Performance Monitoring and Improvement Plan Contract ... 7 - Annex B.pdf• Performance Monitoring and Improvement Plan ... (QBITs) activity, Quality Management System (QMS) and Project

Annex B

• Performance Monitoring and Improvement Plan

• Contract Operations Plan

© VT Education & Skills 2008 March 13, 2008

WALTHAM FOREST

SCHOOL INNOVATION SERVICES

Performance Monitoring and Improvement Plan


Document Control Configuration Details

Author Liam Donnison Document Reference BDEVP029 Document Version Version 1.1 Issue Status 1st Release Release Approval Marcus Watson Project Sponsor Yvonne Bray quality manager and

project management office Document Version History

Document Version Date Issued Comments Ver 1.0 25 January 2008 Drafted LD Ver 1.1 31 January Reviewed Transition Team

The project manager is responsible for ensuring that the plan is updated and made available and that project team members and stakeholders are briefed appropriately. After an issue release is approved, any further changes to be shown using track changes, .


Contents

Contents ...................................................................................................3 1. Quality management procedures..............................................................4 2. Performance monitoring and reporting .....................................................5

2.1 Methods of monitoring and reporting .................................................5 2.2 Frequency and format of reports .......................................................8

2.2.1 Monthly Reports: ........................................................................8 2.2.2 Termly Monitoring Report ...........................................................9 2.2.3 Annual School performance report .............................................9 2.2.4 Annual Headteachers Survey...................................................10 2.2.5 Consolidated annual report ......................................................10 2.2.6 Draft annual plan ......................................................................10

3. Customer satisfaction surveys ................................................................12 4. Template rectification plan ......................................................................13 5. Process for agreeing rectification plans ..................................................14


1. Quality management procedures Services delivered through this contract and systems that underpin them will be subject to the same quality management processes as other contracts and services delivered through the VT Four S Business Unit of VT Education and Skills Division. The Quality and Business Improvement Team (QBITs) activity, Quality Management System (QMS) and Project Management Framework for the business will all apply to these services. Induction for transferring staff will cover the use of the VT Evolution intranet (holding all approved policies and processes), the QMS and PMF and our other established systems and processes. The business unit currently holds the following accreditations and certifications:

• ISO9001:2000 • ISO14001:2000 • Chartermark • Investor in People • ITIL compliant helpdesk facilities

During the re-accreditation / re-certification programme managed by the QBITs Team, the scope of the re-accreditation / re-certification will extend to these services.


2. Performance monitoring and reporting The Contract Manager will work with the owners of each Output Specification performance measure and the Data and Research Team Leader to ensure the appropriate data is collected and maintained in a format that enables reporting as described below to The Council.

2.1 Methods of monitoring and reporting All performance measures are assigned to an owner within the SP, who is responsible for that output requirement. (See Contract Operations Plan.) Annual objectives linked directly to the output specification requirements are a part of the job profile for these staff. Similarly, the teams they manage have objectives contributing to the overall team objectives built into individual job profiles. There is therefore a ‘golden thread’ linking the performance management (see policy appended to Contract Operations Plan) of staff to the delivery of output requirements. The performance management process is therefore a key part of the process for monitoring contract performance. In addition, the termly reporting schedule will provide structure for collation and analysis of performance data as well as an opportunity for The Council to challenge performance on a regular basis. The following methods will be used to monitor performance and facilitate reporting for the specific output requirements:

Reference Monitoring activity Evidence / reporting method Reporting frequency

OR1.1 Covered by all below Termly report format reviewed at meeting between SP and Council Contract Managers Termly

OR2.1 Meeting the timescale for the annual review of the Contract Operations Plan as defined within that plan. Issue of Contract Operations Plan Annually

OR2.2 Record exceptions Included in termly report format Termly OR2.3 Schedule of meetings Included in termly report format Termly

OR2.4 Accreditation process and schedule maintained by Quality and Business Improvement Team

Include status of accreditations and date of expiry in termly report format Termly

OR3.1 • Additional training and consultancy bought on a day by day basis: recorded on TEMPUS system as billable project work

Reports generated by TEMPUS and saleslogix to summarise work additional to core contracts Monthly


• Annual service level agreements or consultancy/project work over £5k: recorded as an opportunity on saleslogix and tagged as ‘sold’ once a service agreement form completed

(Note: this information for traded work is commercially sensitive and should not be subject to disclosure under Freedom of Information regulations. Only Work requests related to Waltham Forest schools will be provided.)

OR3.2 Schedule of services to be produced and revised annually through the Quality Management System. Communicated to customers through website and publications.

Included in termly report format Termly

OR3.3

VT Education & Skills will record and monitor all relevant costs associated with the contract. We will add the monthly financial statement and report to our internal Management Accounting diary to ensure that the accounts are produced, reviewed and distributed within ten Business Days after the end of each Month. The monthly financial statement shall identify the main variances between the incurred and accrued costs and the Annual Budget for the relevant Contract Year. Financial trend analysis reports should be requested at least 30 days in advance. The annual report and summary, as well as the published accounts of VT Education & Skills and VT Group will be reviewed and signed off by our External Auditors, KPMG.

Monthly reports Monthly, annual

OR3.4 tbc Included in termly report format Termly OR3.5 Record exceptions Included in termly report format Termly OR4.1 tbc Included in termly report format Termly OR5.1 Record occurences Included in termly report format Termly

OR6.1 1. IiP status monitored by Quality and business improvement

team 2-4 monitored through annual survey of headteachers

Included in termly report format Termly

OR6.2 Record any exceptions through the formal complaints and compliments feedback system Included in termly report format Termly




OR6.5 Record any occurrences Included in termly report format Termly


OR7.2 All complaints referred to and recorded through established VTE&S process

Full complaints and compliments analysis included in termly reports Termly

OR8.1 1. monitored through annual survey of headteachers 2-3 record any exceptions Include in termly report format Termly

OR8.2 1-2 monitored by the Communications Team 3 monitored through annual survey of headteachers Include in termly report format Termly

OR9.1 Ongoing monitoring by the Head of Service and nominated lead for E and A through tracking notes of visit, training plans and project plans

Include in termly report format Termly

OR9.2 Record any exceptions Include in termly report format Termly

OR10.1 Ongoing monitoring by project lead through tracking notes of visit, training plans and project plans

Include in termly report format; annual school performance report to be provided every spring term Termly/annually

OR11.1 Ongoing monitoring by Head of Service and SIP project leads through tracking notes of visit, training plans and project plans Annual categorisation update report Annual

OR11.2 Ongoing monitoring by project lead through tracking notes of visit, training plans and project plans

Include in termly report format; healthy schools annual report following count day Termly/Annual

OR11.3 Ongoing monitoring by project lead through tracking notes of visit, training plans and project plans Include in termly report format Termly

OR 11.4 Ongoing monitoring by project lead through tracking notes of visit, training plans and project plans

Include summary of customer survey feedback in termly reports Termly

OR12.1 Ongoing monitoring by project lead for schools causing concern through tracking notes of visit, training plans and project plans Include in termly report format Termly

OR13.1 Ongoing monitoring by project lead through tracking notes of visit, training plans , project plans and feedback from Regional Directors

Include in termly report format and contribute as required to annual performance report Termly/Annual

OR13.2 Ongoing monitoring by project lead through tracking notes of visit, training plans ,project plans and feedback from Regional Directors.

Include in termly report format and contribute as required to annual performance report Termly/Annual

OR14.1 Ongoing monitoring by the project lead Include in termly report format; report on outcomes as required in the annual performance report Termly/Annual

OR14.2 Ongoing monitoring by the project lead Include in termly report format; report on outcomes Termly/Annual


as required in the annual performance report

OR15.1 Ongoing monitoring by project lead through tracking notes of visit, training plans ,project plans and feedback from external agencies eg.re AST, HLTA, aspiring leaders

Include in termly report format; course evaluations to be summarised in annual report. Termly/Annual

OR15.2 Ongoing monitoring by project lead through tracking notes of visit, training plans ,project plans and feedback from external agencies eg.re AST, HLTA, aspiring leaders

Include in termly report format; course evaluations to be summarised in annual report Termly/Annual

OR16.1 Ongoing monitoring by the project lead Include in termly report format Termly

OR21.1 Applications (annual and casual) processed, notifications made, appeal rates and outcomes in accordance with Council, DCSF and Admissions Code 2007 timescales and criteria.

Monthly reports Termly

OR27.1 Record of eligibility and assessments, including financial value in accordance with DCSF and/or Council timescales and criteria Include in termly report format Termly

OR27.2 This is administered by a national provider on behalf of the Learning & Skills Council: EMA Direct. Include in termly report format Termly

OR27.3 Record of student loan entitlements and assessments processed in accordance with DIUS regulations (annual timescales and criteria). Include in termly report format Termly

OR31.2 tbc Include in termly report format Termly OR31.3 tbc Include in termly report format Termly OR32.1 tbc Include in termly report format Termly OR33.1 tbc Include in termly report format Termly OR33.2 tbc Include in termly report format Termly

2.2 Frequency and format of reports

2.2.1 Monthly Reports: • Out of scope customer requests: customer details, nature of request and status • Financial statement in line with Schedule 11


2.2.2 Termly Monitoring Report

• Content: A template booklet will be submitted including

Executive Summary Performance measure data covering every performance measure meliestone in the output specification as described above Red/Amber/Green traffic light summary for OR items Narrative from the Project Lead for top level OR items An overview of compliments and complaints showing monthly trend data and analysis

• Due Dates: Within 1 calendar month of term period closure o First term : 30 September] o Second term: 31 January o Consolidated Annual Report: 31 April

• Governance: o Sign off is required for each OR item/section by the Project Lead as defined in the Contract Operations Plan. o Sign off is required for the entire termly report by

General Manager Head of School Improvement Contract Manager

o The termly report will form a standing item on the internal VT Project Board for this contract, which will also occur on a termly basis

• Review by The Council o Report will be provided electronically by the due date above o Review meetings between The Council and SP will take place within one calendar month of due dates and will include key contract

staff and senior managers o Rectification plans are to be agreed according to process described below.

2.2.3 Annual School performance report

• Produced in the Spring Term after the national analysis of statistics for the previous academic year • Detailed content tbc (VK)


2.2.4 Annual Headteachers Survey • The Annual Headteachers Survey will be provided as a separate Annual Report. • The SP will provide a summary of the most recent dataset and trends from the annual survey in the Annual Report based on the LA Report

provided by the Audit Commission (NB: it will only change annually so will be retrospective) as this will be a useful source of comparison with the targeted customer evaluations (Type B) that will be consolidated on a termly basis.

2.2.5 Consolidated annual report

• A consolidated annual report will be provided in place of the 3rd termly report, following the framework described above. • The Annual Report (or the non commercially confidential Executive Summary) will be used to form the basis of accountability reporting to

Council Committees e.g. Scrutiny/Select/Executive. • Compliments and complaints metrics and analysis will be included as well as everything described above

2.2.6 Draft annual plan

The draft Annual Plan for each Academic Year starting with the Academic Year 2008/09 will be submitted by the end of the summer term of the previous Academic Year as described in the Head Contract.

2.3 Summary of scheduled meetings

2.3.1 Termly performance monitoring meeting Attendance by the Council: Contract Manager, Head of Policy, Performance and Commissioning, others by invitation Attendance by the SP: General Manager, Contract Manager, Head of School Improvement, project leads and others by invitation

2.3.2 Quarterly contract review meeting Attendance by the Council: Contract Manager, Head of Policy, Performance and Commissioning, Finance, Procurement, others by invitation Attendance by the SP: General Manager, Contract Manager, Head of School Improvement, Head of Finance, others by invitation

2.3.3 Relationship Management Board (twice yearly)

Attendance by the Council: Director of Children’s Services and selected members of management team


Attendance by the SP: Managing Director and selected members of management team

2.3.4 Operational meetings on specific services, projects, action plans etc Regular interaction between the Council and the SP. Both parties will ensure appropriately briefed and experienced representatives are involved in areas covered by the Services.


3. Customer satisfaction surveys The SP will implement the following, which will form part of the termly and annual reports. The Compliments & Complaints process: This will be used to ensure that all customer complaints are dealt with in line with the agreed policy and process as defined in the Contract Operations Plan. The metrics produced will include:

• Number of complaint s received • Comparison with previous period • Number of complaints dealt with within the target response time • Compliments and Complaints are reviewed weekly by the Executive of the business

unit The Account Management Visit process:

• Account management visits will be conducted using a standard template of customer satisfaction questions and will encourage both quantitative and qualitative input from schools. Each school will receive at least 1 account visit per year. The Head teacher or their representative at the school will meet with a VTE&S manager / team leader for a face to face meeting. The metrics produced will be appropriate to the topics covered and the feedback given. The account management visits will be summarised in a set of quantitative metrics to be produced termly and reviewed at Executive Team level for the business unit.

The Telephone Survey process:

• A short telephone survey will be conducted at least annually. The subject of the survey will be determined locally but will cover current issues.

The Evaluation sheet process:

• A feedback sheet is provided to each customer at the end of any training or conference event. The sheet is designed to a standard pro forma.

General feedback

• A general feedback questionnaire is provided for customers on line as part of the web-site. The feedback questionnaire is forwarded to the customer care inbox and receives immediate attention. If appropriate, the comments received will be recorded as part of the compliments and complaints process.


4. Template rectification plan Rectification Plan

Author

Date

Output specification reference

Nature of the Service Failure:

Analysis of causes of Service Failure

Rectification action plan

Action Owner Due date

Plan approved on behalf of the Council

Plan approved on behalf of VT Education and Skills

For completion at review meeting

Date of review meeting

Status at review meeting

Service failure rectified - approved on behalf of the Council


5. Process for agreeing rectification plans The process to be followed will be in line with Schedule 3. The implementation will be reviewed by the Council and the SP within 30 days of the deadline for the final action point on the action plan.


WALTHAM FOREST

SCHOOL INNOVATION SERVICES

Contract Operations Plan


Document Control Configuration Details

Author Liam Donnison Document Reference BDEVP029 Document Version Version 1.5 Issue Status 1st Release Release Approval Marcus Watson Project Sponsor Yvonne Bray quality manager and

project management office Document Version History

Document Version Date Issued Comments Ver 1.0 25 January 2008 Drafted LD Ver 1.1 31 January Approved transition team Ver 1.2 15 February Service proposals added and

other amendments Ver 1.5 21 February BSF and Admissions proposals

added The project manager is responsible for ensuring that the plan is updated and made available and that project team members and stakeholders are briefed appropriately. After an issue release is approved, any further changes to be shown using track changes, .


