South East England Cluster Managers Meeting

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• South East England Cluster Managers Meeting
• 30 June 2010
• Christina Broad, Regional Development Manager,
  South East
• 07802 580514
• Jo Galloway, Development Manager, South

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Todays programme

• National update
• Overview of Sustainability support from ContinYou
• Update QISS, Special Schools and Learning
  Exchange
• Wokingham Capacity Building and integrating
  into the CYPP
• Surrey Using Confederations as a modern way of
  delivering wider public services looking at
  systematic change
• Portsmouth using the strength of the services
  offered through CIPs to broker services in a
  future commissioning environment
• Reading strategic planning using mentoring and
  alignment with Early Years

• Sharing Good Practice re Sustainability
• - Abingdon, Oxon Cluster Community Cohesion as
  a metaphor for Sustainability
• - Guildford, Surrey Using the Cluster
  Innovation Project as a systems mechanism for
  Sustainability
• - Plus others to be identified on the day
• A deep and meaningful conversation in small
  groups and agreeing as a whole
• Sustaining Extended Services across the South
  East how best to support you and each other
• How can we ensure we learn good practice and
  share with each other? Top tips!
• Learning I am taking back

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Objectives Expectations

• By the end of the session participants will have
• An understanding of the context in which
  ContinYou operates
• Details of national, regional and local
  developments for Extended Services
• Had the opportunity to hear the local SE
  Sustainability experience from colleagues
• Had the opportunity to learn, reflect and analyse
  others experience as a way of planning the
  learning back to your situation
• Had an opportunity to share good practice and
  network with colleagues, including QISS
• On a post it
• Name, Role, LA, 1 expectation

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7 Key Expectations from the group

• 1. To learn from others and share
• 2. Identify issues and learning about
  Sustainability
• selling benefits of ES to schools
• ideas for promoting Community Cohesion
• in a rural situation
• Links to ES including Healthy Schools
• 3. Success stories
• 4. Funding
• Creative ideas for fundraising and grants
• Sustainable options
• 5. Future of ES
• Discuss together what the future looks like
• Motivating schools in ES post 2012
• Embedding cluster working
• 6. How we integrate Sustainability across the
  South East
• 7. Looking for inspiration

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Kolbs Experiential Learning Cycle
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Support from ContinYou

• Bespoke work with LAs, Clusters, Schools
• Specific projects for Government
• Sharing practice through the Learning Exchange
• Still a focus on us supporting non FCO schools,
  clusters and LAs
• Focus on sustainability in future

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National Developments Michael Gove speech at
National College Conference

• At the heart of this Governments vision for
  education is a determination to give school
  leaders more power and control. Not just to drive
  improvement in their own schools - but to drive
  improvement across our whole education system.
• And the ethical imperative of our education
  policy is quite simple - we have to make
  opportunity more equal.
• We have to overcome the deep, historically
  entrenched, factors which keep so many in
  poverty, which deprive so many of the chance to
  shape their own destiny, which have made us the
  sick man of Europe when it comes to social
  mobility.
• It is a unique sadness of our times that we have
  one of the most stratified and segregated school
  systems in the developed world. 
• We know, from Leon Feinsteins work, that low
  ability children from rich families overtake high
  ability children from poor families during
  primary school. And the gap grows as the children
  get older. A child eligible to free school meals
  is half as likely to achieve five or more GSCEs
  at grade AC, including English and maths, than
  a child from a wealthier background. By 18 the
  gap is vast. In the most recent year for which we
  have data, out of 80,000 young people eligible
  for free school meals, just 45 made it to
  Oxbridge. Thats fewer than some private schools
  manage by themselves.
• We are clearly, as a nation, still wasting talent
  on a scale which is scandalous. It is a moral
  failure, an affront against social justice which
  we have to put right.

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• The pupil premium - supported by Conservatives
  but championed with special passion and developed
  in detail by our Liberal Democrat partners - is a
  policy designed to address disadvantage at root.
  By giving resources to the people who matter most
  in extending opportunity school leaders and
  teachers.
• School leaders are empowered to innovate in their
  own schools and they are expected to lead the
  drive for improvement in other schools.
• Academies This policy is driven, like all our
  education policy, by our guiding moral purpose
  the need to raise attainment for all children and
  close the gap between the richest and poorest. I
  believe this policy will only work if it
  strengthens the bonds between schools and leads
  to a step-change in system-led leadership. That
  is why I will expect of every school that
  acquires academy freedoms that it partners at
  least one other school to help drive improvement
  across the board.
• Earlier this month, Mike Gibbons of the Richard
  Rose Federation, wrote an article for the TES
  which encapsulated my vision. If we can develop
  schools to become crucibles of innovation on
  behalf of the whole system, working for the sake
  of all children as well as meeting the needs of
  parents who are seeking different provision, then
  the sum continues to be greater than the parts.
  And so every school, regardless of its status,
  works for itself and for the whole system. Mike
  is himself another example of an inspirational
  school leader. He is also, of course, spot on. 
• Whole system improvement, a comprehensive
  approach to driving up standards for every child,
  is what the coalition Government aims to deliver.
• Central to that drive is structural reform of the
  kind Ive laid out professionals liberated to
  drive improvement across the system.

