1. education
2. school

STRATEGIC PARTNERSHIP BOARD Report
December 2014
CEO: Pete Nash  01752 788076
Room 129 University of St. Mark and St. John ● Derriford ● Plymouth PL6 8BH
 teachingschool@paph.co.uk www.plymouthteachingschool.co.uk
1
Contents
Item
Page
Executive Summary
3
School to School Support
4
CPD
5
Leadership
9
ITE
11
Appendices:Appendix i– Action Plan PTSA
Appendix ii -
PTSA Budget Overview
Appendix iii– Data Analysis S2S Support Intervention
Appendix iv – Self Evaluation Audit Tool v2.1
2
Executive Summary
Since September 2014 we have begun to develop Secondary provision within PTSA; this has been
focussed upon a Secondary Schools Direct model and the development of a Secondary Maths Hub. We
need to develop other Hubs and also ensure that there is cross fertilisation across the phases, with
transition being an important aspect of this cross phase cooperation. The Hub model I believe is the best
way of achieving this and Secondary colleagues have attended the Maths Hub coordination group, with
positive outcomes. There are still issues surrounding the viability of the Schools Direct model and we
need to look at the financial share that schools, HEIs and PAPH receive. The current model for the
delivery of the Secondary School Direct programme is extremely expensive and is currently subsidised
by the Primary programme. Running the programme for 47 trainees is very important for the City, but
into the future we need to determine whether this is a centralised strategic initiative that is worthy of
subsidy or whether we cut back on the funding to schools to reflect the real cost of their part and whether
the CIC operates a full cost recovery model.
The effective recruitment of Secondary SLEs is paying dividends in the design of the Secondary Schools
Direct course provision. We still need to recruit Secondary NLE/LLEs.
This term saw us win two successful bid in partnership with 4 other Teaching Schools to deliver Recently
Qualified Teacher programme (Pre Middle Leadership) as well as a Subject Knowledge Enhancement
(Maths) test and learn project. We are currently through to the second round of an Early Years Grant
which we hope will be successful. The LLE recruitment, designation and deployment pilot, in which, we
will be able to recruit and deploy our own LLEs without the need to seek approval from the NC is well
under way with a very positive response. The web based database developed by PTSA will be
instrumental to the information management of the LLEs/SLEs and PLEs across the region. This is part
of a joint bid with 3 Devon and 1 Cornish Teaching Schools. We have also been proactive and recruited
3 existing NLEs/LLEs from beyond Plymouth, with one of the NLEs being actively deployed in a RI
school in Plymouth. This will enable us to develop a truly cross phase/cross region Teaching School and
extend our ability to deliver a comprehensive support network. With the development of the Schools
Direct programme (65 Primary and Secondary places) we will need a large expertise bank to develop
our taught modules in 2015/16. We will need to ascertain the management cost associated with the
running of the SD programme and recruit to that post accordingly. Similarly we will need to review the
current CPD lead role and advertise and recruit to this permanent role.
The Network Curriculum hubs have been highly popular and again we need to ensure that we have a
sustainable model whilst also looking at how we adopt and develop this model in a cross phase
approach. The challenges implicit within this model are around developing a grass roots/bottom up
innovative structure that still ensures a degree of consistency across the various working groups. Having
interviewed all new SLEs and PLEs we will begin to identify key tasks (see CPD report). Having been
involved in a task and learn NC initiative we are keen to offer to schools a research based model for
them to evaluate the effectiveness of their interventions. This will be offered to schools in January and it
is hoped we can begin to gather informed papers on a range of common initiatives.
We have begun to forge partnerships with other Teaching Schools and will begin to firm up more formal
arrangements with The Primary Excellence Teaching Schools, Devon Teaching School, North Devon
Teaching School and the Cornwall Teaching School. These are our natural partners as we are already
engaged in a number of joint ventures with them. As a partner in the Leading Schools South West
(LSSW) we have begun to promote more positively these National College programmes, with plans for
our SLEs and PLEs to avail themselves places on NPQML and NPQSL, however it is of some
importance that the board review the future of this partnership. Our Outstanding Teacher Programme
3
has proved very successful with waiting lists for future places and we are continuing to develop new
programmes for TAs and Senior Leaders and Headteachers. We are continuing to review our CPD offer.
PTSA will continue to work with our HEIs and the Local Authority. An initiative begun this term was the
development of a Masters accredited pathway for most of our courses. We are also in partnership with
the LA and MarJon to develop tracking mechanisms for career stage progression/pathways. This will
ensure we can monitor and identify opportunities for teacher progress. We have also this term put in
place the SEAT online which will be used to identify early intervention strategies. PLAs and the School to
School Support Board will use this information to develop city wide strategies for improvement. Our
partners are crucial to the development of a self-improving, self-sustaining system leadership model.
Our blended approach with the LA around S2S is developing clarity around our relationship and working
protocols. This blended approach is necessary in order to tackle the increasing number of RI schools
and into the future we need to fund this work and commit to a long term investment in this model. This
investment will ensure that we have the capacity and resource to proactively address the school
improvement needs. Forum need to consider the level of support and make a commitment to PTSA
being the delivery model for school improvement. The funding given three years ago will be exhausted
by April 2015 and it would be my suggestion that a further 3 year funding is secured with a similar figure
(£600k) to the previous investment. There is strong evidence to prove the effectiveness of this approach
(see appendix iii).
As our member schools continue to grow, we continue to seek innovative ways for collaborative
ventures. We are optimistic that together with stakeholders we can achieve a dynamic responsive
organisation; that is responsive to schools and will create further opportunities for the development of our
colleagues and pupils now and into the future.
PTSA CEO
School to School Support – Chair Pete Nash
We are currently working with 17 schools within the Primary and Special school sector. The School to
School Partnership Board has met monthly since April 2012 and in this coming year we will have to
review how the structure of these meetings allows for ongoing work and early intervention and
prevention. We have begun to clarify our relationship and partnership with the Local Authority especially
around early intervention. Through the use of the SEAT we have identified potentially vulnerable schools
and offered to support these schools in a more proactive way, we have begun to use this information to
develop a coherent strategy. Since these first meetings we have reviewed and revised our practices with
some measure of success, this will continue to be reviewed in the light of potential engagement within
the secondary sector.
The Self- Evaluation Audit tool is now live and is working with the LA to ensure the data sets are correct,
this will eventually be part of the blended approach that informs our early intervention strategy. This is
being funded through our Early Intervention Grant. This will help further cement our data sharing
protocol. With two schools now in Special Measures, this will test our resolve and our existing processes
and partnerships.
4
Fig 1 S2S interventions as at November 2014
School Being
Supported
Key Support
Partner
Approved
Spend
Focus
Spend To
Date
Mount Street
Bernie Evans
Up to £25k.
Plus additional
£10k from NLE
Deployment
Fund
£25425.65
Tor Bridge
Kim DorianKemp
Laira Green
David
Maddison
Up to £25k.
£11,100
identified in the
first short term
action plan
Up to £25k
Extra support for
EAL pupils in Y3/4/5.
Improve quality and
impact of AfL by
developing
conferencing skills
for teachers and
TA's.