Contents

Contents ...................................................................................................3 1 Management and administration arrangements........................................5 2 Policies, processes and procedures .........................................................6

2.1 Annual review of management plans..................................................6 2.2 Liaison with The Council .....................................................................6 2.3 Health and Safety ...............................................................................7 2.4 Fire safety ...........................................................................................7 2.5 Security arrangements........................................................................7 2.6 Recruitment ........................................................................................7 2.7 Training...............................................................................................7 2.8 Staff transfer under TUPE...................................................................7 2.9 Industrial relations and consultative procedures on staff conditions ...7 2.10 Personnel management procedures...................................................8 2.11 Overall coordination of Service operations .........................................8 2.12 Customer Care and complaints procedures (see OR3.4) ...................8 2.13 Open Book Accounting approach .......................................................8 2.14 Inventory control and accounting ........................................................8 2.15 Sub-contract operations......................................................................8 2.16 Data protection ...................................................................................8 2.17 Energy conservation ...........................................................................9 2.18 Environmental protection ....................................................................9

3 Personnel information.............................................................................10 3.1 Management structure ......................................................................10 3.2 Recruitment of leadership team ........................................................10 3.3 Interim management arrangements from 1 April 2008......................11 3.4 Internal governance arrangements ...................................................11 3.5 Staffing levels and responsibilities for each service..........................11 3.6 Key staff details ................................................................................12

4 Service Delivery Proposals .....................................................................13 4.1 Leadership and Strategic Management ............................................13

4.1.1 Targeting of resources to meet priorities ....................................13 4.1.2 Providing clear service standards...............................................13 4.1.3 Building Schools for the Future ..................................................13 4.1.4 Education Plans .........................................................................13 4.1.5 Provide a disaster support service .............................................13 4.1.6 Advice and Consultancy Services ..............................................13 4.1.7 Online Communication ...............................................................14 4.1.8 Event Management ....................................................................14

4.2 School Improvement Services ..........................................................14 4.2.1 Children and young people plan.................................................14 4.2.2 A Fit for Purpose partnership, 2008 - 2012 ................................15 4.2.3 Provision of Data........................................................................15 4.2.4 Advisory Services for Schools ....................................................16 4.2.5 Personal, Social and Health Education Support Services ..........18 4.2.6 Work Related Support to Schools ..............................................19 4.2.7 City Learning Centre & Schools Media Resource Unit ...............22 4.2.8 Schools Media Resources Unit ..................................................22 4.2.9 Improvement in Schools causing concern..................................23 4.2.10 Primary Strategy and other education strategies and initiatives.25


4.2.11 Secondary strategy key stage 3, 13-19 and other education strategies and initiatives .........................................................................29 4.2.12 Ethnic minority, traveller and asylum seeker achievement.........34 4.2.13 Training and support for Headteachers, staff and governors .....35 4.2.14 Support and training for teachers and support staff....................36 4.2.15 Standing advisory council for religious education (SACRE) and agreed syllabus conference (ASC) .........................................................40

4.3 Pupil and Parent Support Services ...................................................41 4.3.1 Admissions.................................................................................41 4.3.2 Information for parents ...............................................................41 4.3.3 Choice Advisors .........................................................................41 4.3.4 Payment of allowances, grants and benefit service for school pupils 42 4.3.5 Education Maintenance Allowance administration service .........42 4.3.6 Student Loans (HE support) .......................................................42

4.4 Financial and Programme Management ...........................................42 4.4.1 Financial management ...............................................................43 4.4.2 Programme management...........................................................43 4.4.3 Managing deliverables under PMF.............................................43 4.4.4 Risk Management under PMF....................................................43

4.5 Personnel and ICT Services .............................................................43 4.5.1 Develop and implement a teacher recruitment and retention strategy...................................................................................................44 4.5.2 Proactively helping meet Schools’ recruitment needs ................44 4.5.3 Monitoring and compiling data by Schools on recruitment and retention..................................................................................................44 4.5.4 Employee Relations Services.....................................................45 4.5.5 Advice and consultancy services to schools, Headteachers and the council on statutory responsibilities ..................................................45 4.5.6 ICT Services and Support ..........................................................45

4.6 BSF...................................................................................................46 4.7 Admissions Service...........................................................................48


3 Management and administration arrangements The Waltham Forest School Innovation Services contract will be delivered, alongside the Surrey contract, within the management structure of the VT Four S Business Unit. VT Four S is the specialist education services subsidiary in the VTE&S Division of VT Group plc. The General Manager for the School Innovation Services contract will be a member of the VT Four S Executive Team. The management of this contract will therefore form part of the matrix management structure of the business unit, where key programmes and contracts are headed up by an Executive Team member, and where there is a dual reporting structure within the organisation:

• Programme specific line management (ie: team member reports to team leader up to the senior manager for the programme/contract)

• Function/specialism-specific (ie: the School Improvement Lead for the contract reports functionally to the Chief Advisor for the business, the ICT lead reports functionally to the Head of ICT and so forth).

Therefore, HR, Finance, ICT, School Improvement, Communications, Data and research and so forth for the School Innovation Services contract will be integrated within the division and linked closely within a peer-to-peer and functional reporting structure to others with their own specialism. In this way we are able to deliver value-added benefits to clients by sharing expertise across contracts as well as drawing effectively on expertise from across the VTE&S Division and VT Group. This matrix structure has proven effective on other significant contracts delivered by VTE&S.


4 Policies, processes and procedures

2.1 Annual review of management plans VTE&S will adopt the following schedule for revision and approval of management plans. A revision of the plans will be undertaken in any of the following circumstances:

• both The Council and the Service Provider (“SP”) agree that the current plan will not allow for effective operations of the Services in the following contract year

• a change is required to remain current with applicable regulations / guidelines (eg: data protection)

• as part of the Rectification Plan Month Action Owner

September Review management plans with Council as part of contract review meeting structure SP General Manager

December Produce revised plans for approval (if applicable) SP General Manager

January Submit revised plans (if applicable) and negotiate approval SP General Manager

March Issue approved plan for following contract year SP General Manager The following plans will be subject to review in this way:

• Contract Operations Plan • Performance Monitoring and Improvement Plan • Risk and Insurance Management Plan • Change Management Plan • Lead Out Plan

2.2 Liaison with The Council A partnering approach will be necessary for ongoing development and delivery of action plans relating to Local Authority Agreements and the Children and Young People’s Plan. This is best achieved through a structured and scheduled annual process which is led by the Council and in which the SP will be the lead agency in the Enjoy and Achieve workstreams under Every Child Matters as well as a contributing agency to the other four outcomes. The SP will work with The Council in the following ways:

• Define clearly lines of communications between key officers and SP staff and responsibilities of senior staff associated with the Services, to include the General Manager and the Chief Advisor for the Services

• Contribute to a schedule of review, planning and governance meetings associated

with the development of Children and Young People’s and Local Area Agreement Action Plans in line with OR9.

• Conduct a schedule of contract review meetings with The Council as defined in the

Performance Improvement and Monitoring Plan.


2.3 Health and Safety This Contract will be subject to the current corporate policy / process shown below.

• Appendix 1: Health and Safety Policy

2.4 Fire safety This Contract will be subject to the current corporate policy / process.

• Appendix 2: Fire Policy HO.

2.5 Security arrangements Site specific arrangements will be made that are equivalent to the corporate policy / process shown below.

• Appendix 3: Security Officers Instructions

2.6 Recruitment This Contract will be subject to the current corporate policy / process shown below.

• Appendix 4: Recruitment Policy

2.7 Training This Contract will be subject to the current corporate policy / process shown below.

• Appendix 5: Training Policy

2.8 Staff transfer under TUPE VTE&S understands and accepts its obligations and responsibilities under the Transfer of Undertakings (Protection of Employment) Regulations 2006 (TUPE). Complete information on terms and conditions of employment will be required to ensure we are fully able to honour our TUPE obligations and to verify both staffing and financial assumptions. We will also require details on current and future pension liabilities, in addition to existing and potential employment related liabilities for employees transferring under TUPE. VTE&S requires full disclosure of detailed employee personal information.

2.9 Industrial relations and consultative procedures on staff conditions VTES is committed to establishing a clear framework for on-going consultation with the trade unions. We aim to promote a harmonious working relationship through regular and open communication and encouraging employee involvement in the business with the prompt resolution of any issues. The SP will establish a Joint Consultative Committee for the purposes of consultation on matters that affect the interests or the well being of the employees. Consultative procedures on employment matters will adhere to our corporate policies. Please refer to Appendix 7.


2.10 Personnel management procedures This contract will be subject to the current corporate policy / process shown below.

• Appendix 6: Induction policy • Appendix 7: JCC staff consultation policy • Appendix 8: Behavioural competency framework • Appendix 9: Guidance for performance managers

2.11 Overall coordination of Service operations The overall coordination of service operations will be ensured by the management team described in 3.2.1 below.

2.12 Customer Care and complaints procedures (see OR3.4) This contract will be subject to the current corporate policy / process shown below.

• Appendix 10: Compliments Comments & Complaints Policy Statement • Appendix 11: Complaints Process • Appendix 12: Customer Care standards

Our current policy meets and exceeds the requirements defined in OR3.4. It is our policy to acknowledge complaints and written e-mailed queries in 2 working days, and to make a full response to complaints in 7 working days.

2.13 Open Book Accounting approach

The SP will adhere to Schedule 13 of the contract.

2.14 Inventory control and accounting

• Appendix 13: Financial Accounting Policies - Inventories

2.15 Sub-contract operations This Contract will be subject to the current corporate policy / process.

• The standard associate contract is attached as Appendix 14.

2.16 Data protection VT Education and Skills will comply with the requirements of the Freedom of Information Act 2000 and the Data Protection Act 1998. They will comply with the eight principles laid out in the act, which make sure that personal information is:

• Fairly and lawfully processed • Processed for limited purposes • Adequate, relevant and not excessive • Accurate and up to date


• Not kept for longer than is necessary • Processed in line with your rights • Secure • Not transferred to other countries without adequate protection

2.17 Energy conservation This Contract will be subject to the current corporate policy / process shown below.

• Appendix 15: Environmental Policy

2.18 Environmental protection This Contract will be subject to the current corporate policy / process shown below.

• Appendix 15: Environmental Policy The policies and procedures listed above are subject to regular review and re-issue through the Quality Management System (QMS). For clarity, the current and latest version of the policy or procedure on the QMS via the VT Group intranet (‘Evolution’) is the version that will apply.


5 Personnel information

2.1 Management structure

The team structure under the Chief Advisor will be defined by the incoming Chief Advisor who will assign output specification deliverables under section 11, 13 and 14 to specific teams under them. The key management roles for this contract are:

• General Manager: responsible to VT for delivery of the contract • Chief Advisor: responsible for achieving strategic targets • Contract Manager: responsible for managing quality and monitoring performance

The General Manager for the Services will be a member of the VT Four S Executive.

2.2 Recruitment of leadership team Arrangements are in hand to appoint a General Manager. It is planned to announce the appointment immediately after contract signature, following consultation with the council. Such an appointment will facilitate a smooth transition into service delivery. The nature of the Chief Advisor role is such that the appointment will be made in conjunction with the council. Following provision of a recommended long list of candidates by search consultants, a shortlist will be agreed by the council and SP. The Council’s Director of Children’s Services will participate in selection interviews, along with the SP’s Head of Educational Consultancy, General Manager and Head of Human Resources. A stakeholder group, including representative headteachers and school governors will also participate in the selection procedures. On the advice of the SP’s retained search consultants, a long list of candidates will be provided in week commencing 17 March. Interviews will be scheduled immediately after the Easter school holiday closure. The role of Contract Manager will be advertised amongst transferring employees of the existing SP, as soon as possible after contract signature. If a suitable appointment cannot be made, an external appointment will be sought.

Chief Advisor Access Services Manager

VT Four S Executive Team (selected roles shown)

General Manager

Corporate Services Manager

Head of Education Consultancy

Heads of ICT, HR, Finance, Marketing

Contract Manager

VTE&S Executive Team

Managing Director


2.3 Interim management arrangements from 1 April 2008 If the General Manager, Contract Manager or Chief Advisor are not recruited by 1 April 2008, the following interim arrangements will apply. The Transition Director will act as interim General Manager, until a permanent postholder is appointed, to maintain service continuity. An interim Chief Advisor will be appointed, supported by a Chief Education Advisor. It is anticipated that a Contract Manager can be recruited from the existing SP. If necessary, this will be a temporary appointment. If this does not prove possible, an external interim appointment will be made, with support from the SP’s Contract Manager for its Surrey contract.

2.4 Internal governance arrangements Management of this Contract will be subject to the following governance arrangements. 1. General Manager to be a member of the Executive to ensure contract issues are

incorporated into the overall direction of the business unit 2. General Manager, Chief Advisor and Contract Manager to report quarterly to a formal

Project Board review to the business unit Managing Director and Head of Finance 3. General Manager to submit written report for the Monthly Business Review procedure

which forms part of overall corporate governance. The Monthly Business Review (“MBR”) is reviewed in detail by the business unit Executive and presented to the VTE&S Executive on a monthly basis, and to the VT Group General Executive at regular intervals. A template can be provided to The Council on request.

4. Performance management of the General Manager will be conducted by the business unit Managing Director.

5. Performance management of the Chief Advisor will be jointly by the General Manager and the Chief Advisor / Educational Consultancy for the business unit.

2.5 Staffing levels and responsibilities for each service The SP will provide and maintain staffing levels suitable for delivery of the output specification and strategic targets. Responsibilities for each service are defined below in relation to the Output specification. Output specification ref Responsibility

1 – 6 General Manager

7 (OR1) Contract Manager




7 (OR5) General Manager

8-9 Contract Manager

10 (OR6.1 – 6.4) Chief Advisor


Output specification ref Responsibility

10 (OR 6.5) General Manager


10 (OR8) General Manager

11 (OR9 – OR16) Chief Advisor

12 (OR21 – OR27) Head of Access Services

13 (OR31-OR32) Chief Advisor

14 (OR33) Chief Advisor

2.6 Key staff details Key roles defined above will be appointed by 1 April 2008. Details of these individuals cannot therefore be provided at this stage.


6 Service Delivery Proposals The following service delivery proposals derive from our bid documentation. For the avoidance of doubt, where there is any inconsistency between these proposals and the annually agreed Service Plan or Management Plans, then the Service Plan and Management Plans over-ride conflicting proposals contained below. The proposals below include some elements that will be traded direct to schools or funded through other sources.

2.1 Leadership and Strategic Management 6.1.1 Targeting of resources to meet priorities Resource allocation will be determined through development of the Service Plan, project reviews in accordance with our Project Management Framework and by using our bespoke time recording system for projects (TEMPUS). 6.1.2 Providing clear service standards We will train customer facing staff in Customer Service NVQ level 2, for which we are an LSC accredited provider through Modern Apprenticeships, and will provide Team Leader and Management training to appropriate staff, as well as a range of CPD through our core programme. 6.1.3 Building Schools for the Future We will ensure that the School improvement Team understands its key role in raising standards of attainment and delivering better outcomes for children. We will contribute to a coherent Council wide strategy for BSF to promote personalised learning and help deliver the five ECM outcomes for children. 6.1.4 Education Plans We anticipate that the Council will wish to retain the strategic planning function and commission the contractor to support / deliver / project manage implementation of the Plans. Plans for Inclusion, Children and Young People, Behaviour etc will all need collective design and delivery across a range of partners and providers and will, of course, need to take account of legislation and guidance under the Equality Act, Disability Discrimination Act, Race Relations Act and so on. We have worked with authorities to develop a wide range of Plans, including Children & Young People’s Plans, Behaviour Plans, Primary and secondary learning strategies, Curriculum statements and BSF client-side plans. 6.1.5 Provide a disaster support service Our support to the Council and schools in the event of a major incident or event will be in accordance with the Council’s emergency planning procedures and the Risk and Insurance Management Plan. 6.1.6 Advice and Consultancy Services Schools receive an enormous quantity of communications of all types and our experience is that only organisations that really understand the sector and that establish relationships based on service delivery are in a position to communicate effectively. We do this already with thousands of schools, particularly in London and the South East. There are a number of effective communication methods already being used within Waltham Forest such as the Media Relations service, the CONNECT publications to Headteachers, consultations, events such as the Education Week, the School Services Fair, and the EduAction School Awards, plus the website and extranet. We will work to build on the methods already in place, ensuring that they are used effectively from the end user’s point of view. We will review how the current communication


service provision can be enhanced and streamlined, based on an initial audit of both internal and external communication tools. We will use the internet, extranet facilities (which we will establish for all schools), and a weekly bulletin. We will also provide telephone and web-based enquiry facilities that can link in with Waltham Forest Direct and handle enquiries relating to the services within agreed service levels for response and resolution times. We will circulate newsletters and updates on specific areas and hold workshops and briefing sessions. Where appropriate, we will ensure that information is provided in community languages as well as in English. We will also offer a full range of traded services subject to assessing market need and conditions. We will establish a close working partnership with the Waltham Forest Direct helpdesk. This will be critical as we will want to ensure that schools and other stakeholders continue to receive services without disruption and that comply with the Council’s own customer care standards. 6.1.7 Online Communication Our main communication tool to existing customers is our website which operates as an internet, extranet and intranet. Customers can utilise a secure login area managed via individual username and password. 6.1.8 Event Management The process is managed with the support of an electronic system which consultants and presenters use to plan their content, publish our electronic directory on our website, book and confirm delegate places, and finally do the on the day task of producing delegate packs and badges.