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• Systems change through Data
• Indeed I want to see more data generated by the
  profession to show what works, clearer
  information about teaching techniques that get
  results, more rigorous, scientifically-robust
  research about pedagogies which succeed and
  proper independent evaluations of interventions
  which have run their course. We need more
  evidence-based policy making, and for that to
  work we need more evidence.
• And that also means a new role for Ofsted. I want
  to see an inspection regime which also mirrors
  the approach of the worlds most successful
  systems.
• Curriculum
• I want to remove everything unnecessary from a
  curriculum that has been bent out of shape by the
  weight of material dumped there for political
  purposes. I want to prune the curriculum of
  over-prescriptive notions of how to teach and how
  to timetable. Instead I want to arrive at a
  simple core, informed by the best international
  practice, which can act as a benchmark against
  which schools can measure themselves and parents
  ask meaningful and informed questions about
  progress.
• Budget VAT public sector pay freeze, 25 saving
  across Govt Depts
• Decisions still to come in the comprehensive
  spending review on 20 October
• How reduction in benefits will be used as
  incentive back to work
• The neglected area of Youth Unemployment
• DfE cuts spending on schools prioritised
  therefore cuts in other non school old DCSF
  budget

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The Coalition Whats new?

• The Coalition our programme for Government
• Academies Bill
• Education Childrens Bill
• Review on poverty life chances
• Review of childrens social work frontline
  child protection practice

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Whos Who

• Secretary of State
• Michael Gove
• Minister for Children Families
• Sarah Teather
• Junior Minister for Children
• Tim Loughton
• Minister for Schools
• Nick Gibb
• Junior Minister for Schools
• Lord Jonathan Hill
• DfE Lead Extended Schools C Centres
• Sally Burlington

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What we know

• Expansion of Academies
• Free schools
• End to Child Poverty
• Promoting good behaviour
• Increased discipline
• Pupil premium
• Tackling bullying
• Free childcare for 20,000 2yr olds
• Review of Regional Gov Offices
• Review of ISA Vetting Barring
• Community Organisers
• National Citizenship programme

• Contact Point
• BECTA
• QCDA
• GTC
• GOL
• Community Cohesion
• Well-being
• Primary Curriculum
• Expansion of free school
• meals pilots
• National Safeguarding
• Delivery Unit

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What we have heard

• The principles behind ECM are here to stay.
• Where Childrens Trusts have proved successful
  LAs are entirely at liberty to continue operating
  them. Tim Loughton
• The change in the departments name has not
  diluted the commitment of this government to
  children and families, or those who work with
  them. Sara Teather

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Key areas impacting on childrens services

• Families Children
• Support for families with multiple problems
• End Child poverty
• Schools
• Academy Status
• Attainment Qualifications
• Pupil premium
• Behaviour
• Social Action
• Big Society
• Public Health
• Greater local control over public health budgets
• Tackling Health inequalities in disadvantaged
  areas

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Changes to Inspection

• Comprehensive Area Assessment
• Ofsted
• Quality of teaching
• Quality of leadership
• Pupil achievement attainment
• Pupil discipline safety

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Sources of Information

• www.education.gov.uk
• www.number10.gov.uk
• www.hm-treasury.gov.uk
• www.cabinetoffice.gov.uk
• www.parliament.uk
• www.cypnow.co.uk

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Extended servicesPlanning for sustainability
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What do we mean by sustainability?

• Not just fundraising for maintenance
• Continual assessment of need
• Demonstrating the impact of services provided to
  meet that need
• Working with key partners where aims converge
• Providing services that communities want 

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TDA Sustainability Tool

• 1. What sort of consultation and needs analysis
  takes place on the development of this schools
  extended services?
• 2. How integrated are extended services into the
  planning and running of this school?
• 3. How aligned are this schools extended
  services with local area plans/targets eg in the
  Children and Young Peoples Plan, LAAs etc?
• 4. How effective are your extended services
  cluster arrangements?
• 5. How well are other local services linked into
  the delivery of
• extended services in this school?
• 6. How integrated is multi-agency training with
  that of the school workforce?
• 7. How well-publicised are the extended services
  and activities?
• 8. How well is the design of services targeted to
  meet identified needs?
• 9. How sound are the funding arrangements for the
  extended services in this school?