Improve monitoring
and evaluation and
raise expectations
£33278.64
Woodfield
Simon Spry
Up to £25k
Mount Wise
Simon Spry/
Stephanie
Thomas
Up to £25k
Mayflower
Kim DorianKemp
£5175
requested
St.Budeaux
Foundation
David
Maddison
Up to £25k.
£15000 in first
action plan to
Dec 12
Salisbury
Road
David
Maddison
Austin Farm
Alison
Nettleship /
Kim DorianKemp
NLE
Deployment
Fund - £10k
£5k
3 key areas performance
management,
numeracy and RWI
Leadership
(succession planning
and building middle
leadership) and
Writing
Quality of teaching,
evaluation of
teaching and
learning, knowledge
and understanding
of SLT
Consistency of
expectations,
reliable data and
middle leadership
development
Improve attainment,
consistent approach
to marking, middle
leadership
development
Pupil Premium Plan,
SEF Data & SLT
deployment
Heateacher to
review each year
group in the school
Lipson Vale
Kim DorianKemp
Quality of teaching
and writing
throughout the
school
£18299.00
£25085
£10250.00
£5475.00
£22502
£19720.00
£17074.00
£0
£13555.65
5
Longcause
Kim DorianKemp
£22825
Shakespeare
Shaun
Nicholls /
Heidi Price
£11365
Riverside
£1600
St Pauls
David
Maddison
Ciara Moran
Montpelier
Stuart Busby
Up to £25k
Mount Tamar
Stuart Busby
Up to £25k
Victoria Rd
Goosewell
Whitleigh
Paul Jones
Simon Spry
Kim Dorian
Kemp
£25k
£25k
£25K
Up to £25k
Improve quality of
teaching and
learning, improve
behaviour
Improving teaching,
and writing,
challenge able
students
Raising KS2
standards
Improving provision
in KS1 ensuing all
pupils are making
progress
Developing
Leadership
Capacity, data
analsis
Developing
Leadership Capacity
KS1 writing
Pupil progress
Attainment in writing
and Maths
Key
Colour
Green
Amber
Red
6
Reason
Monitoring Brief
S2S Support Monitoring
Active
£9463.15
£7813.15
£0
£750
£0
£0
£0
£0
£0
CPD Partnership Board – Acting CPD Lead John Butcher
The development of a hub based, practitioner led, subject support has underpinned the development of
CPD this academic year. This has relied predominantly upon the drive, skills and enthusiasm of a
number of SLEs. The hub networks are maths, literacy, SEN, foundation stage, RE, science and digital
learning. They have been extremely well supported with attendance ranging from 40-70 at each session.
The hubs have gleaned a picture of the need from teachers across the City and are currently mapping a
CPD programme for 2014-15.
The hubs are evolving creatively, engaging with appropriate partners along the way and are currently
increasing the numbers of SLEs and PLEs at the core of each group. In addition, we hope to see more
cross phase activity and links with our secondary and special schools in order to benefit from additional
expertise and continuity of learning. Future activity will focus around termly meetings and the creation of
a CPD programme based upon demonstration lessons, themed days and school to school support. A
joint CPD offer will be published and accessed via the PTSA web site.
There are growing links between the CPD Strand and the growth of the Schools Direct Programme. This
will make demands upon the capacity of SLEs and they will also need to be trained so that a high quality
of training is delivered to meet the needs of our student base.
Our HEI partners are committed to supporting our work and exciting partnerships are in place which will
facilitate a reflective practitioner and research model approach to CPD. It is our ambition that school
improvement will blend with the personal and professional ambitions of staff who wish to gain accredited
qualifications on route to a Master’s degree.
7
Fig 2 CPD course as at September 2014
PTSA Course Name
Course Date
Shaping the Future,
K.Menis, L.Nile +
J.Spring
Welcome to our
world
Trainer
Trainer
Cost
Room hire/
refreshments
Total Cost
Charge
Per
Person
Total
Income
Profit/Loss
3
£340.00
£0.00
£340.00
£95
£285.00
-£55.00
PTSA Members
11
£250.00
£50.00
£300.00
£0
£0.00
-£300.00
Wendy
Roderick
13
£50.00
£50.00
£35.00
£455.00
£405.00
Sue Hodge
2
£0.00
£39.50
£39.50
£30.00
£60.00
£20.50
02 October 2012
Alison Cogher
39
£120.00
£71.40
£191.40
£35.00
£1,365.00
£1,173.60
09 October 2012
Martin Calvert
2
£125.00
£50.00
£175.00
£30.00
£60.00
-£115.00
Olevi OFP Training
09 October 2012
16
£8,053.40
£1,164.43
£9,217.83
£0.00
£0.00
-£9,217.83
MLDP 1
11 October 2012
Olevi
Wendy
Roderick + John
B
15
£3,705.00
£169.86
£3,874.86
£475.00
£7,125.00
£3,250.14
New Ofsted FW for
KSL + SSL
17 October 2012
21 November
2012
Dave Bowles
26
£495.00
£40.00
£535.00
£35.00
£910.00
£375.00
10
£125.00
£50.00
£175.00
£30.00
£300.00
£125.00
36
£2,012.46
£80.00
£2,092.46
£90.00
£3,240.00
£1,147.54
Jenny Stephens
10
£125.00
£50.00
£175.00
£0.00
£0.00
-£175.00
Darren Woolner
4
£250.00
£50.00
£300.00
£30.00
£120.00
-£180.00
Kim D-K
6
£350.00
£54.44
£404.44
£75.00
£450.00
£45.56
David Maddison
3
£0.00
£0.00
£0.00
£0.00
£0.00
£0.00
Martin Calvert
2
£125.00
£50.00
£175.00
£30.00
£60.00
-£115.00
Shaun Nichols
2
£0.00
£0.00
£0.00
£0.00
£0.00
£0.00
Cheryl Brake
28
£195.00
£50.00
£245.00
£0.00
£0.00
-£245.00
Preparing for SMSC
inspection
The Role of a TA
New Ofsted FW for
Heads
Introduction to Word
Introduction to
Phonics
Raise Online
Knowing Me,
Knowing You
Early Reading
Creating Displays
Morice Town
Learning Walk
Introduction to
Publisher
8
St Andrews
Learning Walk
Planning for
Progress
Autumn 2012
No. of
Attendees
18 September
2012
27 September
2012
14 November
2012
01 October 2012
22 October 2012
24 October 2012
07 November
2012
12 November
2012
14 November
2012
15 November
2012
20 November
2012
22 November
2012
28 November
2012
Heather
Landers
GAL Education
Early Writing
Knowle Primary
Learning Walk
Primary Science
ITP 1
LIPs Project Cohort
1
Lips family story
telling project
Prep, Plan, Monitor,
evaluation
New Ofsted for TA's
Salisbury Road
Learning Walk
Tick Away
03 December
2012
Lucy Hanley
6
£125.00
£50.00
£175.00
£30.00
£180.00
£5.00
16 January 2013
Judy Milford
9
£0.00
£0.00
£0.00
£0.00
£0.00
£0.00
22 January 2013
Chris Banbury
Leigh Nile /
Heather
Landers
19
£400.00
£182.00
£582.00
£45.00
£855.00
£273.00
16
£3,600.00
£389.50
£3,989.50
£575.00
£9,200.00
£5,210.50
28 January 2013
Judy Clark
34
£7,650.00
£6,022.91
£13,672.91
£250.00
£8,500.00
-£5,172.91
variety of dates
Judy Clark
15
£255.00
£255.00
£0.00
-£255.00
24 January 2013
06 February 2013
HPJI
Practitioners
Sue Hodge
06 February 2013
Neil Vasey
15
£0.00
£0.00
£0.00
£0.00
£0.00
£0.00
07 February 2013
Aaran Meredith
Wendy
Roderick
Janet Griffiths /
Helen Connet
37
£250.00
£218.00
£468.00
£0.00
£0.00
-£468.00
5
£64.40
£206.60
£271.00
£95.00
£475.00
£204.00
16
£3,600.00
£1,286.16
£230.16
£615.00
£9,840.00
£9,609.84
102
£1,500.00
£500.00
£2,000.00
£35.00
£3,570.00
£1,570.00
£1,250.00
£180.00
£1,430.00
£0.00
-£1,430.00
04 February 2013
2
£250.00
£0.00
£250.00
£30.00
£60.00
-£190.00
22
£0.00
£120.00
£120.00
£30.00
£660.00
£540.00
Getting the Job
13 February 2013
OTP 1
27 February 2013
Rock and Roll
Classroom
28 February 2013
Dr Rich Allen
SLE Training
04 March 2013
Paul Brookes /
Louise St John
Early Years Training
Working with Parents
/ Carers
Creating Displays
04 March 2013
Vicki Watts
6
£125.00
12 March 2013
Sue Hodge
3
£0.00
13 March 2013
Kim D-K
11
£250.00
Olevi QA visit
13 March 2013
Chris Budge
£825.00
Olevi Coaching
20 March 2013 /
24 April 2013
Cathy Hancock
£1,000.00
18 April 2013
Alison Cogher
5
£1,200.00
22 April 2013
Vicki Watts
David
Hargreaves
Martin Calvert
3
£125.00
7
£525.00
7
£250.00
Evidencing Childens
Progress
Early Years Training
The shape of things
to come
Introduction to Excel
23 April 2013
23 April 2013
£125.00
£45.00
£270.00
£145.00
£88.00
£88.00
£30.00
£90.00
£2.00
£50.00
£300.00
£35.00
£385.00
£85.00
£825.00
£0.00
-£825.00
£1,000.00
£0.00
-£1,000.00
£360.00
£0.00
£1,560.00
£250.00
£1,250.00
-£310.00
£125.00
£45.00
£135.00
£10.00
£525.00
£75.00
£75.00
-£450.00
£250.00
£30.00
£210.00
-£40.00
9
Evidencing Childens
Progress
30 April 2013
Alison Cogher
5
£1,200.00
MLDP 2
13 May 2013
Wendy
Roderick
14
£0.00
Prince Rock
Learning Walk
22 May 2013
Simon Spry
14
OTP 2
23 May 2013
ITP 2
24 May 2013
High View Learning
Walk
Seizing Success D.Maddison
New Ofsted for TA's
04 June 2013
Helen Connett /
Caroline
Rendall
Heather
Landers / Caryl
Belli/Leigh Nile
Kim D-K
£1,200.00
£250.00
£1,250.00
£50.00
£3,838.50
£3,838.50
£475.00
£6,650.00
£2,811.50
£0.00
£0.00
£0.00
£0.00
£0.00
£0.00
9
£4,850.00
£346.55
£5,196.55
£615.00
£5,535.00
£338.45
13
£4,100.00
£52.50
£4,152.50
£575.00
£7,475.00
£3,322.50
26
£125.00
£0.00
£125.00
£0.00
£0.00
-£125.00
£0.00
-£445.00
12 June 2013
£445.00
£445.00
12 June 2013
Sue Hodge
9
£0.00
£55.80
£55.80
£45.00
£405.00
£349.20
Creating Displays
17 June 2013
Kim D-K
10
£175.00
£50.00
£225.00
£35.00
£350.00
£125.00