2.2 School Improvement Services 6.2.1 Children and young people plan The overarching Children and Young People’s Plan provides the strategic direction for our work as a school improvement service in raising educational standards in the Borough. The Council’s vision for integrated front line delivery of universal services based on the three area partnerships is one we share. We are committed to contributing to the provision of better opportunities for all children and young people in the Borough to reach their full potential (3.6, pg 21, CYPP). We will work in partnership with Waltham Forest to design and deliver a step change in performance and create a personalised, high quality, integrated universal service that puts the child or young person at the centre of our work. Our contribution will be achieved through rigorous support and challenge, tackling all performance gaps and effective communication across all contributing services. We will provide strategic and operational advice to support policy creation and implementation, including through our work in running the EBP. VTE&S has extensive experience of working directly with officers and members across various local authorities in all stages of the creation and implementation of a CYP plan, notably in Surrey, where we also we play a major part in the formulation of the 14-19 strategy, extended services strategy and the strategy for SEN. In the transition period of this contract, we will review with the Council the current contribution and pattern of attendance at meetings with EduAction. We will bring to Waltham Forest our extensive expertise in leading for an authority on significant ECM outcomes and their inter-dependency. We will appoint a lead consultant for Enjoy & Achieve, who will be highly experienced in the co-ordination, monitoring and review of this key aspect of the CYPP. The role is to lead the work of all contributors to raise standards of attainment across all phases, working closely with colleagues from early years to 14-19 and to closely monitor the work to


ensure it stays on track and delivers, at a minimum, the required impact. Throughout this process, we will ensure the cost-effective use of resources and focus these on the front line. The lead consultant will also work with colleagues in other services supporting vulnerable children to ensure that integrated provision improves for all pupils. School improvement services should improve attainment not only for its own sake but also to meet other outcomes, such as helping more young people in Waltham Forest to get into further and higher education and training and good jobs (pg iii, CYPP). Our experience in providing information, advice and guidance (IAG) and Connexions services throughout London and, through Careers Management Futures, in Waltham Forest in particular, will enable us to make a positive impact on NEET rates in the Council. We are experienced in working across service boundaries to ensure a coherent, strategic and operational response to service delivery for schools which addresses the priorities in the CYP plan and the Local Area Agreement. This will be a critical skill -set for our consultants in the school improvement services in Waltham Forest as a number of key services, such as those relating to pupils with special educational needs, governance, extended services and so on are to return to the Council. VTE&S has been recognised as an expert in this field through our appointment as a regional provider on NCSL’s Multi-agency Team Development programme in partnership with ContinYou. 6.2.2 A Fit for Purpose partnership, 2008 - 2012 We note that, the Council’s new Directorate for Children’s Services will be well into its second year by the time of transition to a new service provider. We anticipate close working relations between key members of the leadership team of our School Improvement Service and the five second-tier postholders who report to the Executive Director. We will establish throughout the transition period, and refine from April 2008, a model that ensures that data and field knowledge are harnessed from across the Directorate in support of school improvement. Waltham Forest has made strong progress in implementing its three- year strategy. Our task is to develop the capacity of Headteachers, governors and staff to secure significant and sustainable improvement in outcomes for learners with the judicious use of outside monitoring, support and challenge. The resources of the school improvement service needs to be centred on working with practitioners in schools. In this way, we will monitor closely the use of any resources to provide strategic support to officers and members. The level of this resourcing will strike a balance between supporting them in the management of change and empowering them to develop their own capacity to drive improvement in the Borough. It is our view that the Council now has greater capacity for self determination and our management structure and resourcing and deployment patterns will take account of a leaner model of operation whilst securing effective implementation of the Children and Young People’s plan. 6.2.3 Provision of Data The Waltham Forest 2005 LSP self-assessment highlighted a number of areas for improvement, including the need to develop a feedback loop between monitoring information and subsequent action to address under-performance. To achieve this improvement the starting point must be the production of data that is not only accurate, ’clean’ and up-to-date, but is also presented in a user-friendly manner to all practitioners, from school improvement consultants to teachers. We plan to implement a data system, Edix Live or a similar piece of software which draws raw data from existing databases to produce multi-dimensional reports, enabling practitioners to examine pupil and school performance at both a strategic and a granular level. The reports produced (either through Edix Live or via EMS as appropriate) will include all of those listed in the Output Specification. With this knowledge, key issues at all levels – pupil, ethnic minority group, disadvantaged group, cohort, school and pan-Authority – can be identified, effective and appropriate interventions implemented and


outcomes tracked. This will be a constant process, building progress continuously and delivering the required feedback so that the Council closes performance gaps. Subject to Authority connectivity and IT specification, we plan to provide secure access to the web-based Edix Live application for a pre-determined network of key staff in the Council. Based on our extensive experience and expertise, comprehensive training and support will be provided for schools and key staff on effective data collection, transfer and utilisation. Files from schools will be transferred via a secure website or the DCFS COLLECT website for statutory returns. Our comprehensive use and understanding of the Capita EMS system enables us to deliver system administration and management services effectively. We will also undertake core pupil house-keeping, data conflict resolution, B2B (Base2Base) imports (for schools using the SIMS product) EMS imports and CTF Management (S2S (School2School) website and EMS). EMS imports will be used for non-SIMS schools. For schools using Capita SIMS software, B2B will be used for automatic weekly transfer of pupil data, including exclusions and detailed attendance data. The data will be incorporated into EMS and the Edix Live data warehouse to provide key benefits to the Council:

• Children’s Services and other practitioners in the Council will have access to near ‘real-time’ exclusions and attendance data, rather than termly data from the Schools Census;

• Minimised data conflicts compared with the import of termly Census files. Data conflict resolution is a pre-requisite for the effective sharing of data and knowledge among a wide variety of practitioners with differing interests and needs. As an example, we produce a monthly Looked after Children (LAC) reconciliation to ensure that all children within this category are appropriately recorded and can access the services they need. Such data conflict resolution is a vital element of enabling LAs to meet the demands of the Every Child Matters agenda. VTE&S will identify a Lead to work with the Council on ContactPoint, e-Caf and Integrated Children’s Systems to ensure integration into the information management strategy. Information Management Seminars will be held once per term to inform schools of the latest updates from the DCFS and any future developments in information management. Schools will receive an electronic data management bulletin a term in advance to identify collections for the following term, the data that will be returned to schools and by what mechanism and where they will access the relevant information for each collection. The bulletin will include details of available training and support. Regular meetings with Management Information System suppliers for schools and the Council will take place and outcomes and actions will be reported to the Waltham Forest Lead. All Authorities are expected to complete a pilot return of the School Workforce Census in January 2009. The VTE&S lead will work with the WF lead to review the state of readiness of schools and the Council and take the project forward with appropriate timelines. This will include, if appropriate, training and support for schools. 6.2.4 Advisory Services for Schools We will build on the current good practice in the school improvement service. However, to achieve a step change, we will strike the right balance between challenge and support, targeting intervention to maximize impact and zero tolerance of underperformance. We have extensive experience in the recruitment, induction, deployment and management of school improvement partners (SIPs). SIPs will lead on the categorisation of schools. We have supported a number of authorities in the South East in the introduction of this initiative and will draw on this experience to further develop best practices in Waltham Forest. This will be done with the minimum


of disruption of schools in the short term. However, by October 2008 all schools’ categories will be confirmed. There will be scrupulous application of the criteria used to determine the categorisation of schools and the level of monitoring, support challenge and intervention they require. Transparency is essential in our use of data and field knowledge from a range of services to categorise schools, if schools are to take responsibility for their own development. All schools will have clear guidance on the categorisation procedures. Headteachers and governors will be in no doubt as to their school’s category , the Council’s view of its progress in addressing key issues and its capacity to improve further. We will promote the self-evaluation of schools by: Analysing the context of each school

Each school is different. No single solution will meet the needs of all schools and the speed at which schools overcome their weaknesses varies widely. Intervention may be needed to focus the leadership of the school on key issues to develop skills and expertise and to monitor and target resources. Schools will be supported in developing carrying out the sophisticated use of data to inform self-evaluation and target-setting.

Measuring the improvement in outcomes Improvement must be measured in terms of outcome targets for learners, both quantitative and qualitative, which are set in relation to the key issues for action in every school. The goal is raising the quality of learning and teaching, narrowing gaps in performance for cohorts and communities of learners and increasing the rate of improvement across the Council. In the interest of learners’ progress, there will be zero tolerance of underachievement.

Developing leadership capacity Schools are ultimately responsible for their own development and improvement. We expect every school to be a good school . We seek to have the highest possible number of schools requiring only light touch monitoring by the service . Our role is to develop the capacity of Headteachers, leadership teams, bursars and subject leaders to pursue excellence.

Supporting governors In order to hold leadership teams to account for performance across a range of outcomes, governors need support in understanding self-evaluation and the informed use of data.

Working in partnership Securing a commitment to sustained improvement in a school requires a partnership involving governors , the Headteacher, the leadership team , staff, parents, external agencies , the community and officers of the Council. School leaders have a responsibility to promote community cohesion and all schools are expected to work in effective partnerships to secure Authority wide improvement

Contact with schools will add value and consultants will have the following specific skills sets:

Effective negotiation, listening and influencing skills Data analysis, interpretation and application Understanding self-evaluation and the development of leadership capacity Recognising locality and community context Ability to provide cogent feedback on performance both orally and in writing with due regard

for the school’s capacity to act on the recommendations made Reporting feedback to Headteachers and governors is not an isolated, summative process. We will set out clearly for Headteachers and governors the focus of the annual cycle of visits to schools made by school improvement partners and involve schools in the planning and execution of these visits. We will involve leadership teams and governors; in our experience the impact on school improvement is greater if visits involve more than the Headteacher. Consultants and SIPs will be well prepared for visits. Visits will be to a set pro-forma and records of visits will be standardised to ensure equity of quality of monitoring across the Council. Timescales will be set for the return of notes of visits to schools and the quality of these will be monitored by


senior consultants. Progress in addressing weaknesses will be addressed in future visits. In this way the reporting process will play a formative role in the improvement of practice. Our approach will take account of the benefits to be gained through bringing families of schools together, areas partnership groupings, federations and harnessing the effectiveness of all existing networking patterns e.g. of specialist schools, to secure a step change in performance. SIPs will play a key role in the brokerage of support for schools. SIPs will be immersed in the comprehensive support available to schools in their phase across all services. For example, if standards are adversely affected in a mainstream school due to poor behaviour management, the SIP will facilitate a co-ordinated support strategy. This aspect of SIPs’ work will be monitored by the phase managers. 6.2.5 Personal, Social and Health Education Support Services Waltham Forest is a diverse Borough facing key challenges that include high rates of teenage pregnancy and obesity. These challenges require highly effective multi-agency collaboration to secure efficient and effective responses. We are the regional provider in London and the South East for NCSL’s Multi-agency Team Development programme and will ensure a coordinated approach to PSHE so that schools benefit from advice and support which is part of a coherent strategy to improve ECM outcomes. In Waltham Forest we will work strategically, in partnership with public, private and voluntary sectors, to realise the aspiration set out in the Vision, the CYPP and the LAA for the development of high quality integrated services, including leveraging the opportunities that will be offered by the 2012 Olympics. We will secure and sustain effective teaching of PSHE, evaluate the quality of teaching and standards of pupils’ achievements and set targets for improvement. We will provide professional leadership and management of PSHE to secure high quality teaching, effective use of resources and improved standards of learning and achievement for all pupils. We will deliver a menu of support services available to all PSHE Co-ordinators, teachers, TAs and staff. This will include:

A comprehensive rolling programme of professional development Support for school councils Targeted work in selected schools to reduce the health and social gap inequalities between the

Waltham Forest average and deprived wards. Support for Family Learning initiatives

In addition we will offer centralised PSHE teacher /coordinator network meetings. We will address CPD opportunities for staff by setting target numbers for the PSHE CPD programme for teachers, nurses and external contributors. We will promote SEAL (Social and Emotional Aspect of Learning) in both primary and secondary schools across the Borough. This will include the support of the SEAL manager who would be responsible for the monitoring and evaluation of the project. To ensure that the impact of PSHE provision on improving outcomes for learners in the Borough is strengthened, we will:

Engage with SIPS and those leading area partnerships/ federations to ensure that PSHE is seen as a mechanism for school improvement and improving the life chances of young people


Work with partner agencies to pool data to identify priority schools and to ensure that funding is directed towards supporting vulnerable young people such as Looked After Children

Carry out needs assessment for external contributors, and plan and deliver training based on latest guidance

Healthy Schools Programme We look forward to working with partners in Waltham Forest to extend participation rates in the programme to meet the requirements of the Local Area Agreement. Promotion will be targeted to those schools and neighbourhoods where there are identified groups of underachieving young people or inequality gaps. Provision will include a wide range of support from email contact to CPD on challenging issues such as religious harassment. Pupil voice The Borough’s May 2005 self assessment identified the need to ‘consult children, young people and their parents in a more systematic, planned way’ and this is clearly an important theme, as shown by the Council’s Values Statement. To address the personalised learning agenda we will encourage schools to use pupils to provide feedback on lesson observations and learning and teaching. Elsewhere we have successfully used pupil forums to research and design a variety of resources such as support for smoking cessation and young carers’ materials. Learning Mentors Schools will be supported in the recruitment, induction and development of learning mentors as a key component of raising pupil achievement. This will be delivered as an integral part of the CPD strategy and workforce reform agenda. We will of course ensure that learning mentors are appropriately vetted. Multi-agency & Extended Services A wide range of multi-agency organisations are already working together in the Borough and it is important that PSHE is developed at a senior and strategic level to ensure coherent policy and practice. We are experienced in this type of context and will work in partnership with a range of groups including the PESSCL and the Food in Schools steering groups, the Prevention of Bullying Group and the Hate Crime Reduction Panel. 6.2.6 Work Related Support to Schools Waltham Forest’s 14-19 Strategy for Learning (2004) and Post-Inspection Action Plan clearly recognise the importance of work-related learning for all. The strategy also acknowledges that the needs of some young people in the age range have been less well met than others. The Education Business Partnership (EBP) has contributed to improving provision for these groups through its programme of social inclusion activities. Staff in our sister company, Careers Management Futures (CMF), have been pleased to support them whenever they can. The 14-19 landscape is changing dramatically. Waltham Forest will be offering the Creative and Media Diploma from September 2008. The revised secondary curriculum which will also be implemented from September 2008 opens the possibility of innovative curriculum structuring as well as a new programme of study geared towards economic wellbeing that will bring coherence to work-related learning, financial capability, enterprise education and careers education. This is a golden opportunity which we will want to take to give the EBP a strategic leadership role in implementing these changes with a wide range of partners, e.g. schools, colleges, Connexions, employers, other education-business link organisations, AimHigher and the LSC. As well as impacting on educational outcomes, work-related support to schools is significant in the context of Waltham Forest’s Working Together (LAA) agreement on worklessness, based on the review of the Community Strategy and the LSP self-assessment of 2005. This is a key issue for the Borough, both in overall terms and because of the inequalities in rates of worklessness between ethnic


groups. We also note that Waltham Forest is one of the few London Boroughs with projected growth in 14-19 numbers in the next few years and, consequently, rising numbers entering the workforce. Work-related support has a strong role to play in providing young people in Waltham Forest with the skills they need to improve their chances of skilled and sustainable employment, especially in view of the huge job opportunities presented by the 2012 Olympic Games. The Education Business Partnership (EBP) will lead the enhancement of work-related support to schools, forging strong links with local employers and providers and involving them in IAG, 14-19 partnerships and institutional governance. We aim to ensure that WF EBP remains the ‘provider of choice’ amongst all the schools. We will ensure that schools are meeting the statutory requirements for careers education 11-16 and work-related learning at Key Stage 4, but we also undertake to enhance provision beyond the statutory requirements:

Careers Management Futures’ audit tool will be made available, and in conjunction with Connexions, we will produce an annual survey of schools.