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Service provision change over time
Future provision
New delivery Mechanism (by April 2011?)
Current provision
Time
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Writing a strategy
Strategy Headings Content
Needs Analysis Data from different sources key partners and shared targets Environmental analysis key change factors in the local community.
Current Provision What services do we have now? What is the impact of those services? What difference are they making? Where are the gaps?
Structure for Delivery Outline accountability and governance structure. Is this fit for purpose for the future?
Budgeting and Finances How are extended services currently funded? Plans to diversify funding Charging policy Subsidising for inclusion External funding streams to be targeted.
Monitoring and Evaluation Impact Measurement. How will we know we have made a difference?
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Sustaining Extended Services through Social
Enterprise

• There is evidence that Social Enterprise not
  only provides a strong platform for schools to
  deliver extended services in a financially
  sustainable way, but that the community led,
  socially driven principles of social enterprise
  also fit comfortably in a school setting.
• Extended services ensuring sustainability using
• the social enterprise model Guidance report
• CfBT Education Trust SEL - Social Enterprise
  London

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Critical success factors

• A shared vision
• A champion with passion and drive
• Innovative partnerships
• Skilled enterprising staff
• Careful business planning

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Moving forward

• Collaborative advantage
• What are we achieving together that we could not
  achieve alone?
• National local priorities
• How are/can we align services?
• Re-focus the Cluster
• Broaden the purpose to meet wider aims
  objectives

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Research Developments

• UNICEF (2007), Report Card 7, Child Poverty in
  Perspective An Overview of Child Well-being in
  Rich Countries
• Young Foundation (2010) The state of happiness
• Demos Resilient Nation (2009)
• Social Mobility White Paper New Opportunities
  (2009)
• www.hmg.gov.uk/newopportunities/

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Signposting and SEF and Special Schools Recent
Documents - if you want training contact
ChristinaJo update on Special Schools report
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Special Schools What have been the success
factors?

• Strong school leadership buy in
• Flexible approach to the core offer
• Good partnerships and collaborative work
• Support of ESCO
• Involvement of school governors
• Maximising funding streams
• Effective consultation

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Special Schools SustainabilityContinYou has just
undertaken a brief report available on Learning
Exchange

• Success factors
• Continuation of collaborative partnerships
• Development of charging policy
• Signposting to community services and
  opportunities

• Challenges
• High ratio of staff (costs)
• Funding streams often short term
• Transport costs
• Parent expectations
• Anyone got any new experience about working with
  Special Schools?

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Anyone got any new experience about working with
Special Schools?

• Success factors
• Building schools for the future
• Identify and develop human and social capital
• Empowering children and young people, parents and
  carers
• Special schools steering group established issues
  working across clusters and LAs
• Children and young people cannot attend after
  school due to travel
• Breakfast club provision
• Balance of a few feisty parents and the silent
  majority
• Travel/childcare/provision
• Better use of lunchtime and end of day had had
  mist impact

• Challenges
• Currently have OSLO
• End of Aim Higher and loss of hours
• Parental Involvement, looking at joint activities
  with primary school
• Integration with mainstream pupils
• Parents not always interested, even when free and
  appropriate
• Identifying your community
• Logistics
• Integration
• Lots of signposting to activities in local areas,
  therefore sustainability in hands of others and
  partners
• After school clubs transport issues
• Parental engagement
• Cost of activities and ransport parents
  expectations have been raised

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Approaches to sustainability elsewhere

• Beauchamp College, Leicester (available in The
  Learning Exchange Library)
• 3 key tips
• Rules of engagement
• Partnership (deliver win-win projects and then
  grow)
• Create stakeholder forum (independent of the
  school)
• This approach has secured them over 2,000,000 in
  the last 2 years!

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Approaches to sustainability (elsewhere)

• A Cluster in the SW has been exploring a range of
  different ways of working including collaborative
  leadership model, community enterprise, community
  interest company.
• Blackfield After School and Holiday Club
  (Southampton) is owned and managed by Waterside
  Out of School Clubs CIC (Community Interest
  Company)

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www.learning-exchange.org.uk

• The Learning Exchange is an interactive, online
  community website where professional
  practitioners who are developing extended
  services for children, young people and families
  can learn from each other, share resources, ask
  for advice, discuss policies and strategies - and
  be inspired.

