OFSTED INSPECTION - Hackney Learning Trust the future for Ofsted检查-哈克尼学习相信未来

OFSTED INSPECTION - Hackney Learning Trust the future for Ofsted检查-哈克尼学习相信未来 OFSTED INSPECTION Action Plan March 2004 OFSTED Action Plan V9 22 Mar 04 Contents 1. Introduction Overall Judgement Strengths and Weaknesses Recommendations 2. Main Findings The strategy for school improvement Support for school improvement Special educational needs Promoting social inclusion Corporate issues 3. Action Plans 4. Agenda for Change Continuous improvement Raising the bar Page 2 OFSTED Action Plan V9 22 Mar 04 1. Introduction Hackney Local Education Authority (LEA) was inspected by the Office for Standards in Education (OFSTED) in conjunction with the Audit Commission. The inspection report was received in January 2004. The LEA was previously inspected in 1997, 1999 and 2000. As a result of the 1999 inspection, the Secretary of State for Education directed the LEA to enter into a contract for the delivery of school improvement services and ethnic minority support. This contract was awarded to Nord Anglia and a school development and review unit was established as a consequence. The contract ran until 31 July 2002. The 2000 inspection evaluated progress against the 1999 recommendations and the work of Nord Anglia in delivering school improvement. It found that there was evidence of some improvement. It noted however that education was unable to isolate itself from the wider corporate difficulties within the Council and concluded that the progress made was not sufficient to conclude that the LEA was functioning effectively overall. As a result of the 2000 inspection, the Secretary of State directed the LEA to enter into a contract with an independent non-profit-making body, the Learning Trust, to provide education services for the next ten years. The Learning Trust was established on 1 August 2002. The current inspection takes into account that The Learning Trust has been delivering education services for just over one year. 1.1 Overall Judgement OFSTED found that: “The Learning Trust…is making rapid progress. It has done much to establish itself as a force for good.” “Education decision-making is now achieved in a calm and considered context.” “In general, schools say, as does the inspection team, that improvement is happening but there is still a long way to go.” “The Learning Trust has been heavily engaged in developing new strategies for support to schools and pupils. These are well founded and likely to bear fruit, though some are at an early stage of development.” “The Learning Trust is now ready and able to improve its service delivery in line with these strategies.” OFSTED Inspection Report, Commentary Overall, OFSTED judged: , The progress made by the LEA overall was unsatisfactory , The LEA?s capacity for further improvement was satisfactory , The overall effectiveness of the LEA was unsatisfactory These judgements take into account the following points: Page 3 OFSTED Action Plan V9 22 Mar 04 , That the period of the report is from 2000. The first period of the report therefore included negotiations with the Department for Education and Skills (DfES) about the future of the LEA, as well as the planning and setting up of the new body. , Since the establishment of the Trust last year progress has been swift and a new direction has been clearly established. , Recommendations are made on the ways in which The Learning Trust and the Council should improve, but no recommendation requires a fundamental change in approach. 1.2 Strengths and Weaknesses In overview, OFSTED summarised following areas of strength and weakness: Strengths Good , Support to Governors Highly Satisfactory , The strategy for school improvement , Support to schools for raising standards at Key Stage 3 , Expertise to staff to support school improvement , Provision of school places , Asset management planning , Admissions to schools , Provision for pupils who have no school place , The clarity, consistency, coherence and feasibility of corporate plans , Leadership provided by senior officers , The quality of advice given to elected members Weaknesses Unsatisfactory , Progress made on implementing the school improvement strategy , Overall effectiveness in promoting social inclusion , Strategy and value for money in providing special educational needs , The overall effectiveness and value for money of school improvement , Strategy for continuous improvement , Focus of support on greatest need , Monitoring of schools and challenging them to improve , Identification of and intervention in under-performing schools , Measures to combat racism , Meeting statutory requirements regarding health and safety , Support for school leadership and management , Support for gifted and talented pupils , The overall effectiveness of services to support school management , Support to schools for human resources , The effectiveness of the leadership of school improvement services Poor , Performance management of school improvement services , Meeting statutory requirements regarding support for looked after children Page 4 OFSTED Action Plan V9 22 Mar 04 A further weakness is: , The strategic relationship between the Learning Trust and the Council?s social services department. 1.3 Recommendations The report made recommendations in eleven areas, as matters of urgency; and in twelve areas as fundamental to the overall capacity for improvement. The recommendations are: 1.3.1 Matters of Urgency In order to improve support for looked after children: , urgently complete the development of a reliable database on looked after children that includes school attendance, exclusions, current levels of attainment and educational targets set for each individual child; , establish agreed protocols to underpin and secure the working relationship between the Learning Trust and the social services in relation to vulnerable pupils; , establish a single strategic plan to ensure that educational targets are achieved through a co- ordinated approach across the council?s services, its voluntary partners and its schools; and , egular opportunities to discuss the educational attainment of children in public care and enough information on which to base future decisions about support and provision. Page 5 OFSTED Action Plan V9 22 Mar 04 In order to embed continuous improvement at all levels of the organisation: , that staff at middle management level and below are involved in the development of team plans which specify their own performance objectives and service outputs; and , In order to improve schools’ management of their budgets: , within the limits of the national funding framework, ensure that the new school funding formula is based clearly on current educational need. In order to improve schools’ ability to be autonomous and self-managing: , promote a reliable and consistent approach to school self-evaluation. In order to improve the human resources service to schools: , resources systems. In order to improve collaboration between the Learning Trust and the council’s social services department: , -holder for children, families and young people and the chair of the Learning Trust should establish an action plan for improved joint working concerning vulnerable children. In order to further improve community relations: , the Learning Trust should establish a standing consultative group concerned with race equality and educational matters affecting minority ethnic groups; this group should call on representatives of the SACRE and the supplementary schools forum; and , schools, supplementary schools, and other representatives of minority communities. In order to promote greater diversity amongst the workforce: , the Learning Trust should set equality targets for staffing, and increase positive action to support staff from under-represented ethnic groups. In order to make consultation with parents and schools more effective the Trust should: , nsultative group, linked to other developments within the Lifelong Learning Directorate; and Page 6 OFSTED Action Plan V9 22 Mar 04 , while continuing existing arrangements for consultation with the school governors? association, establish a separate arrangement to meet all chairs of governors at a regular forum, and to discuss strategy with an executive group of chairs chosen by them on a basis of geographical representation. Page 7 OFSTED Action Plan V9 22 Mar 04 In order to improve the effectiveness of management support services: , revise the Schools Support Services Handbook to include clear information on Learning Trust service standards, details of the respective responsibilities of schools and service providers, and information on services offered by external providers where these are not available from the Learning Trust; , nsure this information is available by early January to allow schools to make informed purchasing decisions; and , monitor service standards across the Learning Trust and survey the views of schools in a co- ordinated fashion. In order to improve support for early years: , the Learning Trust should work in partnership with stakeholders to establish a coherent strategy that: - emphasises and promotes the importance of provision for young children in raising standards of achievement, promoting social inclusion and ensuring early identification and intervention for children with SEN; and - clarifies the respective roles of, and the connections between, the early years development and childcare partnership and the Learning Trust, and of directorates within the Learning Trust. , However, the following recommendations are also fundamental in that they affect the LEA?s overall capacity for improvement: 1.3.2 Capacity for improvement In order to improve the allocation of funding: , other educational agencies; and , quantify the extent to which each school or agency is in receipt of such support and ensure that this is appropriate to their identified needs and outcomes. In order to improve the use of external funding: , be supported by Excellence in Cities, London Challenge, and Leadership Incentive Grant work. In order to improve the strategy for school improvement: , when making future revisions to the EDP, the Learning Trust should give greater attention to: - provision for early years; - provision for Key Stage 1; and - the use of pupil-level data in setting targets. In order to support effective governance: , ensure that, in all phases, records of visits to schools are copied directly to chairs of governors. In order to improve the target-setting process: , In order to ensure that the needs of refugee and asylum-seeking children are met: Page 8 OFSTED Action Plan V9 22 Mar 04 , expand the support provided to these children and the schools that they attend. In order to inform the future development of policy on home to school transport for pupils with special educational need: , monitor the effect of the change in the home to school transport policy and take action where the effect is detrimental to the attendance of children. In order to improve value for money in SEN: , reference to the progress made by individual pupils in relation to the support allocated. In order to establish a more formal structure for its oversight of educational provision: , the council executive should ensure that the portfolio-holder for children, families and young people is more involved in oversight of the work of the Learning Trust; , the council should establish a more formal system through which it will receive reports from its adviser for education or the portfolio-holder for children, families and young people; and , In order to provide appropriate levels of support for schools when they emerge from categories of serious concern: , devise and implement a policy for a graduated reduction in the level of support offered by the Learning Trust. In order to provide coherent support for gifted and talented pupils: , and talented pupils; , ensure that link advisers challenge schools to improve their provision where necessary; and , In order to ensure that opposition group elected members are well informed: , the council should institute a system of routine briefings by the Learning Trust for opposition spokespersons. Page 9 OFSTED Action Plan V9 22 Mar 04 2. Main Findings The OFSTED report presents findings against five sections. These sections are: , The strategy for school improvement , Support for school improvement , Special educational needs , Promoting social inclusion , Corporate issues The main findings for each of these sections are set out below. 