We will develop support for schools to achieve the Investor in Careers (IiC) award and to demonstrate that they have met the new national IAG quality standards and the statutory requirements.

We will maintain work experience as an entitlement for all at Key Stage 4 even though it is not a statutory requirement and the advent of 14-19 Diplomas will increase the pressure on the supply of placements. Our expectation is that the existing schools will continue to value the EBP-co-ordinated scheme because it is high quality and cost-effective. We know that steps were taken to improve the preparation and debrief of students in 2005-2006. We will rigorously follow this through.

We also put a high premium on using work experience to challenge stereotyping, promote career exploration, enhance employability skills and support learning in other subjects of the curriculum. We will set up an ICT-based project with the advisory service, Connexions, the CLC and schools to enhance cross-curricular learning from work experience. We will help teachers devise a range of work-related learning modules that can be completed during placements and at school using smart phones and computers instead of relying on traditional work experience diaries. There will be a software cost to schools.

The EBP is currently contracted to organise professional development placements for staff. We will prioritise placements that lead to accredited outcomes.

In particular, we will introduce the National College for School Leadership ‘Leading from the Middle’ programme for careers, enterprise, work-related and PSHE co-ordinators which VT Careers Management has experience of running and which includes a teacher placement. There will be a cost for this.

As we are the national managing agents for the DCSF, we will also support the national PSHE certification programme (for which we are currently writing a module on economic wellbeing).

Working pro-actively with the National EBP network and the North London EBP networks we will work to raise participation and achievement of young people across the Borough. We will promote the achievements of the EBP, the employers, schools and students by aiming to win national awards that recognise excellence in work-related learning activities and help to create a culture of aspiration and attainment. We will also work towards the achievement of relevant quality standards from the Centre for Education and Industry (Warwick University) and help schools to gain one or both of their excellence awards. We believe that the EBP has a key role to play in implementing the new non-statutory programme for economic wellbeing at Key Stages 3 and 4 from September 2008. We will implement an EBP support strategy that includes the following:


Consultancy on how to plan and deliver an innovative KS3 curriculum based on development

work undertaken in Surrey and monitored by QCA Provision of core texts for economic and personal wellbeing due to be published by VT

Lifeskills, our publishing arm (the first title to be published in May 2008 is on economic wellbeing at Key Stage 3)

Producing curriculum materials with sponsorship from local employers based on a highly-successful model developed with BAA (see Heathrow: Careers and economy)

Offering the 2K12 Game to interested schools, a careers education activity focused on the London 2012 Games developed for Connexions South London by VT Careers Management

Piloting an after-school careers club to help raise the motivation and performance of Year 7s and 8s who are projected to get grades D-G at GCSE. This concept has been developed by VT Careers Management in association with ContinYou, a community-based learning charity

Encouraging schools to get involved in activities to promote the take-up of science, technology, engineering and mathematics through organisations such as the Science, Technology, Engineering and Mathematics (STEM) Network, the BA-CREST Awards, and Women into Science and Engineering (WISE)

Although the Government’s priority for work-related support is aimed at 14-19, there is evidence that work-related links can contribute to the improvement of primary schools. With this in mind, we propose to introduce a version of the Tower Hamlets EBP ‘business partners’ scheme. This scheme will recruit volunteers from business to be coaches and mentors to children and young people to help them with literacy, numeracy and other curriculum areas and to help to raise aspirations from an early age. We will, of course, ensure that CRB checks on volunteers are conducted as appropriate. We will ensure existing local mechanisms both pre- and post-16 are supported to forge strong and mutually beneficial links including learning resources, facilities provision, visits and mentoring with local employers. We will:

Implement a regional review of EBP arrangements from April 2007 Deliver the Young Apprenticeship programme in Waltham Forest Support the introduction of the Creative and Media Diploma by September 2008 Extend the Young Enterprise take-up in Waltham Forest, building on the success of Forest

School in the North London final in May 2007 Support the work of the Prince’s Trust in the Borough, building on the success of the radio

project at Aveling Park School Provide additional support for and promotion of master classes at UEL

We will work to enable joint plans for developing further provision to build on the enhancement of flexible curriculum pathways, following the successful application to offer Creative and Media Diploma in 2008. Our experience of implementation of other Diploma lines will enable us to support realistic collaborative plans to extend the Diploma entitlement for young people in Waltham Forest in the future. Effective links with employers and higher education, including the Aim Higher partnership, will be developed and maintained to deliver sufficient high quality work-related learning opportunities for those studying the new Diplomas, as well as raising the aspirations of pupils. Working in effective 14-19 Partnerships with productive collaborative arrangements in place is a particular strength of the work of consultants in our 14-19 team. We will work with the LSC and the Borough to ensure that the curriculum offered in Waltham Forest provides a broad and relevant mix of opportunities and the structures and processes to ensure that all learners follow suitable courses. We


will make a significant contribution to the LSC London North 2007-2008 action plan priority one to improve educational opportunities for all young people. To ensure that the September Guarantee is a reality and steps are taken to ensure that vulnerable young people do not become NEET, we will:

Build on the level 1 and level 2 offer both pre-16 and post-16 within the Borough and entry level programmes

In collaboration with Connexions London North, promote EMA take-up amongst those at risk of becoming NEET

Promote effective multi-agency working with our colleagues in the Youth Service and the Police to support NEET reduction strategies as a part of the Council’s 14 to 19 strategy

Develop additional support for young people from ethnic groups with lower than average participation rates and increase engagement in education and training proportionately

Develop mechanisms for increasing the participation in learning and performance of young people in care and leaving care

Review the potential of an offer for young people with learning difficulties and/or disabilities and young offenders

Seek to address the funding gap between current and future ESF co-financed programmes.

6.2.7 City Learning Centre & Schools Media Resource Unit From our knowledge of the work of the Waltham Forest CLC, we recognise the high quality facilities available to the local education community and other partners. We will ensure that it continues to focus on maximising the impact of learning, raising expectations and challenging and encouraging others to make innovative use of ICT. The development of subject and phase priorities will be used to identify and inform innovative uses of ICT to transform learning in, for example, Foundation Stage and PVI settings, developing literacy and numeracy programmes of training and support e.g. developing language for children aged 0-6 years. To ensure that the use of the CLC delivers effective training to support learning and teaching, we will also work in partnership with LGfL to develop ICT resources and projects with Waltham Forest schools as we have done in other London Boroughs. We will use our experience in BSF to work with your BSF partners to support the CLC as a key partner in the delivery of the Waltham Forest BSF Training and Transformation plan. BSF training should be a blend of CLC-based central training and in-school training using CLC staff and the BSF ICT Managed Service supplier should equip the CLC with BSF school equipment and services to facilitate training. The BSF ICT Curriculum Advisor that we put in place will work in close alignment with the CLC. We will explore opportunities for partnership development and bids for funding to support the placement of artists in residence at the CLC and in schools. This will support the development of digital practice across the curriculum, link to partnership with specialist arts and media schools. Additionally, it will support the specialist Diploma development in Creative and Media by providing access to contemporary practicing artists and designers. 6.2.8 Schools Media Resources Unit We will want to maintain and enhance the good work of the Schools Media Resource Unit, with support provided by a specialist member of our staff. Where possible, we will link these developments to the school improvement strategy and a targeted development contract agreed for each school. To develop and innovate we will need to explore opportunities for new income streams and will establish milestones for achieving income targets for services provided to local businesses and the community. We will maintain the loan of outreach project resources for Design Technology and


Control at Foundation through to KS3 from the technology suite and will explore the needs of schools in the development of further loan resources. We will maintain and bid for funding to extend the focus of the TV studio with, e.g. a film maker/producer in residence to innovate projects in schools, develop partnerships and pan-London opportunities (seeking funding from BFI - British film Institute or LAB – London Arts Board). We have experience of using residency programmes developed in partnership with The University College for the Creative Arts, the Surrey Early Years Service and Arts Council England to place artists in residence in Foundation Stage settings and in schools to develop staff skills and model creative learning. 6.2.9 Improvement in Schools causing concern We recognise that the Council already has in place a system of categorisation of schools and has identified those schools which are a priority for improvement. The strategy for schools causing concern will build on the categorisation of all schools and will provide the Council with clear information on the entitlement to and impact of support provided to light touch schools and the effective use of resources allocated to schools causing concern. Further details of early intervention and support are set out in the sections on primary and secondary strategies. We will work with colleagues across the Council and with Headteachers to review the criteria used to determine each school’s category. This will include the analysis of performance, field knowledge from officers, SIPs and consultants working in schools, the views of colleagues in targeted services, diocesan and multi-faith groups, professional associations, external partners Ofsted inspections and from direct contact by Headteachers or chairman of governors. For those schools not currently considered priority schools we will confirm their category by October 2008. This ensures that the decision is informed by the full picture of data on pupil performance 2007/8 SIPs will draw on the wide range of evidence of performance and monitor school effectiveness to categorise schools. Where a school is underperforming, we will ensure the earliest intervention. We will introduce the practice of School Improvement Teams for all schools and these will be coordinated by the SIP. An identified group of consultants and other service providers will work together to pool their knowledge of each school and its issues. Their work will be aligned with that of the SIP and informed by feedback on the quality of governance and the quality of financial management in the school. This will ensure that support and monitoring of leadership and management is not divorced from the advice and support of curriculum specialist and those providing targeted support for vulnerable pupils. We will build on the Council’s strategy for schools causing concern and we will take account of the requirements of the latest legislation. The 2006 Education Act gives a more formal role to the Regional Director of National Strategies (RDNS) in the categorisation process. We will of course categorise schools, as do the RDNS, using the following criteria :

• Low attaining schools: that is, schools below the floor target at KS2, KS3 or KS4, including 'hard to shift' schools at KS2

• Underperforming schools, but not below the floor target: that is, schools where the progress made by large groups of pupils is significantly below average. [e.g. the KS1-2 or KS2-4 CVA is significantly below average, including identification of underachieving groups]

• Low attaining and underperforming schools: schools where attainment is below floor target and progress made by pupils is significantly below average

• Inadequate schools: schools that require special measures, significant improvement or are in an Ofsted 'legacy' category (e.g. serious weakness)


• Other vulnerable schools: schools identified by LAs or through data analysis as at risk of missing key floor targets or in the bottom quartile of CVA measures; any school recently removed from an Ofsted category, including for references to poor behaviour; schools deemed as having poor behaviour or priority schools for absence.

Our strategy for the categorisation of schools requiring intervention will also be augmented to recognise and include important local Waltham Forest factors, such as those related to socio-economic issues, faith, race, language and culture. We will be focused on monitoring of schools’ finances. Schools with large deficit budgets, large carry-forwards or governance concerns may also become priority schools for intervention. We will work closely with the RDNS and other agencies such as London Challenge, London Leadership Strategy, the National College for School Leadership, the Specialist Schools and Academies Trust and the Institute of Education. We will ensure that RDNS and others are fully aware of the strengths to be found in provision in the Council as well as the challenges faced by schools in Waltham Forest. We will ensure all available additional resources at their disposal are used to support schools causing concern and to promote case studies of effective practice. We will make judicious use of interim management strategies in early intervention and in schools causing concern. Given the Borough’s difficulties in Headteacher recruitment and the age profile of current Headteachers, we will identify a pool of leadership talent within the Council and its neighbours that can be deployed at short notice if necessary. A register of schools causing concern will be maintained so that members, officers and key service personnel are well informed about the key issues for improvement in schools causing concern and their rate of progress in moving off the intervention and support programme. We will meet deadlines for the production of LA commentaries following the imposition of a notice to improve or special measures as we will already have the necessary contextual information to inform our intervention plan. Each priority school will have a Lead who will evaluate the impact of all intervention. This will be carried out termly and reported on to senior officers and elected members as required. The Lead will ensure that each priority school has a team of consultants well briefed in the strategies required to address the key issues of concern. The Lead will also co-ordinate the input of professionals from any other service involved in the school. Each school will be clear on the outcome measures which will be used termly to monitor their progress in exiting the priority schools programme. Headteachers will report on progress on each outcome measure to the Lead. Three governors per school will be expected to work with the Lead in developing the school’s own ability to challenge underperformance and sustain improvement. In this way we will provide continuity of support, monitoring and challenge to those schools currently in an Ofsted category and target intervention on those schools currently deemed at risk of receiving a notice to improve or being placed in special measures or the National Strategies criteria for causing concern. We will turn round schools in Ofsted categories quickly. One year after our contract start date, we intend to have no new special measures schools, as we will have identified those causing serious concern and improved them. Those not improving will have received a warning letter leading to statutory intervention. If there is still no improvement, we will advise that the school should be closed or transformed into a Trust or Academy, or placed into a hard federation. At any one time after a year into our contract, we will have no more than three schools with a notice to improve. We have experience in the judicious use of additional powers including expertise in the support and guidance required to maximise the potential of Interim Executive Boards (IEB) and the impact of additional governors. We will make use of our cohorts of Advanced Skills Governors (ASGs) to enhance capability in governing bodies.