• About the Learning Exchange
• The is a forum of extended services
  practitioners who are working to improve outcomes
  for young people and families. 
• Be a member of the Learning Exchange
• Take part in forums, write reflective blogs about
  your work.
• Current forums are on 21st century schools and
  Future of ES Co-ordinator role
• Find or share a case study
• Find about good practice developed by people
  running extended services. Share your good
  practice with members

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Experience of Planning for ES Sustainability in SE

• There is no one model, but the following speakers
  will provide their experience of planning for
  Sustainability in their Local Authority
• Wokingham Capacity Building and integrating
  into the CYPP
• Surrey Using Confederations as a modern way of
  delivering wider public services looking at
  systematic change
• Portsmouth using the strength of the services
  offered through CIPs to broker services in a
  future commissioning environment
• Reading strategic planning using mentoring and
  alignment with Early Years
• Abingdon Community Cohesion as a metaphor for
  Sustainability

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SE Models of Sustainability

• Over to the experience from you

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1. WokinghamPresentationJane Clark
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Planning Extended Services for Sustainability in
Wokingham Borough

• Jane Clark
• Extended Services QA Manager

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Moving to the centre

• 2007-2009 ES Neighbourhood Partnerships managed
  centrally by ES Team how to sustain?
• New model ES Cluster Partnerships
• Cluster Co-ordinator based in school serving the
  whole cluster
• Working to the Terms of Reference directly linked
  to CYPP, LAA priorities Childrens Trust
  Commissioning principles, National and local
  indicators and priorities
• New Childrens Service Senior Leadership Team
• Unknown territory but also
• Opportunity for a change of direction
• CYPP ES explicit and implicit throughout
• Learning and achievement / Early intervention
  Integration

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A process of change winning hearts and minds to
decentralise

• Collaborative partnership
• Headteachers / SLT members, Childrens Centre
  Managers, Early Years Child Care Advisors,
  School Improvement Partners, Childrens Services
• Shared goals, understanding and commitment
• demonstrating impact on key local targets and key
  school objectives
• Underpinned by the cluster co-ordinator

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Building capacity / developing people

• Rolling programme of recruitment / induction
• Supported by Christina/ContinYou to assist the
  planning stages of sustainability
• Focus on CYPP, LAA priorities Childrens Trust
  Commissioning principles, National and local
  indicators
• The Team
• Building capacity / accelerators to learning
• Knows its own strengths
• Focused on targets and organised to achieve their
  goals
• The glue that holds it all together and enables
  ES to work in Wokingham
• Identifying case studies for impact evaluation
  September 2010

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Cluster Partnership Details
Cluster Co-ordinator Mobile No. Host School Email Address
Earley Jo Fiddaman 0781 083 2087 Loddon Primary Jo.Fiddaman_at_loddon.wokingham.sch.uk
North Wokingham Sandra Gough 0778 948 0522 Robert Piggott CE (C) Junior SandraGough_at_robertpiggott-jun.wokingham.sch.uk
South East Wokingham Faye Theuma (12/07/10) tbc Gorse Ride Junior tbc
South West Wokingham Melanie Dalziel 0779 531 6208 Shinfield St Marys CE Junior MDalziel_at_shinfield-st-marys.wokingham.sch.uk
Wokingham Town East Debbie Burnett 0778 947 1779 St Teresas RC Primary DBurnett_at_st-teresas.wokingham.sch.uk
Wokingham Town West Sarah Izquierdo 0778 948 0524 The Hawthorns Primary Sarah.Izquierdo_at_hawthorns.wokingham.sch.uk
Woodley Sandra Gough 0778 948 0522 Beechwood Primary S.Gough_at_beechwood.wokingham.sch.uk
Extended Services Team Extended Services Team Extended Services Team Extended Services Team Extended Services Team
Jill Godfrey Jane Clark Deborah Wyatt 0776 484 4894 0776 841 6487 0776 738 1013 / 0118 974 6182 0776 484 4894 0776 841 6487 0776 738 1013 / 0118 974 6182 0776 484 4894 0776 841 6487 0776 738 1013 / 0118 974 6182 Jill.Godfrey_at_wokingham.gov.uk Jane.Clark_at_wokingham.gov.uk Deborah.Wyatt_at_wokingham.gov.uk
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2. Surrey PresentationMark Scarborough
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Planning ES for SustainabilityMark
ScarboroughSenior Consultant for Extended
ServicesVTGroup
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Funding what we know presently

• No real information of what it means for Extended
  Services
• Forecast of significant cuts to Children's
  Centres
• No Capital Funding available
• Freeze to public sector pay
• An average of 25 cuts to unprotected services

44
Funding at Surrey Level

• Further cuts to services expected
• In year savings presently being explored
• Future role and function of Local Authority?
• Public Health determined at local level?
• More autonomy for schools

45
What the confederations actually do at the
moment? 

• 23 Confederations many different ways of working
  and varying sizes
• 98 achieving FCO
• Management Structures very school centric
• Some multi agency involvement
• Variable partnership practice/working
• Mostly focused upon Full Core Offer
• Growing teams e.g. HSLW etc.
• No legal entities

46
Time for change?

• Develop a more consistent approach across Surrey
• Introduction of standardised tools including
• Audit
• Impact Evaluation model
• Service Level Agreement
• Case study template
• Business Plan
• Reporting mechanisms

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More than just ES?