2.1 The strategy for school improvement Hackney is one of the most deprived parts of England, with a diverse population. A high proportion of children attend school outside the Borough. A higher than national proportion of children have special educational needs. The socio-economic context of the LEA is very poor. Schools? performance is very poor in comparison to national averages. However, results in 2003 show a different picture. The achievement of primary pupils fell in writing and mathematics at Key Stage 1 and in all subjects at Key Stage 2. The achievement of secondary pupils rose in all subjects at Key Stage 3 and in every measure in GCSE. The level of funding the LEA receives is very good in comparison to national averages and its allocation of resources to priorities is judged to be satisfactory. The LEA?s strategy for school improvement, including the Education Development Plan (EDP) and Excellence in Cities (EiC), is highly satisfactory although progress in implementation remains unsatisfactory. Ongoing attention is needed to the co-ordination of initiatives, but the capacity to improve is noted as good. The Learning Trust?s strategy for continuous improvement, including Best Value, is judged as unsatisfactory because it is not yet fully implemented. 2.2 Support for school improvement The strategy for the application of monitoring, challenge, intervention and support for schools is judged as satisfactory. It gives prime attention to schools causing concern and clarifies roles and responsibilities. However, it remains to be fully tested. The effectiveness of services to support school improvement, and the support for school leadership and management are unsatisfactory although they have shown improvements in some respects since the last inspection. Effectiveness in securing management services (financial services, human resources, property services, services for ICT in school administration) remains unsatisfactory overall and the quality variable. However, all services except human resources were separately judged as satisfactory. Human resources were judged as unsatisfactory. Support for school governors is good and has improved since the last inspection. Support for national strategies is judged as follows: Page 10 OFSTED Action Plan V9 22 Mar 04 , literacy, numeracy and information and communications technology (ICT): satisfactory. OFSTED notes the re-focusing of the work of the literacy and numeracy strategy managers and consultants in the light of the 2003 Key Stage 2 results. , support for raising standards at Key Stage 3 well managed and led, and is highly satisfactory , support for minority ethnic pupils is satisfactory but progress since the last inspection has been slow , support for gifted and talented pupils is judged as unsatisfactory. Good features in the work of the EiC initiative and the Education Action Zone (EAZ) are noted but these two initiatives do not amount to a borough-wide programme of support. Work in assuring the supply and quality of teachers is satisfactory with the capacity for further improvement secure. Overall, schools are “guardedly optimistic” about the quality of support for school improvement they will receive in the future. 2.3 Special educational needs Some aspects of the Trust?s overall strategy for meeting special educational needs (SEN) are satisfactory but overall, it is insufficiently detailed for present needs and therefore judged as unsatisfactory. Statutory obligations are met securely and the support to schools to manage SEN has improved – both elements are judged as satisfactory. However, steps need to be taken to control the budget and improve value for money and this aspect of work is also judged as unsatisfactory. 2.3 Promoting social inclusion Overall, effectiveness of, and strategy for, promoting social inclusion is judged as unsatisfactory. The social exclusion experienced by some young people in Hackney remains to be addressed. However, it is noted that the Trust?s commitment to, and vision for, promoting social inclusion is clear although work remains at an early stage. Some strengths are identified: the effectiveness of the provision of school places, asset management planning, admissions to schools and the provision for pupils who have no school place were judged as highly satisfactory. Services judged as good included support for school attendance and support for behaviour at school. Progress concerning support for health, safety, welfare and child protection is judged overall as unsatisfactory. Concern focuses on support for health and safety, with progress noted on support for child protection. Insufficient progress has been made in supporting children in public care, and provision is judged as poor. The work to combat racism is noted as unsatisfactory because the Trust has not set equality targets for staffing and has not undertaken enough positive action to support staff from under-represented groups. Page 11 OFSTED Action Plan V9 22 Mar 04 2.3 Corporate issues The corporate context for the provision of support to schools has been transformed beneficially since the last inspection. The Trust has established itself as a forward-looking body with the right priorities. Relations with the council and the Trust are constructive. As a result, the clarity, consistency and feasibility of corporate plans; the quality of leadership provided by senior officers; and the advice given to elected members is judged as highly satisfactory. All other corporate issues, including the implementation and evaluation of corporate plans; the speed, transparency and effectiveness of decision-making (especially financial decision-making); and the quality of leadership provided by elected members are judged as good. Page 12 OFSTED Action Plan V9 22 Mar 04 3. Action Plans Set out below are the action plans that The Learning Trust has put in place to address the twenty- three recommendations included in the OFSTED Inspection Report. Each action plan includes: details of key tasks, timescales and success indicators. A summary of action taken to date is also given as well as monitoring and evaluation arrangements. Recommendation 1 In order to improve support for looked after children: , Urgently complete the development of a reliable database on looked after children that includes school attendance, exclusions, current levels of attainment and educational targets set for each individual child , Establish agreed protocols to underpin and secure the working relationship between The Learning Trust and the social services in relation to vulnerable pupils , Establish a single strategic plan to ensure that educational targets are achieved through a co-ordinated approach across the council?s services, its voluntary partners and its schools , Ensure that elected members have regular opportunities to discuss the educational attainment of children in public care and enough information on which to base future decisions about support and provision Baseline/OFSTED Comment: Objective: Para 202 – “When this aspect was evaluated in the last , To ensure there is clear & transparent data that can inspection, it was very poor. It remains poor. … .” be used to report regularly to elected members and Para 203 – “Hackney council has the statutory corporate to TLT Board. responsibility for promoting the educational achievement , To ensure analysis of data used for strategic of looked after children, but elected members have not planning and to inform policy and practice in both discussed this in the last 12 months. This is SSD and TLT. unsatisfactory. … .” , To ensure that key operational staff are aware of Para 205 – “… A unified database on looked after issues impacting on Children in Public Care and children that includes their educational targets has still their education. not been established. … .” Commentary (Actions taken so far etc) , Joint Strategic Forum on the education of CiPC has been established. This has Headteacher representation and Senior Managers from both SSD and The Learning Trust. The first meeting will be held on 22 April 2004 at which terms of reference will be agreed. , Termly Director level meetings established. Responsibility Val Wesolowicz, Head of Attendance and Behaviour Support Jo Cross, Head of Looked After Children Services How it will be Analysis of educational attainment of CiPC monitored Regular reports to Joint Strategic Forum Key tasks Timescales As interim measure, introduce additional fields into current excel April 2004 spreadsheet to include attendance, exclusion and attainment data for all Hackney CiPC Ensure information on CiPC is incorporated into the departmental pupil July 2004 database currently under review Joint Strategic Forum to agree a multi-disciplinary plan to address the September 2004 educational needs of CiPC. Plan to be overseen and signed off by Cabinet Member for Children & Young People and Chair of The Learning Trust. Joint Strategic Forum to agree protocols for joint working practices between September 2004 SSD and Learning Trust to enhance the educational outcomes for CiPC Protocols to be signed off by Cabinet Member for Children & Young People and Chair of The Learning Trust. Establish reporting process and cycle on educational attainment of Hackney Issues paper to members via CiPC to The Learning Trust Board and elected members. Mayor?s Meeting on issues around CiPC, by end of April. Regular reporting process agreed and in place by early May. Page 13 OFSTED Action Plan V9 22 Mar 04 Provide training delivered jointly by Social Services and The Learning Trust Summer 2004 on Child Protection and Children in Public Care to key operational staff. Success Indicators: , Accurate joint database in place , Data on Children in Public Care available and used to inform intervention strategies , Targets for the educational achievement of Children in Public Care met , Educational attainment of Hackney Children in Public Care reported to The Learning Trust Board and elected members on a regular cycle , Joint Strategic Plan agreed and implemented at both strategic and operational levels , Training programme around Children in Public Care set up and delivered to identified key operational staff Page 14 OFSTED Action Plan V9 22 Mar 04 Recommendation 2 In order to embed continuous improvement at all levels of the organisation: , Ensure that staff at middle management level and