It is initially the school’s responsibility to respond to the evidence and advice offered. Should the school fail to respond adequately then we will send a formal warning notice to prevent failure. We will then take action to modify governance and management, by the use of an ASG or IEB, an interim executive head or consideration of removal of delegated financial powers. 6.2.10 Primary Strategy and other education strategies and initiatives Waltham Forest is an improving Authority and there is much to celebrate in the achievements of its primary schools. We look forward to the challenge of building on these improvements and supporting schools in managing the rate of change which is required if the Council is to make a step change in performance to meet its aspirations for every child. To achieve a step change in performance, a high profile campaign is required in the primary sector to engage the key stakeholders and practitioners in the standards agenda for the Borough as a whole. The emphasis will be different in the three areas of the Borough, but only in the scale of support from consultants and targeted budgets for individual schools. It will build on the work already being done to accelerate the rise in standards and improve the variability in rates of progress between and within schools. We will harness the roll out of extended services, multi-agency locality teams, Building Schools for the Future and the Council’s Pilot status in the DCSF Primary Capital Programme to improve outcomes for learners across the Borough. We will support heads in retaining a focus on standards at a time of rapid education change and avoid initiative overload. Our approach to school improvement is predicated on the deployment of excellent SIPs, highly experienced and successful consultants acting as brokers between schools and other parties to ensure that schools focus their energies on the key issues to address in raising standards, well supported by outstanding advice support and guidance. Each school will receive a core programme of analysis, priority setting, development planning and self-evaluation as the basis for raising standards so that these are in line with or above national averages/statistical neighbours. SIPs will deliver on average five days work with each school. The first step with each school will be to understand its local context and analyse data to identify challenges and trends. This analysis will refer to Raise Online and Fischer Family Trust to ensure that schools set realistic challenging targets for all year groups. The new statutory targets for 2009 will underpin this work in Waltham Forest by focusing schools on higher expectations of progress and consistency of achievement. From the analysis of data, targets and target setting, schools will identify priorities for which SIPs will broker support in partnership with the Primary Strategy Manager (PSM). This will ensure that appropriate programmes are targeted specifically at schools’ needs. Our School Improvement Partner (SIP) leads will co-ordinate the recruitment, deployment and training of SIPs in line with national expectations. SIPs will offer support and challenge to all schools in setting and getting targets. SIPs will lead on the categorisation of schools using the current Waltham Forest system or developing an improved version if necessary. SIPs will be drawn from a mixture of experienced full-time consultants and serving Headteachers working in partnership with Primary Strategy Consultants across the Borough. The uptake and impact of these programmes and other resources will form an essential part of SIPs’ work with schools on self-evaluation. An important function of SIPs will be to monitor school effectiveness and ensure accurate categorisation so that tailored support programmes can be differentiated by type and time to have maximum impact. Governors in all schools will receive an annual report on the progress being made by their school.


SIPs will manage continuity of leadership when there are changes in headship through a programme of Supported School Review. Each Headteacher new to a school will receive three days of support over the first year. This will focus on existing self-evaluation and priorities to ensure sustained momentum and the involvement of governing bodies in the process. We will provide new Headteachers in their first headship with a personalised four-day induction programme including consultancy and workshops tailored to meet their needs and the needs of their schools. This will be based on a needs analysis undertaken, in conjunction with the SIP, on appointment. Each new Headteacher will be supported by a trained mentor drawn from experienced Headteachers within the Borough. SIPs will broker this support. An updated version of the PNS Primary Leadership Programme adapted to take account of the local authority context will focus on improving progress and raising standards across senior leadership teams in schools where leadership capacity needs strengthening with a view to raising standards. Consultant leaders will provide additional support and challenge to leadership teams. Schools in difficulties deserve the highest quality leadership. We have experience in supporting schools through the provision of high quality interim Headteachers and senior leaders. For schools in challenging circumstances, we will provide support through the use of executive Headteachers from successful schools to enable rapid improvement and recovery. The current programme to support aspiring leaders within Waltham Forest will be developed to ensure that there is a strong pool of future Headteachers to lead the Borough’s schools. We have much experience in the appointment of Headteachers and other senior leaders in schools. The Primary National Strategy (PNS) will be coordinated by a Primary Strategy Manager (PSM) who will ensure delivery to schools in proportion with the identified priorities for Waltham Forest. The PSM will monitor the achievement by schools of primary targets and targets associated with other government education initiatives. The PSM will organise deployment of PNS consultants to provide support for priority schools. The most needy schools will receive up to 20 days of support. In carrying out this task, the PSM will work closely with the SIP Manager to ensure that SIPs and PNS consultants work as a team, particularly in schools causing concern. The central training programme will be built around new initiatives within the PNS to enable primary schools in Waltham Forest to readily access new materials and use them to raise standards. We have extensive experience in delivering training locally on new initiatives such as the introduction of the new frameworks for literacy and numeracy. This has been done through central training events to raise awareness and in individual schools to support effective implementation. All consultants observe our quality standards for trainers and evaluations are carefully monitored to ensure quality. We will identify those schools which will benefit from intensive support and provide them with up to 20 days of consultancy. Each year will start with an audit of need and an action plan will be drawn up with clearly defined outcomes to be achieved. Provision will be tailored to support the school in achieving the necessary improvements. A summary evaluation will take place at the end of the year. Consultants have experience of devising specialist subject programmes including English and mathematics weeks to raise the subject profile and give an intense boost to subject knowledge. We have developed effective practice in disseminating the materials in ‘Excellence and Enjoyment – Learning and Teaching in the Primary Years’ and have gained insights into the design through working with the authors and running conferences for Headteachers on specific aspects. For those schools where standards are very low, typically below the 65% floor target at Key Stage 2, we will continue to implement the Intensifying Support Programme (ISP). This has proven to be very successful in reducing the number of schools falling into this category because of the rigour it brings to Leadership and Management and the engagement of all staff with the key priorities in learning and teaching through professional development meetings (PDMs). Alignment across consultant and


advisor teams is essential to maximise the impact of ISP in accelerating progress and improving the quality of provision. A lead advisor will be deployed to ensure that support and challenge for these priority schools is delivered consistently and remains focused on raising attainment. We will maintain subject co-coordinators networks and link these with the work of Primary Strategy Learning Networks to support local implementation of effective practice, for example in using the new frameworks for literacy and mathematics. VTE&S has a centre of excellence in ICT and the consultancy available to schools in Waltham Forest will be enhanced by their experience in other Authorities relating to Building Schools for the Future. We have extensive knowledge of delivering the Strategic Leadership in ICT Programme on behalf of the National College for School Leadership (NCSL). Through this and other work with NCSL on leadership development and Headteacher induction, we have experience of developing blended learning and have made specific use of learning platforms to extend the learning space available. Our work in Surrey as a pilot Authority in developing the English as an Additional Language (EAL) Programme has become a hub for delivery of the national programme and support for other local Authorities. PNS literacy and mathematics consultants have worked closely with the EMA service to co-ordinate approaches so that wider classroom practice has benefited from the strategies devised for EAL pupils. We will use this experience in devising and delivering PNS services to schools in Waltham Forest, particularly the use of the EAL Toolkit provided by the PNS. We have specialist consultants in the development of Modern Foreign Language programmes for primary schools. This work has been a strong feature of our consultancy for the last 15 years and we have particularly welcomed the national focus on MFL for all primary pupils. Our consultants have national reputations for work in this field. We have experience in delivering this initiative through Primary Strategy Learning Networks (PSLNs) and through the use of foreign language assistants based in hub secondary schools. We will make use of existing networks in developing a programme for Waltham Forest. PSLNs are also an effective vehicle for the development of the SEAL (Social and Emotional Aspects of Learning) programme and we have experience of Authority wide roll out of this programme. We will ensure that all schools have access to the materials associated with the programme and that consultants are effectively trained to support its delivery. We will also re-invigorate the Primary Strategy Learning Networks (PSLN), examining their effectiveness and supporting them where necessary. We will do this through our local Primary Strategy Consultants, in conjunction with the RDNS and the London Challenge (LC) as well as linking with the London Leadership Strategy, an arm of NCSL, presently funded by the LC. We will expect the schools to link with other appropriate schools in London using the data in the Families of Primary Schools produced by the LC. We will support schools in making good use of this data to challenge their performance through robust comparison with others and develop effectiveness through the sharing of good practice. A priority focus on the gifted and talented will be essential. Support for this will be available through the London Gifted and Talented (LGT) organisation set up by LC. The recent National Strategies focus on identifying Leading Teachers for Gifted & Talented will build capacity and strengthen this work across the Borough. Use of the London Grid for Learning (LGfL) will also be encouraged to support teachers with gifted and talented pupils. We have an excellent track record of raising achievement in the Foundation Stage. The key issues for Waltham Forest in the Foundation Stage are to raise achievement overall and in particular in Communication, Language and Literacy (CLL).

Recent results indicate that within CLL, linking sounds and letters and writing are the weaker strands. To address these issues the CLLD hub will be maintained and strengthened to ensure that the key


messages from the Rose Review of early reading are fully implemented in schools. This work will build on current effective practice to share and develop expertise across schools and advisors in Waltham Forest and provide support for other local Authorities involved in the hub. Clear links need to be maintained with Ethnic Minority and Pupil Achievement Service (EMPAS). FSP moderation will be rigorous and systematic with 25% of schools / settings visited each year and every school / setting using the profile invited to attend standardisation meetings on a termly basis throughout the year. The standardisation meetings will include an element of training as well as giving opportunities for practitioners to discuss and agree their assessments. An expectation will be placed on schools / settings that a Foundation Stage practitioner should attend at least 2 of the 3 sessions. The introduction of the Early Years Foundation Stage (EYFS) in September 2008 will be the focus for training and development in the Foundation Stage. Training will be offered to both the maintained and private, voluntary and independent (PVI) sectors. Joint training on aspects of EYFS will strengthen the links and develop partnership between the sectors. This will be developed further through a system of linking schools with their feeder settings to promote good practice through joint in-service training and visits. Training will also be offered to practitioners new to working in the Foundation Stage and to those new to working with the FSP. To gain a picture of provision in the Foundation Stage within Waltham Forest a percentage of maintained and PVI settings will be visited in the first year of the contract. A report will be written as a result of the visits which will focus on strengths and areas of development to inform future actions and training. The report will be made available to all schools and settings. Children’s Centres will become central to integrated high quality education and childcare and will act as hubs of good practice in the local area providing outreach and support to local schools and settings. SIPs will be involved in monitoring Children’s Centres that are based in schools to ensure high quality provision meeting the needs of the community. We have participated in national pilot work to develop smooth transition between the Foundation Stage and Key Stage 1 and will use this knowledge for the benefit of schools in Waltham Forest so that increasingly pupils working within Key Stage 1 benefit from continuity of approaches developed within the Foundation Stage. The new government initiative, Every Child a Reader (ECaR), will be a key strategy in raising standards in reading at Key Stage 1. This unique collaboration between charities, the business sector and government is funding the training of Reading Recovery teachers in areas of high social need to implement a range of targeted interventions to meet the needs of children with literacy difficulties. We have extensive experience of the use of Reading Recovery and its sustained success with children experiencing significant difficulties with reading and writing. We have been fortunate in securing ECaR funding to train a Reading Recovery Teacher Leader. A ‘layered’ approach to intervention is being developed to support children in meeting age-related expectations, with 1:1 daily support for those whose needs are greatest and lower-key interventions for those who need a little help in catching up with their peers. We will support the development of ECaR in Waltham Forest to provide highly trained teachers and teaching assistants to work with children struggling with reading and writing in order to enhance progress and achievement. This work will build on and complement the Talking Partners intervention programme for speaking and listening currently being developed in the Borough. In mathematics, achievement at KS1 is just below the national average but declines at KS2. Achievement at higher levels in both KS1 and KS2 is low. At KS1 this picture could be attributed to high levels of EAL. At KS2 it would suggest that pupils do not progress as well as they should which raises questions about expectations. We look forward to working in partnership with Headteachers and


leadership teams to undertake further analysis to verify the picture across the Borough and in specific schools. It is our practice to rigorously monitor KS1 assessment through termly meetings for teachers and moderation visits to selected schools. Schools are chosen randomly but field knowledge may also be used to determine a visit where concerns have been raised. Our expectation is that formal monitoring will take place in a 25% sample of schools each year and this will take account of field knowledge from SIPs and PNS Consultants. Arrangements for the administration and monitoring of KS2 tests will be undertaken in line with national requirements. Advice in special arrangements for pupils sitting tests and for disapplication will be provided where necessary. Random monitoring of test arrangements and storage of papers will take place annually and any complaints will be rigorously investigated using our standard procedures, which are respected by officers at QCA. 6.2.11 Secondary strategy key stage 3, 13-19 and other education strategies and

initiatives We recognise the significant challenges faced by Waltham Forest in raising achievement, particularly that of children living in certain wards and children from some BME groups. Our experience and expertise gained in supporting and challenging over 100 secondary schools has shown that we can address these challenges by bringing schools together in learning partnerships and working with a range of agencies to share the benefits of specialist schools. We know that schools often develop good ideas in isolation. These will be shared through formal and informal partnership of schools. We will work with governing bodies and senior leadership teams to establish ‘soft’ federations, facilitated by our SIPs through the relationships they develop with stakeholders. For example, we have paired a high performing school with a school in special measures under an executive head. This has already led to improved achievement and increased number of rolls in the failing school. Developing similar collaborative learning partnerships will be particularly effective in Waltham Forest to address the wide discrepancies between and within secondary schools as shown in the 2007 performance. This ranged from 24% 5A*-C including English and mathematics, to 64% 5A*-C including English and mathematics. We will support schools in contributing to the development of a learning culture between and across London schools. An examination of the London Challenge Families of Secondary Schools data raises significant questions about performance and improvement. We will encourage schools with similar intakes to learn from the best practice of their group and, depending on priority category, to support focused visits and exchanges between the schools. We will ensure that the benefits of having specialist schools in the Borough are felt as widely as possible across it in order to raise aspirations. Working closely with those schools and the Specialist Schools and Academies Trust (SSAT), we will

• map the community elements of each specialist school and suggest ways in which value can be added to the local educational stock

• review the individual specialism and suggest ways in which good practice can be shared more effectively with other schools.

We will work closely with Headteachers to facilitate this work and disseminate the good practice. Each school in LWBF will receive a core programme of analysis, priority setting, development planning and self-evaluation as the basis for raising standards so that these are in line or above national averages. SIPs will deliver on average five days work with each school. The first step with each school will be to understand its local context and analyse data to identify challenges and trends.


This analysis will refer to Raise Online and Fischer Family Trust to ensure that schools set realistic challenging targets for all year groups. The new statutory targets for 2009 will underpin this work in Waltham Forest by focusing schools on higher expectations of progress and consistency of achievement. From the analysis of data, targets and target setting, schools will identify priorities for which SIPs will broker support in partnership with the Secondary Strategy Manager (SSM). This will ensure that appropriate programmes are targeted specifically at schools’ needs. Governors in all schools will receive an annual report on the progress being made by their school. Our SIPs are experienced in providing training for Governors and we will develop this approach in Waltham Forest. School Improvement Partner (SIP) leads will co-ordinate the recruitment, deployment and training of SIPs in line with national expectations. SIPs will lead on the categorisation of schools using the current Waltham Forest system or developing an improved version if necessary. SIPs will be drawn from a mixture of experienced full-time consultants and serving Headteachers working in partnership with Secondary Strategy Consultants across the Borough. The challenge and support role of the SIPs extends to the sixth form in 11-18 schools. We will ensure that all SIPs receive CPD which meets both the needs of the LA and individual needs. We will ensure effective dissemination of field knowledge about schools between SIPs and other LA officers by holding termly cross-service network meetings. We have found that providing a VLE for SIPs has eased communication and has led to exchanges of best practice. We would wish to establish a similar system in Waltham Forest. We will work with schools to help them become more innovative and to take a wider view of school improvement by promoting the following features; Organisation of learning

• The personalisation of learning. Organising learning that meets individual needs • Improving tracking and monitoring of pupil progress • Modification to group sizes to include large master classes as well as small groups and one to

one learning. This reflects new modes of learning as well as meeting the learning needs of pupils with SEN or EAL.

