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OFSTED INSPECTION - Hackney Learning Trust

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OFSTED INSPECTION - Hackney Learning Trust Powered By Docstoc
					OFSTED INSPECTION
         Action Plan
         March 2004
OFSTED Action Plan
V9 22 Mar 04



Contents
1. Introduction
Overall Judgement
Strengths and Weaknesses
Recommendations

2. Main Findings

The strategy for school improvement
Support for school improvement
Special educational needs
Promoting social inclusion
Corporate issues

3. Action Plans



4. Agenda for Change

Continuous improvement
Raising the bar




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1. Introduction
Hackney Local Education Authority (LEA) was inspected by the Office for Standards in Education
(OFSTED) in conjunction with the Audit Commission. The inspection report was received in January
2004.

The LEA was previously inspected in 1997, 1999 and 2000. As a result of the 1999 inspection, the
Secretary of State for Education directed the LEA to enter into a contract for the delivery of school
improvement services and ethnic minority support. This contract was awarded to Nord Anglia and a
school development and review unit was established as a consequence. The contract ran until 31
July 2002. The 2000 inspection evaluated progress against the 1999 recommendations and the work
of Nord Anglia in delivering school improvement. It found that there was evidence of some
improvement. It noted however that education was unable to isolate itself from the wider corporate
difficulties within the Council and concluded that the progress made was not sufficient to conclude
that the LEA was functioning effectively overall.

As a result of the 2000 inspection, the Secretary of State directed the LEA to enter into a contract
with an independent non-profit-making body, the Learning Trust, to provide education services for the
next ten years.

The Learning Trust was established on 1 August 2002. The current inspection takes into account
that The Learning Trust has been delivering education services for just over one year.

1.1 Overall Judgement

OFSTED found that:

“The Learning Trust…is making rapid progress. It has done much to establish itself as a force for
good.”

“Education decision-making is now achieved in a calm and considered context.”

“In general, schools say, as does the inspection team, that improvement is happening but there is still
a long way to go.”

“The Learning Trust has been heavily engaged in developing new strategies for support to schools
and pupils. These are well founded and likely to bear fruit, though some are at an early stage of
development.”

“The Learning Trust is now ready and able to improve its service delivery in line with these
strategies.”

                                                             OFSTED Inspection Report, Commentary

Overall, OFSTED judged:

        The progress made by the LEA overall was unsatisfactory
        The LEA’s capacity for further improvement was satisfactory
        The overall effectiveness of the LEA was unsatisfactory

These judgements take into account the following points:




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   That the period of the report is from 2000. The first period of the report therefore included
    negotiations with the Department for Education and Skills (DfES) about the future of the LEA, as
    well as the planning and setting up of the new body.

   Since the establishment of the Trust last year progress has been swift and a new direction has
    been clearly established.

   Recommendations are made on the ways in which The Learning Trust and the Council should
    improve, but no recommendation requires a fundamental change in approach.

1.2 Strengths and Weaknesses

In overview, OFSTED summarised following areas of strength and weakness:

Strengths
Good
    Support to Governors

Highly Satisfactory
    The strategy for school improvement
    Support to schools for raising standards at Key Stage 3
    Expertise to staff to support school improvement
    Provision of school places
    Asset management planning
    Admissions to schools
    Provision for pupils who have no school place
    The clarity, consistency, coherence and feasibility of corporate
       plans
    Leadership provided by senior officers
    The quality of advice given to elected members

Weaknesses
Unsatisfactory
    Progress made on implementing the school improvement strategy
    Overall effectiveness in promoting social inclusion
    Strategy and value for money in providing special educational needs
    The overall effectiveness and value for money of school improvement
    Strategy for continuous improvement
    Focus of support on greatest need
    Monitoring of schools and challenging them to improve
    Identification of and intervention in under-performing schools
    Measures to combat racism
    Meeting statutory requirements regarding health and safety
    Support for school leadership and management
    Support for gifted and talented pupils
    The overall effectiveness of services to support school management
    Support to schools for human resources
    The effectiveness of the leadership of school improvement services

Poor
    Performance management of school improvement services
    Meeting statutory requirements regarding support for looked after children



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A further weakness is:
     The strategic relationship between the Learning Trust and the Council’s social services
       department.


1.3 Recommendations
The report made recommendations in eleven areas, as matters of urgency; and in twelve areas as
fundamental to the overall capacity for improvement.

The recommendations are:

1.3.1 Matters of Urgency

In order to improve support for looked after children:
     urgently complete the development of a reliable database on looked after children that
       includes school attendance, exclusions, current levels of attainment and educational targets
       set for each individual child;

        establish agreed protocols to underpin and secure the working relationship between the
         Learning Trust and the social services in relation to vulnerable pupils;

        establish a single strategic plan to ensure that educational targets are achieved through a co-
         ordinated approach across the council’s services, its voluntary partners and its schools; and

                                            egular opportunities to discuss the educational attainment
         of children in public care and enough information on which to base future decisions about
         support and provision.




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In order to embed continuous improvement at all levels of the organisation:
             that staff at middle management level and below are involved in the development of
       team plans which specify their own performance objectives and service outputs; and

   




In order to improve schools’ management of their budgets:
     within the limits of the national funding framework, ensure that the new school funding formula
       is based clearly on current educational need.


In order to improve schools’ ability to be autonomous and self-managing:
     promote a reliable and consistent approach to school self-evaluation.


In order to improve the human resources service to schools:
    
       resources systems.

In order to improve collaboration between the Learning Trust and the council’s social
services department:
                 -holder for children, families and young people and the chair of the Learning Trust
       should establish an action plan for improved joint working concerning vulnerable children.




In order to further improve community relations:
     the Learning Trust should establish a standing consultative group concerned with race
       equality and educational matters affecting minority ethnic groups; this group should call on
       representatives of the SACRE and the supplementary schools forum; and

   
         schools, supplementary schools, and other representatives of minority communities.




In order to promote greater diversity amongst the workforce:
     the Learning Trust should set equality targets for staffing, and increase positive action to
       support staff from under-represented ethnic groups.


In order to make consultation with parents and schools more effective the Trust should:
                                             nsultative group, linked to other developments within
       the Lifelong Learning Directorate; and




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        while continuing existing arrangements for consultation with the school governors’ association,
         establish a separate arrangement to meet all chairs of governors at a regular forum, and to
         discuss strategy with an executive group of chairs chosen by them on a basis of geographical
         representation.




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In order to improve the effectiveness of management support services:
     revise the Schools Support Services Handbook to include clear information on Learning Trust
       service standards, details of the respective responsibilities of schools and service providers,
       and information on services offered by external providers where these are not available from
       the Learning Trust;

         nsure this information is available by early January to allow schools to make informed
         purchasing decisions; and

        monitor service standards across the Learning Trust and survey the views of schools in a co-
         ordinated fashion.

In order to improve support for early years:
     the Learning Trust should work in partnership with stakeholders to establish a coherent
       strategy that:
       - emphasises and promotes the importance of provision for young children in raising
       standards of achievement, promoting social inclusion and ensuring early identification and
       intervention for children with SEN; and
       - clarifies the respective roles of, and the connections between, the early years development
       and childcare partnership and the Learning Trust, and of directorates within
       the Learning Trust.

        However, the following recommendations are also fundamental in that they affect the LEA’s
         overall capacity for improvement:

1.3.2 Capacity for improvement

In order to improve the allocation of funding:
    
       other educational agencies; and


        quantify the extent to which each school or agency is in receipt of such support and ensure
         that this is appropriate to their identified needs and outcomes.

In order to improve the use of external funding:
    
       be supported by Excellence in Cities, London Challenge, and Leadership Incentive Grant
       work.