• Confederations offer
• CPD
• Network events for SENCOs, Bursars, other staff
  etc.
• Raising Standards e.g. Surrey Heath Mathszone
• Training suites
• Holiday based programmes
• Community cohesion events
• Shared policies and procedures
• Joint Inset days
• Global dimension International Days
• Procurement opportunities

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Future role and next steps ?

• Alignment with other structures e.g. Surrey
  Alliance
• Collaboration, consistency and continuity
• Inclusion is it available for all?
• Roll out of the ES Disadvantaged Subsidy, Home
  Access etc.
• Measuring the difference identifying the impact
• Effective promotion, publicity and celebrating
  success
• Quality assurance and CPD
• Roles and responsibility Preventative Services
  etc.
• Legal Entity/Trust arrangements
• Funding Cuts

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• Services are presently being reshaped in
  Surrey and Confederations are still seen as a
  potential opportunity for developing new ways of
  delivery at local level. The objective will be to
  secure the existing benefits of collaborative
  working and develop services to meet the needs
  and demands for the future.
• It is expected that the confederations core
  areas of work in the future would be around
• Effective partnership working
• Preventative
• Children in Care
• Emotional Health and Well Being
• Children in Need
• Complex Needs
• Shared resources

• Universal
• Working with other vulnerable and
• hard to reach groups
• Targeted work
• Narrowing the gap
• Community cohesion
• CPD opportunities
• Joint policies and procedures

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Surrey Confederations11 Confederation Areas
North East ELMBRIDGE ? Elmbridge Schools
Partnership EPSOM EWELL ? Epsom and Ewell
Partnership SPELTHORNE ? Spelthorne Schools
Together South East MOLE VALLEY ? Ashtead
Leatherhead Confederation ? Dorking Schools
Partnership ? Effingham Learning
Partnership REIGATE BANSTEAD ? Horley Learning
Partnership ? North Downs Confederation ? Redhill
Reigate Merstham Confederation TANDRIDGE ?
Tandridge Confederation

• North West
• RUNNYMEDE
• ? Chertsey Partnership
• ? North Runnymede Learning Partnership
• ? Runnymede South Confederation
• SURREY HEATH
• ? Surrey Heath Confederation
• WOKING
• ? Woking Schools Confederation
• South West
• GUILDFORD
• ? East Guildford Confederation
• ? West Guildford Schools Confederation
• West Surrey Foundation

..
..
SW Guildford
..
..
..
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Towards Sustainability

• Total Place
• The aim of Total Place is to explore how a
  whole area approach to public services can lead
  to better services at less cost. It seeks to
  identify and avoid overlap and duplication
  between organisations delivering a step change
  in both service improvement and efficiency at the
  local level, as well as across Whitehall.
• Services delivered and managed locally
• Value for money
• Multiagency approach to the agenda
• Buy in at a strategic level
• Potential buy in from Independent schools and
  Academies?

52
Timeline?

• Positioning Paper to DLT July 2010
• Identification of Proposed future role and
  function October 2010
• Funding streams announced Oct 2010
• Introduction and development of new ways of
  working Autumn 2010
• Launch of Borough Confederations April 2011

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Ten top tips

• Build it in dont bolt it on!
• Link your objectives to other plans i.e. LA,
  school, partnership development plans etc.
• Dont do it on your own
• Gain support from senior leaders. Enable
  others to become active partners in the
  programme.
• Talk to others!
• Consultation needs to be ongoing and
  widespread, students, staff and community all
  need to have a say
• Know why you are providing it!
• Be sure about what you are trying to achieve
  and that it is in the best interests of the young
  person, school and community

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Ten top tips continued

• Make sure there is something for everyone!
• Provide a quality programme that is
  accessible to, and provides opportunities for ALL
  (including staff and governors)
• Actively involve young people
• -with planning and reviewing, helping out in
  delivering, writing articles for newsletters etc.
  Find ways of giving them ownership
• Value the staff!
• Make sure staff are appropriately recruited,
  rewarded and supported
• Celebrate success!
• Recognise and reward contributions made by
  other pupils, staff and other leaders

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Ten top tips continued

• Ensure you know you are making a difference!
• Evaluate your outcomes in terms of
  individuals and the whole school and monitor the
  quality of delivery
• Shout it from the treetops!
• Make sure the wider community is aware of
  the success of your whole programme, via
  newsletters, posters, media coverage etc.
• With thanks to Youth Sport Trust and
  ContinYou for compilation of the above list

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• The measure of success is not whether you have
  a tough problem to deal with, but whether it's
  the same problem you had last year.
• John Foster Dulles

57
3. Portsmouth PresentationJo DerhamNECIP
ManagerCIP Transition Manager (PCC)jderham_at_court
lanejnr.portsmouth.sch.uk07904
809677www.necip.co.uk
58

• Community Improvement Partnerships
• Making a real difference for children, young
  people and families in Portsmouth