• Engagement of pupils as active partners, with responsibility for participating in designing their learning and providing feedback.

Learning Methods

• Structured project based learning, where appropriate, that encourages skill acquisition such as independence, critical thinking, group and social skills and a work ethic.

• An explicit focus on higher order thinking skills through a coaching approach to encourage pupils to learn how to learn and teach themselves

• Independent learning with the provision of digital portfolios, evidence of group based learning and high level ICT skills.

• Emphasis on stimulating creativity and enjoyment in learning. • Learning will incorporate the culture, diversity and richness of London.

Curriculum • Support for schools to remodel the curriculum and ensure the design takes account of prior

learning and experiences and helps pupils to develop the full range of knowledge, skills, understanding and attitudes. We will particularly offer support and guidance on creativity in the curriculum. It is important to use Music, Drama and Art as means to engage learners and


to promote community cohesion in a culturally diverse Borough. The Creative Partnerships will play a crucial part in this process.

• Increasing curriculum breadth by supporting the delivery of some lessons remotely using video conferencing.

• Internship for older pupils that replace traditional work experience, allowing enhanced engagement in the work place and real life learning opportunities.

• Provision of specialist consultancy to improve post 16 success rates at Level 1 to 3 and to improve participation rates post 16.

Assessment • Plan with pupils how they will meet assessment criteria in stages, as appropriate, including

self-evaluation. • Engage schools with the best assessment practice from the National Strategies with a

particular focus on Assessing Pupils Progress in English and Mathematics to drive up standards. • Regular evaluation of the effectiveness of formative and summative evaluation strategies. Support for Academic Mentoring

• Support pupil progress on an individual basis through advising and coaching • Schools to allocate and match learning guides to pupils to specifically focus on how the pupil

is progressing in their learning. Provide positive role models for boys and pupils from minority ethnic backgrounds.

• Enhance engagement of the family in pupil learning and draw in individuals from the wider community to use their skills and talents in mentoring schemes with positive role models for pupils (with appropriate vetting in place)

• Provision of study support and out of hours learning and enjoyment through promotion of Extended Schools. This will not only give pupils from disadvantaged backgrounds additional access to and support for learning but will place the school at the heart of the community.

Example of a Response to Identified Issues: Analysis of secondary school performance at Key Stage 3 shows improvement from 2001 by average points score but a flattening of results over the last three years where Waltham Forest is consistently 6%-8% below the national average in all core subjects. At Key Stage 4 there is evidence of an improving trend from 2004 to 2007. Nevertheless only five secondary schools are performing above the national average on 5A*-C with English and mathematics whilst the majority, twelve, are below. There is also a wide range of performance between schools ranging from 64% 5+A*-C with English and mathematics to 24% 5+A*-C. with English and mathematics. We agree with the approach of the 2020 Vision Report on Teaching and Learning and would implement a system wide focus on achievement for all to narrow attainment gaps. We will work with Headteachers, staff and pupils in order to deepen our understanding of school based issues but initial support is likely to include working with target schools as follows:


PriorityKS3 Improvement School and LA Action

Provide effective support for low attaining and underachieving pupils. Set challenging targets for Key Stage 3 core subjects for each school, so that pupils make two or more National Curriculum levels of progress from Key Stage 2.

• Plan the use of funding to support personalisation of learning that focuses on each child’s learning in order to enhance progress, achievement and participation. Investment results in better than average rates of progress.

• Target funding towards the needs of low attaining and under-performing pupils such as white working class boys and Turkish pupils.

• Establish a school based intervention/improvement team with key subject leaders, teaching assistants and an effective member of the senior leadership team to strengthen, focus and target more effectively their provision and support for under-performing and lower attaining pupils. Pupil voice to feed into the strategy.

• Utilise selected National Strategy materials including study skills and catch up programmes. • Ensure funding and expertise from London Challenge is targeted to effect improvement in pupil outcomes. • Plan the use of consultancy support (range of sources, neighbourhood schools, ASTs, Excellent Teachers,

KS3 consultants and advisors) to review and refresh provision for pupils working below national expectations.

Prepare for effective transition from KS2

• Arrange and fund pre-entry support with family activity days and summer camps as a fun introduction to secondary schooling.

• Review teaching materials and make use of bridging units and other support programmes to ensure pupils make a flying start in Key Stage 3.

• Review pupil-level data to inform KS3 pupil grouping and target setting. • Group vulnerable pupils together for core subjects, as in a primary model with TA support. Ensure pupil

progress reflects additional funding and resource investment. • Ensure assessment and testing is focused on the progress made by pupils during the school year and verifies

improvement in performance of individuals and groups. Reference two levels of NC progress during Key Stage 3.

• Ensure transition information and data is available and understood by teachers and support staff to inform teaching and learning.

• Promote primary/secondary teacher liaison including lesson observations and review of test papers. • Review attendance patterns and support the school in taking action.

Focus on KS3 teaching and learning.

• Use data and information with the knowledge of factors that influence pupils’ progress to shape teaching and assess impact.

• Set up a personalised classroom with a strong inclusive teaching plan that allows for individual engagement, targeted support, a degree of choice and respect for the range of abilities, culture and interests of the class.

• Match high quality teaching to the different and developing abilities of pupils, focused on breaking down barriers to learning and progress and underpinned by high expectations.

• Regular monitoring of progress and rapid response at the point where pupils are in danger of falling behind to produce a relentless focus on pupils ‘keeping up.’


• Dialogue between teachers and pupils encouraging the exploration of ideas through talk, asking and answering questions, listening to teachers and peers to build on the ideas of others and reflect on learning.

• Supporting teachers to use AfL effectively • Support teachers to improve their teaching through Leading in Learning programmes • Collaborative relationships that encourage all pupils to participate, work independently and in groups, enabling

teachers and pupils to move learning forward together. • Judicious use of whole class teaching as well as paired and group work. • Use of open ended tasks, with pupils individually or in groups, based on specific projects or areas of enquiry. • Development of pupils’ appetite for and attitude to life long learning. • Offer study support and out-of classroom learning that gives pupils from disadvantaged backgrounds additional

access to and support for learning. • Utilise the Gifted and Talented Quality Standards to drive forward excellence and enrichment for all pupils.

Build on the work of EiC regarding gifted and talented pupils. Ensure that gifted and talented pupils are not overlooked because they are members of underperforming groups

Priority KS4 Improvement Improvement Framework

Prepare effective support for low attaining and underachieving pupils. Set challenging targets for KS4, in English and Mathematics, for each school, so that pupils make two or more National Curriculum levels of progress from the level attained at the end of KS3. Prepare teachers to undertake teaching at A level in the light of plans to provide this

At Key Stage 4 we will work with schools to further develop strategies from Key Stage 3. In brief the school improvement framework will address:

• Knowing about standards • Pupil tracking • Target setting • Intervention

Improving the conditions for learning • Positive classroom climates • Classroom management • Emotional health and well being

Establishing a learning community • Building a learning community • CPD based on collaboration and personalisation • Supportive policies and structures

Building leadership capacity • Vision and expectations • The roles of leaders and the styles they use • Leadership competencies

Improving teaching and learning • Designing effective lessons • Learning styles • Teaching repertoire • Creating effective learners

Providing an engaging and appropriate curriculum • Breadth and relevance • Customisation • Literacy and numeracy including Functional Skills • Learning skills.


We will re-visit the London Student Pledge, encouraging all schools on behalf of their pupils to take up the revised pledge. We will ensure that all pupils have a proper record of what they have experienced. There appears to be a need to develop more Advanced Skills Teachers (AST). These staff can be used the equivalent of one day a week in another school other than the one at which they are employed. Existing ASTs need to be used to the full to cross fertilise good practice between schools, especially into those causing concern. We will establish a framework, in partnership with Headteachers, to get the best for all children in the Borough from ASTs. VTE&S is the national assessment agency for Advanced Skills Teachers and Excellent Teachers and is experienced in using ASTs to make a real difference across networks of schools. 6.2.12 Ethnic minority, traveller and asylum seeker achievement For too long, groups such as Black Caribbean boys have been disproportionately represented in exclusion figures. We will work with schools, agencies and other organisations within the community and voluntary sector to tackle this serious issue. A senior consultant within the school improvement team will have responsibility for the strategic overview for EMA to ensure that discussions and decision making at a high strategic level focus on ethnicity and achievement. VTE&S will manage and provide an effective and integrated EMPAS service which will focus on pupil achievement as this is the fundamental rationale of the Ethnic Minority Achievement grant provision. We will integrate the central EMPAS advisory team with the Primary and Secondary Strategy teams. Specialists will collaborate effectively in devising programmes of targeted support which allow the sharing of skills and knowledge and avoid the duplication of resources. In this way, EMPAS work is not marginalised and the expertise informs the work of all consultants in schools. We will ensure that resources are deployed effectively. EMA funded consultants will have specific core time devoted to supporting schools with EAL/EMA issues. This will allow innovation in dealing with issues such as mobility, supporting new arrivals with little English and working with specific underachieving groups of pupils. It will also ensure the capacity to provide school-based training on EAL for all staff is in place and that EAL/EMA audits can be carried out with schools. We will work with schools on pupil level data to identify BME pupils who are underachieving and may have the potential to improve performance. With this information, ensuring resources are targeted to make a real difference in terms of examination grades to specific pupils. This could be in terms of additional mentor support, provision of small group or private tuition and additional examination revision support. A coherent strategy will be drawn up to target the raising achievement of Black pupils focusing on key secondary schools. This will be based on successful strategies used in a number of schools (such as Hamstead Hall School in Birmingham and St Bonaventure’s in Newham) highlighted by the DCSF and the Specialist Schools and Academies Trust. Expectations will be set as soon as a child starts in their school in Year 7 which will include a strong home-school partnership. A personalised focus on these pupils is essential to ensure they succeed to including close tracking, academic mentoring and building on success. This strategy will also have a major impact on the rates of exclusion. A similar strategy will be used to raise the achievement of Turkish-speaking and Somali pupils. These pupil groups underachieve relative to other groups throughout the school system. Two advisory groups could be set up consisting of school staff, community


representatives and advisors. The groups should look at good practice which is available in Borough schools and outside and come up with a number of key recommendations for addressing these issues for implementation in 2008/2009. Partnerships are critical for successful EMPAS work to raise achievement. We will work in close collaboration with a number of different partners:

• Cooperating fully with National Strategy consultants on programmes such as the ‘Black Pupils Achievement ‘ programme and the ‘New Arrivals Excellence Programme.’

• Working closely with local parent, community and faith groups representing ethnic communities. This would include local supplementary education providers.

• Working with a range of service areas such as Education Welfare, Education Psychology, SEN and Early Years teams.

• Working with successful schools and local Authorities throughout the country which have examples of excellent practice in order to bring that success into Borough schools

A strong emphasis will be put on developing and enhancing the relationship with supplementary education providers. This could be through through the setting up of a Supplementary Schools Forum which may ease the accessing of grant funding as well as facilitating communication. Support could be provided to schools on learning and teaching, resources and on accommodation. We will manage a highly effective and inclusive Traveller Education Service (TES). It will meet at least the required performance standard and focus on attendance and achievement. It will draw on the excellent practice of pathfinder LAs. We will ensure that the traveller service is integrated within school improvement. We will ensure that the traveller service is not only within the School Improvement Service, but is managed within the Primary and Secondary Strategy teams. This will mean that the TES staff will benefit from the knowledge of colleagues around literacy, numeracy, SEAL and behaviour for example. They will also be able to provide useful information to colleagues on traveller pupils in schools. There is a need to maintain a data base of asylum seekers, managed within the School Innovation Service and closely linked to the Strategy consultants. This may involve close working with schools and a range of other agencies such as housing and care services. Support for the educational needs of asylum seekers could be organised through additional funding for strategy consultant time. This will mean that support for these pupils is part of mainstream advice provided by all consultants but specifically through EMPAS. A guidance booklet on supporting new arrival children in school, including refugees and asylum seekers, will be published within the first year of contract. Training will be provided for school staff specifically around Refugee Week in June. 6.2.13 Training and support for Headteachers, staff and governors VTE&S will be rigorous and robust in its challenge of practitioners in an effort to ensure the Council achieves a step change in performance. We are skilled in balancing pressure and support and recognise the importance of the professional development of the workforce. At a time of rapid educational change, we applaud the expectation set out in the 2020 Vision (Gilbert) that the Council should harness the local knowledge about what works, combine this with insights from other Authorities and maintain sound structures for the dissemination of good practice. Our approach to professional development is not focussed narrowly on the provision of external training for staff. Through imaginative use of the web, blended learning, networking,


courses and events we will ensure that schools workforce keeps up to date and is equipped to respond to new legislation, national priorities and good use is made of Standards Fund and special grants. We have drawn on our expertise and experience from working in a range of Authorities, including Reading, Sutton and Surrey. We will deliver training and support that is tailored to the needs of Headteachers, staff and governors and which takes account of the stage their school has reached in raising its performance and the context of large-scale educational change. We will offer a wide range of management and administration training courses, building on the understanding of each school’s context and specific needs. We are experienced in managing a wide range of support, for example: • Headteachers

o Introduction to finance course for Headteachers and Deputies o Financial control procedures course giving a better understanding of controls

required to protect assets of the school • Bursars and finance staff

o Four day introduction course covering financial overview, budget planning and monitoring, operating a local bank a/c, Standards Fund, accounting on SIMS – FMS, period end theory

o CPD courses for improving skills, planning and monitoring, termly briefing sessions, conferences

o Preparation for audit and Ofsted requirements o Extended schools

• Governors o Introduction to school finance, planning monitoring

6.2.14 Support and training for teachers and support staff Provide support and appropriate training to Headteachers, deputy Headteachers and School management teams In Waltham Forest we will establish a Leadership Development and Succession Strategy. The strategy will be based on characteristics that enable effective urban leadership. A leadership development advisory group team made up of school leaders, governors and key local Authority officers will be consulted and informed at each stage of strategy development. This team will agree the range and level of provision made available to teachers and school leaders. It will ensure that new heads are supported effectively and that senior leadership teams have the skills to raise standards. We will develop a framework of provision which will clearly define the support and training opportunities available to school leaders at their different career stages. It will show links to programmes accessed through the National College for School Leadership. Key elements of this provision will includes some of the following: Current Heads

• Headteacher Induction Programmes • New Headteacher Residential Events • Improving educational standards • Data analysis to support assessment for learning, including Raise Online • Leadership and management of diversity and inclusion • Early Years Foundation Stage framework • Characteristics of effective urban leadership


• Support and advice in considering innovative models of school leadership. • Interim leadership

Aspiring Heads

• Deputy and Assistant development programme to support career progression • Identification of teachers with talent and leadership potential • Aspiring Leaders CPD Programme • Self –review and career management programme • Engagement in the NCSL Fast Track Strategy • Engagement in NCSL Multi-agency Team Development programme

(VTE&S is a regional provider for this programme) • Talent pools for Advanced Skills and Fast Track Teacher Network • Opportunities to experience leadership in different settings • Sign posting to London Challenge and NCSL training opportunities • Local NPQH Graduate Programme to ensure career progression where appropriate

We will support self-evaluation and leadership development in Waltham Forest Schools. This will include:

• An active leadership area on the Waltham Forest Website with direct links to the NCSL Leadership Network

• Engagement with London Challenge and NCSL Urban Leadership Programmes

• Briefings and guidance to develop effective performance management, use of revised professional standards, professional learning and how they relate to and enable school improvement

• Resources to support the evaluation of the effectiveness of performance management and its relationship to professional learning and school improvement – leadership development

• Advice and resources to support and encourage career progression (A Passport for Leadership Learning)

• Talent management strategy guidance, which defines talent and leadership potential and how this can be managed

• Tools to enable talent and potential to be identified and managed – using the ‘eteach’ talent management tool

• Opportunities to join talent pools – networks for aspirant and existing leaders We will develop a provision framework which will clearly define the support and training opportunities available to teachers and school leaders at their different career stages. It will show links to programmes accessed through the National College for School Leadership. Local provision will support national provision and avoid duplication. We will bring the leadership development advisory team together with a similar advisory team in Surrey to share experience and best practice. We will establish development experience placements with private and voluntary sector organisations through commercial partnerships established through our delivery of vocational training and relationships with organisations such as ContinYou. Provide access to induction programmes and national training programmes for Headteachers We will work in partnership with the Government Office for London, London Challenge, The Training Development Agency and The National College for School Leadership to ensure that Headteachers access professional learning opportunities provided and funded by other agencies.