Primary Science
17 June 2013
Allie Beaumont
14
£540.00
£540.00
£50.00
£700.00
£160.00
Teaching Grammar
Using and Applying
Maths TA's
Tackling new
Grammar
Working with
Children with Needs
Teaching Early
Writing
Preparing for SMSC
inspection
19 June 2013
Judy Clark
Richard
Whithouse
AnnMarie
Allchurch
0
£0.00
£63.64
£63.64
£50.00
£0.00
-£63.64
14
£125.00
£50.00
£175.00
£45.00
£630.00
£455.00
6
£325.00
£50.00
£375.00
£45.00
£270.00
-£105.00
Sue Hodge
0
£0.00
£49.24
£49.24
£45.00
£0.00
-£49.24
0
£325.00
£49.24
£374.24
£45.00
£0.00
-£374.24
4
£0.00
£50.00
£50.00
£45.00
£180.00
£130.00
Creative Maths
01 July 2013
6
£125.00
£49.24
£174.24
£45.00
£270.00
£95.76
12
£325.00
£62.48
£387.48
£45.00
£540.00
£152.52
8
£1,332.00
£666.45
£1,998.45
£150.00
£1,200.00
-£798.45
5
£600.00
£666.45
£1,266.45
£150.00
£750.00
-£516.45
9
£0.00
£131.42
£131.42
£0.00
£0.00
-£131.42
10
£125.00
£62.49
£187.49
£45.00
£450.00
£262.51
20 June 2013
25 June 2013
26 June 2013
Pupil Premium
03 July 2013
Into the Breach
03 July 2013
AnnMarie
Allchurch
Wendy
Roderick
Richard
Whithouse
AnnMarie
Allchurch
Nigel Bishop
Nigel
Bishop/Kevin
Duggan
PTSA Members
Extending Level 5 to
08 July 2013
Richard
Moderation for years
5 and 7
Pupil Premium
10
27 June 2013
27 June 2013
01 July 2013
02 July 2013
6 in maths
Better Reading
Partnership
Planning, teaching
Skills TA's
Teaching of
Grammar
Working with
Children with Needs
Appraisal Training
Whithouse
12 September
2013
24 September
2013
Tina Wallis
13
£321.19
£208.80
£529.99
£70.00
£910.00
£380.01
Sue Hodge
9
£0.00
£50.00
£50.00
£45.00
£405.00
£355.00
04 October 2013
Judy Clark
9
£850.00
£80.00
£930.00
£50.00
£450.00
-£480.00
09 October 2013
Sue Hodge
2
£0.00
£50.00
£50.00
£45.00
£90.00
£40.00
10th + 11th Oct
13
NAHT
37
£3,200.00
£3,200.00
£90.00
£3,330.00
£130.00
£0.00
£0.00
OTP 3
ITP3
Ipad Training
TA Display trainng
LIPS
Inside I'm Hurting
Literacy and
Lollipops
Art and DT courses
(8 sessions)
Inspired to Lead
Evidencing Childens
Progress
Evidencing Childens
Progress
Ofsted Expectations
of School Data
£0.00
11th October
2013
12th November
13
27th November
13
14th November
14
24-Jan-14
Heather
Landers /
Cheryl Brake
Western
Computers
High view
High View /
Future Inn
Anne
Henderson
15
500
£215.20
£715.20
£575.00
£8,625.00
£7,909.80
30
0
£160.00
£160.00
£0.00
£0.00
-£160.00
10
125
£74.00
£199.00
£35.00
£350.00
£151.00
28
5100
£2,993.00
£8,093.00
£250.00
£7,000.00
-£1,093.00
22
£978.25
£265
£1,243.25
£80.00
£1,760.00
£516.75
27th January 14
Literacy Hub
60
£250.00
£166
£416.00
£0.00
£0.00
-£416.00
Jan - May 14
Mike Issit
45
£1,000.00
£0
£1,000.00
£10.00
£450.00
-£550.00
7th March
Fran Rennix
11
£4,235
£1,430
£5,665.00
£0
£0.00
-£5,665.00
£1,080.00
-£20.00
£1,350.00
£250.00
£420.00
-£230.00
£0.00
-£1,265.00
20-21 March
4
24-25 March
5
26th March
TA Passport
6th May - 24th
June
OTP 4
23 May 2014
ITP 4
24 May 2014
7
Various
Helen Connett /
Darren Woolner
Heather
Landers / Leigh
Nile
15
£1,000.00
£1,000.00
£500.00
£1,050.00
£100
£100
£150
£215
£1,100.00
£1,100.00
£650.00
£1,265.00
£270
£270
£60
£0
14
£4,850.00
£471.88
£5,321.88
£615.00
£8,610.00
£3,288.12
16
£4,100.00
£208.00
£4,308.00
£575.00
£9,200.00
£4,892.00
11
Maths and Munchies
Launch of MFL
Network
9th June 2014
Maths Hub
60
£250.00
£130.00
£380.00
£0.00
£0.00
-£380.00
11/09/2014
Louise St John
17
£125.00
£0.00
£125.00
£0.00
£0.00
-£125.00
Literacy Conference
Launch of the
Science Network
19/09/2014
Louise St John
60
£490.00
£1,616.50
£2,106.50
£50.00
£3,000.00
£893.50
22/09/2014
Carla Jenkinson
32
£350.00
£100.00
£450.00
£80.00
£2,560.00
£2,110.00
CPD Conference
NQT Planning for the
New Curriuculum
Supporting Level 6
Potential Writers
29/09/2014
John Butcher
14
£0.00
£325.00
£325.00
£0.00
£0.00
-£325.00
01/10/2014
Cheryl Brake
8
£350.00
£100.00
£450.00
£50.00
£400.00
-£50.00
15
£125.00
£100.00
£225.00
£30.00
£450.00
£225.00
Ofsted AM
07/10/2014
Alison Cogher
11
£250.00
£58.60
£308.60
£50.00
£550.00
£241.40
Ofsted PM
07/10/2014
Alison Cogher
15
£250.00
£58.60
£308.60
£50.00
£750.00
£441.40
RE Hub Meeting
Foundation Connect
Hub Meeting
08/10/2014
Katie Freeman
12
£125.00
£0.00
£125.00
£0.00
£0.00
-£125.00
14/10/2014
Vicki W + Jo S
36
£125.00
£0.00
£125.00
£0.00
£0.00
-£125.00
Maths Conference
Scratch Introduction to
gamemaking
Foundation
Demonstration
Lesson
17/10/2014
Rachel C
68
£350.00
£2,250.00
£2,600.00
£50.00
£3,400.00
£800.00
20/10/2014
Steve Cleave
4
£125.00
£50.00
£175.00
£30.00
£120.00
-£55.00
21/10/2014
Vicki W + Jo S
11
£0.00
£0.00
£0.00
£0.00
£0.00
£0.00
MAPA training
Empowering
Teaching and
Learning
Total
21-22/10/2014
Ian Tweedie
4
£350.00
£936.20
£1,286.20
£90.00
£360.00
-£926.20
06/11/2014
HL, CB, LN
13
£0.00
£112,529.28
£575.00
£7,475.00
£139,935.00
£7,475.00
£27,405.72
12
06/10/2014
Leadership Strand - Chair Heidi Price
As of the start of December we now have 47 SLEs and 17 PLEs across all phases and sectors. In
November a team interviewed all the new applicants for SLE status over a week. This resulted in the
designation of a further 10 SLEs with a few being asked to become PLEs in order to gain greater
experience.
School Improvement, CPD and School Direct will be our main areas of work with Research and
Development threaded though out these projects. The development of subject centre hubs will be the
vehicle for developing these strands. With the funding being allocated from NC implementation and
Schools Direct grants. The network hubs currently set up are Literacy, Numeracy and Foundation Stage
with Computers, Foundation Curriculum and SEN in development. The SEN network, will piggy back the
Excellence Cluster hub currently running.
We have 16 trained facilitators (though 5 have been inactive) in the OLEVI Outstanding Teacher and
Improving Teacher methodology of which 8 have delivered one of these programmes. We are no longer
delivering the ITP and are now delivering our own programme entitled Empowering Teaching and
Learning; this has none of the negative implications of the ITP. We are currently providing 2 places per
course on the OTP for PLEs, we need through our interviews mentioned above, to determine which of
our new recruits would most benefit from this or alternative training such as the NCTL programmes
mentioned below. Our partnership with the Leading Schools South West consortium has yet to be fully
exploited. The NPQML and NPQSL have been better promoted and are part of our CPD offer to schools.
We have developed or are developing a further three Leadership Programmes – Head Start (New
Heads), Heads Up (Aspiring Heads) and Step Up to Subject Leadership. The measures we have put in
place we believe will enable us to create greater leadership capacity within the City and will ultimately
help with succession planning and school improvement.
Fig 3 SLE/PLEs as at December 2014
Name
Carla Jenkinson
Caroline Rendall
Caryl Belli
Cheryl Brake
Chris Humphries
Claire Prynne
Darren Woolner
Debra Badger
Denise Razey
Finola Gill
Hannah Daragon
Heather Landers
Helen Connett
Janet Griffiths
Jennifer Hussey
13
School
Leigham Primary School
Victoria Road Primary School
High View Primary School
Prince Rock Primary School
ACE
Hooe Primary School
Burraton Primary School
High View Primary School
Hyde Park Infant School
St Josephs RC Primary School
Coombe Dean Secondary
High View Primary School
Hyde Park Junior School
Stoke Damerel Community College
Hyde Park Junior
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
Julie Packer
Karen Williams
Katherine Freeman
Lisa Booth
Louise St John
Lucy Hanley
Michele Lockett
Mike Owen
Natalie Vaudin
Nicola Carvell
Pauline Donnellon
Phil Arnold
Rachel Cheney
Rebecca Radford
Vicki Watts
Richard Whitehouse
Plympton St Maurice
All Saints Academy
Hyde Park Infant
Victoria Road Primary School
Victoria Road Primary School
Prince Rock Primary School
Hyde Park Junior School
Old Priory Junior Academy
Leigham Primary
Burraton Primary School
Morice Town Primary School
Stoke Damerel Community College
Hyde Park Junior School
Shakespeare Primary
Compton C.E Primary School
All Saints Academy
Dawn Dyer
Debbie Burman
Gill Brown
Alison Betts
Dave Killoran
Leigh Nile
Lucy Bradbury
Stoke Damerel Community College
Stoke Damerel Community College
Chestnut Nursery School
Wynstream Primary School
Wynstream Primary School
Yealmpstone Farm
Exwick Heights Primary School
Sara Gill
Prince Rock
Sarah Tomkinson
Shaun Willis
Shelley Lockett
Sian Evans
Wynstream Primary School
Notre Dame RC School
Notre Dame RC School
St Andrews CofE
Tessa Saunders
Woodfield Primary
Gary Futcher
Fiona Osmaston
Caroline Grant
Notre Dame RC School
Lipson Co-operative Academy
Eggbuckland Community College
14
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
SLE
Name