In order to improve the strategy for school improvement:
     when making future revisions to the EDP, the Learning Trust should give greater attention to:
       - provision for early years;
       - provision for Key Stage 1; and
       - the use of pupil-level data in setting targets.

In order to support effective governance:
     ensure that, in all phases, records of visits to schools are copied directly to chairs of
       governors.

In order to improve the target-setting process:
    

In order to ensure that the needs of refugee and asylum-seeking children are met:


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        expand the support provided to these children and the schools that they attend.

In order to inform the future development of policy on home to school transport for
pupils with special educational need:
     monitor the effect of the change in the home to school transport policy and take action where
       the effect is detrimental to the attendance of children.



In order to improve value for money in SEN:
    
       reference to the progress made by individual pupils in relation to the support allocated.

In order to establish a more formal structure for its oversight of educational provision:
     the council executive should ensure that the portfolio-holder for children, families and young
       people is more involved in oversight of the work of the Learning Trust;

        the council should establish a more formal system through which it will receive reports from its
         adviser for education or the portfolio-holder for children, families and young people; and

   

In order to provide appropriate levels of support for schools when they emerge from
categories of serious concern:
     devise and implement a policy for a graduated reduction in the level of support offered by the
       Learning Trust.

In order to provide coherent support for gifted and talented pupils:
    
       and talented pupils;

        ensure that link advisers challenge schools to improve their provision where necessary; and

   

In order to ensure that opposition group elected members are well informed:
     the council should institute a system of routine briefings by the Learning Trust for opposition
       spokespersons.




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2. Main Findings

The OFSTED report presents findings against five sections. These sections are:

      The strategy for school improvement
      Support for school improvement
      Special educational needs
      Promoting social inclusion
      Corporate issues

The main findings for each of these sections are set out below.

2.1 The strategy for school improvement

Hackney is one of the most deprived parts of England, with a diverse population. A high proportion of
children attend school outside the Borough. A higher than national proportion of children have
special educational needs. The socio-economic context of the LEA is very poor.

Schools’ performance is very poor in comparison to national averages. However, results in 2003
show a different picture. The achievement of primary pupils fell in writing and mathematics at Key
Stage 1 and in all subjects at Key Stage 2. The achievement of secondary pupils rose in all subjects
at Key Stage 3 and in every measure in GCSE.

The level of funding the LEA receives is very good in comparison to national averages and its
allocation of resources to priorities is judged to be satisfactory.

The LEA’s strategy for school improvement, including the Education Development Plan (EDP) and
Excellence in Cities (EiC), is highly satisfactory although progress in implementation remains
unsatisfactory. Ongoing attention is needed to the co-ordination of initiatives, but the capacity to
improve is noted as good.

The Learning Trust’s strategy for continuous improvement, including Best Value, is judged as
unsatisfactory because it is not yet fully implemented.

2.2 Support for school improvement

The strategy for the application of monitoring, challenge, intervention and support for schools is
judged as satisfactory. It gives prime attention to schools causing concern and clarifies roles and
responsibilities. However, it remains to be fully tested.

The effectiveness of services to support school improvement, and the support for school leadership
and management are unsatisfactory although they have shown improvements in some respects
since the last inspection.

Effectiveness in securing management services (financial services, human resources, property
services, services for ICT in school administration) remains unsatisfactory overall and the quality
variable. However, all services except human resources were separately judged as satisfactory.
Human resources were judged as unsatisfactory.

Support for school governors is good and has improved since the last inspection.

Support for national strategies is judged as follows:


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   literacy, numeracy and information and communications technology (ICT): satisfactory.
    OFSTED notes the re-focusing of the work of the literacy and numeracy strategy managers and
    consultants in the light of the 2003 Key Stage 2 results.

   support for raising standards at Key Stage 3 well managed and led, and is highly satisfactory

   support for minority ethnic pupils is satisfactory but progress since the last inspection has been
    slow

   support for gifted and talented pupils is judged as unsatisfactory. Good features in the work of
    the EiC initiative and the Education Action Zone (EAZ) are noted but these two initiatives do not
    amount to a borough-wide programme of support.

Work in assuring the supply and quality of teachers is satisfactory with the capacity for further
improvement secure.

Overall, schools are “guardedly optimistic” about the quality of support for school improvement they
will receive in the future.

2.3 Special educational needs
Some aspects of the Trust’s overall strategy for meeting special educational needs (SEN) are
satisfactory but overall, it is insufficiently detailed for present needs and therefore judged as
unsatisfactory. Statutory obligations are met securely and the support to schools to manage SEN
has improved – both elements are judged as satisfactory. However, steps need to be taken to
control the budget and improve value for money and this aspect of work is also judged as
unsatisfactory.

2.3 Promoting social inclusion
Overall, effectiveness of, and strategy for, promoting social inclusion is judged as unsatisfactory.
The social exclusion experienced by some young people in Hackney remains to be addressed.
However, it is noted that the Trust’s commitment to, and vision for, promoting social inclusion is clear
although work remains at an early stage.

Some strengths are identified: the effectiveness of the provision of school places, asset management
planning, admissions to schools and the provision for pupils who have no school place were judged
as highly satisfactory.

Services judged as good included support for school attendance and support for behaviour at school.

Progress concerning support for health, safety, welfare and child protection is judged overall as
unsatisfactory. Concern focuses on support for health and safety, with progress noted on support
for child protection.

Insufficient progress has been made in supporting children in public care, and provision is judged as
poor.

The work to combat racism is noted as unsatisfactory because the Trust has not set equality targets
for staffing and has not undertaken enough positive action to support staff from under-represented
groups.




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2.3 Corporate issues
The corporate context for the provision of support to schools has been transformed beneficially since
the last inspection. The Trust has established itself as a forward-looking body with the right priorities.
Relations with the council and the Trust are constructive. As a result, the clarity, consistency and
feasibility of corporate plans; the quality of leadership provided by senior officers; and the advice
given to elected members is judged as highly satisfactory. All other corporate issues, including the
implementation and evaluation of corporate plans; the speed, transparency and effectiveness of
decision-making (especially financial decision-making); and the quality of leadership provided by
elected members are judged as good.




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3. Action Plans
Set out below are the action plans that The Learning Trust has put in place to address the twenty-
three recommendations included in the OFSTED Inspection Report. Each action plan includes:
details of key tasks, timescales and success indicators. A summary of action taken to date is also
given as well as monitoring and evaluation arrangements.

Recommendation 1
In order to improve support for looked after children:
 Urgently complete the development of a reliable database on looked after children that includes school
     attendance, exclusions, current levels of attainment and educational targets set for each individual child
 Establish agreed protocols to underpin and secure the working relationship between The Learning Trust and
     the social services in relation to vulnerable pupils
 Establish a single strategic plan to ensure that educational targets are achieved through a co-ordinated
     approach across the council’s services, its voluntary partners and its schools
 Ensure that elected members have regular opportunities to discuss the educational attainment of children in
     public care and enough information on which to base future decisions about support and provision
Baseline/OFSTED Comment:                                       Objective:
Para 202 – “When this aspect was evaluated in the last          To ensure there is clear & transparent data that can
inspection, it was very poor. It remains poor. … .”              be used to report regularly to elected members and
Para 203 – “Hackney council has the statutory corporate          to TLT Board.
responsibility for promoting the educational achievement        To ensure analysis of data used for strategic
of looked after children, but elected members have not           planning and to inform policy and practice in both
discussed this in the last 12 months. This is                    SSD and TLT.
unsatisfactory. … .”                                            To ensure that key operational staff are aware of
Para 205 – “… A unified database on looked after                 issues impacting on Children in Public Care and
children that includes their educational targets has still       their education.
not been established. … .”
Commentary (Actions taken so far etc)
 Joint Strategic Forum on the education of CiPC has been established. This has Headteacher representation
     and Senior Managers from both SSD and The Learning Trust. The first meeting will be held on 22 April 2004
     at which terms of reference will be agreed.
 Termly Director level meetings established.
Responsibility       Val Wesolowicz, Head of Attendance and Behaviour Support
                     Jo Cross, Head of Looked After Children Services
How it will be       Analysis of educational attainment of CiPC
monitored            Regular reports to Joint Strategic Forum
Key tasks                                                                         Timescales
As interim measure, introduce additional fields into current excel                April 2004
spreadsheet to include attendance, exclusion and attainment data for all
Hackney CiPC
Ensure information on CiPC is incorporated into the departmental pupil            July 2004
database currently under review
Joint Strategic Forum to agree a multi-disciplinary plan to address the           September 2004
educational needs of CiPC. Plan to be overseen and signed off by Cabinet
Member for Children & Young People and Chair of The Learning Trust.
Joint Strategic Forum to agree protocols for joint working practices between September 2004
SSD and Learning Trust to enhance the educational outcomes for CiPC