Collaboration with regional advisors for national agencies will ensure that school leaders are informed about national programmes and initiatives. We will provide a coherent induction programme for newly appointed Headteachers and those who are act as interim Headteachers . This will include:

• Welcome events where Headteachers are familiarised with services and support available

• Headteacher handbook with essential advice and guidance • Additional levels of support and advice from SIPS • Mentoring and Coaching facilitation • A new Headteacher briefing and training programme • A transitional coaching support following appointment to headship • Residential events to enable networking and self review

Support and regulate the arrangements for induction and development of newly qualified teachers. We will provide a complete service to ensure the induction statutory role of the local Authority to provide an induction programme for NQTs is met fully. This programme includes:

• Training for school leaders, induction tutors and mentors and governors to ensure that schools know their statutory duty to NQTs

• Guidance documents for NQTs their mentors, tutors and school leaders • The provision of a professional development portfolio to support NQTS during their

induction year • A quality assurance programme, monitoring school provision • Training and guidance on NQT Performance Management • A complete induction year training programme for NQTs which is focussed on

working in urban contexts • Support and intervention in the management of NQTs in difficulty • A process to identify potential future leaders and Fast Track teachers • The provision of a Professional Development Portfolio which supports NQTs to

evaluate their progress and achieve their potential

Provide support and training for Higher level teaching assistants We recognise the importance of support staff providing community language support in Waltham Forest schools where English is not the first language for a particularly high proportion of children and their families. We will provide the following support and training for HLTAs through TDA funding direct to VTE&S as a provider and to the Council:

• Local Authority Strategy for HLTAs as part of the support staff strategy • Delivering community language training for HLTAs to support children for whom

English is not their first language • Briefing school leaders and support staff on the purpose and potential of HLTAs in

schools • Working with school leaders and heads of department to engage them with the

potential of HLTAs with a maths or science specialism. • Enabling HLTAs achieve qualifications and experience required to enable them

engage in the HLTA strategy • Preparing support staff for HLTA Assessment • Provide an HLTA network designed to continue the professional learning of HLTAs

after achieving the status • Running a development programme to develop teachers skills in working with and

managing other adults in the classroom.


Provide support and training for Advanced Skills Teachers We will provide the following support and training for teachers who have this status or are aspiring to become an AST. We will ensure school leaders are aware of the significant impact that ASTs can have on the quality of provision for children and young people. Our AST programme will include :

• Support and advice to develop understanding of the AST standards and status • Briefings and guidance for schools and teachers who are considering engagement

with the AST strategy • A professional network for those with Advanced Skills Teachers in Waltham Forest

which will ensure that their professional learning continues • The development of a strategy to support the effective deployment of ASTs in their

‘outreach work’ in Waltham Forest schools • Managing school exercise programmes, including ‘Activate’

Chartered Teachers We would wish to expand the number of teachers registered to become London Chartered Teachers (LCT) thus gaining recognition for the in-school training that goes on. These internal CPD programmes will benefit significantly from the structured use of Teachers TV. We would wish to ensure liaison with Teachers TV and lead its greater use across the Borough and especially in schools causing concern. Targeted training, support and briefings on aspects of workforce development, We will work on the National Workforce Modernisation Agenda, as set out within the TDA deliverables. This will include:

• Working with schools leaders to build change management capacity within school communities. • Working with school leaders and governors to ensure the sustainability of the National Workload Agreement. • Working with WF officers, unions and professional associations to ensure an effective Local Social Partnership (WAMG). • Supporting pay reform by providing advice and guidance on school structures, job design and job profiles, teachers pay reform, including teaching and learning responsibility payments, threshold progression and upper pay spine progression and leadership group pay. • Supporting school leaders and performance reviewers with the new performance management arrangements for teachers

Management of aspiring leaders programme We will support the delivery of a programme to identify and engage with aspiring leaders This is integral to the Leadership and Succession Strategy for the Council. The programme will also form part of the recruitment and retention strategy for the Council to make it an employer of choice. It will include:

• Briefings for Headteachers and governors to raise their awareness of the importance of leadership development and leadership succession planning.

• Working with multi-agency teams to lead the development of extended schools

• Guidance which defines talent and leadership potential and advice how to identify talent and leadership potential

• Provide resources to support and encourage career progression (A Passport for Leadership Learning)

• Opportunities for aspiring leaders to join talent pools • Processes to identify aspiring, talented Newly Qualified Teachers


• An Advanced Skills and Fast Track Teacher Network to ensure professional learning continues after achievement of the status

• Working with NPQH graduates through a local NPQH network. • Career advice to enable informed career decisions • Leadership experience in private sector organisations

6.2.15 Standing advisory council for religious education (SACRE) and agreed

syllabus conference (ASC) VTE&S has extensive experience of working closely with SACREs in Croydon, Merton and Surrey and has developed 5 Agreed Syllabuses for these Local Authorities in accordance with the requirements of DCSF Circular 1/94. We have a national reputation for both excellence and innovation in RE. This is evidenced by the increase in the number of pupils now leaving school with GCSE accreditation in Religious Studies in these Authorities. Over the last 8 years we have trained 220 Primary RE co-ordinators in a 5 day SACRE Diploma in partnership with Guildford Diocese and Brunel University. This course has been highlighted as an example of good practice for CPD in RE by the DCSF. Religious Education makes a major contribution to community cohesion. This is recognised by our consultants and therefore all developments in RE must ensure effective consultation with the major stakeholders including all faith communities, parents and young people. For this reason, in one Authority we have developed a Youth SACRE to shadow the work of the statutory SACRE. This group represents all the major faiths and meets termly in order to give a pupils’ perspective to RE teaching and learning. VTE&S will ensure that Waltham Forest SACRE meets termly in order to carry out its statutory functions in relation to RE and to Collective Worship and to ensure that RE is contributing effectively to the Waltham Forest Community Cohesion Strategy (2005-2008). This will entail the preparation of agendas in close consultation with members and key stakeholders. Also we will draw up associated reports, including the SACRE Annual Report to be sent to QCA by 31st December each year, minutes of meetings and guidance materials for schools. All systems for clerking SACRE will follow the normal protocol set out by the Local Authority. The National Association of SACRE’s audit tool for SACREs may provide a useful starting point for determining strengths and areas for development within Waltham Forest SACRE. In consultation with teachers, VTE&S will identify training needs for RE teachers across all phases of education and will provide or signpost appropriate training opportunities. This may include networking meetings for primary, secondary and special school teachers. It may focus on particular issues such as Assessment and RE; ICT and RE; Literacy and RE; Religious Education’s contribution to Equality and Diversity and more.

We will ensure that the Agreed Syllabus Conference (ASC) is convened once every five years in order to revise the Local Agreed Syllabus in accordance with statutory requirements. The consultation on the syllabus will be extensive to involve local faith communities, parents, pupils and teachers. Young people in particular will be consulted through the development of a Youth SACRE and through dialogue with youth groups and school councils. The publication of a new syllabus will be accompanied by an implementation programme of training for all schools within the Local Authority, so as to ensure maximum impact within schools. The syllabus will be available in electronic form as well as hard copy so that teachers can use the document for planning purposes. Maximum use will be made of the launch of a new agreed syllabus to celebrate RE’s contribution to interfaith dialogue and to community cohesion.


2.3 Pupil and Parent Support Services VTE&S will set up an integrated Pupil and Parent Support Service (PPSS) which will be dedicated to providing a first class front-line service. The principal features of this service will be a well trained, multi-skilled staff dedicated to providing a customer focused delivery service supporting pupils and parents. The PPSS will be personally accessible weekdays in a single access centre. It will operate a phone service and will have an integrated web presence covering all the services. It will offer both first and second line responses to customers and will eventually provide a web-based enquiry service that encompasses as appropriate enquiry, advice and information through to on-line application, progress stages, on-line sample calculations, indicative calculations, notifications, reminders and electronic payment. This e-service will also have direct links to the Council’s site and the service will provide electronic scripts for the Council’s own call centre to enable them to provide a fast and accurate service to customers. With major changes in HE student financial support happening during the life of this contract, the opportunity arises to fully integrate all pupil and parental support services. In re-shaping the service the opportunity also arises to review the pupil support business processes, practices and policy and to make recommendations to the Council. Other drivers for change are the changing transportation circumstances (TfL and the Mayor of London policies, and the Education and Inspections Act 2006) and the new statutory Admissions Code 2007. In short, the intention will be to move to a web-based service which improves the back-office function and service delivery and interacts with the customer directly by keeping them informed and monitors their applications. 6.3.1 Admissions We will provide a pupil admissions service and an admissions information service which will support and meet the Council’s duty to maintain a fair admissions system as required by the new statutory School Admissions Code 2007 and the five Education Acts which govern and regulate this area of activity. In addition to the administration of the service, we aim to enhance the quality of information for parents and to provide a new Choice Advice Service (in line with the Council’s DCSF funding allocation). We will exploit ICT in both on-line and back-office functions, provide high quality management support for consultations and co-ordinated arrangements (including the pan-London arrangements via ‘Your London’) and develop strong relationships with admissions forums, other admissions’ Authorities, the Office of the Schools’ Adjudicator and other Authority services, especially school place planning. 6.3.2 Information for parents Key to an improved admissions service is the quality of information parents can access so that they can make informed choices based on knowledge and understanding. In consultation with the Council, we will re-design the admissions web presence, so that pupils and parents can gain clear and concise information on this complex area. In addition, we will provide ‘Admissions Explained’ sessions, taking admissions information direct to parents during the run-up to the new admissions year. 6.3.3 Choice Advisors Full use will be made of DCSF funded Choice Advisors. We will ensure that they are professionally trained in the Council’s admissions policy and procedures. The key to their


success is that they need sufficient expertise and understanding of admissions and yet to maintain their independence as parental advocates. 6.3.4 Payment of allowances, grants and benefit service for school pupils The current on-line information on pupil grants and benefits appears somewhat confusing and not especially customer friendly; for example there are no downloadable forms, only pdf/Word documentation, and information is published in several places. There is reference to Education Maintenance Allowances (EMAs) which are no longer provided by the Council. VTE&S will undertake during the first six months to review the various policies and business processes and to make recommendations to streamline the non-statutory policies and application provision of benefits by designing a single point of entry for advice, information and application on-line using e-applications. 6.3.5 Education Maintenance Allowance administration service Education Maintenance Allowances (EMAs) are processed and administered by a national provider on behalf of the LSC through an on-line system; EMA Direct. The service is provided for all 16+ students in local sixth forms and FE colleges. VTE&S will contribute to the administrative arrangements required of local schools and colleges by the local LSC to ensure a first class service to students. 6.3.6 Student Loans (HE support) VTE&S will provide an HE student finance service (advice, eligibility and assessment) as required by the Department for Innovation, Universities and Skills (DIUS), and will meet the annual processing performance targets set by the Student Loans Company (SLC). In view of the major DIUS changes set for this service, which have yet to be finalised, we will process new 2008/09 applications and provide advice and guidance to new students until the end of August 2008 and also provide an information service to 2009 starters. The SLC will take responsibility for new 2009 starting students. The current expectation is that we will continue to provide a service for the Council’s existing students in 2009/10 and 2010/11 and thereafter transfer this statutory responsibility to the SLC. During the DIUS-led transition we will fully liaise with the SLC regional co-ordinator on the establishment of the proposed local advice and guidance partnerships (insofar as this affects the students) to ensure that they are not placed at any disadvantage during the transition. We will also ensure that those students who receive a disabled student allowance (DSA) are given priority treatment during this period, making full use of accredited DSA access centres. There will be a need to ensure that the specialist advice and guidance for HE students are not lost to the service during the transition period until the new ‘national’ service is established. A resolution for this is to multi-skill staff across the pupil and parent range of services.

2.4 Financial and Programme Management Confidence in the systems and processes that the provider draws on for delivering and reporting on the contract are a prerequisite for maintaining a genuine partnering relationship between the two parties. We place great emphasis on this element of our service. As part of the £1bn turnover VT Group plc, we use rigorous systems and processes for financial and programme management. We have invested heavily in these systems to support high value public service contracts and have a comprehensive Quality Management System (QMS) in place.


The QMS contains policies, procedures, frameworks and tools, managing version control through a system of regular audit and update. The QMS is included in induction and is accessible via our corporate extranet. Application of the QMS ensures quality in many ways including through:

• Continuous Professional Development • Performance Management • Monitoring the quality of delivery • Collecting user feedback

6.4.1 Financial management Our teams use a web-based time recording system to log time spent on each project. This helps us link outcomes to costs as part of our continuous improvement approach. We will support local financial management through our corporate finance function at VT Education and Skills. 6.4.2 Programme management This programme will be managed using our established Project Management Framework (PMF). The PMF tools and procedures are part of the QMS which is audited annually. It will facilitate rigorous management of the contract, deliverables, quality and risk as a sound platform for developing our partnership with Waltham Forest.

• The PMF is based on the principles of the Association of Project Management (APM) best practice model (Body of Knowledge V5) and is enhanced by the learning from major programmes delivered by the VT Group.

• The PMF has governed programmes to establish our Connexions services for 19 Local Authorities and our £10M pa contract with Surrey County Council.

• The Framework is subject to continuous improvement and this is achieved through customer and staff feedback.