Helen Jennings
Joanne Stapleton
Sarah Maddock
Jenny Stephenson
Carly Savage
Vanessa Greenaway
Rachel Instone
Deborah Grayson
Celina Cox
Catherine Rollins
Rebecca Lawrence
Sue Clarke
Kayleigh Sherrell
Sarah Sandey
Katie Lobb
Holly Lewis
Jessica Rowe
School
Mayflower Academy
Compton C.E Primary
High View Primary
High View Primary
High View Primary
Victoria Road Primary
Shakespeare Primary
Longcause Special
Millford Special
High View Primary
High View Primary
Yealmpstone Farm Primary
Weston Mill Primary
Stoke Damerel Primary
Stoke Damerel Primary
Longcause Special
Montpelier Primary
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
PLE
15
Leadership Strand - Chair Heidi Price
As of the start of December we now have 37 SLEs and 21 PLEs across all phases and sectors.
In January Heidi Price and Pete Nash interviewed all the new recruits over a few days to assign
colleagues to specific tasks or groups. This process was repeated in February for our existing
SLEs/PLEs. School Improvement, CPD and School Direct will be our main areas of work with
Research and Development threaded though out these projects. The development of subject
centre hubs will be the vehicle for developing these strands. With the funding being allocated
from NC implementation and Schools Direct grants. The network hubs currently set up are
Literacy, Numeracy and Foundation Stage with Computers, Foundation Curriculum and SEN in
development. The SEN network, will piggy back the Excellence Cluster hub currently running.
We have 16 trained facilitators (though 5 have been inactive) in the OLEVI Outstanding Teacher
and Improving Teacher methodology of which 8 have delivered one of these programmes. It
would be my recommendation that we cease doing the ITP (giving us greater capacity to deliver
OTP) and develop our own in house version, without the negative implications. We are currently
providing 2 places per course on the OTP for PLEs, we need through our interviews mentioned
above, to determine which of our new recruits would most benefit from this or alternative
training such as the NCTL programmes mentioned below. Our SLEs may benefit from Inspired
to Lead (if taken up)
Our partnership with the Leading Schools South West consortium has yet to be fully exploited.
The NPQML and NPQSL have been better promoted and are part of our CPD offer to schools.
The measures we have put in place we believe will enable us to create greater leadership
capacity within the City and will ultimately help with succession planning and school
improvement.
Fig 3 SLE/PLEs as at March 2014
SLEs (37)
Name
Carla Jenkinson
Caroline Rendall
Caryl Belli
Cheryl Brake
Claire Prynne
Darren Woolner
Debra Badger
Denise Razey
Finola Gill
Heather Landers
Helen Connett
Janet Griffiths
16
School
Leigham Primary School
Victoria Road Primary School
High View Primary School
Prince Rock Primary School
Hooe Primary School
Burraton Primary School
High View Primary School
Hyde Park Infant School
St Joseph’s RC Primary School
High View Primary School
Hyde Park Junior School
Stoke Damerel Community
College
Lisa Booth
Louise St-John
Lucy Hanley
Michele Lockett
Mike Owen
Pauline Donnellon
Rachel Cheney
Rebecca Radford
Vicki Watts
Shaun Willis
Richard
Whitehouse
Victoria Road Primary School
Victoria Road Primary School
Prince Rock Primary School
Hyde Park Junior School
Old Priory Junior Academy
Morice Town Primary School
Hyde Park Junior School
Mayflower Community School
Compton C.E Primary School
Notre Dame RC School
Alison Betts
Dawn Dyer
Debbie Burman
Jennifer Hussey
Leigh Nile
Lucy Bradbury
Sarah Tomkinson
Shelley Lockett
Caroline Grant
Dave Killoran
Fiona Osmaston
Gary Futcher
Gill Brown
Katherine Freeman
Wynstream Primary School
Stoke Damerel Community College
Stoke Damerel Community College
Hyde Park Juniors
Yealmpstone Farm
Exwick Heights Primary School
Wynstream Primary School
Notre Dame RC School
Eggbuckland Community College
Wynstream Primary School
Lipson Co-operative Academy
Notre Dame RC School
Chestnut Nursery School
Hyde Park Infants
All Saints Academy
PLES (21)
Name
Helen Jennings
Natalie Vaudin
Joanne Stapleton
Sarah Maddock
Jenny Stephenson
Carly Savage
Vanessa
Greenaway
Deborah Grayson
Holly Lewis
Celina Cox
Jessica Rowe
School
Mayflower Community School
Leigham Primary
Compton C.E Primary School
High View Primary
High View Primary
High View Primary
Victoria Road Primary School
Longcause
Longcause
Millford
Montpellier Primary
17
Catherine Rollins
Rebecca Lawrence
Sara Sheldon
Hannah Daragon
Sue Clarke
Kayleigh Sherrell
Tessa Saunders
Rachel Instone
Sarah Sandey
Katie Lobb
High View
High View
Hyde Park Juniors
Coombe Dean
Yealmpstone Farm
Weston Mill
Woodfield Primary
Shakespeare Primary
Stoke Damerel Primary
Stoke Damerel Primary
Initial Teacher Education Strand – Bernie Evans Strategic Lead
The feedback for the current 2014 School Direct cohort is generally very good with the primary
programme receiving praise for its comprehensive SLE subject input days. The simultaneous
PGCE demands have had an impact on some trainees and will be addressed by programme
amendments for 2015. PTSA have a reduced allocation for 2015 from NCTL for School Direct
trainees (see Fig 4) potentially leading to an increase in per capita costs. In response to this,
funding and allocation of the training fees will have to be re-examined and alternative options
are also being explored through the DfE special projects division. Further to this, PTSA have
just submitted an EOI for a potential cohort of 12 x primary PE specialists which could help
address the allocation shortfall whilst reflecting a likely change in NCTL direction for primary
subject specialisms for which we will be well placed to lead on. Other funding sources such as a
£20k test-and-learn project (secured) aimed at Post ITT SKE primary maths is now running and
with Maths hub input will help not only to upskill practitioners and fill a need (identified by
Schools, SATS results and the SEAT) but also help determine which aspects of CPD enhance
efficacy in the classroom through a research project and offer level 7 (masters) credits to those
who complete the course. The interaction of CPD/Leadership and ITE strands are leading to
more engagement and potentially shared access to resources and provision with other TSAs
(such as the RQTL offering from Devon Primary SCITT) and the new PTSA (SWTS) CPD
database will further enhance and clarify those opportunities. Engagement with secondary
schools continues to be enriched. ITE needs have led to a direct need for designation of
18
secondary PLE/SLE applications which we have helped co-ordinate and this has been further
strengthened through growing cross-phase subject hubs.
PTSA have incurred a cost for training teachers in 2014 using School Direct and there is a
deficit budget from the 2014 cohort due to the fee allocation. The allocation of the trainees
£9,000 fees currently stand at £4600 to the HEIs (for PGCE accreditation, professional studies including the PGCE and Ofsted themes, venue hire and student finance/services
administration), £3000 to host schools (to provide for hosting, paying staff for their quality
mentoring and classroom based input) and the remaining £1400 to PTSA. Currently the £1400
paid to PTSA to administer the course is also paying for the SLE deployment for preparation
and delivery of the subject input sessions and this financial skew is not viable and will need to
be adjusted for 2015/16. Depending on the success of recruitment, £2-2,500 per/capita would
be required for the PTSA share to make the model sustaining. If the clawback came entirely
from schools the net effect would appear to be largely semantic but would more fairly reward
the schools whose SLE resource was being used.
Sifting and interviews have started for 2015 entry and Heads who actively host and get involved
in this process are able to pick their trainees first. Findings from the experience gained over the
last two years would suggest that graduate trainees who have worked for a year as a TA have
proved to be more resilient and ready for the School Direct model.
Fig 4 PTSA School Direct 2015
Course
Requested Places
General Primary
28
EYFS/KS1
14
General Primary with 4
Maths
Primary PE E.O.I
12
MFL
4
English
4
PE
4
Chemistry
2
Physics
2
Maths
4
Allocated Places
HEI
18
9
4
Marjon
Marjon
Marjon
3
3
3
1
2
4
Marjon
Marjon
Marjon
Marjon
Plymouth University
Plymouth University
Plymouth University
19
APPENDIX I
Teaching schools - Action plan April 2014 – March 2015
1 Initial Teacher Training / School Direct
Specific objectives
 All trainees are able to recognise, observe and learn from PTSA outstanding classroom practice

