concerns will always be shared with the academy leadership first, if that is what they wish, before any potential further action is taken. Please see Annex B for summary. This Strategy defines clearly how the LA works with schools including those schools where intervention may be necessary. The LA also has to meet the monitoring and evaluation requirements of national and regional organisations, which include Ofsted, DfE and the regional Dioceses. Our aim, in partnership with schools, is to build on North Yorkshire’s success and the outstanding provision in many schools whilst reducing the number of under-performing schools across the county. Please see Annex E for information around Ofsted expectations of the LA. The Improvement Partnerships have a strategic role in bringing together colleagues who work to support the drive for school improvement. In addition to Headteachers themselves, there are National Leaders of Education and Local Leaders of Education, Principal Advisers, Lead Improvement Advisers and School Improvement Advisers. Increasingly the Teaching Schools and Alliances are playing a very significant role in school improvement. Colleagues within Governance Support, the Behaviour and SEND teams are also an integral part of the school improvement team. The partnership with colleagues from the dioceses is also crucial in driving improvement and a co-ordinated approach is essential. This Strategy has been shared with Headteachers and Chairs of Governors from both maintained schools and academies, and representatives from the dioceses. 2. Context North Yorkshire is served by 3 nursery schools, 317 primary Schools, 42 secondary Schools, 5 Pupil Referral Services, 10 Special Schools, 402 settings, 168 funded childminders and 280 unfunded childminders. The school improvement service works in five geographical areas i.e. North, South, East, West and Central. These areas have approximately the same number of schools in them, although clearly there are some differences in the socio-economic make-up of the localities within respective areas. School improvement in North Yorkshire LA is overseen by the Assistant Director, Education and Skills. The two Principal Advisers (Early Years and Primary, and Secondary) lead the school improvement teams across the phases. See Annex F for the current school improvement team 2015 -16.



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A Traded Service The School Improvement Service has a long history of trading with schools and settings. The scope of the traded service has developed over a number of years as government funding has been channelled directly to schools rather than through local authorities. This service provides costed services to schools and settings either through a service level agreement or a bespoke trading arrangement. As part of the implementation of the outcomes of the Commission for School Improvement and the development of more commercial traded services for schools through Smart Solutions, a new business model will be developed with schools and Teaching School Alliances from September 2015.

3. School Improvement – Support, Monitoring and Challenge for all schools School improvement requires a range of different strategies depending on where the school is on its improvement journey. In North Yorkshire the aspiration and ambition is for all schools to improve outcomes even if they are judged to be outstanding! There are already many successful strategies used across the County as schools strive for continuous improvement. These strategies include:

Formal partnerships including federation and amalgamation,

Informal collaborations,

Support from NLEs LLEs and NLGs,

Appointment of Executive Headteachers,

Bespoke support brokered from a range of sources,

Utilising national research and expertise,

Professional Development,

The list of work in our schools is comprehensive, creative, innovative and far-ranging.

Support, Monitoring, Challenge and Intervention

Support There are more opportunities than ever before for schools to access support to drive improvement and to ensure that their children or young people are receiving the best possible educational experiences. Increasingly schools and settings are working with Teaching School Alliances or other partnerships to improve outcomes. This is the direction of travel strongly advocated by the North Yorkshire Commission for School Improvement. Support is offered in proportion to need as indicated by monitoring information or by request. The Lead Improvement Advisers and School Improvement Advisers are primarily the key people to recommend the school’s level of support in a maintained school. Advisers can also broker support for schools, and brokerage of support will also increasingly be sourced through the Improvement Partnerships.