below are involved in the development of team plans that specify their own performance objectives and service outputs. , Ensure that senior managers monitor the implementation and outcomes of their team plans. Baseline/OFSTED Comment: Objective: , To improve the effective delivery of services to , Insufficient attention has been paid to the schools such that performance measurement performance management of service delivery to against Ofsted criteria improves by two grade schools and The Learning Trust has made little points within a period of two years, for every improvement here service where unsatisfactory performance is , There is no explicit planning and performance evident management system in place [and the arrangements , To secure effective performance management for appraisal of Learning Trust staff have not yet been across all activities of The Learning Trust to implemented] facilitate the delivery of corporate outcomes as , Directorate plans and objectives are not all translated measured in the contract and Annual Plan into team plans incorporating relevant lower-level performance indicators Commentary (Actions taken so far etc) The Annual Plan 04/05 highlights actions to “establish an internal planning and business management framework which integrates performance management, budget-setting and regular review/planning cycles using industry standards/models where appropriate” (Section 5.5). Teams were involved in developing Action Plans for the Annual Plan 04/05; and Directorate Plans for 04/05. thThe Annual Plan was delivered to the London Borough of Hackney on 18 December 2003. Directorate Plans will be in place by end February 2004. Team plans are being supplemented with „service improvement plans? which will set out the means by which the service delivery for schools will improve to satisfactory within a period of two years as measured by the Ofsted self evaluation grade criteria. Guidance on team plans establishes a baseline of information that plans must include but a format will not be dictated. The baseline of information includes: , Team structure/composition , Team evidence file , Action (or activity) plans. These should include a description of the activity; it?s purpose or objectives; actions to deliver; performance measure or service output and target date , Cross references to Annual & Directorate Plans; OFSTED Recommendations & JRSs (by activity) Including the service improvement action plan , Planning improvement against OFSTED framework (by activity) , Budget (by team) , Monitoring and evaluation of the plan Responsibility Janet Cushing – Interim Head of Planning and Performance Management How it will be Action against this recommendation will be monitored and evaluated in the following ways: monitored , Report to CMT re: completion of team plans 04/05. A sample of plans will be quality assured by the Planning Team with a report made to CMT. , All team plans will include a section on monitoring and evaluation. , Directors will monitor progress against team plans through existing performance and progress review arrangements , Feedback on effectiveness of 04/05 team plans will be sought prior to the development and issuing of guidance for 05/06 team plans , Directorates will be canvassed on the need for training in support of planning and business performance management. Key tasks Timescales Implement team plans including service delivery plans Completed by April 2004 Page 15 OFSTED Action Plan V9 22 Mar 04 Implement a quality assurance process to validate the team plans against Initial assessment available for the key priorities of the business and Ofsted action plan and co-ordinate review April 2004 service improvement plans with the Business Services action plan Monitor implementation of service improvement plans along with contract Quarterly as part of the performance management performance management process Engage proactively with the Audit Commission Annual Schools Survey Ongoing across 04/05 Success Indicators/ Outcomes: , Forecast improvement (within target of two grade improvement over two years) within OFSTED self evaluation criteria. Improvement in delivery of traded services validated by Schools Forum and Heads Forum Business Services Reference Group , Significant statistical improvement in Audit Commission Summer Survey 04 outcomes, towards the objective of satisfactory service provision , Quality review arrangements in place for team plans and feedback to Directorates. Initial assessments by 30 April 04 , Team Plans 04/05 in place by April 04 Page 16 OFSTED Action Plan V9 22 Mar 04 Recommendation 3 In order to improve schools? management of their budgets: , Within the limits of the national funding framework, ensure that the new school funding formula is based clearly on current educational need. Baseline/OFSTED Comment: Objective: Para 52. The establishment of TLT has both stimulated , To improve the management of schools budgets the development of a clear set of priorities for education as measured by attainment of contract KPI?s for through its annual plan, and provided a stable financial reporting compliance and reduction in level of framework for schools. excess surplus and deficits within schools Para 54. A necessary, but very late, review of the , To improve the funding of schools and targeting school funding formula, including the funding for SEN, towards need by determining an effective is underway but progress has been slow. A formula allocation formula and targeted funding through that incorporates the necessary changes to reflect use of headroom current educational need is unlikely to be implemented in April 2004 as planned. Commentary (Actions taken so far etc) st, Indicative budgets for 04/05 distributed to schools by 31 January 2004. , Schools forum met (February 2004) and discussed the use of headroom target allocation. , Rolling out of consultation regarding the formula was started at the end of 2003, however this has now been put on hold partly due to the changes in regulation re: Per Pupil Guarantee (PPG). This will be reviewed again when the newly appointed Schools Allocation Manager joins the Trust in March 2004. , Sharing of funding models with the schools (Exemplification of the PPG) The Annual Plan 04/05, Trust Objective 5: Identifies three Key Performance Indicators (14, 15, 16) under „School bank balances and budgets?. (Section 7.2.6). In addition to developing a Post-OFSTED Action Plan, the Schools Support Team has developed an Action Plan which also addresses the request for a Rectification Plan by Hackney Council. This document (once agreed by the Executive Director of Finance, Learning Trust) is to be presented to Hackney?s Executive Council and Councillors for ratification in February 2004. Responsibility Patrick Carter – Head of Schools Support Team How it will be Action against this recommendation will be monitored and evaluated in the following monitored way: , Quarterly report* of KPI 14 (5b) school balances (i.e. bank & budgets) , Annual report** of KPI 15 (5c) school balances (i.e. schools with deficits/surplus of 5% or more , Annual report*** of KPI 16 (5d) school balance budget submissions , Assistant Director of Finance to monitor progress against team plan through existing performance and progress review arrangements *The SST will review on a monthly basis and report to Hackney quarterly ** The SST will review on a monthly basis in accordance to deficit/surplus plans received from schools in May 2004 , The Schools Forum will monitor the use of Headroom funding for Schools Causing Concern, ?0.6 million, increased to ?0.9 million with Learning Trust contributions. , The Schools Forum will review the current formula drivers and those for other similar local authorities and will summarise their findings for consultation with schools. The review will be complete by September 2004. Key Tasks Timescales Ensure compliance with processes to deliver timely returns to The Learning Trust April 2004-Mar 2005 from schools Page 17 OFSTED Action Plan V9 22 Mar 04 Deliver training to School staff and Governors in their responsibilities for budget April 2004- Mar 2005 setting and financial management Support schools through the budget setting process and secure improvements in By May 2004 budget setting Analysis of main drivers for allocation methodology and consider change from By September 2004 current formula Success Indicators/ Outcomes: , 100% returns delivered on time , 100% CFR returns delivered on time and to quality standards , 100% returns delivered on time, reduction in value and number of schools holding excess surpluses and deficits, improvement in the quality of forecasts prepared by schools as evaluated against the actual final balances for 2004/05 , 100% budgets delivered on time , Schools Forum consult with schools on the analysis of the formula review Page 18 OFSTED Action Plan V9 22 Mar 04 Recommendation 4 In order to improve schools ability to be autonomous and self managing: , Promote a reliable and consistent approach to school self-evaluation Baseline/OFSTED Comment: Objective: The trust is not in a strong position to help schools to To ensure that: develop their capacity for self management as there is , A self evaluation process is in place in all schools no consistent approach to school self evaluation , All schools improve and the number of good and very good schools increases significantly Commentary (Actions taken so far etc.) , The Learning Trust's school self evaluation and review schedule for reviewing the quality of teaching and learning, circulated to all schools with planned visit by link adviser to review school judgements and quality assure aspects of the framework in Spring term 2004 , Teaching and Learning framework ensures that there are clear references to match the OFSTED Framework and S4 , SSE training for SSED advisers planned for Spring term 2004 , SSE training programme from external provider planned as 5 day course for school leaders in Spring and Summer 2004 , Collection of SSE judgments from link adviser visits in Spring 2004 collated by SSED Responsibility Martin Burford How it will be Monitoring will be undertaken by Activity Co-ordinator and reported through the Education monitored Improvement Group, CMT and the Board on a termly basis Evaluation will use the regular progress reports and will be co-ordinated by Activity Co- ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other stakeholders through the methodology attached to this plan Ref: Evaluation Policy Key tasks Time scales Review and extend the Learning Trust's school self evaluation and review schedule. July 2004 Ensure that there are clear references to match the OFSTED Framework and S4 so that school self-evaluation has the effect of informing and supporting the OFSTED inspection process. Provide schools with exemplification materials that support the Learning Trust's July 2004 school self evaluation and review schedule thus enabling schools to establish the format for an evidence base for self evaluation. These exemplars will be directly linked to each section of the OFSTED Framework and a supporting CPD programme facilitating improvements Train SSED staff in the framework for self evaluation and the tools schools can use Feb 2004 to collate and analyse an evidence base so that Advisers and Consultants, working with schools, help to train staff in methods of data collection and analysis and fulfil role of critical friend in SSE processes