Protocols to be signed off by Cabinet Member for Children & Young People
and Chair of The Learning Trust.
Establish reporting process and cycle on educational attainment of Hackney      Issues paper to members via
CiPC to The Learning Trust Board and elected members.                           Mayor’s Meeting on issues around
                                                                                CiPC, by end of April.

                                                                                Regular reporting process agreed
                                                                                and in place by early May.




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Provide training delivered jointly by Social Services and The Learning Trust   Summer 2004
on Child Protection and Children in Public Care to key operational staff.

Success Indicators:
    Accurate joint database in place
    Data on Children in Public Care available and used to inform intervention strategies
    Targets for the educational achievement of Children in Public Care met
    Educational attainment of Hackney Children in Public Care reported to The Learning Trust Board and
      elected members on a regular cycle
    Joint Strategic Plan agreed and implemented at both strategic and operational levels
    Training programme around Children in Public Care set up and delivered to identified key operational staff




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Recommendation 2
In order to embed continuous improvement at all levels of the organisation:
 Ensure that staff at middle management level and below are involved in the development of team plans that
    specify their own performance objectives and service outputs.
 Ensure that senior managers monitor the implementation and outcomes of their team plans.
Baseline/OFSTED Comment:                                     Objective:
 Insufficient attention has been paid to the                   To improve the effective delivery of services to
    performance management of service delivery to                schools such that performance measurement
    schools and The Learning Trust has made little               against Ofsted criteria improves by two grade
    improvement here                                             points within a period of two years, for every
 There is no explicit planning and performance                  service where unsatisfactory performance is
    management system in place [and the arrangements             evident
    for appraisal of Learning Trust staff have not yet been  To secure effective performance management
    implemented]                                                 across all activities of The Learning Trust to
 Directorate plans and objectives are not all translated        facilitate the delivery of corporate outcomes as
    into team plans incorporating relevant lower-level           measured in the contract and Annual Plan
    performance indicators
Commentary (Actions taken so far etc)
The Annual Plan 04/05 highlights actions to “establish an internal planning and business management
framework which integrates performance management, budget-setting and regular review/planning cycles using
industry standards/models where appropriate” (Section 5.5).

Teams were involved in developing Action Plans for the Annual Plan 04/05; and Directorate Plans for 04/05.
                                                                       th
The Annual Plan was delivered to the London Borough of Hackney on 18 December 2003. Directorate Plans
will be in place by end February 2004.

Team plans are being supplemented with ‘service improvement plans’ which will set out the means by which the
service delivery for schools will improve to satisfactory within a period of two years as measured by the Ofsted
self evaluation grade criteria.

Guidance on team plans establishes a baseline of information that plans must include but a format will not be
dictated. The baseline of information includes:
 Team structure/composition
 Team evidence file
 Action (or activity) plans. These should include a description of the activity; it’s purpose or objectives;
    actions to deliver; performance measure or service output and target date
 Cross references to Annual & Directorate Plans; OFSTED Recommendations & JRSs (by activity) Including
    the service improvement action plan
 Planning improvement against OFSTED framework (by activity)
 Budget (by team)
 Monitoring and evaluation of the plan
Responsibility      Janet Cushing – Interim Head of Planning and Performance Management
How it will be      Action against this recommendation will be monitored and evaluated in the following ways:
monitored            Report to CMT re: completion of team plans 04/05. A sample of plans will be quality
                        assured by the Planning Team with a report made to CMT.
                     All team plans will include a section on monitoring and evaluation.
                     Directors will monitor progress against team plans through existing performance and
                        progress review arrangements
                     Feedback on effectiveness of 04/05 team plans will be sought prior to the development
                        and issuing of guidance for 05/06 team plans
                     Directorates will be canvassed on the need for training in support of planning and
                        business performance management.
Key tasks                                                                       Timescales
Implement team plans including service delivery plans                           Completed by April 2004




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Implement a quality assurance process to validate the team plans against    Initial assessment available for
the key priorities of the business and Ofsted action plan and co-ordinate   review April 2004
service improvement plans with the Business Services action plan
Monitor implementation of service improvement plans along with contract     Quarterly as part of the
performance management                                                      performance management
                                                                            process
Engage proactively with the Audit Commission Annual Schools Survey          Ongoing across 04/05



Success Indicators/ Outcomes:
 Forecast improvement (within target of two grade improvement over two years) within OFSTED self
   evaluation criteria. Improvement in delivery of traded services validated by Schools Forum and Heads
   Forum Business Services Reference Group
 Significant statistical improvement in Audit Commission Summer Survey 04 outcomes, towards the objective
   of satisfactory service provision
 Quality review arrangements in place for team plans and feedback to Directorates. Initial assessments by
   30 April 04
 Team Plans 04/05 in place by April 04




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Recommendation 3
In order to improve schools’ management of their budgets:
 Within the limits of the national funding framework, ensure that the new school funding formula is based
    clearly on current educational need.
Baseline/OFSTED Comment:                                   Objective:
Para 52. The establishment of TLT has both stimulated  To improve the management of schools budgets
the development of a clear set of priorities for education    as measured by attainment of contract KPI’s for
through its annual plan, and provided a stable financial      reporting compliance and reduction in level of
framework for schools.                                        excess surplus and deficits within schools
Para 54. A necessary, but very late, review of the          To improve the funding of schools and targeting
school funding formula, including the funding for SEN,        towards need by determining an effective
is underway but progress has been slow. A formula             allocation formula and targeted funding through
that incorporates the necessary changes to reflect            use of headroom
current educational need is unlikely to be implemented
in April 2004 as planned.
Commentary (Actions taken so far etc)


                                                              st
    Indicative budgets for 04/05 distributed to schools by 31 January 2004.
   Schools forum met (February 2004) and discussed the use of headroom target allocation.
   Rolling out of consultation regarding the formula was started at the end of 2003, however this has now been
    put on hold partly due to the changes in regulation re: Per Pupil Guarantee (PPG). This will be reviewed
    again when the newly appointed Schools Allocation Manager joins the Trust in March 2004.
   Sharing of funding models with the schools (Exemplification of the PPG)

The Annual Plan 04/05, Trust Objective 5: Identifies three Key Performance Indicators (14, 15, 16) under ‘School
bank balances and budgets’. (Section 7.2.6).

In addition to developing a Post-OFSTED Action Plan, the Schools Support Team has developed an Action Plan
which also addresses the request for a Rectification Plan by Hackney Council. This document (once agreed by
the Executive Director of Finance, Learning Trust) is to be presented to Hackney’s Executive Council and
Councillors for ratification in February 2004.