6.4.3 Managing deliverables under PMF Programmes are controlled using a standard set of project templates to ensure quality and consistency of approach. The use of this set of controls allows our managers to make best use of resources and gives formal recognition to project roles and responsibilities. The PMF defines the project lifecycle from initial opportunity to successful delivery of the required benefits to the client. At the heart of the PMF are five on-going assignment review stages and quality control points, which are known as stage gates. Each stage gate is a collection of deliverables and activities, managed as a unit. The programme is controlled against each stage gate, where change control and quality assurance checks are applied. The application of stage gates within the PMF lifecycle is mandatory; the detailed content of each stage is flexible and dependent on the size, complexity and level of risk associated. This rigorous approach means that we can maintain quality within tight timescales. 6.4.4 Risk Management under PMF The General Manager will ensure that a system of regular risk monitoring and reporting is in place in line with the PMF.

2.5 Personnel and ICT Services


6.5.1 Develop and implement a teacher recruitment and retention strategy We will develop a recruitment and retention strategy for the whole school workforce which will be integral to the Children and Young People’s Workforce Strategy within Waltham Forest. This strategy will be designed to make Waltham Forest an employer of choice where there are opportunities for progression and meaningful roles within all areas of the Children’s and Young People’s workforce. In conjunction with vital input from key stakeholders, we will develop a strategy and plan that will incorporate some or all of the following activities:

• Providing briefings, advice and proposals for Headteachers and governors to

raise their awareness of the impact of effective recruitment • Developing current and effective recruitment strategies such as graduate recruitment,

assessment centres and work-based teacher training • Maximising the use of web-based technologies for promoting Waltham Forest and

recruiting to the whole school workforce • Ensuring that the CPD opportunities within Waltham Forest are an integral part of the

recruitment strategy • Providing innovative strategies based on our expertise and research to support the

appointment to difficult posts • Developing a mentoring model for each career stage to support recruitment in

Waltham Forest • Developing and implementing a proposal for work-based teacher training within

Waltham Forest as a means of building the teacher workforce • Developing career management programmes for aspiring and talented staff • Provide resources to support and encourage career progression and movement across

the entire workforce, including those provided through the integrated qualifications framework

• Developing proposals and quidance on wellbeing approaches designed to enable employees to understand, retain or develop a positive work life balance

6.5.2 Proactively helping meet Schools’ recruitment needs VTE&S will provide innovative and pro-active support for school’s recruitment. We will achieve this by:

• Promotion and communication to all stakeholders of the strategy and developing infrastructure to deliver the programme of strategic activities

• Identification of appropriate NQT recruitment fairs and promoting attendance within schools; co-ordinating attendance

• Advice and development of graduate schemes that emphasis Waltham Forest as an employer of choice.

• Providing research and data to assist in resourcing plans within schools • Promoting Waltham Forest opportunities to overseas trained teachers desiring

attainment of QGS • Identifying and providing avenues into graduate teacher training programmes in the

area • Providing opportunities for overseas teachers and career changing graduates to access

workplace routes of initial teacher training. • Identifying and promoting the online resources such as the online NQT talent pool

and E-teach services • Promoting the traded services available for specific recruitment activity within

Schools

6.5.3 Monitoring and compiling data by Schools on recruitment and retention We will monitor and evaluate workforce data through strategic returns to identify priority areas to target. A key area that we have identified in Waltham Forest is Headteacher


recruitment, retention and attrition trends. It is also important to ensure collection of data relating to workforce diversity. These will be linked with LA CYP workforce data mapping and NCLS dashboards. An area that we would like to utilise more fully is the use of electronic exit surveys which will provide immediate feedback.

6.5.4 Employee Relations Services VTE&S understands the need to promote a climate of good employee relations through various mechanisms. We will actively engage with the Council and the Joint Consultative Committees to ensure employee relations issues are dealt with appropriately and swiftly. We will provide attendance, input, research, policies and strategies for consultation and/or negotiation.

6.5.5 Advice and consultancy services to schools, Headteachers and the council on statutory responsibilities

We will ensure that the relevant advice on employment legislation is current and accurate by:

• Briefing senior leadership in Waltham Forest on implications of employment legislation for the school workforce as appropriate

• Monitoring development of employment legislation and regulations in relation to the employment of school workforce

• Providing explanatory bulletins to Headteachers , senior teachers and bursars • Delivering briefings on employment law and statutory regulations

We are also able to provide specific employment relations advice through our Personnel telephone advisory service.

6.5.6 ICT Services and Support We will embed e-learning within schools and their communities. We will:

• Work with schools to develop and validate their e-learning vision and action plan in the context of recent developments in the educational and technological arenas;

• Provide an overview of current and future developments in ICT and identify considerations which might impact on future developments;

• Work in partnership with a group of identified stakeholders to support the development of a strategic vision for e-learning;

• Support the process of auditing the current use of e-learning by providing a range of self-evaluation materials;

• Ensure that school stakeholders have a clear view of the potential for ICT to support learning, teaching, management and administration and likely developments in the use of ICT in the future;

We will ensure that schools have a strategic plan for the next three to four years which timelines developments with significant milestones that are measurable, clear and can be shared across the wider school community. We will:

• Encourage and support schools to achieve the Becta ICT Mark. • Work with senior leaders and stakeholders to ensure e-learning can enhance

the wider priorities of the school; • Provide support and advice to senior leaders on promoting innovative

practices and how changes in organisational structures might best facilitate these developments;

• Assist schools in drawing up timelines for development and set targets • Set objectives to achieve the school’s goals over the next four years,

maintaining a focus on learning and teaching to prevent resources and technology driving the plan.


• Work with Senior Leaders to identify actions which will achieve the overall objectives in Year 1 of the e-Learning Strategic Plan

2.6 BSF Our consultants will support Wave 1 non-sample and Wave 5 BSF schools to support the development of their educational vision, best practice, innovation etc in educational delivery. We will ensure that each of these consultants is provided with the full support they need to deliver this role and are part of a strong network, including access to our experienced BSF education consultancy team. The expertise that will be available to our attached consultants through this support network will include:

• Educational visioning expertise – reviewing each school’s vision and working with them to develop this further where appropriate;

• Ensuring that the individual Strategy for Change document for each Wave 5 school is consistent with the strategy of the Authority;

• Specialist educational consultancy in areas such as SEN, 14-19 and a wide range of

subject / curriculum areas to ensure that all of the new schools have the ability to fully facilitate future education developments and aspirations;

• Education construction expertise – working with schools and the architects selected to deliver the project not only to ensure that the design specification incorporates best practice and innovation but also to ensure that the build is fit for purpose;

• Educational ICT expertise – working in partnership with the Authority and each BSF school to develop their ICT vision in a way that will significantly contribute to transforming the teaching and learning experience of every member of the school community. Our approach will take on board the very latest developments in educational ICT, together with the flexibility for development and refreshment in the future.

As BSF Strategic Partnering Organisation to LB Greenwich and Preferred Bidder for BSF ICT Delivery to LB Lewisham (the latter as part of the Learning21 consortium), VTE&S has developed specific BSF expertise that will be available to support the work of the Authority’s BSF team and schools. We fully recognise that managing cultural change in the BSF programme is a critical factor in achieving the Authority’s and schools’ vision of transformed education. We also recognise the importance of our role in supporting schools through the process of cultural change.

• We will work with the Waltham Forest BSF education provider, the Authority and

individual schools to identify and prioritise the specific areas of support required, for example under the broad headings of workforce development, governance, facilities management, ICT and curriculum design. Such a detailed audit will enable us to target support from our wide range of resources in areas where it will have the greatest impact;

• Our team will work with our Waltham Forest consultancy team to ensure that they

have the skills and expertise they require to support schools through this period of change;


• Effective and appropriate culture change requires challenge and support to be aligned carefully in order to ensure there is an appropriate balance between what we offer, what is offered by the Authority and what can be delivered by other contributory agencies such as the London Challenge. From all of the work we do with schools we are highly conscious of the need not to overburden them or to replicate demands that are placed upon them. In particular, we will ensure that we align our plans and work with that of BPEC. Our team includes practising School Improvement Partners who have a detailed knowledge and understanding of the context within which schools work, the demands they face and what is and is not critical to achieving the changes that are needed.

The ultimate objective of any BSF project is to improve outcomes for learners. To achieve this in Waltham Forest, we will work through the core contract and additional services to enable the following:

• Key members of the school improvement team have the expertise and knowledge to

help and support each school through the BSF process and, where appropriate, are able to interact at a professional level with BPEC;

• Additional input is provided as required from our specialist teams including

workforce development, governance, facilities management, SEN, 14-19 to provide appropriate and effective support;

• Where appropriate, and whilst recognising the wealth of experience and expertise

already in place in Waltham Forest, we will support the Authority to bring about cultural change internally to ensure that the transformational potential of BSF is realised through all departments;

• The best BSF practice is delivered to Waltham Forest schools through our significant

BSF experience as the preferred bidder in Lewisham and as the Strategic Partnering Organisation in Greenwich. Through our work nationally with other local authorities and our close links with Partnerships for Schools, we are also able to bring in best practice from BSF programmes from across a wide geographical area.

• Effective leadership and management are embedded. The educational transformation

that BSF promises cannot be achieved without due regard for this. Building such effectiveness into organisations is at the heart of everything we do. For example, VTE&S is participating alongside LB Greenwich and their Wave 5 schools in the NCSL BSF Leadership Programme, a tool designed as ‘just in time’ scaffolding for developing a Strategy for Change and preparing for BSF;

• Schools are able to ‘tap into’ the existing networks of organisations, providers etc that

can deliver what they require. As a result of our high profile in BSF, VTE&S is already part of this network and can deliver the benefits that organisations such as the London Challenge can provide; and

• A comprehensive ICT training and transformation programme through core and

traded services is supported in partnership with the Local Authority, CLC and the schools, to leverage transformation from the investment in ICT.

We are pleased to assure the Authority that experienced staff of a suitable level will be made available for the purpose of working with the Authority on BSF as part of our overall approach to:


(a) developing the capacity, skills and expertise of staff involved in the delivery of services;

(b) ensuring that our Waltham Forest staff are fully engaged in an integrated and

comprehensive network of VTE&S provision of school improvement, BSF and other services.

Our BSF consultants are highly experienced in presenting complex BSF issues to senior officers and elected members. Operating, as we do, on a project matrix basis, teams are organised to deliver specific short-term and long-term projects. A number of pre-requisites are built into the new team creation process including a requirement that one or more members of the team, as required, is able to communicate effectively at the most senior levels of the client organisation. We believe that significant benefits can be achieved by building on the complementary strengths of our organisations in BSF. For example, we could deliver joint briefings for schools and Local Authority staff, enabling LB Waltham Forest and VTE&S expertise to be shared with key stakeholders. In our dealings with BSF-related matters we will be sensitive to the role of BPEC and we will work so that our activities dovetail with theirs so that stakeholders are given a consistent message and that the BSF opportunity is harnessed to the full.

2.7 Admissions Service The movement of pupils in and out of the Authority will be captured initially by schools and this should be through transfer of the pupil record on the school’s MIS system. Provided that schools complete this updating process regularly and accurately, data on pupil migration will be readily available through EMS for capture in a data warehouse application such as Edix Live. Monthly reports will be produced and the format and content of these will be a matter for further discussion with the Authority. Processes to determine whether admissions criteria should be changed will be both proactive and reactive. At the end of each admissions year, a full and comprehensive review will be carried out. Such a ‘post-process’ review will examine all available data on admissions and will set out to identify: • Any emerging trends; • Specialised pupil data (pupil statements, medical conditions etc); • Whether existing arrangements are delivering the outcomes required; • The number of over-subscribed schools. A central purpose of this comprehensive review will be to consider whether any changes are required, for example the need for mini catchment areas to be introduced or withdrawn. Based on the outcomes of the review, proposals that comply with statutory consultation requirements will be drawn up. A comprehensive consultation process will be undertaken (including referral to the Admissions Forum) and a final recommendation presented to the Authority for a decision to be made. In addition to the comprehensive annual review described above, it is essential that when proposing admissions criteria for the forthcoming year, all relevant demographic data from a


wide range of sources is available and taken into account. The analysis based on this data, plus the specialist knowledge and experience of the admissions team, will help to determine whether any special arrangements need to be consulted upon for the next admissions year. A key determinant of success will be the maintenance of open and constructive relationships and communications between everyone in the Authority and the Service Provider involved in the admissions process. Throughout the year, formal and informal consultation will take place (eg regular and open communication with senior officers of the Authority) and if a short term need to revise admissions criteria is identified, this will move quickly to the necessary formal variation process. The essence of a process that can deliver changes in admissions criteria successfully is that there are no surprises for anyone involved in, or having an interest in, the outcomes of the process. As a general rule, minor or non-contentious issues will usually be referred to the Office of the Schools Adjudicator by the head of service in accordance with the statutory obligation placed upon them. An example of such an issue would be an objection to a variation made by another admission authority (eg another local authority or a school). In other more contentious cases, where for example there were political sensitivities or wider implications that might lead to concerns being expressed by parents, referral will be made to Members and senior officers of the Authority. If this is an issue of particular concern to the Authority, we will work with Waltham Forest to review such decisions made in the past and agree referral criteria that are acceptable to all parties. As service provider, VTE&S will have access to a considerable volume of data that will contribute to the school place planning process. This information will be shared with the Authority’s school place planning service. Such data would include, inter alia:

• The Authority’s demographics, data and trends; • Data from other admission authorities (including diocesan authorities); • Directions from the Office of the School Adjudicator; • Out- and in-borough placements; • Migration statistics; • Pupil related data (eg age profiles, siblings, special needs and medical data).

The flow of such data needs be on an on-going basis throughout the year and result from discussion between the admissions and school place planning teams. An open and positive relationship with school place planning officers as well as appropriate access to the systems used to produce and disseminate data will help to ensure that data is relevant and fit for purpose. The key to monitoring emerging issues is to maintain effective systems that can record numbers of applications received and processed, and communicate that information to those who need to know in a timely and effective manner. The people who are involved in the process need to have the ability to understand the data they are presented with and to act on that knowledge appropriately. The flow of applications during the admissions application period is far from smooth. Many applications will arrive at the beginning with high numbers also towards the end. Application numbers will be recorded in and up to date data will be readily available to key staff. A profile will be produced showing the number of applications and places for each school.


Target trigger mechanisms will be set to alert the admissions team that the number of applications is coming close to exceeding places available (eg 70%) so that appropriate action, including alerting the Authority, can be taken at the earliest opportunity. We believe that suspending all waiting lists after January each year may be a little inflexible. However, we clearly need to analyse current processes and systems in detail to understand whether this approach is appropriate and if alternative approaches can be adopted. The head of service, in consultation with relevant senior officers of the Authority, will make decisions on whether to suspend an admission waiting list. We do not envisage an arbitrary cut-off date for all waiting list suspensions. This is a sensitive issue for parents and extremely careful consideration needs to be given to it between the service, senior officers and schools. The data that is relevant to ensuring a fair admissions process (eg length of list, number of late offers made, past trends) must be considered carefully. These criteria must also be expressly written into the admissions scheme and published, so that parents are aware of the circumstances under which waiting lists operate in the admissions process.

Documents

Performance Monitoring and Improvement Plan Contract ... 7 - Annex B.pdf• Performance Monitoring and Improvement Plan ... (QBITs) activity, Quality Management System (QMS) and Project