Provide further training for school leaders and staff in the framework for self Feb – July 2004 evaluation and the tools schools can use to collate and analyse an evidence base to inform future actions in the school improvement planning process Use school self evaluation as the key to good working relationships through March 2004-March 2005 consultation and the maintenance of dialogue between school staff and the Learning Trust, in order to strengthen the important link between the Education Development Plan and School Improvement Plans Collect evaluation data to support the Learning Trust?s view of how pupils and Sept 2004 teachers in a particular school are doing, and also improve the overall picture of how schools in the authority are performing Support schools through training and consultation in the use of the SSE framework March 2004 onwards for financial management in schools and the use of DfES/Audit website Success Indicators/ Outcomes: , The Learning Trust database of school/Learning Trust judgements in place by December 2004 , The categorisation of schools in the good/very good category is completed by September 2004 and the percentage of good/very good schools increases by 10 percentage points per year , The percentage of schools requiring additional support reduces from 37% by 5 percentage points per year Page 19 OFSTED Action Plan V9 22 Mar 04 Recommendation 5 In order to improve the human resources service to schools: , Focus the light touch monitoring visits more sharply on the improvement of schools human resources systems Baseline/OFSTED Comment: Objective: The Human Resources service has been found to be , To provide an effective, efficient and pro-active HR unsatisfactory. service Commentary (Actions taken so far etc) An HR Forum for Headteachers has been established and four meetings have taken place. This is providing a wider and better understanding of the day-to-day HR systems that are actually operating in the schools. The feedback from this Forum is informing the Employee Relations Annual Plan and the Directorate Plan for 04/05. Consultation on the new School HR Handbook with headteachers, school governors and trade union representatives has also progressed and as a result of the discussions on individual policies and their practical implementation a better understanding of the HR knowledge base within the schools is being gained and is being incorporated within the Directorate Planning for 2004 – 2006. The initial assessment is that changes in the Light Touch Monitoring will not be a panacea for the schools human resources systems. The above meetings have revealed the need for a major training programme, an employment compliance audit within each school and closer communications between various sections of the TLT. The Action Plan is therefore in two stages, the continuation of the present diagnostic exercise to inform the Light Touch Monitoring exercise in Summer 2004 followed by a step-change approach to put a new system in place for Summer 2005. Responsibility Cheryl Newsome/Sue Newth-Gibbs How it will be , Headteachers to evaluate the HR position in their school at the commencement, monitored midpoint and conclusion of the implementation plan. , Employee Relations advisors to evaluate as above. , Review and consultation on further developments Key tasks Timescales To develop and implement a directorate plan which secures the improvement and April 2004 delivery of a good service. Review and implement a communications plan to improve communications with March – April 2004 Leadership and Management Advisors, Finance, Governor Support Light Touch Monitoring visits to be carried out by EDPM and Head of ER with June – July 2004 feedback to Heads and ERA?s ER Advisors self-assessment exercise July 2004 Use HTs assessment, outcome for Light Touch Monitoring and ER Advisors? self-Sept 2004 assessment to rank schools position on HR timeline Design Schools HR training programme Sept – Oct 2004 Audit school personnel files and review payroll/pension administration September 2003 ongoing Review Compliance arrangements with external HR suppliers January 2005 Success Indicators/ Outcomes: , Complete a diagnostic exercise for areas if improvement in line with JRS criteria , All schools compliant with legal and best practice requirements , HR service provision in line with JRS criteria , Annual Schools? survey shows continuous improvement Page 20 OFSTED Action Plan V9 22 Mar 04 Recommendation 6 In order to improve collaboration between The Learning Trust and the Council?s Social Services Department: , The portfolio-holder for children, families and young people and the chair of The Learning Trust should establish an action plan for improved joint working concerning vulnerable children. Baseline/OFSTED Comment: Objective: Para 213 – “… Strategic planning between the Trust and , To ensure joint protocols and strategic the council?s social services department is unsatisfactory.” planning processes are in place to support Para 220 – “…However, strategic links between the social working in partnership with Social Services to services department and the Learning Trust are the benefit of vulnerable children. unsatisfactory as they do not lead to joint planning of work , To ensure Key operational staff aware of concerning vulnerable children.” issues impacting on Vulnerable Children and their education. Commentary (Actions taken so far etc) , A team for Vulnerable Children has been set up in the Behaviour and Attendance Service. A manager is in post and regular liaison with stakeholders (including Social Services) takes place. , A Joint Strategic Forum on the education of Children in Public Care has been established. This has Headteacher representation and Senior Managers from both SSD and The Learning Trust. The first meeting will be held on 22 April 2004 at which terms of reference will be agreed. , Termly Director level meetings established. Responsibility Val Wesolowicz, Head of Attendance and Behaviour Support Jo Cross, Head of Looked After Children Services How it will be Analysis of educational attainment of CiPC monitored Regular reports to Joint Strategic Forum Key tasks Timescales Confirm dates for termly Director level meetings during 2004/2005 financial year April 2004 Formalise CiPC Strategic Forum to ensure closer liaison and joint working Summer 2004 between The Learning Trust and Social Services regarding Children in Public Care. Clear reporting lines to Head of Children & Families, Directors in The Learning Trust, Cabinet Member for Children & Young People and Chair of Trust Process developed to support annual reporting of joint initiatives and Issues paper to members via achievement of vulnerable children to both The Learning Trust Board and to Mayor?s Meeting on issues elected members as a regular item at Mayor?s Meetings around CiPC, by end of April. Regular reporting process agreed and in place by early May. Provide training delivered jointly by Social Services and The Learning Trust on Summer 2004 Child Protection and Children in Public Care to key operational staff Success Indicators/Outcomes: , Regular and formal discussion at a senior management level is recorded and issues fed back into strategic planning processes , Joint protocols developed to ensure operational processes are in place to support joint strategic planning , Joint reports produced annually and presented to The Learning Trust Board and to Hackney Members , Training programme around vulnerable children set up and delivered to identified key operational staff Page 21 OFSTED Action Plan V9 22 Mar 04 Recommendation 7a In order to further improve community relations: , The Learning Trust should establish a standing consultative group concerned with race equality and educational matters affecting minority ethnic groups; this group should call on representatives of the SACRE and the supplementary schools forum Baseline/OFSTED Comment: Objective: There is no formal opportunity for the Trust to consult with local , To establish a consultative group community groups due to the fact that the local council for racial whose Terms of Reference is to equality has been disbanded. advise on Race Equality and However, the Trust has undertaken significant work that has the educational matters affecting potential for influencing community relations and work with schools. minority ethnic groups. Further development of these positive relationships is required to meet the recommendations. Commentary (Actions taken so far etc) Objectives for the group: , To monitor progress of Learning Trust race equality work via a race equality action plan. , To contribute to the development of Learning Trust policies and procedures for improving race equality. The Learning Trust race equality action plan will cover 3 years. It is still being developed for Learning Trust agreement by June 2004. It will cover the specific duties as outlined under the Race Relations (Amendment) Act 2000. These duties cover assessing, monitoring and consultation in all areas of work including employment. Timescale for this plan runs to March 2005. Responsibility Richard Parkes How it will be Update meetings with Richard Parkes. monitored Quarterly reports to CMT. Annual report to Learning Trust Board. Reports to Scrutiny in line with reporting timelines. Key tasks Timescales Develop Learning Trust Race Equality Action Plan March 2004 To establish group: , Collate names, invite representatives. April 2004 Invitation includes rationale as to why chosen and basis on which others omitted April - May 2004 , Work with Performance Managers from all Directorates to research an appropriate local performance indicator for the effectiveness of the group June 2004 , Set up and manage cycle of regular meetings June 2004 , Ensure group?s terms of reference are agreed Commencing September 2004 , Provide regular reports to CMT, Scrutiny, Equalities Forum, Learning Trust Board March 2005 , Review process making use of local performance indicator Page 22 OFSTED Action Plan V9 22 Mar 04 Success Indicators/ Outcomes: , Clear feedback given on the performance of Race Equality action plan and the performance of ethnic minority groups , Representation of consultative group reflects diversity of Hackney?s Community , Clear advice/feedback given by the consultation group on the management of achievement and attainment of ethnic minority group , Consultative group meets regularly with 80% of members attending meeting , Learning Trust Race Equality Action Plan meets the statutory requirements and duties set out under the Race Relations (Amendment) Act 2000. Effective driver of partnership work Page 23 OFSTED Action Plan V9 22 Mar 04 Recommendation 7b , The Learning Trust should organise and encourage further collaboration between mainstream schools, supplementary schools, and other representatives of minority communities Baseline/OFSTED Comment: Objective: The Learning Trust “has established a , To maintain a supplementary forum whose terms of supplementary schools forum at which senior reference is to develop a coherent approach with officers discuss with representatives of minority mainstream schools to raise the achievement and communities means of improving support for attainment of Black and Ethnic Minority pupils those groups, and strategic issues concerning , To appoint a coordinator to work across all school diversity and race equality” sectors to develop effective partnership Commentary (Actions