59

• Extended Services in Portsmouth is delivered
  through 5
• Community Improvement Partnerships (CIPs) working
  with
• schools and their community partners in the
  voluntary,
• statutory and independent sectors, the local
  community,
• children, young people, parents and families

AXCESS HoP NE NI SE
Number of schools 1 Secondary 6 Primary 3 Secondary Harbour Schools 10 Primary 1 Secondary 1 Special Secondary 5 Primary 3 Secondary 16 Primary 1 Special Primary 1 Nursery 2 Secondary 1 Special Secondary 16 Primary 1 Nursery
Number of pupils 2,527 5,135 2,990 7,192 5,746
60

• Welcome to Portsmouth.
• The UKs only island city
• Approximately 10 square miles of island land and
  some mainland areas
• One of the most densely populated areas in the UK
  outside London
• Home to just under 200,000 people with 37,240
  under 16s
• Ranked 88th nationally in the IMD and 4th in the
  South East
• Portsmouth has..
• 4 of its14 wards in the most deprived quintile in
  England 5 in the second most deprived quintile
  and 4 in the third most deprived quintile
• Over 9,000 children (24.1) who live in income
  deprived households in one ward this equates to
  57.36
• 68 schools (nursery, primary, secondary and
  special)

61
Before you launch a ship, you need to make sure
that its safe and can be maintained

• Recognition that schools are likely to have
  responsibility for the delivery of ES in the
  future
• Developed a simple consultation document 65
  response rate
• CIPs..
• Have addressed the needs of local children, young
  people and families
• Represent good value for money
• Have succeeded through local leadership and
  vision
• Schools.
• Are willing to commit funding (budgets
  permitting) to continue working in local
  partnerships
• Agree that CIPs just disappearing is not an
  option

62
What a difference 5 years makes.

• Partnership working between schools and other
  agencies
• Support for parents and families
• Project management of local initiatives
• Delivery, commissioning and co-ordination of out
  of school and holiday activities with a targeted
  approach to raise standards, improve attendance
  and behaviour
• Targeted support to individual children and
  families

63
The future is here.and its not what it used to
be.
64
Hindsight is a wonderful thing.

• What we would have done differently.lessons
  learned!
• Built in sustainability from the outset
• Earlier focus on mainstreaming
• Scaled down development and initiatives
• More strategic
• Smarter commissioning
• Created a culture of more independence, less
  reliance

65
A good idea Extended SchoolsCutting the
Childrens PlanA 5 billion experiment gone
astrayTOM BURKARD AND TOM CLELFORDCentre for
Policy Studies June 2010
66
Any questions, comments, observations?Jo
DerhamNECIP ManagerCIP Transition Manager
(PCC)jderham_at_courtlanejnr.portsmouth.sch.uk07904
809677www.necip.co.uk
67
4. Reading PresentationTheresa ShortlandSteve
Green
68
Reading

• Strategic link across Early Years and Extended
  Services
• The managerial approach for Full Core Offer
  whilst operating in a system of Matrix Management
• ContinYou support for the team and Theresa to
  plan strategically using management models to
  maximise and plan for opportunities.

69
Theresa Shortland, Head of ES and Childrens
Services, Reading and budget holder

• Notes of Theresas presentation
• In post 2 years, Steve green in pos 18 months
• Undertook the trnsfpormation together
• Inherited a story, that was that south Reading
  was deprived, but nothing happened there despite
  the work that had been going on. Nothing happens
  in west reading, North Reading is affluent, East
  is where the BME community live. Wanted to check
  this story with the reality. So, had to check
  against the data.
• All data was on scraps of paper. The story was
  not evidenced by the data in reality and the
  budgets were demonstrating need based on folk
  law, not reality.
• Needed to introduce a system of Performance
  Management
• Bought data programme for Childrens Centres,
  people didn't like it in the early days of
  monitoring and the process of implementing the
  data collection model.

70
Theresa Shortland (2) cont.

• As ES, were RED ragged rated for not having full
  core offer
• The Early Years profile had widened the gap and
  not improved because the previous intervention
  had not been based on fact
• There were schools with Outstanding Ofsted
  reports, but not as Early stage level
• Tested the ECM failings, and realised that the
  folk law was way out.
• We realised we had a key issue that needed to be
  addressed and that was the quality of skills at
  the early stage
• The ES offer did not adequately address the link
  to parents employment, so following consultation
  with parents and further analysis of need, we
  changed so that parents were enabled to go to
  work because of the ES provision
• We linked ES to provision, i.e. old wine, new
  bottles