Planned programme of high quality school-based training and professional development opportunities in
place for Primary & Secondary

All trainees access high quality mentoring and coaching/develop further with clearer pathways

PTSA ITT provision reflects local, regional and national priorities

School Direct allocation for 2015/16 reflects actual demand from schools with ownership for their trainees
from the outset

To develop a schools based model with a select number of committed partner schools

To develop a data monitoring system for trainees which can be used in the early years of teaching

All schools in alliance become adequately staffed with own home-grown high quality teachers
Success criteria
KPI
Action steps
1.1 Co-ordinate SLE/PLE lead subject hubs for
input into School Direct
By whom
JB/BE/SY
By when
Sep 2014
New courses for EYFS, Maths and PE (primary)
JB/BE/SY
Dec 2014
HEI/SLE
input for
mentor
training
Jun 2015
1.2 Q/A Mentors with specific SD mentor
training
1.3 Trainee allocation/Pre-school
meeting/School induction
PAPH/PLT
Jun 2015
1.4 Initiate action research project on use of
outstanding practitioners in ITT
TH/SY
Nov 2014
20
How measured
Hubs will be set up and working on
the delivery and content for the
PTSA subject input for School direct
trainee teachers.
Ensure high quality mentoring is in
place in school specifically for
School direct and ensure mentors
and class teachers are fully apprised
of the role and expectations.
Reduced trainee issues.
Students are allocated to their
school, meet your school date
agreed, induction Sept 2015
Research project to establish
efficacy and impact (on students
and schools) of using outstanding
practitioners. Primary maths SKE
and research project running
1.5 Establish and monitor SD succession
planning and recruitment efficacy
1.6 Establish new baseline for number and
type (subject/phase) of trainees in alliance
schools using any historical data and canvass
schools to help forecast likely demand for
2016 subjects and numbers
Encourage ownership of SD and their trainee
teachers by PTSA schools
1.7 Marketing
Produce literature flyers
Send out template recruitment letters to
Heads
Attend and run open days
Update PTSA website
BE/JG
Nov 2014
SY/JE/BE
Jan 2015
Cohort review in Number of SD
students taken on and retained
from the cohort in Plymouth
schools
Forecast demand by subject/phase
established, agreed and published
throughout alliance.
Data forms basis for planning future
School Direct places
Being involved in requests for
School Direct places.
Participation in the recruitment and
selection process for trainees
SY
SY/JE/FA
SY/JE/FA
SY
Oct 2014
Applicants aware of PTSA and
applying via UCAS.
Targeted web and email campaign utilising
UCAS
SY
Nov 2014
Recruitment to allocation
1.8 Strand Integration
SY/BE/JB/HP Jan 2015
Integration of ITE/CPD and
Leadership strands to provide
coherent overview
1.9 Invoicing
SY/SB/HEI
HEIs invoiced and schools received
hosting money
Dec 2014
2 CPD / Leadership development – November 2014
Specific objectives
1 Framework - To develop a Plymouth CPD framework from levels 1-8 in response to the needs of schools, consortia and
networks across the city.
2 Infrastructure - To develop an infrastructure, including a PTSA website to support access to opportunities across the city.
3 ITE & Schools Direct - To integrate the ITE framework with School Direct and NQT programme.
4 SLEs - To support SLEs and subject specialist networks to deliver co-ordinated CPD programmes which can be accredited,
responding to individual, local, regional and national need.
5 Leadership - To develop a PTSA leadership programme which supports the effective recruitment, deployment and
retention of aspirant leaders.
6 School Improvement - To provide comprehensive CPD to tackle specific school improvement needs.
21
7 STEM - To support city wide agendas and raise aspirations e.g. as STEM/employability/enterprise and entrepreneurship
skills.
Success criteria
Action steps
Framework
1.1 Identify current
activity/providers across
the partnership.
1.2 Map and accredit
professional pathways
including: TA,
SDNQT/Supply + - ML –
SL – NPQH -LLE –NLE –
Masters and identify
transition points.
1.3 Develop and publish
reflective practitioner
research projects
against PTSA strategic
priorities e.g. narrowing
gap, Lips Dore, Thrive.
Infrastructure
2.1 Develop and evaluate
web infrastructure and
processes for on-line
booking.
KPI (use number from list at end of template, where appropriate)
Progress By whom By when
How measured

JB
July 2014
We know who is providing
accredited courses across our
network of schools.
Improved information
flow on partnership
activity

CPD
Strand
July 2014
We have a route map which
demonstrates how staff can
progress from TA to NLE.
There is a map which shows
an accredited qualifications
journey from level 1-8.
Need to commission a
CPD pathway map