taken so far etc) , Supplementary schools Forum established; meets every 6 weeks , NRF bid for developing supplementary schools approved , Work programme for NRF for 2004/2005 agreed Responsibility Richard Parkes How it will be Visits to supplementary schools by Coordinator monitored Reports presented to Forum Monitoring carried our by NRF Project Officer Key tasks Timescales Continue to gather information supplementary schools in Hackney July 2004 Appoint supplementary schools coordinator to support/champion the work of July 2004 supplementary schools Establish regular meetings of supplementary schools and main stream school September 2004 + meet term providers Open day / conference for all parents and supplementary schools December 2004 Supplementary schools part of head teacher induction programme October 2004+ term Link Advisors to quality assure supplementary schools From September 2004 Success Indicators/ Outcomes: , Measurable increase in the levels of attainment/achievement of Black and Ethnic Minority pupils , Increased coherence for students across school sectors , Curriculum provided by supplementary and mainstream schools consistent and complementary , Forum meets regularly with 80% of members attending meetings Page 24 OFSTED Action Plan V9 22 Mar 04 Recommendation 8 In order to promote greater diversity amongst the workforce: , The Learning Trust should set equality targets for staffing, and increase positive action to support staff from under-represented ethnic groups. Baseline/OFSTED Comment: Objective: Para 210 Under representation of some ethnic , To develop a shared vision of where the Learning Trust is groups relative to their proportion in the school now and where it wants to get in terms of diversity. population has been identified. Equality targets , To implement positive actions for staffing development. for staffing have not been identified and , To audit recruitment and retention strategies to assess enough positive action to support staff from impact on underrepresented groups. under represented groups has not been , To increase the number of managers from undertaken underrepresented ethnic groups. Commentary (Actions taken so far etc) Baseline data for the Trust has been collated for the last year to ascertain the workforce profile for the Learning Trust. Analysis of the data is being undertaken to then assess the impact of HR policies and procedures on the workforce. BVPI data on ethnicity of staff within schools to be collated in June 2004. Staff review and development framework in place to identify training and development needs and set individual development plans inline with organisation objectives. Responsibility Cheryl Newsome / Ade Odebyi How it will be Monitoring systems to be embedded in all areas of employment to assess impact on monitored ethnic minority groups Quarterly reports to CMT. Annual reports to Learning Trust Board. Reports to Scrutiny in line with reporting timelines. Key tasks Timescales PMD to produce a report on workforce profile for August 2002 to January May 2004 2004 and identify staffing equality targets for agreement by CMT PMD to research and implement positive actions initiatives. May 2004 Develop and distribute a schools? staff questionnaire in line with LB Hackney June 2004 race questionnaire for schools re: impact of changes of race discrimination policies. To develop an equalities action plan and promote through compulsory June 2004 diversity training for all staff. To establish a Bridging program similar to the Phoenix program run by LBH to June 2004 support black & minority staff development August 2004 Development and implementation of Harassment Policy and Procedures Quarterly monitoring from Monitoring of outcomes of positive actions implemented by relevant external January 2005 (i.e. CRE) and internal bodies Carry out equal pay audit March 2005 Review employment policies using equality impact assessments. June 2005 Page 25 OFSTED Action Plan V9 22 Mar 04 Success Indicators/ Outcomes: , Report submitted to CMT and the Board to provide baseline information on ethnicity, gender & disability status of staff within the organisation , Equality targets established and monitored on a quarterly basis , To establish a culture of no tolerance to racial discrimination evidenced by a significant reduction in the number of grievances and employment tribunal claims , Diversity Strategy and action plan to promote diversity within the organisation , Successful completion of the Bridging program by black and ethnic minority staff and improved performance and /or promotion for those staff , Implementation of a transparent framework for dealing with allegations of harassment and discrimination, which is understood by managers and staff. Provide training on Harassment procedures for Harassment Advisors , Staff from minority groups able to identify needs, and opportunities for development with managers. , Impact of remuneration review to have had no adverse impact on staff pay, across all staffing groups as well as staff from minority groups Page 26 OFSTED Action Plan V9 22 Mar 04 Recommendation 9a In order to make consultation with parents and schools more effective the Trust should: , Fund the establishment of a parent consultative group, linked to other developments within the lifelong Learning Directorate Baseline/OFSTED Comment: Objective: Effects have been made to develop , To establish a consultative group of parents whose Terms of formal consultation with parents but Reference is to advise The Learning Trust on education these have been unsuccessful policy/development , To research and evaluate the work of parents consultative group Commentary (Actions taken so far etc) , Research underway to identify best practise across other London boroughs , Consultant identified to provide guidance on the best approach to adopt , Presently identifying areas of connect across LLL Responsibility Richard Parkes How it will be monitored Research/Survey to be undertaken to act as baseline for future evaluation Key Tasks Timescales Undertake survey of parents via schools and community venues to form the basis July 2004 of the parent involvement strategy – focusing on the structure, role and responsibilities of the consultative group Identify and provide summary of best practise across London to assess the Nov 2004 effectiveness of the approach to be developed by Hackney Develop a database of local organisations that represent the views and lifestyles November 2004 of parents and families and establish a working group to develop the strategy Seek to appoint a project officer funded by NRF to coordinate parent forum November 2004 Consult and implement the strategy and set up consultative groups linked to LLL Dec 2004 / January 2005 Plan open day for parents to publicise work of parents forum February 2005 Success indicators/Outcomes: , By September 2005, greater parental representation in The Learning Trust forums , Greater input from parents on all education strategies , Consultative group meets regularly with80% of members attending meetings Page 27 OFSTED Action Plan V9 22 Mar 04 Recommendation 9(b) In order to make the consultation with parents and schools more effective the Trust Should: , While continuing existing arrangements for consultation with the school governors? association, establish a separate arrangement to meet all Chairs of Governors at a regular forum, and to discuss strategy with an executive group of Chairs chosen by them on a basis of geographical representation. Baseline/OFSTED Comment: Objective: Consultation with governors is undertaken through open , To establish a forum for all chairs so as to consult meetings and discussion with a representative body. with chairs on strategic issues affecting schools However, strategic consultation with chairs of governing and The Trust by the end of the 2003-2004 bodies does not take place. academic year Commentary (actions taken so far etc.) , First draft of remit and function for a chairs of governors group and a chairs executive group drawn up March 2004. , Chief Executive consulting Chairs and other interested parties in March 2004 on initial remit and function for the groups: „promote the role of the effective governing body, share good practice on school improvement and provide for a two – way dialogue on local and national developments. Responsibility SSED Head of Governors Support Unit, Frank O?Donoghue How it will be monitored SSED Line Management CMT / New governors executive group Key Tasks Timescales Research models working in other LEA?s and consult on a proposed model Feb-Apr 2004 Set up and monitor the effectiveness of the new forum July 2004 Success Indicators / Outcomes: , Forum judged to be working effectively by October 2004 Page 28 OFSTED Action Plan V9 22 Mar 04 Recommendation 10 In order to improve the effectiveness of management support services: , Revise the Schools Support Services Handbook to include clear information on The Learning Trust service standards, details of respective responsibilities of schools and service providers, and information on services offered by external providers where these are not available from The Learning Trust. , Ensure this information is available by early January to allow schools to make informed purchasing decisions , Monitor service standards across the Trust and survey the views of schools in a co-ordinated fashion. Baseline/OFSTED Comment: Objective: Para 112. A new schools support services handbook sets out , To deliver an effective framework for the the core services to schools, and those that schools can management and monitoring of services purchase, but it lacks sufficient detail to help schools make for schools measured by improvement in purchasing decisions. Ofsted self evaluation of services to meet Para 112. The services secured externally are not all of good the target of satisfactory or above in two quality and schools have insufficient advice about effective years procurement. Commentary (Actions taken so far etc…) , Revised handbook in the process of revision. On target for completion end of February Responsibility Fred Whipp – Head of Business Services How it will be , The Business Services team plan will be monitored along with the Directorate monitored team plans within the quarterly performance management process reported to CMT, Board and LBH , The Schools Forum and the Heads Forum Business Services Reference Group will take an active role in the monitoring of plans to secure improvements in services to schools at their regular meetings as a standing item for report , The Learning Trust is setting up its Service Review processes with external involvement – Heads, Governors, audit, and then programme of reviews will be monitored by the Board. Key tasks Timescales All services to develop „service improvement plan? to achieve targeted improvement April 2004 The Business Services Manager to implement a standard format for a Service Level Jul 2004 Agreement for traded services- and carry out annual review The Procurement Team to achieve of savings of ?250kK from schools costs within a Mar 2007 three year period Success Indicators/ Outcomes: , 100% of services meet satisfactory grades as measured by the Ofsted self evaluation criteria , 100% of service achieve significant improvement in the Audit Commission Annual School Survey , Evidence of ?250K of annual non pay savings in schools costs as reflected in the savings log , Evidenced by