HEC Collaboration

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					                   Hammersmith and Fulham, Ealing, Camden,
                           Kensington & Chelsea

                                   HECK Collaborative
                                     H&F Edition

       School Improvement Partners’
          Handbook 2010 – 2011

        Primary, Secondary and Special Schools



Year Planner                                                      3-4

Training Dates and Key Personnel                                  5

SIP Agreement                                                     6

SIP Protocol                                                      7-8

SIP Payments                                                      9

Relationships with the broader LA team                            10

Access to data and information about schools                      11-12

Brokering Support & diagram                                       13-14

Quality Assurance Procedures                                      15

Notes of Visits - moderation                                      16

Insurance                                                         16

Guidance for Headteachers                                         17

Booking and cancelling a visit                                    18

Notes of Visits – Protocols for report writing                    19-20

Timeline                                                          21

The SIP cycle for report writing and distribution                 22-23

The familiarisation visit                                         24

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SIP YEAR PLANNER (Cross-phase to include secondary, primary and special unless specified) 2010-11
MONTH            ACTIVITY                                                   Maximum Time     DATE / DEADLINE                       VENUE
                 It is recommended that SIPs should try to attend a
                 governors’ meeting every 2 years to present one of
                 the reports. Time should be found from school          0.25 day
                 allocated days. Contact SIP Manager with any
                                                                    AUTUMN TERM
September        HECK Collaborative Primary Phase CPD.
                  “Stronger Management Systems” (National Strategies,   0.5 (CPD)            15 September 2010 (am)                Ealing
                 Janet Smith and Sue Ivermee)                                                                                      Trailfinders

                 Ealing LA based CPD                                                         23 September 2010 (9am-1pm)           Percival House
                 Camden LA based CPD - Primary                                               9 September 2010 (9am-1pm)            TDC
                 Camden LA based CPD - Secondary                                             27 September 2010 (1.30-4.30pm)       TDC
                 K& C - no LA based CPD this term
                 H&F - no LA based CPD this term

November         HECK Collaborative (cross-phase)                           1 day (0.5       3 November:                           Queens Club
                 National update and Raising Ambition for Children and      CPD, am for      9am – 1pm: Collaborative
                 Young People with SEND                                     collaborative)   Afternoon: Attendance seminar for
                                                                                             H&F officers

November         Desk based data analysis in preparation for school based   0.5 day          Advice to governors for
                 meeting to review previous year‟s performance                               performance review meeting
                                                                                             Notification to LA that performance
                                                                                             review has taken place

(during          Headteacher‟s performance management                       0.5 day
autumn               review meeting with Headteacher
term)                review meeting with governors‟ sub committee
                 Performance review meeting with Headteacher and
                 Governors‟ sub committee

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MONTH             ACTIVITY                                                                        Maximum Time            DATE / DEADLINE                                  VENUE
                  School based meeting(s) to discuss                                              0.5 day                 Report to LA for quality check, and
                       2010 end of key stage outcomes and review                                                         to schools for factual check. Final
                          school‟s development plan and support needs in                                                  copy to chair of governors detailing
                          light of these                                                                                  outcomes of this meeting
                  Target setting process and comment on statutory cohort
December          Writing time linked to Autumn term‟s work                                       0.5 day                 By mid-December
January           LA based (cross-phase conferences)                                          1 day (CPD)                   H&F: 21 January 2011                         LH
2011              H&F (Brokerage of LA Services)                                                                            Ealing: 12 January 2011                      Percival House
                                                                                                                            Camden:14 January 2011
                                                                                                                            K&C: tbc
February -        Moderation of one aspect of SRSE/Progress towards 2011                          0.5 day                   Report to LA for quality check,
March             targets                                                                                                   and to schools for factual check.
                                                                                                                            Final copy to chair of governors
                  Writing time linked to spring term visit                                        0.5 day                   detailing outcomes of this
                                                                                        SUMMER TERM
April - May       1:1 LA meetings with SIPs (all phases)                                    0.5 day(CPD)

June              Annual Review meeting – focus on reviewing progress                             0.5 day
                  with School Development Plan and SEF; preliminary
                  identification of support needs for 2011/12
                  Writing time linked to Summer term visit                                        0.5 day
                  HECK Collaborative SIP conference                                               0.5 day (CPD)      16 June 2011                     Camden or Ealing tbc
July              SIP performance management end of year reviews                                  0.25 day           Performance management           End of July
                                                                                                                     summary report from LA to SIP
TOTAL NUMBER OF DAYS                                                                              8.5 DAYS plus 0.5 flexible for report writing/admin

Costings are allocated on the basis of half-day units (up to 3.5 hours) and are provided as a guide to the maximum allocation of time for each task. For example, it is not expected that the
preparation for an introductory visit and the drafting of a note of visit will always take 3.5 hours. All costings relate to one academic year.