CPD
Strand
Ongoing
and
review
termly
Reflective practice is
embedded within our CPD
provision and research is
published on the PTSA web
site and shared across the
learning community.
JB
September The PTSA web site is the key
14
to accessing CPD
opportunities.
CPD
Strand
and hub
leads
July 14
Terms of reference are
established which guide and
support hub activity.
CPD
Strand
and hub
leads
July 14
Hubs across national
guidance research and
support to stimulate local
activity.
AK, KM,
JB
September The web site is up to date and
14
is a reliable reference point.
There is a published hard

2.2 Establish terms of
reference for hub
activity.
2.3 Hubs to align national
and local priorities to
CPD provision across all
phases.
2.4 Populate web site with
CPD content and publish
hard copy.
22
Comments

New website up and
running, undergoing
refinements
See 2.1
copy of CPD provision as of
June 2014.
2.5 Produce a financial
framework for CPD
activity which ensures
financial sustainability.
ITE & Schools Direct
3.1 Identify and train SLEs to
deliver each aspect of
School Direct and NQT
programme.
3.2 Create a framework with
HEI partner institutions
which meets future
Ofsted requirements.
3.3 Coordinate the delivery
of key themes with
School Direct, NQT and
ITE.
SLEs
4.1 Increase the number of
SLE/PLEs linked to each
hub and allocate roles
which support 6 key
priorities. School to
school, CPD, research
etc.
4.1 Create a CPD
programme which
supports SLE/PLE in
delivering their role:
emotional intelligence,
coaching, lesson
observation, feedback,
communication skills.
4.2 Develop cross phase
working to deliver
strategic priorities: e.g.
BB, PO
July 14

CPD
Strand
September Training for SLEs has taken
14
place so that they are able to
deliver effective training and
facilitation.
April 15

HEI task
and finish
group
CPD
Strand
September CPD Strand receives updates
14
at termly meetings to report
on efficiencies and barriers to
progress.
Teaching
school
leads
June 14
JB
September A training programme for
14
SLEs and PLEs created to
support them in their work.
Date booked 26-11-14
SLE hub
leads
July 15
Strong evidence of
collaborative work
following meeting
with Secondary CPD
→

→


CPD provision is financially
viable and there are systems
and processes for arranging
and booking courses.
SLE interviews booked
for w/c 10-11-14
The CPD framework is robust
and meets current and
challenging Ofsted
requirements.
Hub networks share and
distribute responsibilities and
manage the work load fairly.
Hub networks develop cross
phase activity, which deepens
an understanding of a
continuous curriculum.
Need to ensure
sustainability of Hub
leadership (eg
Maternity cover)
23
assessment, transition,
literacy, maths.
Leadership
5.1 Recruit potential leaders
onto existing leadership
programmes and
development of new
programmes.
School Improvement
6.1 Introduce good to
outstanding schools
programme (HMI).
6.2 Continue to support OTP
and inspired teaching
programmes.
6.3 Raising standards
through quality first
teaching. KS1 to KS5.
6.4 Improving transition
KS2/KS3/KS4/KS5 for
high achievers and
vulnerable learners.
STEM
7.1 Integrate PTSA priorities
into city wide
STEM4Plymouth Plan.
7.2 Link with National Expert
Groups e.g. NCETM,
STEM for Science.
7.3 Join up key City
employability and
24
coordinators
JB
June 14
Potential and aspiring leaders
are able to access nationally
accredited programmes.
JB, PM
September Good schools are able to
14
access a programme of
support which supports
aspirations towards achieving
outstanding status.
CPD
Strand
Termly
cohorts
OPT and ITP programmes are
embedded within the CPD
offer and facilitate
improvement in quality of
teaching across PTSA.
CPD
Strand
Ongoing
and
review
termly
Schools and teachers can
demonstrate significant
improvements in attainment
and progress within their
class and school.
CPD
Strand
Ongoing
and
review
termly
Exemplar practice of high
quality transition
arrangements is shared
across the city.
KH, PH
July 15
PTSA develops a strategy to
engage with STEM4.
Hub
networks
July 15
PTSA engages with national
expert hubs and is able to
develop regional networks.
KH, PN
July 15
PTSA links with key strategies
which encourage raising
employment aspirations and
→



Headstart, Step-up to
subject leadership and
Heads-up courses
developed. Teaching
School Council –
Leadership talent
Empowering teaching
and learning course
detail completed.
Course commenced
06-11-14
entrepreneurship
activity across phases.
access to entrepreneurial
activity.
Key – Progress