Monitoring Understanding the effectiveness of North Yorkshire schools is crucial as we all seek to move to a position where all children and young people go to a school that is either good or outstanding. The Children and Young People’s Service collects a comprehensive range of performance data about every school. This includes data at EY, KS1, KS2, KS4, KS5 (attainment and progress of all pupils and pupil premium pupils, SEND, gender, children in care) and closing the gap data. Comparisons are made with national averages also those of statistical neighbours, Yorkshire and Humber and shire



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authorities. The LA also has access to financial and HR data, complaints information, Ofsted reports and Monitoring Inspection letters, records of visit and correspondence from parents or members of the community. Both the Education and Skills Service and Performance and Intelligence colleagues analyse data and share it in a readily accessible form with all schools. Schools and officers are also provided with access to Fischer Family Trust data analysis. This information is discussed with schools through the monitoring visits. Any immediate concerns about a school are shared confidentially with Headteachers and Chairs of Governors by the Improvement Adviser who works directly with the school. A school will also provide evidence of its own monitoring and self-evaluation. This will include in-year data and tracking, pupil work scrutinies, teaching and progress over time. The emphasis in the school’s self-evaluation should always be on the evidence of the impact of improvement strategies. Monitoring of a school’s performance can also be carried out by peers through a peer review or visit, by a sponsoring academy or by a partner school in a formal or informal partnership. In the spirit of partnership it is helpful if reviews are shared with the LA to enable a shared and co-ordinated way forward. Overall the LA has accountability for all schools’ performance, however the responsibility for appropriate intervention in academies lies with the Regional School’s Commissioner.

Challenge There is a robust and professional relationship between the Local Authority and maintained schools. Academies will have brokered their own support and challenge arrangements, although the LA is keen to continue to work closely with all North Yorkshire academies. Discussion and exploration of a school’s performance and self-evaluation will help determine whether any support or intervention is required at an early stage. Highly effective schools have robust levels of internal challenge, and also respond positively to external challenge. Many schools are also now involved in partnerships which include peer reviews, such as the Challenge Partnership. As a result of monitoring activities, the LA may decide it is appropriate carry out a formal LA Review of a school. The LA carries out a wide range of reviews including governance reviews, curriculum and resource management reviews as well as reviews to measure progress since an Ofsted inspection. Arrangements for reviews will always be discussed in detail with the school’s leadership and will involve school leaders and governors as much as possible in line with current Ofsted inspection practice. Schools may also be involved in peer reviews and pupil premium reviews. If these do not involve LA officers it is obviously helpful if the LA adviser for a maintained school has sight of the reports to ensure a co-ordinated and joined up approach to school improvement.

Levels of Support North Yorkshire Local Authority is committed to maintaining its quality assurance of standards of performance in local authority maintained schools. Through the cycle of visits from LA school improvement professionals, carried out in partnership with schools, Headteachers and governing bodies will receive clear and unambiguous feedback about the performance of their school. It is acknowledged that some schools will experience challenges at various times and as a result the LA



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will, after confidential discussion with the Headteacher, Chair and governing body, agree the level of support. This will enable the school to access specific support brokered either through the LA, through the phase specific and sector led Improvement Partnerships, or through Teaching School Alliances and other sources. North Yorkshire LA levels of support and criteria are outlined below. The “scale” ranges from basic support, through Priority 3 schools, Priority 2 schools to the most intensive which are Priority 1 schools. Effective school receiving basic support The majority of North Yorkshire schools are successful and receive a basic level of support from the local authority. For these schools the LA delivers a monitoring strategy through the termly quality assurance visits carried out by the Primary School Improvement Advisers and the Secondary Lead Improvement Advisers. In the spirit of partnership, these visits should be made with the agreement of the school. Indicators that a school should receive basic support include:

Robust school self –evaluation, including effective use of data resulting in positive outcomes for pupils

Good or outstanding schools with no concerns or a school judged by Ofsted to be Requiring Improvement and with good leadership and management

Effective safeguarding procedures leading to pupils feeling safe

Positive well-being of pupils and staff

Effective promotion of equalities and diversity

Positive engagement with other partners and stakeholders, including collaboration with other schools

Successful brokerage of appropriate support. Priority 3 schools Priority 3 schools will receive a level of support above basic, typically for a temporary period and to address a specific issue. Possible indicators may include:

Schools with a Headteacher who is new to headship

Schools with a change of Headteacher

Mergers or federations

Management of high pupil mobility

A specific and temporary performance or leadership issue. Priority 2 Schools Some schools receive this additional support for an agreed period to help resolve specific issues. This support and the reasons for it will be discussed confidentially with the Headteacher and chair of governors, and identified in the Lead Improvement Adviser or School Improvement Adviser’s Record of Visit. Possible indicators that a school should be a Priority 2 school include:

A school judged by Ofsted to Require Improvement, where leadership and management have also been judged to require improvement

Identified concerns in the senior leadership and/or middle leadership of the school

Weaknesses in middle leadership

Serious decline in performance from the previous year

Concerns about equality and diversity

Concerns about safeguarding



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Concerns about staff care and well being

Teaching over time is not consistently good

Evidence of a trend in underachievement in a core subject, a department or for a vulnerable group/s

Financial concerns

Concerns about curriculum provision

Admission issues, particularly for vulnerable children and young people

Concerns about behaviour or attendance or exclusions

Serious complaints

On-going staffing issues

Some concerns about SMSC and the culture of the school

Some concerns about Personal Development and Welfare The period of Priority 2 support will be followed by a phased exit strategy during which the school’s resilience in sustaining improvement will be monitored. Priority 2 schools may have a support plan. If a school has been in receipt of Priority 2 support for more than two terms and not made the expected progress or is unable to sustain improvements, then it is likely that the school will move to Priority 1 support. Priority 1 schools Schools receiving this level of support are giving ‘cause for concern’ because of clear indicators of pupil underachievement and/ or concerns about the leadership and management of the school including governance. These schools could be at serious risk of being judged to have Serious Weaknesses or to require Special Measures in an Ofsted inspection. The Headteacher and governing body will be made aware of the issues by the school’s School Improvement Adviser (primary) or Lead Improvement Adviser (secondary) through confidential discussions, supported by written confirmation in a Record of Visit. It is expected that the leadership of the school will agree to a time limited LA support plan, drawn up in partnership with school leaders and the governing body, to bring about rapid and urgent improvement. The school’s progress in bringing about identified improvements will be monitored and evaluated by the LA and the relevant Improvement Partnership Board, on a regular basis and as appropriate. If the additional support required is not agreed by the school’s leadership, and ratified by the governing body, the LA may require the school to take specific action and if necessary issue a formal Warning Notice to the governing body. The period of support will be followed by a phased exit strategy during which the school’s resilience and capacity for sustainable improvement will be monitored. Schools that have been inspected and judged to have Serious Weaknesses or to require Special Measures will automatically be LA Priority 1 schools. A local authority Statement of Action will be agreed with Ofsted, to bring about rapid improvement or to specify other measures. Procedures as specified in the DfE ‘Schools Causing Concern’ guidance (January 2015) will be followed. Possible indicators for Priority 1 schools:

Significant weaknesses in leadership, management and/or governance

Ineffective support and challenge from the governing body

Inadequate capacity to improve

Unacceptably low standards of performance

Teaching over time that is not consistently good

Weak school self-evaluation

Inadequate professional learning strategies



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Poor financial management

Inadequate safeguarding procedures which result in pupils being or feeling unsafe

Serious concerns about Personal Development, and the culture and ethos of the school

Little or no engagement with other partners and schools Schools that require improvement and where leadership and management is also judged to be requiring improvement or are judged to be inadequate will have an Improvement and Support Plan. This should incorporate the school’s priorities for improvement, actions to be taken and by when, with measurable success criteria, key responsibilities and strategies for monitoring and evaluating the impact. The plan should be costed and should include any LA, NLE, other school support. The plan should be planned jointly and agreed with the Headteacher and Chair of Governors, and diocese as appropriate. Ideally there should only be one improvement plan to ensure a co-ordinated and joined up approach to improvement. There should be one person “holding the ring” and ensuring that actions take place within the agreed timescales and that impact is measured. Levels of support – discussion and confirmation The suggested level of support for a school will be discussed confidentially with the Lead Improvement Adviser (Secondary) or School Improvement Adviser (Primary) and amended as appropriate after discussion with the Principal Adviser and Assistant Director. This will be recorded in the Record of Visit.