an increase in take up of services across schools and by increased income delivered to The Learning trust for services provided Page 29 OFSTED Action Plan V9 22 Mar 04 Recommendation 11 To improve support for early years Baseline/OFSTED Comment: Objectives: The Learning Trust should work in partnership with stakeholders to , To put in place a coherent establish a coherent strategy that: strategy for young children , Emphasises and promotes the importance of provision for young that promotes achievement, children in raising standards of achievement, promoting social social inclusion and early inclusion and ensuring early identification and intervention for children identification and intervention with SEN for children with SEN , Clarifies the respective roles of, and the connections between, the , To establish a consultative EYDCP and the Learning Trust, and directorates within the Learning group whose terms of Trust. reference is to develop a coherent Early Years strategy linked to the EDP and LSP Commentary (Actions taken so far etc) Ongoing planning of Children?s? Centres – each Early Years Centre is part of planned Phase 1 centres, part of strategic planning group, also individual centres steering groups. Ongoing work with SureStart local programmes. Responsibility Head of Early Years & Play Children & Young Peoples Strategic Group How it will be Regular meetings to produce draft strategy. monitored Reports to CMT/LT Board. Key tasks Timescales Set up a group to discuss and plan an early years strategy which includes SSED, May 04 SEN section, voluntary and private sector providers, commissioning unit, stakeholders (health, LBH, regeneration), schools Set up working Groups to be set up to reflect SureStart targets – SEN, Training & Sept 04 Quality, CIS, Business Support, Raising Achievement New working group set up to focus on raising achievement in early years linked to Foundation Stage – lead officer from SSED & including rep from EIG Draft and put in place an implementation plan for Sure Start 04-06 which addresses April 04 – March 05 early years achievement and sure start targets – includes plans for new strategic group and proposed working groups Success Indicators/Outcomes: , Strategy ensures Sure Start Unit local targets are met , Teaching and learning in all Early Years setting improved , SEN pupils are identified and supported , Raised standards of achievement Page 30 OFSTED Action Plan V9 22 Mar 04 Recommendation 12 In order to improve the allocation of funding: , Audit and identify all additional external funding currently committed to supporting schools and other educational agencies; and , Quantify the extent to which each school or agency is in receipt of such support and ensure that this is appropriate to their identified needs and outcomes. Baseline/OFSTED Comment: Objective: Para 52. The Trust rightly gives high priority to , To increase the level of investment from external bringing in additional funding from external resources sources in Education which currently provide a further ?5.0 million per year, , To ensure that all funds from external sources are although these initiatives are not well targeted or used effectively in the delivery of planned priorities coordinated and corporate objectives Commentary (Actions taken so far etc) , The Learning Trust Board has endorsed the implementation of a Board level Inward Investment Committee to develop the potential for external funding and its co-ordination , Investment in a member of staff to take forward this agenda has been approved and the staff member recruited , The current position on external funding is in the process of being fully logged with related grant funding audit trail held centrally , Work to establish access to intelligence on grants available is progressing , Controls over grant activities supporting grant claim submission is in place Responsibility Sara Williams – Grant Accountant How it will be , The development of inward investment will be monitored by the Board through monitored regular reports to the Inward Investment Committee , The internal Management Group will monitor the development of schools support for bids for external funding and will report to the Schools Forum and Heads Forum Business Services Reference Group Key tasks Timescales To implement the framework for Inward Investment Complete by September 2004 To establish the use of current grant funding and set out the links with Complete by September 2004 corporate objectives and core funding To target new opportunities for funding for schools Ongoing To bring all forms of income into the overall planning and performance April 2005 management process for 2005/06 Success Indicators/ Outcomes: , Increase the funding from external sources towards corporate objectives , Increase targeted funding for schools towards education objectives , Increase in the effective use of funds through co-ordination of activities enabling the redeployment of resources to priority objectives for 2005/06 Page 31 OFSTED Action Plan V9 22 Mar 04 Recommendation 13 In order to improve the use of external funding: , The Learning Trust should make detailed plans for how its school improvement programme will be supported by Excellence in Cities, London Challenge, and Leadership Incentive Grant work Baseline/OFSTED Comment: Objective: The general relationships between initiatives is clear , To co-ordinate the externally funded initiatives and but the Trust does not have a sufficient knowledge of the EDP so they have maximum impact on pupil?s where external funding has gone and the effect it has achievement and attainment. had on pupil?s achievement. Commentary (Actions taken so far etc) , Restructuring of SSED and creation of Secondary Strategy Team to include EAZ, EiC, 14 –19 Strategy Co- ordinator and Secondary Link Advisers; , Monthly meetings of Secondary Strategy Team including colleagues from Research and Statistics, EMA, SEN, Pupil Support Services; , Secondary Team Plan 2003 – 2004 includes the plans for all initiatives outlined and links to the EDP and strategies for monitoring evaluation, training and performance management; , Regular monitoring of the strategies outlined in the EDP by the Principal Secondary Adviser; , LIG Collaborative Plan 2004 – 2005 and LIG review 2003 - 2004 contains evaluation of the impact of the various initiatives and plan for closer monitoring of impact; , Secondary Link Advisers monitoring the impact of EiC, LIG, 14 –19, KS3, EAZ on the pupil achievement and attainment; Responsibility Miriam Kerr (Principal Secondary Adviser) How it will be , Completed by the Activity Co-ordinator and reported half-termly at the EDP Monitored Monitoring and OFSTED Monitoring Groups, as well as School Improvement Group, CMT and the Board on a termly basis , Evaluation will use the regular progress reports and will be co-ordinated by the Activity Co-ordinator. Evaluation will be undertaken twice yearly, involving Headteachers and other stakeholders through the methodology contained in the EDP or the methodology developed specifically for the Post OFSTED Action Plan. Key tasks Timescales Re-write EDP plan improvement plans to incorporate the externally funded projects End of April 2004 Success Indicators/ Outcomes: , The Education Plans is judged to meet all the OFSTED criteria , Attainment targets met Page 32 OFSTED Action Plan V9 22 Mar 04 Recommendation 14 and 16 Improve the strategy for school improvement including target setting processes giving greater attention in EDP to; , To improve future provision within the EDP for Early years , To improve future provision within the EDP for Key Stage 1 , To improve future provision within the EDP for pupil level data in target setting Baseline/OFSTED Comment: Objective: More focus is needed on early , To ensure the EDP has a focus on raising standards in the foundation years issues and Key Stage 1, stage and KS1 Equally important, in the light of , To ensure that activities identified in the EDP will provide coherent the effect of pupils? mobility, is the support, challenge and training in Early years need to strengthen the use of , To ensure that pupil level data will be provided to all schools, Advisers and pupil-level data in setting targets. consultants so that a comprehensive range of quality data can be used to support self evaluation and raising standards Commentary (Actions taken so far etc.) , Appointment of consultant with responsibility for KS1 literacy attainment from September 2003 , Use of pupil level data by Link Consultants in setting targets for 2005 and review of progress towards 2004 targets in Primary Phase , Use of collated pupil level data with literacy and numeracy consultants supporting the teaching and learning of identified individual pupils in 23 low performing Primary schools Responsibility Martin Burford (Head of Evaluation and Assessment) How it will be Monitoring will be undertaken by Activity Co-ordinator and reported through the Education monitored Improvement Group, CMT and the Board on a termly basis Evaluation will use the regular progress reports and will be co-ordinated by Activity Co- ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other stakeholders through the methodology attached to this plan Ref: Evaluation Policy Key tasks Timescales Consult with stakeholders and officers on support and challenge to providers of April 2004 early years education in schools and non-school settings in order to set robust and coherent action and targets in revision of EDP2 for 2004-5 so as to ensure that they capture coherence between challenge, support and training in Strategic Partnership for Children and Young People and EDP and clarifies funding for actions Enact principles and good practice as laid out in 2004 document „Performance Data June 2004 Framework for LEAs? to ensure that all schools receive a comprehensive range of quality data which they can use to support self evaluation and raise standards Provide link advisers with detailed performance data on individual pupils for primary October 2004 and secondary phase for 2004 target setting programme so that they can more effectively challenge schools at the Autumn term meeting. Use information from individual pupil targets to inform and support the work of Autumn term 2004 consultants and link advisers in challenging and supporting the progress of borderline and low achieving pupils in targeted schools Success Indicators/Outcomes: , Raised achievement in KS1 Reading, Writing and Maths levels by 2% over 2004 figures in 2005 , Evidence of coherent support to Foundation Stage providers, particularly in school settings , Use of pupil level data in target setting process embedded in Primary phase and developed in Secondary phase in Autumn 2004 Page 33 OFSTED Action Plan V9 22 Mar 04 Recommendation 15 In order to support effective governance: , Ensure that, in all phases, records of visits to schools are copied directly to chairs of governors Baseline/OFSTED Comment: Objective: Adviser?s reports are copied to headteachers of , To ensure governors are better informed of the primary schools but this policy has yet to be introduced progress schools are making in secondary schools Commentary (Actions taken so far etc) , All central information detailing visits and intentions sent to Chairs of Governors , Copies of all records of Link Adviser visits sent to Chairs of Governors , Agreed that SDRU Logs (detailing school focussed activities) will be completed