→

Moving forward
Static
Lost pace
3 Succession planning and talent management
Specific objectives
 Establish three year profile of demand for middle/senior leaders within alliance (succession planning needs &
potential)
 Cross-alliance talent management/succession planning strategy in place
 Cross-alliance criteria set and agreed for talent identification and targeting
 Cross-alliance performance management processes and policy in place to allow leadership development
opportunities between schools
 Systematic programme of leadership placements/rotation opportunities in place
 20% of middle/senior leadership roles within alliance successfully filled by staff progressing through the
leadership development offer
 Staff retention rates across the alliance are 10% above the national average and in targeted schools improve
to be at least greater than the national average after year 1.
Success criteria
KPI (5,6,8)
Action steps
3.1 Publish and disseminate agreed crossalliance succession planning strategy
By whom
HP
By when
31 Aug
2014
How measured
All alliance members engaged in
succession planning strategy and able
to identify target groups according to
phase/types/specialist need (e.g.
faith) and diversity.
3.3 Establish systematic talent management
pathways that include rotation and monitored
‘step up’ opportunities through school to school
support
HP
In place
from 1
Sept
2014;
monitor
1 Nov, 1
Feb &
quarterly
10 PLEs have ‘placement opportunity’
in academic year.
20% of leaders accessing senior
leadership placements progress to
appropriate modular curriculum
level, including NPQH within 6
months.
3.4 Deliver cross-alliance workshop for
middle/senior leaders considering headship
(NPQML, NPQSL develop PTSA leadership
SN
By 1 Nov
2013
20% of attendees actively pursue
rotation/placement opportunities
and/or NPQH
25
programme)
Targeted attendees representative of
alliance needs and diversity.
4 School to school support
Specific objectives:
1. An effective, blended, citywide approach to school improvement reduces the percentage of schools
judged, on inspection, to require improvement or a category of concern. Used and clearly understood by
all stakeholders and partners across all phases.
2. There is a common understanding across all partnerships of what it means to perform an LLE as opposed
to an NLE role, so that a proportionate approach to school-to-school support is effective, manageable
and sustainable.
3. 10 further SLEs secured to join the current team, from Special and Secondary schools so that the city can
draw upon a wider range of expertise across phases, impacting positively on standards, particularly in
Maths.
4. A highly skilled, quality assured team of NLEs/LLEs/SLEs/PLEs from across phases, provides a coherent,
sustainable and supportive workforce to work across schools to raise standards and narrow the gap
across the city.
5. Secure the involvement of Governors in the school improvement process by ensuring they are fully
conversant with the SEAT and are involved in the action planning process.
6. Increased proportion of O/S schools across the city by August 2014, which in turn increases the capacity
of PTSA to support other schools on this journey.
7. Online SEAT used by 90% of schools
Success criteria
KPIs: 1,2,4,8
Action steps
By whom
By when How measured
4.1 Agree and publish the citywide strategy for
school improvement with all stakeholders and
share across the city at a number of key events
including PAPH and HAD. (KPI 1)
4.2 Engage all LLEs/NLEs/SLEs and PLEs in
quality training to deepen understanding of
school-to-school support.
Revisit protocols and continue to develop the
toolkit of skills in order to audit skills and plan
training. At least one training day per old term
to be put in the diary. (KPI 4,8)
PTSA Reps
DM/KDK/
SS/PN and
LA Reps
(JS/JH)
End of
June
2014
SLA/PTSA meetings and visits to
schools during 2013/14 record a
common understanding of the LA’s
statutory duty, the role of PTSA and
how to access school improvement
support.
DM/
KDK/SS/PN
May
2014,
then
Spring
and
Summer
terms
Evaluations from supported schools
and impact measures; data/Ofsted
HP
Team of SLEs available for
deployment to Secondary and
special schools.
4.3 Appoint and train up to 5 SLEs in the
Secondary Phase, including specials. (KPI 8)
PN/
Secondary
Rep/PM
4.4 Identify the extent of the ‘gaps and how
Pupil Premium is used’ in Plymouth schools
(Dashboard data/SEAT) Extend the supporting
26
PN/DM/HP/
1st Nov
2014
August
Fewer instances of gaps in
provision and attainment across
Plymouth schools.
Governing bodies formally engaged
network and design training to reduce those
gaps across phases. (KPI 1)
4.5 Provide training for governors, in
partnership with the Governor Development
Team, across the alliance and in all schools
where there are SLEs to ensure that the
concept, practices and protocols associated
with school-to-school support are fully
understood and formally agreed. (KPI 4)
4.6 Develop a training programme to deeply
embed what schools need to do to move from
Good to Outstanding. Involvement of HTs,
whole SLTs and Governors to ensure common
understanding and agreement. (KPI 1,2,4)
BE/SN
2014
in school-to-school support.
Commitments and benefits
understood and formally agreed.
Gov Support
Team/PG/
PN
Sept/Oct
2014
2013/14 Ofsted reports
KDK/SS/ST
Begin in
Sept/Oct
2014,
complet
e by July
2015
5 Specialist Leaders of Education
Specific objectives
 All strategic partners are fully informed of the role and deployment opportunities of SLEs
 Minimum of 5 SLEs appointed from across the alliance increasing the capacity of the alliance for school to
school support
 All SLEs appropriately deployed within the first 12 months of designation.
 Positive and evidenced impact evaluations on SLEs received from all ‘receiving’ schools
 Teaching school senior leadership team trained to market SLE opportunities and to support the application,
designation and deployment of SLEs
 SLEs play strategic role in development and operation of Subject ‘Hubs’
SLEs continue to access high quality training and development post designation
Success criteria
KPI (1, 2,3 ,4)
Action steps
5.1 Briefing events and information for partner
organisations and potential SLEs provided on
alliance website and Plymouth Association of
Headteachers website
By whom
HP/SN
By when
Launch
Nov
2014
How measured
Positive response to SLE application
round ensures that all vacancies are
filled with outstanding candidates
Alliance reach extended by the
engagement of SLEs from schools not
previously involved in the alliance.
5.2 SLE appointment panel established (including
SLE Lead
1 Oct
All candidates judge that the process
27
headteacher Secondary/Special)
5.3 Ensure that all SLEs access mandatory
training in a timely way at local training venue
(Increase capacity of trainers by x 2)
SLE Lead
5.4 Use strategic partner HEI to develop an Mlevel route that focuses on local needs (Linked to
CPD/Leadership development strand)
2014
has been fair and reasonable
5 Jan
2014
Training completed and deployments
underway within planned timescale
Progress
check by
31 Dec
2014 for
cohort 1
launch
April
2015
Cohort of 10 number of teachers
recruited on to M-level course
At least 50% of SLEs engaged in Mlevel activity specifically focused on
their school to school support role
5.5 Engage up to 6 SLE in a national curriculum
initiative, e.g. Hubs, Mathematics, English,
Science, Computing, Foundation, RE
SLE Lead
Engage
by March
2014
3 subject seminars held in year for all
relevant staff across the alliance,
increasing subject expertise in target
areas. (Primary and secondary maths)
5.6 Ensure all SLEs/PLEs are involved with either
research/CPD/school to school support
SLE lead
By Sept
30th 14
All SLEs maintain their professional
development and their skills improve
5.7 Appoint an SLE lead co-ordinator
HP
By April
30th 14
Clear structure and line management
of staff
6 Research and development
Specific objectives
 Teaching School Alliance provides leadership to the school system in research and development (Ct G)
 Successful in bid for two R&D strands
 Identified lead staff actively engaged in the National College R&D community
 Attendance at and participation in the shaping of policy via national research event (Maths Association)
 Research projects on two locally identified priorities underway: ‘Language in Plymouth Schools’ and
‘Narrowing the Gap’’
 SEND strategy developed and implemented
 Create learning pathways through CPD that is linked to action research
R&D increasingly seen as an integral part of practice across all alliance schools
Success criteria
KPI (3,4,8)
Action steps
6.1 Develop the R&D strands work across all
schools eg. Growth Mindsets (KPI 3)
28
By whom
PN
By when
Dec 14
How measured
Success in award of R&D bids
Engagement in R&D strands develops
stronger role for alliance in
engagement with and leadership of
R&D community
6.2 Identify and set up cross-alliance R&D
reference group (KPI 8)
LB
July 2014
Team of 5 staff (including at least one
SLE) identified to drive the R&D
programme
R&D strand bids developed
successfully and in a timely manner
R&D approach adopted to impact
evaluations across all strands of the
alliance’s work
6.3 Establish a local research network to focus
on key priorities in partnership with HEI and
publish on PTSA website
(KPI 6)
HL
Jan 2015
local initiative strands scoped and
submitted to HEI for critical review
Two school-based staff responsible
for successful delivery of facilitated
research sessions in partnership with
HEI
Publication and dissemination of
findings informing changes to
practice, improving leadership supply
and impacting on approaches to CPD
strand
Governance
Specific objectives
 Clear model of governance in place that describes roles, responsibilities and key accountabilities
 Support made available to new teaching school alliances to assist them in the establishment of robust
governance
Success criteria
KPI (use number from list at end of template, where
appropriate)
Action steps
By whom
By when
How measured
Develop, describe and put into operation robust,
‘fit for purpose’ alliance governance model
Strategic
Board
Oct 2014
Alliance decision-making is effective