Intervention If as a result of monitoring, it is clear that the school would benefit from more intensive support the LA may use the following informal interventions

Brokering NLE, LLE LLG or NLG support

Brokering the appointment of an Executive Headteacher,

Brokering school to school support on a temporary basis

And in extreme cases the LA will issue:

A pre-warning letter or Warning Notice to the governing body and Headteacher outlining the LA’s concerns

Factors that are taken into account when interventions are put in place are :-

Schools below floor standards for attainment and progress or where data indicates that the progress the children or young people are making in a school is below expected progress

Concerns and issues over o The quality of leadership including governance o The quality of teaching over time o The rate of progress on the school improvement journey o The safety of children or young people o Inclusion o Relationships within the school or the school community

The capacity of the leadership, including governance, to make rapid and sustained improvement

Any serious allegations or complaints Schools Causing Concern This section of the Strategy should be read in conjunction with the DfE Schools Causing Concern – Guidance for Local Authorities. This is subject to regular revision; current guidance is dated



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January 2015 and can be viewed at https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269116/scc_guidancefinal_4.pdf As a result of the Education and Adoption Bill spring 2016, the guidance below will come into force on the 18th April 2016. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/510080/schools-causing-concern-guidance.pdf If a school is failing to meet the needs of its children and young people the Local Authority is advised / expected by the DfE to use its statutory powers to intervene. Intervention powers are only used when the school and its leaders do not recognise their vulnerable position and/or are unwilling to work with the LA. The LA will always seek to work with schools, the school leadership and diocesan colleagues to resolve any concerns before using statutory powers of intervention. If the school causing concern is an academy the LA will liaise with the Regional Schools Commissioner. The diocese will be involved in any discussions about interventions with faith schools. Formal interventions by the LA include the issuing of a Formal Warning Notice (FWN). Other LA formal interventions include: requiring a school to enter into partnership arrangements; the appointment of additional governors; the appointment of an Interim Executive Board (IEB); suspending the delegated budget; and, exceptionally, closure of the school. More information is available through the hyperlink below. Timescales are explained in this document. https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/510080/schools-causing-concern-guidance.pdf If a school is judged by Ofsted to require Special Measures, the school’s capacity to drive rapid and sustained improvement will need to be considered, including the leadership of the Headteacher and Governing Body.

The Headteacher and Chair of Governors of a school in a category of concern (Ofsted or LA) will meet termly or as appropriate with the Assistant Director, Education and Skills and/or the Principal Adviser, who will hold the school’s leadership, advisers and any external support from schools and other organisations accountable for progress against the improvement plan and Statement of Action (where relevant). A diocesan representative will also be invited to be present to ensure a co-ordinated approach to further improvement.

The DfE and the regional Ofsted team maintain an overview of schools that they consider may be a cause for concern across all LAs. Those schools may be showing decline or may not be improving quickly enough from ‘Requiring Improvement’.

4. Funding and Resources

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269116/scc_guidancefinal_4.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/269116/scc_guidancefinal_4.pdf

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/510080/schools-causing-concern-guidance.pdf






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There is some funding available to support schools to improve, either through the Improvement Partnerships or through the Schools Causing Concern budget, currently held by the LA and approved by the Education Partnership Board on an annual basis. However resources are limited and it is important that schools take responsibility for financing their own improvement as much as possible. There will be discussion with the Headteacher and governors about the school’s budget when a support plan is drawn up, and schools will be expected to contribute financially to a support plan. The LA will always deploy resources to support schools according to need. All maintained schools currently receive a termly visit from a Primary School Improvement Adviser or Secondary Lead Improvement Adviser, who reviews the school’s self-evaluation, confirms priorities and helps the school to broker support. When a school is in a category of LA concern or in an Ofsted category, the Primary School Improvement Adviser or Secondary Lead Improvement Adviser provide additional time, as required, to the leadership of the school. This support is provided as part of the LA’s core school improvement role and includes the production of a support plan which identifies agreed steps to be taken and sources of support. That support is usually brokered from a Teaching School Alliance, partner school, from the LA traded service and from other sources as is most appropriate. 5. Complaints process and dispute resolution Complaint from a school about North Yorkshire Education and Skills School Improvement Service The North Yorkshire Education and Skills School Improvement Service works hard to ensure that it provides appropriate high quality challenge, advice and support. If a school has concerns about the quality of advice and support received from the service then it should ensure that those concerns are brought to the attention of the service immediately. Concerns should be raised with the Principal Advisers or, for the traded service, through the Education and Skills Professional Services Officer. It is usual for any concerns to be resolved to the satisfaction of the school through this process. If the concern is not addressed to the satisfaction of the school then the council complaints procedure should be followed. http://www.northyorks.gov.uk/article/26253/Complain-about-another-service-corporate-complaints The complaint should be sent to the Assistant Director Education and Skills or to the contact for the Children and Young People’s Service Tel: 01609 534193 E-mail: [email protected]. Complaints can also be made through the County Council website using the link above. The complaint will be investigated under the council’s corporate complaints policy http://www.northyorks.gov.uk/media/9827/Corporate-complaints-policy/pdf/CorpComplaintsPolicyFeb10.pdf When the LA receives a complaint about an individual school, the complainant will be advised to contact the school to seek to have their issue addressed through the school’s complaints procedure. National Curriculum Moderation appeals