centrally by all in SSED , Plans for Learning Trust wide completion of SDRU Logs Responsibility Miriam Kerr (Principal Secondary Adviser) How it will be , Completed by the Activity Co-ordinator and reported half-termly at the EDP Monitoring monitored and OFSTED Monitoring Groups, as well as School Improvement Group, CMT and the Board on a termly basis , Feedback from Chairs of Governors and through Link adviser visits with Headteachers , Checking school records held centrally , Evaluation will use the regular progress reports and will be co-ordinated by the Activity Co-ordinator. Evaluation will be undertaken twice yearly, involving Headteachers and other stakeholders through the methodology contained in the EDP or the methodology developed specifically for the Post OFSTED Action Plan. Key tasks Timescales Ensure that Link Advisers and all phases send copies of school visits March 2004 to schools directly to Chairs of Governors Produce a list of the reports all Chairs of Governors should receive Completed by Primary Link Advisers – and ensure all relevant LT officers comply prior to OFSTED Inspection Success Indicators/ Outcomes: , Chairs of Governors are fully informed of reports produced by The Learning Trust and Council Page 34 OFSTED Action Plan V9 22 Mar 04 Recommendation 17 In order to ensure that the needs of refugee and asylum-seeking children are met: , Expand the support provided to these children and the schools that they attend. Baseline/OFSTED Comment: Objective: , There are at least 3200 pupils from refugee families in Hackney , To support the needs of refugee schools. Refugee and asylum seeker pupils (RASP) are the and asylum-seeking children largest constituents of the mobile pupil group. Pupil mobility is a significant factor affecting achievement. , EMAS provides support and advice to schools on meeting the needs of Refugee and Asylum seeking pupils through the EMA school coordinator networks. , As part of CPD for teaching and non-teaching staff, EMAS provides a range of courses which include meeting the needs of Refugee pupils. , EMAS represents the Learning Trust at Hackney Refugee Forum and team members carry out casework based on referrals from admissions, schools and refugee advocacy organisations. , The number of refugees and asylum-seekers in the borough is not reflected in the extent of the Trust?s work, although some useful guidance has been provided to schools. Commentary (Actions taken so far etc) An interdirectorate Refugee working group has met 3 times. (Sep onwards) The forum has identified a number of quality assurance issues to safeguard and extend provision to meet the needs of refugee pupils. Proposals from the group have been considered by CMT. CMT has approved that the forum take the work forward and implement the proposals. Directorates Contributing to Action Plan SSED (EMAS, RS&E, CPD) Pupil Services (SPS, SAS, SEN, Admissions) Lifelong Learning (Race Equality) Responsibility Mike Vance (Head of EMA team) How it will be , Head of EMA team to monitor progress on strategy and communications to school re monitored learning needs of refugee pupils. , Head of Research, Statistics & Evaluation to monitor progress on shared data on RASP , Monitoring framework established by working group to include milestones set up for above and agree timeline and lifespan. Key tasks Timescales The Learning Trust develops a Trust wide strategy for meeting the needs of By July 2004 refugee and asylum seeker families. The Teaching and Learning Service develops capacity to lead and coordinate Sept 2004 support for refugee pupils Monitor the progress of all refugee pupils through setting up and maintaining a July 2005 data base Provide advice and support to school on the induction and admission of new Sept 2004 arrivals Success Indicators/ Outcomes: , The needs of refugee and asylum seeking pupils are met in all schools , A register of refugee and asylum seeking pupils is maintained in order to monitor their progress Page 35 OFSTED Action Plan V9 22 Mar 04 Recommendation 18 In order to inform the future development of policy on home to school transport for pupils with special educational need: , Monitor the effect of the change in the home to school transport policy and take action where the effect is detrimental to the attendance of children. Baseline/OFSTED Comment: Objective: Para 155 – “… A more rigorous enforcement of existing criteria for , To ensure that greater numbers of entitlement to transport was implemented very quickly, and although pupils with SEN are travelling the changes themselves are sensible, parents and children were successfully to school given very little time to make alternative arrangements. The Trust independently and arriving in school intends to review support for all pupils and to develop support for in time for the start of the school pupils to become independent travellers. In the meantime there is day. evidence that the transport problem is affecting the rates of attendance of a very small number of younger pupils.” Commentary (Actions taken so far etc) Revised SEN home to school transport policy with clear eligibility criteria has been approved by The Learning Trust Board (January 2004). Total authorisations for travel support are monitored on a monthly basis with a view to determining trends in destination and type of travel support offered (bus/taxi). This information will also be used to determine if the revised policy has affected the numbers of pupils being transported. Responsibility Penny Dixie How it will be Collation of monthly figures of pupils authorised to travel broken down by those monitored travelling in borough and out borough and by pupils travelling by taxi/bus. Key tasks Timescales Introduce review of travel support to be included at annual review process. Annual Summer 2004 review to challenge provision of support and to identify independent travel programmes as appropriate Develop systems for schools to monitor individual pupil attendance for fixed period Summer 2004 following removal of home to school travel support Success Indicators/Outcomes: , Year on year reduction in numbers of pupils receiving home to school travel , Action taken to improve attendance and to support families where attendance is shown to drop following removal of home to school transport Page 36 OFSTED Action Plan V9 22 Mar 04 Recommendation 19 In order to improve value for money in SEN: , Establish procedures to evaluate the effectiveness of support services, with particular reference to the progress made by individual pupils in relation to the support allocated. Baseline/OFSTED Comment: Objective: Para 153 – “Systems for ensuring value for money in SEN are , To ensure that systems are in place unsatisfactory. This was the case at the time of the previous to monitor schools use of SEN inspection and insufficient progress has been made. …” funding. Para 156 – “… the Learning Trust is not yet able to judge the , To ensure that services provided by effectiveness and value for money of its support services for SEN. It SEN Support Services evaluated does not have sufficient information on the progress made by annually by service users. Year on individual pupils in relation to the support allocated.” year improvement noted. Commentary (Actions taken so far etc) Many systems are already in place to evaluate the effectiveness of support services and pupil support. However, it is recognised that these can be further developed to identify areas of improvement and to support value for money. A review of the Learning Support Service has been proposed to develop the role of this service to ensure that resources are being used efficiently and effectively to support schools and to deliver proposals outlined in the Inclusion & SEN Strategy. Responsibility Penny Dixie How it will be Targets to be included in team plans and monitored through these. monitored Outcomes to be scrutinised termly by SEN Services Management Team with end of year report to be made to Pupil Services Management Team. Key tasks Timescales Develop annual review process to challenge intervention and provision detailed in July 2004 Statements of SEN. Use annual review process to monitor impact and effectiveness of IEPs. Review and consequently use Annual School Survey to identify areas for service October 2004 improvement as identified by schools and to develop processes to improve services providing good VfM. Include into SLA pre and post consultation ratings on level of concern to determine June 2004 impact of intervention. Develop and improve annual survey to monitor schools use of delegated SEN July 2004 funding. Develop moderation exercise of schools where survey identifies underfunding of SEN against available delegated monies. Success Indicators/Outcomes: , New Annual review reports detailing school?s use of SEN resources and impact of resource used and returned within statutory timescale , Annual survey issued to schools and at least 80% returned , Demonstrable year on year improvement in survey responses , Demonstrable decrease in levels of concern following consultations provided through SLAs in place with SEN service providers , All delegated SEN funding used to provide effective support pupils with SEN in schools Page 37 OFSTED Action Plan V9 22 Mar 04 Recommendation 20 In order to establish a more formal structure for its oversight of educational provision: , The council executive should ensure that the portfolio-holder for children, families and young people is more involved in oversight of the work of the Learning Trust; , The council should establish a more formal system through which it will receive reports from its adviser for education or the portfolio-holder for children, families and young people; and , The education scrutiny panel should produce an annual forward plan for its enquiries. Baseline/OFSTED Comment: Objective: Para 228 – “Despite its constrained roles, the council still maintains a , For the council to have an view on the general direction of education in the borough…” effective overview of children in Para 229 – “…the executive portfolio-holder does not attend [quarterly public care. contract monitoring] meetings and information from this process if not , For the Council Executive and reported to the executive or to the scrutiny panel as a matter of course.” Scrutiny Panel to be aware of Para 230 – “The education scrutiny panel has approached very seriously the Trust?s progress. its main task of appraising the Learning Trust?s corporate and annual , To provide an annual plan for plan, and the draft EDP, and passing these to the full council for the scrutiny committee approval… it does not, however, have a forward plan for further work which would help it to establish its priorities.” Para 231 – “The council has not yet come to grips with its responsibility for the educational attainment of children in public care… neither the portfolio holder nor the adviser to the executive monitors the progress of these children and reports formally to the executive”. Commentary (Actions taken so far etc) , Cabinet Member for Children and Young People has arranged to attend quarterly contract monitoring meetings with senior management and Chair of the Trust , Cabinet Member for Children and Young People meets regularly with the Director of Lifelong Learning for briefings and discussion , Forward planning added to the agenda of the next Education and Learning Scrutiny Commission meeting Responsibility Max