Please note that the above allocation relates to SIP work with a single school. A total of 4 training /meetings will only be counted once and 5 days are allocated for work with individual
schools. No allocation has been provided for schools identified as causing concern and requiring co-ordinated support and intervention.

Where SIPS are experiencing any difficulties with meeting the published deadlines they should contact the relevant LA SIP Manager. The deadlines we have set are linked to statutory
deadlines and in some cases the information is needed to enable the LA to meet its deadlines for submitting targets to the DFES. Every effort should be made to meet the published

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The SIP agreement for 2010-11 includes 4 days for LA training and briefing sessions. Some of
these will be undertaken collaboratively, others on a LA by LA basis. A SIP may negotiate with
his/her LA SIP manager to attend the 2 national SIP training events as part of their CPD

   See SIP Portal for other training events (see SIPs Portal on

Please note that individual Local Authorities will inform you of any additional dates and times
should your attendance be requested at individual school monitoring and review meetings (see
SIP Agreement document).

KEY PERSONNEL                    NAME                   EMAIL                        PHONE NUMBER
Head of School                   Jan Parnell        07788784179
Improvement (H&F)
Primary LA SIP

Ealing                           Opal Brown            020 8825 8797
                                                                                     M: 07545 412217
Camden                           Stephanie              Stephanie.Rogers@camden.     020 7974 7326
                                 Rogers                              M: 07500 816 595
Hammersmith & Fulham             Lesley Day          020 8753 3650
                                                                                     M: 07770 924 349
Kensington & Chelsea             Dario Atkinson   020 7598 4813
                                 Diana Hall          020 7598 4815
                                                                                     M:07976 060147
Secondary LA SIP

Ealing                           Cate Duffy            07908 619 788

Camden                           Ann Short          020 7974 4273
                                                                                     M:07824 625 386
Hammersmith & Fulham             Maureen Ward      020 8753 2981
                                                                                     M: 07815 767384
Kensington & Chelsea             Dario Atkinson   020 7598 4813
                                 Diana Hall          020 7598 4815
                                                                                     M:07976 060147
Special School LA SIP
Ealing                           Margaret Allen         020 8825 8839

Camden                           Neil Smith        020 7974 4050
                                                                                     M:07784 955038
Hammersmith & Fulham             Fiona Phelps      0208 753 3660
                                                                                     M:07785 247934
Kensington & Chelsea             Dario Atkinson   020 7598 4813
                                 Diana Hall          020 7598 4815
                                                                                     M:07976 060147

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Agreement between (insert LA) and a SIP currently employed as a serving Headteacher, LA
Adviser or independent consultant.
This agreement covers the academic year 2010 - 11 only.
This agreement and attached protocol sets out the requirements, accountabilities and outline
working arrangements for all SIPs who are not already directly employed by one of the Councils.
It also provides some information on the support that the Authority will also provide to the SIP as
an integral part of their programme of work. All SIPs will be required to provide evidence of a
current (i.e. within 3 years) enhanced CRB check. *Independent consultants must also provide
evidence of indemnity insurance.

SIPs will be required to commit to the following number of days to complete their work with
schools and the Local Authority.

   SIPs working with one school             5 days (plus up to 4 days’ CPD)
   SIPs working with two schools            10 days (plus up to 4 days’ CPD)
      (for each further school, add 5 days)

The SIP Brief produced by DfE outlines the work of the SIPs with schools and will be the basis of
their work in the LA. The arrangements described here will supplement the SIP Brief and set it
within the specific local context.

Consultation with local headteachers has helped to shape our local arrangements and there will
be ongoing dialogue with them to refine and develop our working practices within the framework
of the SIP Brief and the Conditions of Grant which regulate the funding for SIPs.

For an outline of tasks to be completed, time costings and reporting arrangements please see
the SIP Year Planner in the Collaborative Handbook and the National School Improvement
Partner‟s Brief.

Payment will be made on a termly basis on completion of that term‟s work as per the conditions
in the Payments Section of the SIP Handbook. Invoices from serving Heads or LA staff should
come from the employing school or Local Authority.
Any payment to a serving headteacher must be approved by the governing body.
This order has been made between:

(Insert name of Consultant)
(insert name) for (insert LA)

to provide a maximum of 5 days plus up to 4 days (CPD) for SIP work up to 31st March 2011 in
line with current agreements, protocols and payment schedules.