http://www.northyorks.gov.uk/article/26253/Complain-about-another-service-corporate-complaints

http://www.northyorks.gov.uk/article/26253/Complain-about-another-service-corporate-complaints

mailto:[email protected]

http://www.northyorks.gov.uk/media/9827/Corporate-complaints-policy/pdf/CorpComplaintsPolicyFeb10.pdf

http://www.northyorks.gov.uk/media/9827/Corporate-complaints-policy/pdf/CorpComplaintsPolicyFeb10.pdf



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Where there is disagreement between the LA Moderator and the Headteacher over a school’s National Curriculum teacher assessment, the appropriate North Yorkshire Moderation Appeals Process should be followed.



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Annexes

Annex A Possible escalation procedure – maintained schools Serious concerns about a maintained school:- 1. Informal discussion with the Headteacher, seeking a rapid response and appropriate action

2. Informal discussion with the Chair of Governors, seeking a rapid response and appropriate action

3. Formal written communication with the Headteacher, seeking a rapid response and appropriate action

4. Formal written communication with the governing body, seeking a rapid response and appropriate action including information on the next steps of escalation

5. If the Headteacher’s performance is under question, meetings will take place between the senior responsible LA officer and the chair of the governing body. This will be followed by a meeting with the Headteacher to explain the concerns and to decide any necessary action.

6. Delivery to the governing body of a Formal Warning Notice under provisions of the Section 60 of the Education and Inspections Act 2006 instructing the school to take the necessary action.

7. Appointment of additional governors, replacement of the governing body by an Interim Executive Board, requirement of the governing body to take specified actions, or removal of a delegated budget under Sections 63 to 66 of the Education and Inspections Act 2006. Whichever of these powers is used, the intention must be to ensure that the governing body or Interim Executive Board is able and willing to take the necessary actions with the support of the LA, up to and including taking capability proceedings against the Headteacher.

Annex B Possible escalation procedure – academies. Reviewed following Lord Nash’s letter to academies in February 2015, meetings with academy Principals or Headteachers and meeting with the RSC in July 15 Following the introduction of the Regional Schools Commissioners (RSCs), the guidance now refers local authorities to the relevant RSC if there are concerns about an academy’s performance. Serious concerns about an academy:- 1. Informal discussion with the Headteacher/ Principal if they have expressed a wish for this to

happen. If not the LA will proceed to Step 2.

2. Discussion with the Regional Schools Commissioner at the regular termly meetings

3. Formal written communication with the Regional Schools Commissioner informing the RSC about the issues and seeking a response.