Caller, Chief Education Officer and Chief Executive, LBH How it will be Regular reports to Mayor and Cabinet at Mayor?s Meetings monitored Key tasks Timescales Cabinet Member for Children and Young People to meet regularly with Chair From March 2004 of Learning Trust Cabinet Member for Children and Young People to attend quarterly contract From March 2004 meetings alongside Cabinet Advisor for Education Quarterly monitoring reports (“Q Reports”), together with any other general From April 2004 briefing on local education issues, to be presented to Mayor?s Meetings by Cabinet Member and Cabinet Advisor Education and Learning Scrutiny Commission to produce an annual forward June 2004 plan for enquiries Success Indicators/ Outcomes: , Regular meetings attended and specific areas of concern discussed and actioned , Increase in Cabinet Member?s engagement in the work of the Trust , Enhanced high level strategic joint working , Cabinet Member is fully informed of policy and working of the Trust , Mayor and Cabinet fully and more formally briefed on the performance of the Trust , Clear work plan in place for the activities of the Scrutiny Commission over the next year Page 38 OFSTED Action Plan V9 22 Mar 04 Recommendation 21 In order to provide appropriate levels of support for schools as they emerge from categories of serious concern: , Devise and implement policy for a graduated reduction in the level of support offered by the Learning Trust Baseline/OFSTED Comment: Objective: There is no agreed process for reducing support as , To ensure schools causing concern continue to schools improve make progress when support is withdrawn Commentary (Actions taken so far etc.) , Schools exiting from categories of serious concern identified and levels of support agreed for spring /Summer 2004 with review dates set for June 2004. Responsibility Martin Burford (Head of Evaluation and Assessment) How it will be Monitoring will be undertaken by Activity Co-ordinator and reported through the Education monitored Improvement Group, CMT and the Board on a termly basis Evaluation will use the regular progress reports and will be co-ordinated by Activity Co- ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other stakeholders through the methodology attached to this plan Ref: Evaluation Policy Key tasks Timescales Devise and implement policy for a graduated reduction in the level of support April- June 2004 offered by the Learning Trust, in consultation with reference groups Allocation of adviser visits to provide appropriate levels of support for schools Sept 2004 as they emerge from categories of serious concern Revise and review programme in the light of evidence and data collected and Dec 2004 reviewed at half termly SCC meetings Success Indicators /Outcomes: , No school regresses after exiting from support category Page 39 OFSTED Action Plan V9 22 Mar 04 Recommendation 22 In order to provide coherent support for gifted and talented pupils: , Introduce a system for monitoring all schools? success in promoting the achievement of gifted and talented pupils , Ensure that link advisers challenge schools to improve their provision where necessary , Develop a strategy for supporting talented pupils, building on existing work with partners Baseline/OFSTED Comment: Objective: , Hackney pupils do not do well at the higher levels of , To ensure comprehensive data on the individual the National Curriculum or GCSE. achievements of G&T pupils is collected and analysed. , The proportion gaining higher levels is almost always well below national averages at each key , To ensure there is a clear and well-understood stage, and the proportion gaining GCSE grades A strategy, agreed with schools, for providing advice or A* is consistently well behind the national figure. and CPD that is targeted at weaknesses, and/or makes brokerage arrangements that include quality , The numbers of pupils entering higher education assurance. are the lowest for any London borough. , To ensure good practice is identified and , EiC and EAZ initiatives do not amount to a borough- disseminated to other schools and promotes wide programme of support and challenge targeted networking. to meet schools? needs. , To ensure the strategy for supporting talented , Support for gifted and talented pupils is not yet built pupils helps schools identify talent and monitor sufficiently firmly into the work of the SSED pupils? progress. , There is no broad-reaching strategy for supporting pupils with particular sporting or creative talents. Commentary (Actions taken so far etc.) , G&T CPD programme accessible to all schools (3 days in spring term 04) , G&T network meetings (1/2 termly) – invitations and minutes of meetings sent to all primary schools , G&T Co-ordinator available for advice on demand with a number of schools visited in Autumn/Spring , Guidance booklets underway Responsibility Derek Powel (Head of Excellence in Cities) How it will be Monitoring will be undertaken by Activity Co-ordinator and reported through the Education monitored Improvement Group, CMT and the Board on a termly basis Evaluation will use the regular progress reports and will be co-ordinated by Activity Co- ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other stakeholders. Key tasks Timescales Monitor and review of provision and good practice for gifted and talented pupils as Jan 04-July 05 part of adviser termly dialogue with schools Consult with stakeholders and officers on strategy for supporting talented pupils in April 04 order to set robust and coherent action and targets in revision of EDP2 for 2004-5 Implement extended CPD programme to raise awareness of identification and target Jan 04-July 05 setting for G&T pupils School G&T targets set, collected and analysed to include L3 (KS1) & L5 (KS2) in September 04-Decemebr 04 all core subjects as part of the annual target setting process Success Indicators/Outcomes: , Provision for Gifted and Talented pupils judged satisfactory or better in all schools (OFSTED reports and self evaluation) Page 40 OFSTED Action Plan V9 22 Mar 04 Recommendation 23 In order to ensure that opposition group elected members are well informed: , The council should institute a system of routine briefings by the Learning Trust for opposition spokespersons Baseline/OFSTED Comment: Objective: There is no system for keeping opposition group , To ensure all elected members are fully briefed by members informed of educational issues the Learning Trust Commentary (Actions taken so far etc) , The Schools Bulletin is circulated weekly to all councillors by email , Opposition members of the Education and Learning Scrutiny Commission receive briefings as part of Scrutiny investigations Responsibility Max Caller, Chief Education Officer How it will be Member Support to ensure all members are receiving relevant information monitored Report on progress in contract monitoring meetings Key tasks Timescales Circulate Quarterly performance monitoring information to leaders of Ongoing from end of April opposition groups Ensure the Trust has an up to date email list for all councillors for continued By end of February circulation of Schools Bulletin Success Indicators/ Outcomes: , Opposition members receive routine information from the Trust , Regular email briefing received by all council members Page 41 OFSTED Action Plan V9 22 Mar 04 4. Agenda for Change The 2003 OFSTED Inspection Report sets out a number of challenges to the Trust to improve. The recommendations highlight actions that need to be taken to embed and promote continued progress. The Trust is committed to enabling all learners to achieve to their highest potential. The Annual Plan for 2004/05 sets out the Trust?s commitment to continued improvement: challenging failure and highlighting excellence. The OFSTED Action Plan sits alongside the strategic documents that support the implementation of the Trust?s vision for excellence in education in Hackney. It provides an important benchmark for the measure of the Trust?s progress over time. But the Action Plan alone will not deliver the improvement in support for education that the Trust desires. The Trust is clear that action must be taken across the board to address areas of failure or challenge. In planning to respond to the OFSTED Inspection Report, therefore, the Trust has taken the following steps to ensure that improvement takes place: st, The Annual Plan, although delivered to the Council?s deadline of 31 December 2003, took into account the expected outcomes of the OFSTED inspection. The Action Plans identified in the Annual Plan put in place measures to support improved performance also against OFSTED key and link areas of inspection. The Action Plans included in Section 3 above draw on the key priorities for change and the Agenda set out in the Annual Plan. , The Education Development Plan, when updated for 2005/06 will take into account the relevant recommendations for school improvement and relevant key and link inspection judgements as set out in the new OFSTED Framework. Already, action to address achievement at Key Stage 2 takes into account OFSTED?s findings. , Other key strategic plans, including on early years, school organisation and behaviour, as well 1as non-statutory plans will take into account relevant recommendations and inspection judgements. , Corporate, operational planning (at Directorate and Team level) for 2004/05 will include specific references to the relevant OFSTED recommendations and inspection judgements and will ensure that action planning takes into account the actions needed to respond to the OFSTED recommendations and requirements. Steps are already being taken to implement OFSTED?s recommendations concerning team planning; and to embed continuous performance improvement across the Company. Continuous Improvement As set out in the Annual Plan, the Trust is putting in place a comprehensive programme of continuous improvement, based on Best Value principles. Work is ongoing to develop the programme for a systematic review of services. The OFSTED Inspection Report will inform the identification of priorities for the programme. Priority areas for review in 2004/05 are being determined, but the outcomes of the OFSTED Inspection (and the Adult Learning Inspection, which also took place in the Autumn) as well as other performance measures and outcomes will guide the development of the review. To support the progress and implementation of the review programme, the Trust plans to establish Service Improvement Board(s). Proposals will be put to the Trust?s Board in spring 2004. 1 Non-statutory plans include: asset management, ICT, under-performing schools, primary strategy, key stage 3, behaviour improvement and EIC plans. Page 42 OFSTED Action Plan V9 22 Mar 04 Raising the Bar The Trust is not content, however, simply to respond to the recommendations made by OFSTED in the inspection report. It is determined to improve across the board. The Trust has undertaken to review action against each of the OFSTED criteria as set out in the new Framework for Inspection. Inspection judgements from 2003 have been mapped to the new requirements and expectations have been established to improve performance against each criterion. The Trust will continue to monitor progress against the implementation of the 2003 recommendations as well as improvement across the range of OFSTED inspection judgements. Progress will be reported regularly to the Trust?s Board. Page 43