Responsibility        Patrick Carter – Head of Schools Support Team
How it will be       Action against this recommendation will be monitored and evaluated in the following
monitored            way:
                      Quarterly report* of KPI 14 (5b) school balances (i.e. bank & budgets)

                      Annual report** of KPI 15 (5c) school balances (i.e. schools with deficits/surplus of 5% or
                       more

                      Annual report*** of KPI 16 (5d) school balance budget submissions

                      Assistant Director of Finance to monitor progress against team plan through existing
                       performance and progress review arrangements

                     *The SST will review on a monthly basis and report to Hackney quarterly

                  ** The SST will review on a monthly basis in accordance to deficit/surplus plans received
                  from schools in May 2004
                   The Schools Forum will monitor the use of Headroom funding for Schools Causing
                     Concern, £0.6 million, increased to £0.9 million with Learning Trust contributions.
                   The Schools Forum will review the current formula drivers and those for other similar local
                     authorities and will summarise their findings for consultation with schools. The review will
                     be complete by September 2004.
Key Tasks                                                                               Timescales
Ensure compliance with processes to deliver timely returns to The Learning Trust        April 2004-Mar 2005
from schools




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Deliver training to School staff and Governors in their responsibilities for budget    April 2004- Mar 2005
setting and financial management
Support schools through the budget setting process and secure improvements in          By May 2004
budget setting
Analysis of main drivers for allocation methodology and consider change from           By September 2004
current formula

Success Indicators/ Outcomes:
 100% returns delivered on time
 100% CFR returns delivered on time and to quality standards
 100% returns delivered on time, reduction in value and number of schools holding excess surpluses and
   deficits, improvement in the quality of forecasts prepared by schools as evaluated against the actual final
   balances for 2004/05
 100% budgets delivered on time
 Schools Forum consult with schools on the analysis of the formula review




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Recommendation 4
In order to improve schools ability to be autonomous and self managing:
 Promote a reliable and consistent approach to school self-evaluation
Baseline/OFSTED Comment:                                      Objective:
The trust is not in a strong position to help schools to      To ensure that:
develop their capacity for self management as there is         A self evaluation process is in place in all schools
no consistent approach to school self evaluation               All schools improve and the number of good and
                                                                   very good schools increases significantly
Commentary (Actions taken so far etc.)
 The Learning Trust's school self evaluation and review schedule for reviewing the quality of teaching and
     learning, circulated to all schools with planned visit by link adviser to review school judgements and quality
     assure aspects of the framework in Spring term 2004
 Teaching and Learning framework ensures that there are clear references to match the OFSTED
     Framework and S4
 SSE training for SSED advisers planned for Spring term 2004
 SSE training programme from external provider planned as 5 day course for school leaders in Spring and
     Summer 2004
 Collection of SSE judgments from link adviser visits in Spring 2004 collated by SSED
Responsibility         Martin Burford
How it will be         Monitoring will be undertaken by Activity Co-ordinator and reported through the Education
monitored              Improvement Group, CMT and the Board on a termly basis
                       Evaluation will use the regular progress reports and will be co-ordinated by Activity Co-
                       ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other
                       stakeholders through the methodology attached to this plan
                       Ref: Evaluation Policy
Key tasks                                                                                    Time scales
Review and extend the Learning Trust's school self evaluation and review schedule. July 2004
Ensure that there are clear references to match the OFSTED Framework and S4 so
that school self-evaluation has the effect of informing and supporting the OFSTED
inspection process.
Provide schools with exemplification materials that support the Learning Trust's             July 2004
school self evaluation and review schedule thus enabling schools to establish the
format for an evidence base for self evaluation.
These exemplars will be directly linked to each section of the OFSTED Framework
and a supporting CPD programme facilitating improvements
Train SSED staff in the framework for self evaluation and the tools schools can use          Feb 2004
to collate and analyse an evidence base so that Advisers and Consultants, working
with schools, help to train staff in methods of data collection and analysis and fulfil
role of critical friend in SSE processes
Provide further training for school leaders and staff in the framework for self              Feb – July 2004
evaluation and the tools schools can use to collate and analyse an evidence base to
inform future actions in the school improvement planning process
Use school self evaluation as the key to good working relationships through                  March 2004-March 2005
consultation and the maintenance of dialogue between school staff and the
Learning Trust, in order to strengthen the important link between the Education
Development Plan and School Improvement Plans
Collect evaluation data to support the Learning Trust’s view of how pupils and               Sept 2004
teachers in a particular school are doing, and also improve the overall picture of
how schools in the authority are performing
Support schools through training and consultation in the use of the SSE framework            March 2004 onwards
for financial management in schools and the use of DfES/Audit website

Success Indicators/ Outcomes:
 The Learning Trust database of school/Learning Trust judgements in place by December 2004
 The categorisation of schools in the good/very good category is completed by September 2004 and the
   percentage of good/very good schools increases by 10 percentage points per year
 The percentage of schools requiring additional support reduces from 37% by 5 percentage points per year




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Recommendation 5
In order to improve the human resources service to schools:
 Focus the light touch monitoring visits more sharply on the improvement of schools human resources systems
Baseline/OFSTED Comment:                                 Objective:
The Human Resources service has been found to be          To provide an effective, efficient and pro-active HR
unsatisfactory.                                              service
Commentary (Actions taken so far etc)
An HR Forum for Headteachers has been established and four meetings have taken place. This is providing a
wider and better understanding of the day-to-day HR systems that are actually operating in the schools. The
feedback from this Forum is informing the Employee Relations Annual Plan and the Directorate Plan for 04/05.

Consultation on the new School HR Handbook with headteachers, school governors and trade union
representatives has also progressed and as a result of the discussions on individual policies and their practical
implementation a better understanding of the HR knowledge base within the schools is being gained and is being
incorporated within the Directorate Planning for 2004 – 2006.

The initial assessment is that changes in the Light Touch Monitoring will not be a panacea for the schools human
resources systems. The above meetings have revealed the need for a major training programme, an employment
compliance audit within each school and closer communications between various sections of the TLT.

The Action Plan is therefore in two stages, the continuation of the present diagnostic exercise to inform the Light
Touch Monitoring exercise in Summer 2004 followed by a step-change approach to put a new system in place for
Summer 2005.
Responsibility            Cheryl Newsome/Sue Newth-Gibbs
How it will be             Headteachers to evaluate the HR position in their school at the commencement,
monitored                      midpoint and conclusion of the implementation plan.
                           Employee Relations advisors to evaluate as above.
                           Review and consultation on further developments
Key tasks                                                                              Timescales
To develop and implement a directorate plan which secures the improvement and April 2004
delivery of a good service.
Review and implement a communications plan to improve communications with              March – April 2004
Leadership and Management Advisors, Finance, Governor Support
Light Touch Monitoring visits to be carried out by EDPM and Head of ER with            June – July 2004
feedback to Heads and ERA’s
ER Advisors self-assessment exercise                                                   July 2004
Use HTs assessment, outcome for Light Touch Monitoring and ER Advisors’ self-          Sept 2004
assessment to rank schools position on HR timeline
Design Schools HR training programme                                                   Sept – Oct 2004
Audit school personnel files and review payroll/pension administration                 September 2003 ongoing
Review Compliance arrangements with external HR suppliers                              January 2005

Success Indicators/ Outcomes:
 Complete a diagnostic exercise for areas if improvement in line with JRS criteria
 All schools compliant with legal and best practice requirements
 HR service provision in line with JRS criteria
 Annual Schools’ survey shows continuous improvement