4. Formal written communication with Ofsted, as the regulator, informing them of the issues and seeking a response.



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Annex C Data available to local authorities North Yorkshire LA uses a wide range of data to inform school improvement, for both LA maintained schools and academies. This includes attainment and progress data, with a focus on outcomes for groups of pupils such as disadvantaged and those with disabilities or special educational needs. Data analysis made available to schools to support school improvement The local authority provides individual schools with information to support school improvement and to support sector led support. For example: School Profile – the school profile provides 3 year trend analysis for individual primary schools, geographic clusters of schools and bespoke groups of schools. FFT Aspire – self-evaluation and target setting estimates purchased on behalf of LA maintained schools. Academies can purchase at a reduced rate through the local authority. Support and guidance in the interpretation and use of data for school leaders and governors This section covers the end of key stage data sources used by North Yorkshire County Council, and is presented in order of when the data usually becomes available. Internal data from schools Schools provide the LA with a wide range of internal data on a bespoke basis to support professional understanding. This can include in year data for pupils who are not at the end of a key stage. Schools are requested to provide in-year data to the Improvement Partnership Statutory Early Years, Key Stage 1 and Key Stage 2 results Pupil level outcomes are sent directly to NYCC for Early Years Foundation Stage Profile and for Key Stage 1 Teacher Assessments. Key Stage 2 Test and Teacher Assessment outcomes are available to the local authority through the Department for Education via NCA Tools. Individual Pupil outcomes Pupil level outcomes at all key stages are available to the local authority from the Department for Education via Key to Success. National Consortium for Education Results (NCER) Membership of NCER provides the local authority with access to a range of reports and analysis for the Early Years Foundation Stage Profile, Key Stage 1, Key Stage 2, Key Stage 4 and Key Stage 5. This includes analysis based on pupil characteristic. Department for Education Statistical First Releases A limited amount of this public domain data is available at school level, including post-16 GCSE resits and destinations data. Ofsted/Department for Education RAISE online RAISE online provides a comparison between school and national attainment, progress, attendance and exclusion data. The local authority has access to the RAISE online report for every state funded school in North Yorkshire. Ofsted/Department for Education Sixth Form PANDA and Level 3 Value Added Reports The PANDA and Level 3 Value Added reports for every school are available to the local authority, providing a comparison between school outcomes and national averages for school sixth forms.



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FFT Aspire NYCC arranges access to FFT Aspire self-evaluation reports and target setting estimates for schools. This data is also available to the local authority for key stages 1, 2, 4 and 5. Ofsted Data Dashboard Public domain headline information about attainment, progress and attendance. Department for Education Performance Tables These provide a wide range of data in the public domain at school and LA level. For example, outcome, context, financial and staffing data. Attendance and exclusion data Attendance and exclusion data is analysed by the LA each term. All members of the Improvement Partnership Boards have signed a confidentiality agreement. In order for them to make informed decisions about resources and funding they will have access to, on occasions, a level of data and intelligence beyond that which is in the public domain. Schools with cohorts of six pupils or fewer will have their data suppressed.

Annex D Roles of LA School Improvement Advisers Principal Advisers, Early Years and Primary/ Secondary

Provide strategic, inclusive and ambitious leadership for Primary and Early Years or Secondary education

Promote high standards in schools and drive improvement

Have strategic responsibility for improving outcomes and closing the gap

Promote sector-led leadership and work with leaders in Improvement Partnerships, clusters, schools and settings to drive improvement and improve outcomes

Monitor performance, oversee risk assessments and take action as appropriate

Quality assure the work of the Improvement Partnerships, the impact on performance and the use and impact of allocated funding

Secondary Lead Improvement Adviser

Provide strategic, inclusive and ambitious leadership for secondary education within the framework of the Secondary Improvement Partnership

Promote high standards in schools and groups of schools and drive improvement

Promote sector led leadership and work with leaders in schools to drive improvements and improve outcomes

Support the Secondary Improvement Partnership, working closely with the Chair of the Improvement Partnership and the Principal Adviser Secondary. Provide support and challenge to the Chair and the Board of the Improvement Partnership

Monitor the performance of allocated schools within the Secondary Improvement Partnership, draw up risk assessments and take action as appropriate

Primary Lead Improvement Adviser

Provide strategic, inclusive and ambitious leadership for primary education within the Improvement Partnership

Promote high standards in clusters and schools and drive improvement

Promote sector-led leadership and work with leaders in schools to drive improvement and improve outcomes



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Support the Improvement Partnership, working closely with the Chair of the Improvement Partnership and the Principal Adviser Primary. Provide support and challenge to the Chair and the Board

Monitor performance of schools within the allocated geographical area, draw up risk assessments and take action as appropriate

Primary School Improvement Adviser

Provide appropriate challenge and support for allocated Primary Schools within an Improvement Partnership

Promote high standards in clusters and allocated schools and drive improvement

Promote sector-led leadership and work with leaders in allocated schools to drive improvement and improve outcomes

Support the Improvement Partnership, working closely with the Lead Improvement Adviser.