Signed:                                      Headteacher/Consultant/ Adviser

Signed:                                      Head of Service /Chair of Governors
                                                   (where applicable)

Signed:                                      Head of Service for Managing LA

*This can be obtained at favourable rates for Aspect members.

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SIPs will be required to:-

   Hold a current SIP accreditation from the national contractor;

   Hold a current enhanced CRB check

   Commit to the appropriate number of days and deliver these, as a priority, in line with
    arrangements made with assigned schools;

   Have the written agreement of their employing LA or governing body to the appropriate
    commitment of days to SIP work;

   Ensure that, where a SIP is currently a serving headteacher, arrangements for managing
    their own school in their absence are effective, secure and appropriate;

   Ensure that all tasks including attendance at meetings and drafting of written reports are
    undertaken in line with agreed deadlines;

   Attend LA training sessions as required and in line with the above schedule;

   Maintain regular contact (at least each half term by phone or email ) with their LA lead
    officer/line manager in order to provide feedback and updates on SIP work.

   The SIP shall both during this Agreement and after its termination keep confidential and not
    (except as authorised or required for the purposes of this Agreement) use or disclose or
    attempt to use or disclose any confidential information relating to the school or Council‟s
    functions, organisation, finances or other related matters.

   SIPs will be required to treat all the data they have access to, about an individual school, in
    strictest confidence.

   Act for and on behalf of the managing Local Authority(ies)* in undertaking their work as SIPs.

   Share the outcomes of their visits to schools through a formal note of visit that will be sent to
    the appropriate headteacher in line with the managing local authority procedures.

   Feed back to the appropriate lead officer or their line manager and in line with local authority
    procedures, the outcomes of their work with colleagues in schools.

   Support, monitor and challenge the schools they work alongside. They will be provided with
    training and support in order to carry out this responsibility effectively and professionally.

   Comply with and participate in the quality assurance procedures put in place by the Local
    Authorities to monitor the work of all their SIPs.

   Seek written permission from the managing Local Authority before undertaking further work
    with their assigned schools that falls outside the above schedule.

   Where a SIP wishes to withdraw from this agreement they will be required to provide the
    managing authority with two months‟ written notice

  the managing local authority is the Authority responsible for the school that a SIP is assigned to work
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   The LA will commit to provide as part of this agreement and in close collaboration with its
    partner boroughs:-

   Continuing support and professional development for all SIPs including the deployment of a
    designated line manager/lead officer;

   Access to appropriate school files and data.

   An element of quality assurance and feedback on SIP work undertaken;

   An opportunity for SIPs to negotiate a renewal of this agreement in line with the partner
    boroughs arrangements for the support, monitoring and challenge of its schools;

   Provide the agreed daily rate for work covered as a SIP in line with the above schedule.

   The managing Local Authority will be open and clear with its schools about the purpose and
    function of SIP visits to its schools – including the sharing of criteria, prompt sheets,
    procedures etc as they are developed

   The managing Local Authority will encourage schools to feedback on this process in order to
    refine its procedures, ensure maximum impact and benefit for schools while at the same time
    ensuring that its own statutory responsibilities are effectively met;

Headteachers and Governing Bodies

        Headteachers of individual schools will have one opportunity to raise any objections
         informally with their Local Authority on the proposed deployment of a SIP to their school.
         They will receive a copy of the profile of their allocated SIP Further objections after this
         should be put in writing and sent to their LA SIP manager before that SIP commences
         their assignment.

        Any concerns once a SIP has begun to work with the school should be raised with the
         SIP manager of that Local Authority and will be investigated and dealt with via the quality
         assurance procedures.

It is the intention of the managing authorities to renew agreements on an annual basis for up to
three years in the first instance. If at any time, this protocol is breached by an individual SIP, the
managing Local Authority will undertake to review this agreement to ensure that appropriate and
professional working relationships are maintained with all its partners and that each school‟s
ability to undertake self-review effectively is not compromised.

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Daily rate

SIPs are responsible for planning their time so that the work is delivered within the five-day
allocation. Where the circumstances of a school are making this difficult the SIP should alert
the relevant LA SIP manager in the first instance.

Payment (including travelling expenses) for school based work will be at the rate of:

        £500 per day
        £250 per half day
        £125 per quarter day

A day is judged to be 7 hrs
Half a day is judged to be 3 - 4 hrs
A quarter day is judged to be any time period up to 2 hrs

Payment for Attendance at Training Events and Meetings
The managing LA will pay a balance of attendance at SIP training events as follows:

        £500 per day
        £250.per half day
        Where SIPS are working for other authorities and performing the SIP function for more
         than 3 schools we will pay pro rata for attendance at national training and collaborative
         training days.