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Recommendation 6
In order to improve collaboration between The Learning Trust and the Council’s Social Services Department:
 The portfolio-holder for children, families and young people and the chair of The Learning Trust should
    establish an action plan for improved joint working concerning vulnerable children.
Baseline/OFSTED Comment:                                         Objective:
Para 213 – “… Strategic planning between the Trust and            To ensure joint protocols and strategic
the council’s social services department is unsatisfactory.”         planning processes are in place to support
Para 220 – “…However, strategic links between the social             working in partnership with Social Services to
services department and the Learning Trust are                       the benefit of vulnerable children.
unsatisfactory as they do not lead to joint planning of work      To ensure Key operational staff aware of
concerning vulnerable children.”                                     issues impacting on Vulnerable Children and
                                                                     their education.
Commentary (Actions taken so far etc)
 A team for Vulnerable Children has been set up in the Behaviour and Attendance Service. A manager is in
    post and regular liaison with stakeholders (including Social Services) takes place.
 A Joint Strategic Forum on the education of Children in Public Care has been established. This has
    Headteacher representation and Senior Managers from both SSD and The Learning Trust. The first meeting
    will be held on 22 April 2004 at which terms of reference will be agreed.
 Termly Director level meetings established.
Responsibility             Val Wesolowicz, Head of Attendance and Behaviour Support
                           Jo Cross, Head of Looked After Children Services
How it will be             Analysis of educational attainment of CiPC
monitored                  Regular reports to Joint Strategic Forum
Key tasks                                                                             Timescales
Confirm dates for termly Director level meetings during 2004/2005 financial year April 2004
Formalise CiPC Strategic Forum to ensure closer liaison and joint working             Summer 2004
between The Learning Trust and Social Services regarding Children in Public
Care. Clear reporting lines to Head of Children & Families, Directors in The
Learning Trust, Cabinet Member for Children & Young People and Chair of
Trust
Process developed to support annual reporting of joint initiatives and                Issues paper to members via
achievement of vulnerable children to both The Learning Trust Board and to            Mayor’s Meeting on issues
elected members as a regular item at Mayor’s Meetings                                 around CiPC, by end of April.

                                                                                    Regular reporting process
                                                                                    agreed and in place by early
                                                                                    May.
Provide training delivered jointly by Social Services and The Learning Trust on     Summer 2004
Child Protection and Children in Public Care to key operational staff

Success Indicators/Outcomes:

   Regular and formal discussion at a senior management level is recorded and issues fed back into strategic
    planning processes
   Joint protocols developed to ensure operational processes are in place to support joint strategic planning
   Joint reports produced annually and presented to The Learning Trust Board and to Hackney Members
   Training programme around vulnerable children set up and delivered to identified key operational staff




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Recommendation 7a
In order to further improve community relations:
 The Learning Trust should establish a standing consultative group concerned with race equality and
    educational matters affecting minority ethnic groups; this group should call on representatives of the SACRE
    and the supplementary schools forum
Baseline/OFSTED Comment:                                                    Objective:
There is no formal opportunity for the Trust to consult with local           To establish a consultative group
community groups due to the fact that the local council for racial               whose Terms of Reference is to
equality has been disbanded.                                                     advise on Race Equality and
However, the Trust has undertaken significant work that has the                  educational matters affecting
potential for influencing community relations and work with schools.             minority ethnic groups.
Further development of these positive relationships is required to meet
the recommendations.
Commentary (Actions taken so far etc)
Objectives for the group:
 To monitor progress of Learning Trust race equality work via a race equality action plan.
 To contribute to the development of Learning Trust policies and procedures for improving race equality.

The Learning Trust race equality action plan will cover 3 years. It is still being developed for Learning Trust
agreement by June 2004. It will cover the specific duties as outlined under the Race Relations (Amendment) Act
2000. These duties cover assessing, monitoring and consultation in all areas of work including employment.

Timescale for this plan runs to March 2005.
Responsibility            Richard Parkes
How it will be            Update meetings with Richard Parkes.
monitored                 Quarterly reports to CMT.
                          Annual report to Learning Trust Board.
                          Reports to Scrutiny in line with reporting timelines.
Key tasks                                                                           Timescales
Develop Learning Trust Race Equality Action Plan                                    March 2004

To establish group:

   Collate names, invite representatives.
    Invitation includes rationale as to why chosen and basis on which others        April 2004
    omitted

   Work with Performance Managers from all Directorates to research an             April - May 2004
    appropriate local performance indicator for the effectiveness of the group

   Set up and manage cycle of regular meetings                                      June 2004

   Ensure group’s terms of reference are agreed                                    June 2004

   Provide regular reports to CMT, Scrutiny, Equalities Forum, Learning Trust      Commencing September 2004
    Board

   Review process making use of local performance indicator                        March 2005




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Success Indicators/ Outcomes:
 Clear feedback given on the performance of Race Equality action plan and the performance of ethnic minority
   groups
 Representation of consultative group reflects diversity of Hackney’s Community
 Clear advice/feedback given by the consultation group on the management of achievement and attainment of
   ethnic minority group
 Consultative group meets regularly with 80% of members attending meeting
 Learning Trust Race Equality Action Plan meets the statutory requirements and duties set out under the Race
   Relations (Amendment) Act 2000. Effective driver of partnership work




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Recommendation 7b
 The Learning Trust should organise and encourage further collaboration between mainstream schools,
     supplementary schools, and other representatives of minority communities
Baseline/OFSTED Comment:                              Objective:
The Learning Trust “has established a                  To maintain a supplementary forum whose terms of
supplementary schools forum at which senior              reference is to develop a coherent approach with
officers discuss with representatives of minority        mainstream schools to raise the achievement and
communities means of improving support for               attainment of Black and Ethnic Minority pupils
those groups, and strategic issues concerning          To appoint a coordinator to work across all school
diversity and race equality”                             sectors to develop effective partnership
Commentary (Actions taken so far etc)
 Supplementary schools Forum established; meets every 6 weeks
 NRF bid for developing supplementary schools approved
 Work programme for NRF for 2004/2005 agreed
Responsibility             Richard Parkes
How it will be             Visits to supplementary schools by Coordinator
monitored                  Reports presented to Forum
                           Monitoring carried our by NRF Project Officer
Key tasks                                                                         Timescales
Continue to gather information supplementary schools in Hackney                   July 2004

Appoint supplementary schools coordinator to support/champion the work of      July 2004
supplementary schools
Establish regular meetings of supplementary schools and main stream school     September 2004 + meet term
providers
Open day / conference for all parents and supplementary schools                December 2004

Supplementary schools part of head teacher induction programme                 October 2004+ term

Link Advisors to quality assure supplementary schools                          From September 2004


Success Indicators/ Outcomes:
 Measurable increase in the levels of attainment/achievement of Black and Ethnic Minority pupils
 Increased coherence for students across school sectors
 Curriculum provided by supplementary and mainstream schools consistent and complementary
 Forum meets regularly with 80% of members attending meetings




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Recommendation 8
In order to promote greater diversity amongst the workforce:
 The Learning Trust should set equality targets for staffing, and increase positive action to support staff from
     under-represented ethnic groups.
Baseline/OFSTED Comment:                            Objective:
Para 210 Under representation of some ethnic         To develop a shared vision of where the Learning Trust is
groups relative to their proportion in the school       now and where it wants to get in terms of diversity.
population has been identified. Equality targets  To implement positive actions for staffing development.
for staffing have not been identified and            To audit recruitment and retention strategies to assess
enough positive action to support staff from            impact on underrepresented groups.
under represented groups has not been                To increase the number of managers from
undertaken                                              underrepresented ethnic groups.
Commentary (Actions taken so far etc)
Baseline data for the Trust has been collated for the last year to ascertain the workforce profile for the Learning
Trust. Analysis of the data is being undertaken to then assess the impact of HR policies and procedures on the
workforce.