71
Theresa Shortland (3) cont.

• As ES, we developed an Exit strategy from the
  start
• Reading needed to change the story based on the
  truth of the evidence
• We now
• Evaluations of service
• Run events
• Create involvement
• Work collaboratively
• Strategically, ES and Children's Services were
  under the political radar
• As service lead, Theresa introduced systematic
  performance management
• Introduced a commissioning team
• We are seeing value for money starting to happen
• Support from external agencies ( TDA, Together
  for Children, Play England, National strategies)
  meetings and reporting for support and challenge,
  turned the meetings from monitoring to
  identification of support through the use of the
  JISP, which then increased the capacity
• Political support was needed so introduced
  Performance management and budgets are aligned to
  individual targets. All staff are now ready to
  say what Impact their service is making
• They can target to meet need justify public
  expenditure and take ownership and
  responsibility, see the success they are having

72
Theresa Shortland (4) cont.

• Key to the success has been increasing the
  capacity of the team and that is where ContinYou
  and Christina have been working most effectively
  fir information and analysis using management
  models
• We have identified that
• quick interventions work well for us
• Like to exceed targets
• We do not reinvent wheel
• We have a project management focus
• Now looking at Total Place in South Reading
• Looking Christinas triangle Sustainability plan
  idea
• Working with IPPR and Price Waterhouse Cooper,
  looking at Capable Communities, so that can
  take quality in education as an issue to next
  party conferences
• The team is ready to embrace change
• Give a voice to the PVI (private voluntary and
  independent) sector
• Managing on the basis of high impact and low cost
  makes a team of people feeel highly valued

73
Reading Steve GreenMoving out of the silo

• Looking at an entrepreneurial and managerial
  approach and that has been in team meetings and
  line management responsibility for the ES work.
• Example of Play Rangers, where the activities
  they do have been revamped so that there is full
  utilisation of their service. The morning they
  work with Children's Centres, Extended Services
  during the school lunch break. It creates a
  revenue stream, and could be selling services
  more if were encouraged to be more business
  orientated
• Working across partnerships, e.g Playing for
  Success working at developing cpd, technology
  etc.
• People have liked the innovation
• Undertaken evaluations of the managerial
  approach, legacy for services that had been
  delivered and to demonstrate the personal
  benefits

74
Reading Steve GreenMoving out of the silo

• When looking at such poor stats re FCO, we needed
  to check the info we were getting back. 50-60
  did not trust FCO information.
• An audit recognised the work that was carried out
  by Extended Services, so increased numbers and
  then targeted support through the Cluster model
  of working
• What we could have done better
• Clarity on quality from the start
• Missed opportunity to liaise with SIPs and
  Governors
• Didnt tie in raising attainment links with ES
  enough
• What extra we have done?
• Developed a social capital network, shared
  vision, purpose and action, celebrated
  achievements, looked at the market in which ES
  operates and added vlaue to the service for
  Reading residents

75
Sustainability in the Abingdon Partnership

• Liz Morgan ESCO

76
The partnership

• Characteristics
• 26 schools
• 22 Primary
• 3 Secondary
• 1 Special
• Urban /Rural
• Large Schools /Small Schools
• High levels of deprivation in pockets
• ESCO employed by the Partnership rather than
  the county

77
Sustainability through Community Cohesion

• Networks are everything
• Joint money fund Joint targets
• Combined resources joined up thinking

78
Sustainability through Community Cohesion

• Networks are everything
• Joint money fund Joint targets
• Combined resources joined up thinking

79
Partnership is represented on

• Local Strategic Partnership
• North Abingdon Children Centre Chair Strategic
  Group
• South Abingdon Children Centre
• Thames Valley Young Offenders group
• Abingdon Abbey Group Lottery Bid
• South Abingdon Community group

80
Sample of joint activities that the
Partnership undertakes as part of community
cohesion
TVP
LSP
Extended Services
South Abingdon Community group
Dalton Barracks
81
Local Strategic Partnership

• Community planning
• Specific agency for community development
• Network of local business and agencies
• ES Business plan is linked with the Strategic
  plan for The Vale of White Horse e.g. Go4it
  links with the Vale aim for working with the
  disadvantaged
• Progress through Partnership monies Community
  development worker funded.

82
Service Families

• Dalton Barracks families feed into a range of
  local schools
• Have been a priority for the last 12 months
• Joint Multi agency working for services
• Aims are Better communication Better
  understanding of needs
• Changes in operation Parents evenings on base
• Joint multi agency activities on an Open Base
  day

83
South Town Parks Development

• LSP Task and Finish group with the South Abingdon
  Working group
• Group of local professional working in SA
• Vale has paid for a Community Development
  Worker
• Projects include
• Arts on Gainsborough Green
• South Town Parks play area - Grant from the
  Vale
• Consultation with local schools about what is
  needed
• Opening event
• Kick about area then developed.