Arrangements in these circumstances will be agreed with the individual SIP and SIP manager
within the parameters above.

        Where SIPS are requested to attend other meetings linked to their schools they will be
         paid at the rate of £500 per day. In order to guarantee payment this will always be
         arranged via the LA SIP manager.
        Where SIPS are LA officers from within the collaborative the costs of attendance at the
         national and local training events will be borne by their employing authority.

The assumption is that SIPs will travel in their own time and will not charge for travel expenses.

SIPs should submit termly invoices for work to the relevant SIP manager in each authority.
Where SIPs are employed by a Local Authority the invoice should be in the name of the
employing authority.
Where SIPs are serving headteachers the invoice should be submitted in the name of the

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The SIP Manager in each LA will be the point through which all contact with LA officers is
channelled. All LAs maintain some type of LA contact through a designated officer with the
schools. Exactly how this works in practice will vary slightly from LA to LA; we will ensure that
SIPs working in a LA are clear about these arrangements. It is not our intention to duplicate
or attempt to shadow the SIP function but there are some aspects of LA work that the SIP brief
does not cover.

The allocation of days via the SIP brief also does not recognise the duty placed on LAs to
intervene in inverse proportion to success to support and challenge schools, as all schools
have the same allocation. All LAs operate a categorisation system for their schools and these
categories will be shared with the SIPs. In those schools identified as needing additional
support, the LA officer‟s additional time will form part of the support package brokered by the

LA officers will retain the following functions:

        Named telephone contact for school senior leaders with LA in case of queries where it
         is unclear which part of the LA would deal with the issue. The role is to provide advice
         and guidance and refer on.

        LA representative of Director of Children‟s Services on Headteacher and possibly
         Deputy Headteacher appointment panels.

        LA support for a governing body going through process of appointing a new

        LA contact in case of a critical incident involving staff or pupils at the school. Role will
         be to co-ordinate LA response and ensure staff in school have advice and support
         which reflects LA‟s critical incident guidance

        LA provider of emergency cover

        For schools designated in a category which would attract an entitlement to additional
         senior leadership level support, to provide the requisite number of days as brokered by
         the SIP

        In cases of schools where there is a LA task or project group, to be responsible for
         convening and servicing meetings so that actions are clearly documented and followed
         though and all parties are kept informed. To provide additional support in discussion
         with the SIP and as directed by the group

        To act as the focal point in the LA for information from other teams within the Children‟s
         Services Department regarding contact and development work with the school so that
         we maintain a LA overview of all aspects of the school‟s work in relation to the five ECM
         outcomes and are in a position to share this information with the SIP

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SIPs will have access to the following data and information about the school and will be
expected to respect the school‟s confidentiality with regard to data and documentation during
the time they work with the school and after any contract has ended.

SIPs will be expected to download the latest OFSTED report on the school prior to the
familiarisation visit.

The timing and responsibility for providing other data is indicated below

TIMING                PROVIDED BY LA                              PROVIDED BY SCHOOL
Information           Name and contact details of the
provided pre          headteacher.
visit                 Access to latest FFT and RAISEonline
                      data for the school
                      Any LA monitoring reports for previous

During                                                            List of SLT members and
Familiarisation                                                   responsibilities
Visit – visit only                                                Names and roles of middle
to take place in                                                  leaders in the school
first year of                                                     Prospectus
appointment.                                                      Draft or completed SEF
                                                                  Current school development plan
                                                                  (Username and password to SEF
                                                                  website) or other self evaluation
                                                                  tools used by the school

                                                                  The following documents may
                                                                  also be useful:

                                                                  Headteachers‟ reports to
                                                                  governors from previous year
                                                                  Any parents‟ newsletters in
                                                                  preceding term.
                                                                  Budget for current year
Before Autumn         Raw examination results for the school      School‟s own examination results
term                  and any LA analysis                         analysis
performance           Any analysis of question level data and
analysis and          conversion rates undertaken by core
target setting        subject consultants
visit.                Access to LA datasets on the school as
                      these become available.
                      Access to school data available via
                      FFT online – where this is available
                      Data re trends and comparative
                      performance to support target setting
                      Individual pupil level predicted targets
                      using FFT or other LA data sources.
                      FFT D target range for relevant cohorts.

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During these                                                      Documentation re target setting
visit/s                                                           procedures and student tracking
                                                                  and intervention in the school
                                                                  Performance Management
                                                                  targets for Headteacher in
                                                                  previous year.
Headteacher‟s                                                     Other evidence which
performance                                                       headteacher or governors wish to
management                                                        be taken in to account.
Spring and            Access to consultancy reports on work
Summer term           undertaken with the school including
meetings              summaries of strengths and areas for
                      development arising from lesson

Approaches to using data

SIPs should use the data and information they have to formulate questions and hypotheses
that can be explored and tested out through discussions with the headteacher and other
leaders in the school. They should remember that published data can contain inaccuracies and
should always accept alternative sources of data provided by the school. Also see additional
guidance to primary SIPs in Appendix 1.