BVPI data on ethnicity of staff within schools to be collated in June 2004.

Staff review and development framework in place to identify training and development needs and set individual
development plans inline with organisation objectives.
Responsibility             Cheryl Newsome / Ade Odebyi
How it will be             Monitoring systems to be embedded in all areas of employment to assess impact on
monitored                  ethnic minority groups
                           Quarterly reports to CMT.
                           Annual reports to Learning Trust Board.
                           Reports to Scrutiny in line with reporting timelines.
Key tasks                                                                        Timescales
PMD to produce a report on workforce profile for August 2002 to January          May 2004
2004 and identify staffing equality targets for agreement by CMT
PMD to research and implement positive actions initiatives.                      May 2004

Develop and distribute a schools’ staff questionnaire in line with LB Hackney      June 2004
race questionnaire for schools re: impact of changes of race discrimination
policies.
To develop an equalities action plan and promote through compulsory                June 2004
diversity training for all staff.
To establish a Bridging program similar to the Phoenix program run by LBH to       June 2004
support black & minority staff development
                                                                                   August 2004
Development and implementation of Harassment Policy and Procedures
                                                                                   Quarterly monitoring from
Monitoring of outcomes of positive actions implemented by relevant external        January 2005
(i.e. CRE) and internal bodies
Carry out equal pay audit                                                          March 2005

Review employment policies using equality impact assessments.                      June 2005




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Success Indicators/ Outcomes:
 Report submitted to CMT and the Board to provide baseline information on ethnicity, gender & disability
   status of staff within the organisation
 Equality targets established and monitored on a quarterly basis
 To establish a culture of no tolerance to racial discrimination evidenced by a significant reduction in the
   number of grievances and employment tribunal claims
 Diversity Strategy and action plan to promote diversity within the organisation
 Successful completion of the Bridging program by black and ethnic minority staff and improved performance
   and /or promotion for those staff
 Implementation of a transparent framework for dealing with allegations of harassment and discrimination,
   which is understood by managers and staff. Provide training on Harassment procedures for Harassment
   Advisors
 Staff from minority groups able to identify needs, and opportunities for development with managers.
 Impact of remuneration review to have had no adverse impact on staff pay, across all staffing groups as well
   as staff from minority groups




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Recommendation 9a
In order to make consultation with parents and schools more effective the Trust should:
 Fund the establishment of a parent consultative group, linked to other developments within the lifelong
     Learning Directorate
Baseline/OFSTED Comment:                    Objective:
Effects have been made to develop            To establish a consultative group of parents whose Terms of
formal consultation with parents but           Reference is to advise The Learning Trust on education
these have been unsuccessful                   policy/development
                                             To research and evaluate the work of parents consultative group
Commentary (Actions taken so far etc)
 Research underway to identify best practise across other London boroughs
 Consultant identified to provide guidance on the best approach to adopt
 Presently identifying areas of connect across LLL
Responsibility                     Richard Parkes
How it will be monitored           Research/Survey to be undertaken to act as baseline for future evaluation
Key Tasks                                                                             Timescales
Undertake survey of parents via schools and community venues to form the basis July 2004
of the parent involvement strategy – focusing on the structure, role and
responsibilities of the consultative group
Identify and provide summary of best practise across London to assess the             Nov 2004
effectiveness of the approach to be developed by Hackney
Develop a database of local organisations that represent the views and lifestyles     November 2004
of parents and families and establish a working group to develop the strategy
Seek to appoint a project officer funded by NRF to coordinate parent forum            November 2004

Consult and implement the strategy and set up consultative groups linked to LLL     Dec 2004 / January 2005

Plan open day for parents to publicise work of parents forum                        February 2005


Success indicators/Outcomes:
 By September 2005, greater parental representation in The Learning Trust forums
 Greater input from parents on all education strategies
 Consultative group meets regularly with80% of members attending meetings




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Recommendation 9(b)
In order to make the consultation with parents and schools more effective the Trust Should:
  While continuing existing arrangements for consultation with the school governors’ association, establish a
     separate arrangement to meet all Chairs of Governors at a regular forum, and to discuss strategy with an
     executive group of Chairs chosen by them on a basis of geographical representation.
Baseline/OFSTED Comment:                                    Objective:
Consultation with governors is undertaken through open        To establish a forum for all chairs so as to consult
meetings and discussion with a representative body.              with chairs on strategic issues affecting schools
However, strategic consultation with chairs of governing         and The Trust by the end of the 2003-2004
bodies does not take place.                                      academic year
Commentary (actions taken so far etc.)
 First draft of remit and function for a chairs of governors group and a chairs executive group drawn up March
    2004.
 Chief Executive consulting Chairs and other interested parties in March 2004 on initial remit and function for the
    groups: ‘promote the role of the effective governing body, share good practice on school improvement and
    provide for a two – way dialogue on local and national developments.
Responsibility               SSED
                             Head of Governors Support Unit, Frank O’Donoghue
How it will be monitored SSED Line Management
                             CMT / New governors executive group
Key Tasks                                                                             Timescales
Research models working in other LEA’s and consult on a proposed model                Feb-Apr 2004
Set up and monitor the effectiveness of the new forum                                 July 2004

Success Indicators / Outcomes:
 Forum judged to be working effectively by October 2004




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Recommendation 10
In order to improve the effectiveness of management support services:
 Revise the Schools Support Services Handbook to include clear information on The Learning Trust service
     standards, details of respective responsibilities of schools and service providers, and information on
     services offered by external providers where these are not available from The Learning Trust.
 Ensure this information is available by early January to allow schools to make informed purchasing
     decisions
 Monitor service standards across the Trust and survey the views of schools in a co-ordinated fashion.
Baseline/OFSTED Comment:                                             Objective:
Para 112. A new schools support services handbook sets out  To deliver an effective framework for the
the core services to schools, and those that schools can                 management and monitoring of services
purchase, but it lacks sufficient detail to help schools make            for schools measured by improvement in
purchasing decisions.                                                    Ofsted self evaluation of services to meet
Para 112. The services secured externally are not all of good            the target of satisfactory or above in two
quality and schools have insufficient advice about effective             years
procurement.
Commentary (Actions taken so far etc…)
 Revised handbook in the process of revision. On target for completion end of February
Responsibility              Fred Whipp – Head of Business Services
How it will be               The Business Services team plan will be monitored along with the Directorate
monitored                       team plans within the quarterly performance management process reported to
                                CMT, Board and LBH
                             The Schools Forum and the Heads Forum Business Services Reference Group
                                will take an active role in the monitoring of plans to secure improvements in
                                services to schools at their regular meetings as a standing item for report
                             The Learning Trust is setting up its Service Review processes with external
                                involvement – Heads, Governors, audit, and then programme of reviews will be
                                monitored by the Board.
Key tasks                                                                                        Timescales
All services to develop ‘service improvement plan’ to achieve targeted improvement               April 2004

The Business Services Manager to implement a standard format for a Service Level              Jul 2004
Agreement for traded services- and carry out annual review

The Procurement Team to achieve of savings of £250kK from schools costs within a              Mar 2007
three year period

Success Indicators/ Outcomes:
 100% of services meet satisfactory grades as measured by the Ofsted self evaluation criteria
 100% of service achieve significant improvement in the Audit Commission Annual School Survey
 Evidence of £250K of annual non pay savings in schools costs as reflected in the savings log
 Evidenced by an increase in take up of services across schools and by increased income delivered to The
   Learning trust for services provided




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Recommendation 11
To improve support for early years
Baseline/OFSTED Comment:                                                        Objectives:
The Learning Trust should work in partnership with stakeholders to               To put in place a coherent
establish a coherent strategy that:                                                strategy for young children
 Emphasises and promotes the importance of provision for young                    that promotes achievement,
    children in raising standards of achievement, promoting social                 social inclusion and early
    inclusion and ensuring early identification and intervention for children      identification and intervention
    with SEN                                                                       for children with SEN
 Clarifies the respective roles of, and the connections between, the            To establish a consultative
    EYDCP and the Learning Trust, and directorates within the Learning             group whose terms of
    Trust.                                                                         reference is to develop a
                                                                                   coherent Early Years strategy
                                                                                   linked to the EDP and LSP
Commentary (Actions taken so far etc)
Ongoing planning of Children’s’ Centres – each Early Years Centre is part of planned Phase 1 centres, part of
strategic planning group, also individual centres steering groups.
Ongoing work with SureStart local programmes.
Responsibility         Head of Early Years & Play
                       Children & Young Peoples Strategic Group

How it will be         Regular meetings to produce draft strategy.
monitored              Reports to CMT/LT Board.