and timely. Different agencies are
clear about their roles,
responsibilities and accountabilities
in critical decision-making
Develop and gain sign up to ‘memorandum of
understanding’ for use with alliance members
and strategic partners
PN
Dec 2014
All strategic partners signed into
‘MoU’, strengthening and formalising
transparent governance
arrangements
Other priorities (optional)
Specific objectives
29
 Merge Teaching School into PAPH Cooperative CIC
 Define role within the Local Authority and secure funding
 Develop and strengthen partnership with Secondary (PLT) and Special (SHAP)
Success criteria
KPI (KPI 7, 2, 1)
Action steps
 To revisit model structure to reflect
wider school involvement
 Continue to develop protocols and
MoU with LA/Governor Services
 PLT/SHAP fully involved in ALL
STRANDS and strategic plans reflect
this
By whom
Strategic Board
By when
Dec
2014
SB/JS
Dec
2014
PLT/PAPH/SHAP Dec
2014
How measured
All stake holders actively engaged
at operational and strategic board
Practices and resources are
determined and operational
Key actions identified and plan
developed to address need
Potential risks and how they will be managed (where applicable)
National KPI
Intent
1 Pupil attainment and closing
the gap
The improving progress in attainment at key stages 2, 4 and 5
2 Overall effectiveness of
schools
improvement in Ofsted judgements*, resulting in fewer poorly performing
schools and more good and outstanding schools
3 Quality of teaching
schools in alliances show an improvement in Ofsted judgements for teaching
and learning that is greater than the national average
4 Quality of leadership
show an improvement in Ofsted judgements for leadership and management
that is greater than the national average
5 Number of trainees
trained**
initial trainees trained in teaching school increases from 13 to 40
6 Supply of leaders
an improvement in headship vacancy rates that is greater than the national
average
7 Number of schools in
teaching school alliances
The number of schools in teaching school alliances increases year on year (in
total and for each teaching school cohort)
8 The number of SLEs
designated, trained and
deployed
The number of SLEs designated and trained by teaching schools is in line with
targets agreed with DfE
The reduction in the achievement gap for pupils in receipt of free school meals
and/ or in care in teaching school alliances is greater than the national average
50% of SLEs are deployed within 3 months of designation
* Outstanding schools will not be subject to routine Ofsted inspections. Measures that refer to Ofsted
judgements, therefore, will not include schools already judged ‘outstanding’
30
** Subject to change
APPENDIX ii
PTSA FUNDING
2012/2013 ACADEMIC YEAR
2012/2013
Cost Centre
Delivery
Structure
£600,000
Allocated
540,000
Spent
93,960
Remaining
446,040
60,000
51,951
8,049
Carry-forward
to 2013/2014
£454,089
2013/2014
Cost Centre
Delivery
Structure
Cfwd to 13/14
academic year
Notes
Allocated
436,040
18,049
£454,089
Spent
50,709
Remaining
385,331
Notes
18,049
403,380
Notes
In 2012/2013 – High View Primary School had £15,000 for staffing costs i.e. Headteachers payment and
payments to other staff for work undertaken for the PTSA.
In 2013/2014 – Prince Rock Primary School had their £15,000 allocation for staffing costs as detailed
above.
31
PTSA FUNDING 2013/2014 Academic Year
Balances
2013/2014 - financial year
Opening Balance £403,380
As at 20th March 2014
Cost Centre
Delivery
Structure
Allocated
385,331
Spent
121,194
Remaining
264,137
18,049
10,000
8,049
Carry-forward
to 2014/2015
272,186
PTSA FUNDING
2014/2015 ACADEMIC YEAR
Delivery
Contingency
Retained
School to School
Secondary
Total
32
£36,170
£ 7,613
£54,017
£20,000
£117,800
Notes
Structure
Admin
Leadership
Total
£3,050
£5,000
£8,050
Remaining Balance
£125,850
OTHER GRANTS (fund 19)
KSITT Funding
Opening Balance
Transferred
Balance
£33,000
£33,000
£19,750
SEND FUNDING
Opening Balance (13/14)
£15,000
33
Transferred
£15,000
Balance
£0
CTG Test & Research Funding Grant 13/14
Opening Balance (13/14)
Transferred
£5,000
£5,000
Balance
£5,245.78
PTSA National Curriculum Grant
Opening Balance (13/14)
Transferred
£20,000
£20,000
Balance
£1,827.11
EARLY INTERVENTION
Opening Balance (13/14)
Transferred
Balance
34
£16,825
£16,825
£0
APPENDIX iii
35
Appendix iv – Self Evaluation Audit Tool v2.1
Plymouth Teaching School Alliance Self Evaluation Audit Tool (V 2.1)
Strand
A
A2
A3
A4
Area of Risk
DFE Performance
% L4+ Reading
% L 4+ Writing
% L4+ Maths
APS Progress KS1-KS2
HMI/DFE/Raise/Desktop Review/2LP
Low Risk
More than 95%
More than 95%
More than 95%
APS 13.5+
95%+ EN & or Ma 2 Levels of Progress
A1
Pupil Premium Narrowing the gap
Inspection Judgements
Overall Effectiverness
No difference
Low Risk
Outstanding
Moderate Risk
87-95%
82-95%
85-95%
APS 12.5-13
93%-95% EN & 91-95% Ma 2 Levels of
progress
narrowing difference
Moderate Risk
Good
A5
SEF Judgements
Achievement
Quality of Teaching
Low Risk
Outstanding
Outstanding
Moderate Risk
Secure Good
Secure Good
National difference
Balanced Risk
Good/Outstanding (3 years plus since
inspection)
Balanced Risk
Emerging Good
Emerging Good
A7
Behaviour and Safety
Outstanding
Secure Good
Emerging Good
Requires Improvement
A8
Leadership and Management
Outstanding
Secure Good
Emerging Good
Requires Improvement
B
Predicted/Actual Summer Attainment (combined APS)
Above N.A.R.E
In line N.A.R.E (Raise Outcomes 2012)
Below N.A.R.E
B1
B2
B3
B4
B5
B6
B7
B8
B9
B10
B11
B12
B13
B14
B15
B16
B8
Y6 Reading
Y6 Writing
Y6 Maths
Y5 Reading
Y5 Writing
Y5 Maths
Y4 Reading
Y4 Writing
Y4 Maths
Y3 Reading
Y3 Writing
Y3 Maths
Y2 Reading
Y2 Writing
Y2 Maths
Y1 Reading
Y1 Phonics Screen Check
Y1 Writing
Y1 Maths
Reception Foundation 2
Nursery Development Matters Competency
Well above Age Related Expectations
(N.A.R.E)
APS 30+
APS 30+
APS 30+
APS 27+
APS 27+
APS 27+
APS 24+
APS 24+
APS 24+
APS 21+
APS 21+
APS 21+
APS 17+
APS 17+
APS 17+
APS 15+
More than 80%
APS 15+
APS 15+
More than 81% GLD
80% exceeding 40-60 Band
APS 28.9-30
APS 27.4-30
APS 28.5-30
APS 25.1-26.9
APS 24.8-27
APS 25.4-27
APS 21.1-24.9
APS 21.1-24
APS 22.3-24
APS 18.7-21
APS 21.7-21
APS 18.2-21
APS 15.8-16.9
APS 14.8-17
APS 16-17
APS 11.6-15
59-79% Achieving Standard
APS11.6-15
APS 11.6-15
71-80% GLD
80% expected 40-60 Band
APS 28.8
APS 27.3
APS 28.4
APS 25.6
APS 24.7
APS 25.3
APS 22.4
APS 21
APS 22.2
APS 18.6
APS 21.6
APS 18.1
APS 16
APS 14.7
APS 15.9
APS 11.5
58% Achieving Standard
APS 11.5
APS 11.5
70% GLD
80% expected 30-50 Band
APS 24-28.7
APS 24-27.2
APS 24-28.3
APS 19.9-22.9
APS 19.9-24.6
APS 19.9- 25.2
APS 17 -22.3
APS 17-20.9
APS 17-22.1
APS 14-18.5
APS 14-21.5
APS 14-18
APS 11.1-15.9
APS 11.1-14.6
APS 11.1-15.8
APS 7.1-11.4
30-57% Achieving Standard
APS 7.1-11.4
APS 7.1-11.4
60-69% GLD
80% emerging 30-50 Band
C
C1
School Specific
Budget
C2
% FSM
IDACI or MOSAIC?
Low Risk
Provision well financed and well
resourced
0-8.8%
In 50% of most deprived neighbourhoods
Moderate Risk
Provision financed through sufficient
finances
8.9-15%
In top 40% most deprived neighbourhoods
C3
C4
Leadership and Management SLT and Middle Leadership
Team
Staff Questionnaire
Staff sickness , secondment and mobility
C5
Curriculum Standards (not English or Maths)
C6
Year on Year Progress
B17
B18
C7
Falling Roll
C8
Pupil Mobility
C9
EAL & Fluctuation
C10
SEN
C11
C12
C13
Gender Differences
Pupil Questionnaire
Bullying (inc. racism & homophobia)
C14
Behaviour Management e.g. BiP Audit
36
Secure succession planning SLT/MLT
Succession planning anticipated for SLT and
developing MLT
Vast majority of positive comments
Mostly positive comments
Healthy, stable and with good capacity to
Mostly healthy, planned mobility with
support other schools and settings
developing capacity to support other
schools and settings
Balanced Risk
71-86%
71-81%
71-84%
APS 12.5
92% En & 90% Ma 2 Levels of Progress
15.1-24.8%
In top 30% most deprived
neighbourhoods
Succession planning in place for SLT
More Positive Comments
Normally healthy staff some unplanned
mobility with some capacity to support
other schools
Improving trends in most subject areas.
Over-subscribed
Full
Below 5% predictable inward migration
Between 5%-10% Some change some
Between 10%-15% relatively stable
outward migration
10-16.7 % of EAL pupils remaining long term. 16.8% of EAL pupils (remaining long
term).
5.1-11% SA, 3.1-7.9% SA+ or Statemented.
11.3% SA, 8% SA+ or Statemented.
Progress marginally better than groups or
Progress in-line with other groups and
school average
school average
0.1-1% Variation
1% Variation
Mostly of positive comments
More Positive Comments
Occasional incidents consistently managed Occasional incidents inconsistently
managed
More frequent though well managed
Frequent. Not anticipated well
Below 10% of EAL pupils long term
5% SA, 3% SA+ or Statemented. Progress
above that of groups or school average
Equal distribution
Vast Majority
Few and infrequent incidents
consistently managed
Infrequent and anticipated- well
managed
High Risk
Requires Improvement
Requires Improvement
Balanced Risk
High Risk
Provision limited by budgetary pressures Provision not met by existing budget.
Consistently high standards across all
subjects
Consistent progress
Mostly consistent progress
High Risk
60-70%
60-70%
60-70%
APS 12-12.5
80%-91% EN & 80-89% Ma 2 Levels of
Progress
widening difference
High Risk
Requires Improvement
24.9-40.9%
In top 20% most deprived neighbourhoods
Unpredictable succession planning SLT
Mostly Negative comments
Patterns of illness, unplanned mobility and
requiring some support from other schools
Flat lining or slowly improving trends
Below national expectations or slowly
across a range of subjects
declining trends
Fluctuating progress of some year groups Fluctuating progress between adjacent
year groups
Stable roll with some space
Net outward movement
Between 15%-20% LA admission and
housing policy adversely affects school
16.8-20% frequent and unpredictable,
some turbulence, more remain long term
11.3%-15% SA, 8-10% SA+ or Statemented.
Progress below that of other groups and
school average
1.1-5% Variation
Mostly Negative comments
Frequent incidents inconsistently managed
Frequent and persistent- inconsistently
managed.