Access to data

SIPs will gain access to LA data held on schools through agreed LA methods.
      Contact Kiran Sanghara, Planning and Performance who will provide passwords for
          FFT data and RAISEonline and any additional performance data as requested.
 Tel: 0208 753 3703

Access to LA Performance data and Planning Documents

Each LA will provide for SIPs electronically or through a paper copy details of
    its Children and Young People‟s Plan
    its local School Improvement Strategy including:

             o    how consultancy support is allocated to schools so that the SIP can play a role
                  in brokering this
             o    personnel in the School Improvement team, together with a brief explanation of
                  their roles.
             o    how the LA categorises its schools and how the SIP visits will align with and
                  contribute to this process
             o    the core support from the LA officers attached to a particular category
             o    arrangements for buying back LA services.
             o    any overviews of achievement and attainment across the LA – so that the SIP is
                  aware of the broad improvement priorities for the LA and how the school‟ s
                  patterns of achievement and attainment match or deviate from the broader LA
                  picture ( this will not contain individual school level data)
             o    LA reviews of progress towards LA targets


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Each LA will provide annually a staff list of school improvement officers available to
support schools.

SIPs across the LAs will broker the support packages available for their schools from

        LA consultants
        LA officers linked to the designated levels of schools
        Buy back from the LA
        Independent consultants and trainers

Across the collaborative the term brokerage will be used to describe the process of:

        discussing and refining the school‟s description of its support needs linked to
         the priorities arising from data and self evaluation activities.
        advising the school of the support entitlements via the LA and other sources
        recommending types of support the school might consider
        ensuring that the school leadership is clear about which aspects of support
         come as part of the core agreement with the LA, and which aspects of
         support would need to be financed from the school‟s own budget- including
         buyback services from the LA.

It is not part of the SIP‟s role to engage support on behalf of the school and SIPs
should not contract themselves as sources of additional support without first
discussing this with the LA SIP manager.

To support SIPs in this capacity the LAs will ensure that SIPs are fully briefed about

        support entitlements and availability via the national strategy for school
         improvement and the LA‟ s mechanisms for allocating that support.
        any involvement in LA or national pilots or special projects
        the name of and amount of support available from the LA designated officer
         linked to the category of the school
        the support available via buy back and the associated costs

As part of the brokerage process schools may identify support needs from teams
beyond the school improvement team linked into the wider Children‟s Services
agenda. SIPs will take note of these and ensure they are fed back to the authority
but at the current time this support will be negotiated directly with the teams
themselves, rather than via the SIP.

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                                                                  BROKERAGE DIAGRAM
                                                                                              From School
                                                                                                       o    Detailed analysis
      FROM LA                                                                                               of end of key stage
       Detailed results analysis
                                                                                                            performance and
         -  Question level                                                                                  other data
         -  Conversion rates                                                                           o    Identification of
         -  Progress measures                                                                               improvement
            for SEND/LDD                                                                                    priorities and
                                                                                                            support needs
      From LA strategy
      together with                                                 SIP AUTUMN TERM DATA
                                                                         ANALYSIS VISIT                    Dialogue leading to
      recommendations for
      Support packages.                                                                                         agreed and
                                                                       SIP ANALYSIS OF
                                                                        PERFORMANCE                              resourced
                                                                                                                 support plan
                                                                      SIP’s hypotheses re:
                                                                     improvement priorities

                                                                                                To be reviewed
                    LA’s categorisation of                                                     further in light of
                     school—together with                                                       needs arising from
                     reasons for this.                                                          target setting and
                                                                                                progress review
                                                                      To be monitored via       meetings
                                                                      termly visits

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Each Local Authority is required, as part of the programme, to provide a robust
quality assurance of the work of its SIPs. The National Strategies on behalf of the
DCSF will monitor each authority‟s quality assurance procedures and will also
undertake its own reviews of SIPs‟ work across the entire programme.

Our collaborative will undertake the following quality assurance programme
consistently across each Local Authority. These procedures reflect advice and
guidance provided by the DCFS (School Improvement Partners‟ Quality Assurance
Framework Procedures and Pro-formas) and judgements will be based on the
competencies outlined in the National SIP handbook.

Quality assurance procedures will comprise the following components for all SIPs,
irrespective of their experience or background.