Key tasks                                                                                 Timescales
Set up a group to discuss and plan an early years strategy which includes SSED,           May 04
SEN section, voluntary and private sector providers, commissioning unit,
stakeholders (health, LBH, regeneration), schools
Set up working Groups to be set up to reflect SureStart targets – SEN, Training &         Sept 04
Quality, CIS, Business Support, Raising Achievement
New working group set up to focus on raising achievement in early years linked to
Foundation Stage – lead officer from SSED & including rep from EIG

Draft and put in place an implementation plan for Sure Start 04-06 which addresses        April 04 – March 05
early years achievement and sure start targets – includes plans for new strategic
group and proposed working groups


Success Indicators/Outcomes:
 Strategy ensures Sure Start Unit local targets are met
 Teaching and learning in all Early Years setting improved
 SEN pupils are identified and supported
 Raised standards of achievement




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Recommendation 12
In order to improve the allocation of funding:
 Audit and identify all additional external funding currently committed to supporting schools and other
    educational agencies; and
 Quantify the extent to which each school or agency is in receipt of such support and ensure that this is
    appropriate to their identified needs and outcomes.
Baseline/OFSTED Comment:                                      Objective:
Para 52. The Trust rightly gives high priority to              To increase the level of investment from external
bringing in additional funding from external resources           sources in Education
which currently provide a further £5.0 million per year,       To ensure that all funds from external sources are
although these initiatives are not well targeted or              used effectively in the delivery of planned priorities
coordinated                                                      and corporate objectives
Commentary (Actions taken so far etc)
 The Learning Trust Board has endorsed the implementation of a Board level Inward Investment Committee
    to develop the potential for external funding and its co-ordination
 Investment in a member of staff to take forward this agenda has been approved and the staff member
    recruited
 The current position on external funding is in the process of being fully logged with related grant funding
    audit trail held centrally
 Work to establish access to intelligence on grants available is progressing
 Controls over grant activities supporting grant claim submission is in place
Responsibility              Sara Williams – Grant Accountant
How it will be               The development of inward investment will be monitored by the Board through
monitored                       regular reports to the Inward Investment Committee
                             The internal Management Group will monitor the development of schools support
                                for bids for external funding and will report to the Schools Forum and Heads Forum
                                Business Services Reference Group
Key tasks                                                                             Timescales
To implement the framework for Inward Investment                                      Complete by September 2004

To establish the use of current grant funding and set out the links with             Complete by September 2004
corporate objectives and core funding

To target new opportunities for funding for schools                                  Ongoing

To bring all forms of income into the overall planning and performance               April 2005
management process for 2005/06

Success Indicators/ Outcomes:
 Increase the funding from external sources towards corporate objectives
 Increase targeted funding for schools towards education objectives
 Increase in the effective use of funds through co-ordination of activities enabling the redeployment of
   resources to priority objectives for 2005/06




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Recommendation 13
In order to improve the use of external funding:
 The Learning Trust should make detailed plans for how its school improvement programme will be
     supported by Excellence in Cities, London Challenge, and Leadership Incentive Grant work
Baseline/OFSTED Comment:                                     Objective:
The general relationships between initiatives is clear        To co-ordinate the externally funded initiatives and
but the Trust does not have a sufficient knowledge of            the EDP so they have maximum impact on pupil’s
where external funding has gone and the effect it has            achievement and attainment.
had on pupil’s achievement.
Commentary (Actions taken so far etc)
 Restructuring of SSED and creation of Secondary Strategy Team to include EAZ, EiC, 14 –19 Strategy Co-
     ordinator and Secondary Link Advisers;
 Monthly meetings of Secondary Strategy Team including colleagues from Research and Statistics, EMA,
     SEN, Pupil Support Services;
 Secondary Team Plan 2003 – 2004 includes the plans for all initiatives outlined and links to the EDP and
     strategies for monitoring evaluation, training and performance management;
 Regular monitoring of the strategies outlined in the EDP by the Principal Secondary Adviser;
 LIG Collaborative Plan 2004 – 2005 and LIG review 2003 - 2004 contains evaluation of the impact of the
     various initiatives and plan for closer monitoring of impact;
 Secondary Link Advisers monitoring the impact of EiC, LIG, 14 –19, KS3, EAZ on the pupil achievement and
     attainment;
Responsibility              Miriam Kerr (Principal Secondary Adviser)
How it will be               Completed by the Activity Co-ordinator and reported half-termly at the EDP
Monitored                      Monitoring and OFSTED Monitoring Groups, as well as School Improvement Group,
                               CMT and the Board on a termly basis
                             Evaluation will use the regular progress reports and will be co-ordinated by the
                               Activity Co-ordinator. Evaluation will be undertaken twice yearly, involving
                               Headteachers and other stakeholders through the methodology contained in the
                               EDP or the methodology developed specifically for the Post OFSTED Action Plan.
Key tasks                                                                                          Timescales
Re-write EDP plan improvement plans to incorporate the externally funded projects                  End of April 2004

Success Indicators/ Outcomes:
    The Education Plans is judged to meet all the OFSTED criteria
    Attainment targets met




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Recommendation 14 and 16
Improve the strategy for school improvement including target setting processes giving greater attention in EDP to;
 To improve future provision within the EDP for Early years
 To improve future provision within the EDP for Key Stage 1
 To improve future provision within the EDP for pupil level data in target setting
Baseline/OFSTED Comment:                Objective:
More focus is needed on early            To ensure the EDP has a focus on raising standards in the foundation
years issues and Key Stage 1,               stage and KS1
Equally important, in the light of       To ensure that activities identified in the EDP will provide coherent
the effect of pupils’ mobility, is the      support, challenge and training in Early years
need to strengthen the use of            To ensure that pupil level data will be provided to all schools, Advisers and
pupil-level data in setting targets.        consultants so that a comprehensive range of quality data can be used to
                                            support self evaluation and raising standards
Commentary (Actions taken so far etc.)
 Appointment of consultant with responsibility for KS1 literacy attainment from September 2003
 Use of pupil level data by Link Consultants in setting targets for 2005 and review of progress towards 2004
    targets in Primary Phase
 Use of collated pupil level data with literacy and numeracy consultants supporting the teaching and learning of
    identified individual pupils in 23 low performing Primary schools
Responsibility          Martin Burford (Head of Evaluation and Assessment)
How it will be          Monitoring will be undertaken by Activity Co-ordinator and reported through the Education
monitored               Improvement Group, CMT and the Board on a termly basis
                        Evaluation will use the regular progress reports and will be co-ordinated by Activity Co-
                        ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other
                        stakeholders through the methodology attached to this plan
                        Ref: Evaluation Policy
Key tasks                                                                                  Timescales
Consult with stakeholders and officers on support and challenge to providers of            April 2004
early years education in schools and non-school settings in order to set robust and
coherent action and targets in revision of EDP2 for 2004-5 so as to ensure that they
capture coherence between challenge, support and training in Strategic Partnership
for Children and Young People and EDP and clarifies funding for actions
Enact principles and good practice as laid out in 2004 document ‘Performance Data June 2004
Framework for LEAs’ to ensure that all schools receive a comprehensive range of
quality data which they can use to support self evaluation and raise standards
Provide link advisers with detailed performance data on individual pupils for primary October 2004
and secondary phase for 2004 target setting programme so that they can more
effectively challenge schools at the Autumn term meeting.
Use information from individual pupil targets to inform and support the work of            Autumn term 2004
consultants and link advisers in challenging and supporting the progress of
borderline and low achieving pupils in targeted schools