84
Conclusion and Feature plans

• Aim to one of the first thoughts of potential
  partners when community thinks of partnership
  working
• Joint planning for Sustainability using Community
  Cohesion as a metaphor for planning school and
  partnership services

85
QISS

• Martin Turner is new SE QISS co-ordinator
• QISS can RAG rate on Study Support provision
• Offer 4 things
• Develop a QA framework using extended learning
  opportunities and the Quality Development
  Framework
• Resource offer for workshops on the use of the
  framework and as critical friends
• Undertake research and evaluation
• Consultancy for Las to develop Study Support
  provision for the school and cluster

86
Cluster Innovation Project. Surrey what happens
when 2 clusters combine?

• Had experience of looking at macro level, this
  project explored micro level
• Cluster SEF
• Terms of Reference for Partnership working
• Steering group established for information and
  leadership
• Dedicated role and influence for a confederation
  lead
• Analysis of Partnerships

87
Cluster Innovation Project. Surrey, cont.

• Early learning
• Importance of line manager and leadership role
• Looked at quick wins for the combined
  confederations
• Got rid of dual meetings
• I page info sheet for all holiday activities
  programmes across old confederation areas
• Use and development of on school site Training
  facilities for the CPD that was a popular
  introduction
• Looked at Playing for Success for parent and
  family learning
• Issues for smaller schools operating at cluster
  based level
• Have regional Children's Centre meetings to save
  time and seek a different solution
• Mark distributed a detailed Action Plan document

88
Group activity

• A deep and meaningful conversation in small
  groups and agreeing as a whole
• Sustaining Extended Services across the South
  East how best to support you and each other
• How can we ensure we learn good practice and
  share with each other? Our five top tips

• In groups
• (Chance to catch up and do the activity)
• Appoint a note taker
• Appoint a time keeper
• Encourage participation
• Feedback on task
• Other things learnt

89

• Group 1 (Bucks, Slough, Hampshire, Bracknell
  Forest)
• There was a good deal of discussion around the
  issue that in some cases Es are not yet fully
  integrated in the way of thinking and so thoughts
  of sustainability are far from peoples minds.
• Acknowledge different language but common agendas
  for example The Big Society/ Community Cohesion
• Makes links to Healthy Eating through the new
  health and Well Beings development groups in
  schools (these groups identify key partners and
  have on line access to a range of tools)
  However ESCOs need to know who the link in
  schools is
• Two secondary schools moving closer Healthy
  Schools Enhancement model so furthering
  opportunities to link with others
• There is some history of not working together and
  a desperate need for strategic support and lead
• ESCOs feeling disempowered so sustainability is
  not the focus, more a desire to be recognised for
  the fundamental role they have and are playing as
  the key drivers in the delivery of ES
• Communication is often best support however there
  is great disparity in way information is
  disseminated across the SE.
• Support to identify where good practice exists
  and then share with HTs to motivate and inspire
• Positive affirmations Heralding successes are
  key
• Help unpicking the language so it can relate
  easily to OFSTED speak

90
Group 2 (Oxon, Milton Keynes)

• Creative ideas for grants that will still be
  available share this info. If held by
  ContinYou, good central place to access through
  Learning Exchange
• Should partnerships have charitable status?
• Benefits include
• applying for funding thats available to
  charities only
• trading arm can generate revenue from training
  etc selling services back to schools (including
  private schools) eg CAF training where
  independent schools want to develop and can buy
  in offering train the trainer courses
• Can be a charity or social enterprise or both

91
Sue Pepper, Hampshire

• Sue is one of three Quality Development Managers
  in Hampshire
• They undertook an analysis of a number of quality
  frameworks ad determined that they wanted a
  graded system with its own qualitative measure
• Trialled a model in three partnerships, received
  positive feedback so has been rolled out
• The Quality Development Hampshire model has
  provided the following evidence
• Informs the school development plan
• Informs Ofsted
• Provides financial management information
• Demonstrates sustainable growth
• Demonstrates value for money
• Fits in with Partnership Plans CYPP
• Helps partnerships manage change

92
Sue Pepper, Hampshire

• Partnership Analysis
• Tied in to a Quality Assurance model of local
  childrens partnerships, the CYPP and LSPs
• There is a bronze, silver and gold standard

• 2. Audit of ES provision
• Provides important data
• Found it was good to share information/data
• All schools completed the exercise
• Undertook a review of the grading system
• All partnerships completed the QA system
• On reflection, all have found very useful for the
  SEF

93
Giles Hippisley, Brighton and Hove

• Giles.Hippisley_at_Brighton-Hove.gov.uk
• Looking at school budgets putting a value on
  Extended Services. There is evidence, through
  test and trials which have been piloted in
  Brighton and Hove
• What have we done?
• Pooled budgets re Family Support
• Building in time for Learning mentors to plan and
  make it happen
• Cluster money has been used to trial new ways of
  working
• Dealing with the perception of how the money is
  spent, and the real costs and benefits in order
  to plan for the future
• Developing the work and role of the third sector
  to invest in the capacity and strengths of the
  voluntary sector through the local CVS