SIPs will be shadowed on a school visit on at least one occasion during a two year
period by their line manager. The purpose of the visit is to observe the SIP at work,
to provide feedback and support on their visit preparation, intervention and challenge
skills and advice provided to the school. Shadowing visits will always end with an
opportunity for the SIP to discuss the visit with their manager and to receive verbal

Where opportunities arise some SIPs may be shadowed on more than one occasion.
SIPs themselves may also request further specific shadowing support if they wish.

The meetings concerned with reviewing the headteacher‟s performance
management targets and drawing up advice for the governing body will not normally
be shadowed.


        The notes from these meetings will not be copied to the LA and will remain
         the property of the governing body.
        These meetings will not normally be identified as shadowing opportunities for
         the LA quality assurance procedures. Should the SIP request shadowing and
         feedback the permission of the headteacher and governors would be sought
         prior to the meetings.
        SIPs should indicate in their Autumn Term Report that the Performance
         Management process has been completed.

Where headteachers or governors have concerns regarding the quality of the
process or of the advice received they should raise these with the relevant LA SIP
manager and these will be investigated in line with our complaints procedure.

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NOTES OF VISITS - moderation

The SIP manager for the relevant LA will moderate all SIP notes of visit and provide
feedback as necessary. Please note that no note of visit or report should be
sent to an assigned school until a draft has been first reviewed in this way by
the managing authority.

Where necessary further support will be provided for SIPs in completing written
reports and notes of visit.

Feedback from Schools

The HEC Collaborative will produce a simple feedback form for completion by each
of its headteachers in order to gather information on the effectiveness of the SIP
programme. However, headteachers will be asked to complete the proforma in
confidence. During the first year feedback will be sought during the spring term and
again towards the end of the summer term. Feedback sought will align with the
published quality assurance guidelines from the National Strategies.

Informal Feedback

As part of their agreement SIPs are required to keep in touch regularly (at least on a
termly basis) with their line manager. This along with attendance at Authority review
meetings and training and support sessions provide opportunities for discussion of
the SIP programme. Advice, support and feedback will be provided at every
opportunity. SIPs are encouraged to seek advice and support at every opportunity.

SIP Annual Performance Review

Each SIP will be asked to complete a brief end of year performance review using a
simple proforma or give verbal feedback in a meeting with the line manager.. This
will be shared with the line manager and discussed at the annual review meeting .

Summary Report and Performance Review Meeting

The managing authority will provide each SIP with an end of year report or verbal
feedback following a meeting with the SIP‟s line manager to review performance.
This meeting and report will focus on the work undertaken, an evaluation of a SIP‟s
effectiveness and suggested areas for further skill development. This report will be
aligned with the quality assurance criteria produced by the National Strategies.

The point of contact in each authority will be with the LA SIP Manager and where
agreed the LA contact.


SIPs who are salaried, i.e. on the payroll of LAs (including their HTs), should be
covered by the Local Authorities own insurance arrangements. SIPs who are clearly
employed in a freelance capacity need to be either covered by the LA through an
appropriate arrangement with their insurance underwriters, or through a contractual
requirement on the SIP that they take out their own indemnity insurance that is
acceptable to the LA. Most independent education consultants will have arranged
such personal indemnity insurance through their professional associations such as
ASPECT (Association of Professionals in Education and Children's Trusts).

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The relationship between the SIP and the Headteacher is of paramount importance
and should be based on mutual professional respect. In order that schools can be
prepared for visits from their SIP and the procedures and judgements linked to the
SIP visits are clear and transparent the work of all SIPs will be organised around the
National School Improvement Partner‟s Brief (this can be downloaded from
( or ) and the
Collaborative Handbook.

Documentation to support each of the visits will be shared in advance with
headteachers as it becomes available.

Though the SIP role contains elements of monitoring and challenge we expect that
the judgements linked to the visits will be made in partnership between the SIP and
school leadership team as a means of supporting school self evaluation. Where the
SIP‟s view and the school‟s view differ, the notes of visit will record these differences,
together with an explanation. Schools and Chairs of Governors will receive Notes of
Visit and the LA will also keep copies of these as a record of the SIP‟s work with the

The Notes of Visit of individual schools will not be shared outside the LA, except as
part of their moderation of our quality control and performance management of the
SIP function. The LA will use anonymous aggregated information from Notes of Visit
in preparing reports for OFSTED, the National Strategies and DFES. Schools may
choose to use Notes of Visit in any way they choose.