Monitor performance of allocated schools within the Improvement Partnership, draw up risk assessments, liaise with the Lead Improvement Adviser and take action as appropriate

Annex E Ofsted expectations of LAs Ofsted’s Framework for the Inspection of Local Authorities (May 2013) makes it clear that the LA is expected to carry out its duties to promote high standards of education under Section A of the Education Act 1996. The general duty for local authorities to promote high standards of education is set out under section 13A of the Education Act 1996, as follows:

‘Duty to promote high standards and fulfilment of potential

(1) A [Local Authority] in England must ensure that their relevant education functions and their relevant training functions are (so far as they are capable of being so exercised) exercised by the authority with a view to––

(a) promoting high standards, (b) ensuring fair access to opportunity for education and training, and (c) promoting the fulfilment of learning potential by every person to whom this subsection applies.



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Annex F School Improvement Service from September 15

Bangay Ian Head of Music Service

Barrowman, Clare p.t Health and Wellbeing Adviser (0-19)

Bates, Janet Principal Adviser - Secondary

Blakesley, Sandie Lead Adviser Maths 0-19

Blyton, Matt Primary Lead Improvement Adviser

Bramley, Amanda Secondary Lead Improvement Adviser

Broadbent, Elaine Early Years Improvement Adviser

Brough Jones, Shan p.t Primary School Improvement Adviser

Bruce, Katharine Lead Adviser Vulnerable Learners (0-19)

Burton Margaret Governance Officer

Cave, Jen Secondary Lead Improvement Adviser

Clarke, Adrian Learning Beyond the Classroom Adviser (0-19)

Davey, Helen Primary Lead Improvement Adviser

Durran, James English Adviser (0-19)

Dyer, Elizabeth English Adviser (0-19)

Erwin, Pauline Lead Adviser English (0-19)

Fleming, Peter Lead Adviser Governance (0-19)

Hallett, Kirsty Lead Adviser Strategy & Performance (0-25)

Hattersley, Michele Maths Adviser (0-19)

Hodges, Jill Assistant Director – Education and Skills

Holmes, Steven Primary Lead Improvement Adviser

Horn, Nick Secondary Lead Improvement Adviser

Hughes, Beverly Primary School Improvement Adviser

Johnston Alison Governance Manager

Johnson, Lorraine Maths Adviser (0-19)

Kimber, Dawn p.t Early Years Improvement Adviser

Lancashire, Andy Principal Adviser (Early Years & Primary)

Lounds, Kate Secondary Lead Improvement Adviser

Mackle, Jo Primary Lead Improvement Adviser

Marsden, Lis Primary School Improvement Adviser

Mason, Rebecca Equalities Adviser (0-19)

Mason, Ruth Early Years Lead Improvement Adviser

McGough, Eileen Early Years Improvement Adviser

Mensah, Heather Primary School Improvement Adviser

Miller Lindsay Primary School Improvement Adviser

Morris Rachel Governance Officer

Parkes, Jacquie Early Years Improvement Adviser

Pattison, Julie Maths Adviser (0-19)

Pearson, Davinia Primary School Improvement Adviser

Richardson Chrissy Clerking Service Manager

Russell, Heather English Adviser

Stubbs, Jill Primary School Improvement Adviser

Syers, Andy Primary School Improvement Adviser

Tart, Jane p.t Early Years Improvement Adviser

Taylor, Lesley Primary School Improvement Adviser

Trewhitt, Elaine Professional Officer

Tyson, George Vulnerable Learners Adviser (0-19)



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Vernon, Penny Primary School Improvement Adviser

Vickers, Karen Primary School Improvement Adviser

Waite, Pam Science Adviser (0-19)

Watt, Bridget Primary School Improvement Adviser

Watts, Carol Professional Services Officer (Traded Service)

Windwood, Christine Primary School Improvement Adviser

Willis, Paula p.t Early Years Improvement Adviser

Willis, Joy Primary Lead Improvement Adviser

Worrall, Keith Secondary Lead Improvement Adviser

Documents

North Yorkshire Strategy for School Improvement and ... · Strategy for School Improvement and Quality Assurance Strategy for School Improvement and Quality Assurance Page 4 of 16