We will seek feedback from Headteachers on the effectiveness of the SIP function on
a regular basis. This will include
     feedback on the performance of their individual SIP
     general comments on strengths and areas where the function could be

Feedback will be sought from Headteachers up to twice a year:

July        – feedback about the performance of individual SIPS to contribute to
              their end of year performance review via a simple questionnaire

If at any time Headteachers have concerns or complaints they wish to raise about the
SIP function these should be raised in the first instance with the relevant LA SIP
manager. Where such matters are raised these will be shared with the assigned SIP
and investigated fully.

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Appointments for visits to schools should be made well in advance and ideally in
September for the whole academic year. It may not be practicable to book in all of the
year‟s visits during the familiarisation visit but the deadlines and timeframes should be
shared with the school at this stage. To enable the school to prepare adequately for
your visit, appointments should normally be made at least two weeks in advance.
The LA will have shared the agenda for visits with all of the schools. You should
ensure that you are clear with schools about the documents you will need to see and
activities you would wish to undertake as part of all visits, but be particularly mindful of
this for those visits in the spring and summer terms where the common agenda will
need to be customised to reflect the priorities of the individual schools. Once you have
agreed the dates and times of visits with the schools these should be emailed to the
phase specific LA SIP Manager.
It is important that your agreed SIP visits to assigned schools are given the highest
priority. However there may be occasions when a visit has to be cancelled. This
should not be undertaken lightly.
Circumstances that may lead to a cancellation might include: -
 OFSTED inspection of your own school
 Major emergency in your own school/Local Authority
 Late notification of a borough priority that must be met.
 Your own illness

   Events that should not lead to a cancelled visit would include: -
   Senior member of staff away from school
   School event such as sports day
   Building work
   Meeting with parents
   Local Authority meetings being given priority
   Visits being rescheduled to accommodate other consultancy work

   Serving heads should bear in mind the availability of staff to provide cover and your
    own school diary when agreeing visit dates with assigned schools.

   If a cancellation is unavoidable please ensure that you: -
   Inform the headteacher of your assigned school as soon as possible and arrange
    an alternative date
   Inform your line manager from the appropriate Authority by telephone or e-mail of
    the cancellation – this must be undertaken before the date of the school visit in
   Inform your line manager from the appropriate Authority by telephone or e-mail of
    the rearranged date.
Please also remember that certain school visits need to take place by a given date in
order that the Authority can meet its own deadlines. For example meetings to discuss
school targets have to take place before schools submit their own targets to the
Authority by an agreed date in December. This then ensures that the Authority can
provide the DCSF as required with aggregated school targets by the end of January.
SIPs should not hesitate to contact their line manager if they have any concerns about
setting dates for school visits, fulfilling their responsibilities for visiting schools newline.
If any assigned school cancels a planned visit, you should re-schedule the meeting and
inform the phase specific LA SIP Manager.

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NOTES OF VISIT – Protocols for report writing

Following a school visit, SIPs are required to complete a brief report summarising the
outcomes and making recommendations as appropriate.
Please use the appropriate report template to draft your note of visit. Write to each
heading as appropriate and then delete the guidance notes – in parentheses – before
finalising the draft.
There is no requirement to write to each heading on every report providing that area
is covered at some stage during the year. For example, target setting and self-
review and SEF or other forms of school self evaluation may be covered in separate
In order to develop greater consistency with report writing and to take account of the
Freedom of Information Act, we ask you to follow these guidelines when producing
your written reports:

   Remember your report is written for a multiple audience; headteacher, chair of
    governors and LA.

   Use everyday English whenever possible;

   Do not repeat data analysis recorded elsewhere, rather record validity of the data
    analysis and what use the school makes of it;

   Do not name individual members of staff;

   Determine how much background your audience needs;

   Avoid clichés, stock phrases, padding and giving too much data;

   Use a concise evaluative writing style rather than merely describing what you did
    on a visit;

   Try to begin with an overall judgement but be cautious about making judgements
    where you do not have the necessary evidence. For example “The headteacher
    judges teaching to be good” rather than “Teaching across the school is good.”
    Base your writing on secure, robust and reliable evidence rather than on
    assertions made by the school or others;

   Focus judgements on the appropriateness and rigour of evidence used by
    schools to substantiate their own evaluations of standards and provision.

   They should include recommendations, agreed actions or next steps, giving clear
    messages about one or more aspects of the school

   Reports should be typed in Arial 12, be professionally presented with accurate
    spelling, punctuation and grammar

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   Try to keep your sentence length down to an average of 15 to 20 words. Try to
    stick to one main idea in a sentence;

   State your conclusions (main findings), briefly clearly and explicitly;

   Any recommendations you make should say clearly what options or actions you
    consider can best improve the situation;

   And finally, always check that your report is accurate, clear, concise and

   Jargon, acronyms and abbreviations should be avoided unless they are in
    common use and easily understood. Examples of how common terms should be
    written are included below:

English, French, Spanish


All other subjects in full, no capitals

Special educational needs and disabilities (SEND) first time, then SEND is

English as an additional language (EAL) first time, then EAL is acceptable

Early Years Foundation Stage (EYFS) first time then EYFS is acceptable

Key Stage 1 (KS1) in full first time then KS1 is acceptable

Key Stage 2 (KS2) in full first time then KS2 is acceptable

Key Stage 3 (KS3) in full first time then KS3 is acceptable

Key Stage 4 (KS4) in full first time then KS4 is acceptable

Key Stage 5 (KS5) in full first time then KS5 is acceptable

key stages


deputy headteacher

Post Ofsted action plan



No „underlining‟ use bold to highlight

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The reporting of the outcomes of SIPs visits should be recorded and distributed
electronically. Depending on the procedure in the Local Authority a printed copy will
be placed in the central school file.

Order                             Action                                    Timeline

1.         SIP emails draft visit form to Line Manager.           Within 7 working days of
                                                                  school visit

2          Line manager checks against Quality                    Within 5 working days
           Assurance criteria and writing guidelines

3          Line Manager emails draft with any                     12 working days after SIP
           amendments to SIP.                                     visit

4          SIP sends QA‟d report to headteacher for               5 working days
           factual check. Headteacher returns
           „agreed‟ report to SIP who makes any
           factual amendments necessary.

5.         LA has final hard copy for distribution to             25 working days from date of
           Headteacher, Chair of Governors, SIP and               SIP visit
           for storage in the electronic school files
           held by the LA

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                     The SIP cycle for report writing and distribution

Autumn Term:

Each SIP manager sends a phase specific letter ( letter             End Sept 2010
exemplars in \\LBHF\Root1\EBP-INSP-
2011 to the headteacher and Chair of Governors attaching the
revised Handbook for 2010/11, plus the templates for all H&F
reports, report completion deadlines and Performance
Management templates.

SIP contacts all their schools and makes appointments as
appropriate for the following:

             o    Target-setting meeting                            Oct – Nov
                  (data available from Performance and Planning,
                  Kiran Sanghara)

             o    HT Performance Management review and setting      Sept – Dec

(It is good practice to set up all the meetings term on term and
inform Sue Roberts of the dates of the visits. Sue will enter in
the SIP Visit Calendar)

SIP makes visits for the target setting agenda. Following this
visit the SIP writes the draft autumn SIP report.

1. SIP send draft to LAC for quality assurance

2. LAC returns report to SIP with comments/amendments
   if necessary (LA quality assured)

3. SIP sends QA’d report to headteacher for factual check

4. Headteacher returns ‘agreed’ report to SIP who makes
   any factual amendments necessary.

5. SIP sends Final version to Sue R for LA distribution to
   Headteacher and Chair of Governors. SR to file final

Headteacher Performance Management visit must take place
before 31 December. SIPs must work closely with the CoG to
establish the PM process.

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Spring Term:

SIP manager sends letter to the headteacher and Chair of
Governors regarding the Spring visit, confirming that the joint
focus will be one key aspect of the school as identified in the
autumn report. (Also attach the spring report template)

      SR sends all relevant Notes of Visits from other LA officers
    to the attached SIP to inform the report writing. After this visit
    the SIP follows the protocols as in the autumn (ref page 22)

Summer Term:

SIP manager sends letter to the headteacher and Chair of
Governors regarding the Summer visit, confirming the agenda
for this important summer meeting. (Also attach the summer
report template).

   If date has not been set for the summer visit, the SIP
 contacts the school for the summer visit date
SR send all appropriate NoVs relating to each school to the
attached SIP to inform the report writing. Following this visit the
SIP follows the protocols as in autumn/spring re finalising the
SIP spring report (ref page 22).

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THE FAMILIARISATION VISIT (if appropriate – e.g. New SIP)

The first visit the SIP will make to their allocated schools will not lead to any written
report. The aim of the visit is as follows:

        For the SIP and headteacher to meet each other
        For the SIP to meet other key staff
        For the SIP to see the school in action prior to engaging in detailed desk
         based data analysis
        For the school to give the SIP any documentation they feel will be useful to
         them in their role. This should include the current school improvement plan
         and most up to date version of the SEF or other school evaluation tool.
         (Please note these documents will be viewed as work in progress and will be
         needed by the SIP to enable an informed and productive dialogue with the
        Provisionally agree a schedule of visits for the Autumn term.

This first visit should normally last for 2 hours and should involve:

        A one to one meeting with the headteacher
        A tour of the school – with visits to classrooms
        Introductions to key staff

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