Success Indicators/Outcomes:
 Raised achievement in KS1 Reading, Writing and Maths levels by 2% over 2004 figures in 2005
 Evidence of coherent support to Foundation Stage providers, particularly in school settings
 Use of pupil level data in target setting process embedded in Primary phase and developed in Secondary
   phase in Autumn 2004




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Recommendation 15
In order to support effective governance:
 Ensure that, in all phases, records of visits to schools are copied directly to chairs of governors
Baseline/OFSTED Comment:                                    Objective:
Adviser’s reports are copied to headteachers of              To ensure governors are better informed of the
primary schools but this policy has yet to be introduced        progress schools are making
in secondary schools
Commentary (Actions taken so far etc)
 All central information detailing visits and intentions sent to Chairs of Governors
 Copies of all records of Link Adviser visits sent to Chairs of Governors
 Agreed that SDRU Logs (detailing school focussed activities) will be completed centrally by all in SSED
 Plans for Learning Trust wide completion of SDRU Logs
Responsibility Miriam Kerr (Principal Secondary Adviser)
How it will be       Completed by the Activity Co-ordinator and reported half-termly at the EDP Monitoring
monitored               and OFSTED Monitoring Groups, as well as School Improvement Group, CMT and the
                        Board on a termly basis
                     Feedback from Chairs of Governors and through Link adviser visits with Headteachers
                     Checking school records held centrally
                     Evaluation will use the regular progress reports and will be co-ordinated by the Activity
                        Co-ordinator. Evaluation will be undertaken twice yearly, involving Headteachers and
                        other stakeholders through the methodology contained in the EDP or the methodology
                        developed specifically for the Post OFSTED Action Plan.
Key tasks                                                                  Timescales
Ensure that Link Advisers and all phases send copies of school visits      March 2004
to schools directly to Chairs of Governors
Produce a list of the reports all Chairs of Governors should receive     Completed by Primary Link Advisers –
and ensure all relevant LT officers comply                               prior to OFSTED Inspection


Success Indicators/ Outcomes:
 Chairs of Governors are fully informed of reports produced by The Learning Trust and Council




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Recommendation 17
In order to ensure that the needs of refugee and asylum-seeking children are met:
 Expand the support provided to these children and the schools that they attend.
Baseline/OFSTED Comment:                                                Objective:
 There are at least 3200 pupils from refugee families in Hackney        To support the needs of refugee
    schools. Refugee and asylum seeker pupils (RASP) are the                and asylum-seeking children
    largest constituents of the mobile pupil group. Pupil mobility is a
    significant factor affecting achievement.

   EMAS provides support and advice to schools on meeting the
    needs of Refugee and Asylum seeking pupils through the EMA
    school coordinator networks.

   As part of CPD for teaching and non-teaching staff, EMAS
    provides a range of courses which include meeting the needs of
    Refugee pupils.

   EMAS represents the Learning Trust at Hackney Refugee Forum
    and team members carry out casework based on referrals from
    admissions, schools and refugee advocacy organisations.

    The number of refugees and asylum-seekers in the borough is
     not reflected in the extent of the Trust’s work, although some
     useful guidance has been provided to schools.
Commentary (Actions taken so far etc)
An interdirectorate Refugee working group has met 3 times. (Sep onwards)
The forum has identified a number of quality assurance issues to safeguard and extend provision to meet the
needs of refugee pupils. Proposals from the group have been considered by CMT.
CMT has approved that the forum take the work forward and implement the proposals.
Directorates Contributing to Action Plan
SSED (EMAS, RS&E, CPD)
Pupil Services (SPS, SAS, SEN, Admissions)
Lifelong Learning (Race Equality)
Responsibility     Mike Vance (Head of EMA team)
How it will be       Head of EMA team to monitor progress on strategy and communications to school re
monitored              learning needs of refugee pupils.
                     Head of Research, Statistics & Evaluation to monitor progress on shared data on RASP
                     Monitoring framework established by working group to include milestones set up for
                       above and agree timeline and lifespan.
Key tasks                                                                       Timescales
The Learning Trust develops a Trust wide strategy for meeting the needs of      By July 2004
refugee and asylum seeker families.

The Teaching and Learning Service develops capacity to lead and coordinate        Sept 2004
support for refugee pupils

Monitor the progress of all refugee pupils through setting up and maintaining a   July 2005
data base

Provide advice and support to school on the induction and admission of new        Sept 2004
arrivals


Success Indicators/ Outcomes:
    The needs of refugee and asylum seeking pupils are met in all schools
    A register of refugee and asylum seeking pupils is maintained in order to monitor their progress




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Recommendation 18
In order to inform the future development of policy on home to school transport for pupils with special
educational need:
 Monitor the effect of the change in the home to school transport policy and take action where the effect is
     detrimental to the attendance of children.
Baseline/OFSTED Comment:                                                    Objective:
Para 155 – “… A more rigorous enforcement of existing criteria for           To ensure that greater numbers of
entitlement to transport was implemented very quickly, and although            pupils with SEN are travelling
the changes themselves are sensible, parents and children were                 successfully to school
given very little time to make alternative arrangements. The Trust             independently and arriving in school
intends to review support for all pupils and to develop support for            in time for the start of the school
pupils to become independent travellers. In the meantime there is              day.
evidence that the transport problem is affecting the rates of
attendance of a very small number of younger pupils.”
Commentary (Actions taken so far etc)
Revised SEN home to school transport policy with clear eligibility criteria has been approved by The Learning
Trust Board (January 2004).

Total authorisations for travel support are monitored on a monthly basis with a view to determining trends in
destination and type of travel support offered (bus/taxi). This information will also be used to determine if the
revised policy has affected the numbers of pupils being transported.
Responsibility               Penny Dixie
How it will be               Collation of monthly figures of pupils authorised to travel broken down by those
monitored                    travelling in borough and out borough and by pupils travelling by taxi/bus.

Key tasks                                                                                   Timescales
Introduce review of travel support to be included at annual review process. Annual          Summer 2004
review to challenge provision of support and to identify independent travel
programmes as appropriate
Develop systems for schools to monitor individual pupil attendance for fixed period         Summer 2004
following removal of home to school travel support

Success Indicators/Outcomes:
 Year on year reduction in numbers of pupils receiving home to school travel
 Action taken to improve attendance and to support families where attendance is shown to drop following
   removal of home to school transport




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Recommendation 19
In order to improve value for money in SEN:
 Establish procedures to evaluate the effectiveness of support services, with particular reference to the
     progress made by individual pupils in relation to the support allocated.
Baseline/OFSTED Comment:                                                   Objective:
Para 153 – “Systems for ensuring value for money in SEN are                 To ensure that systems are in place
unsatisfactory. This was the case at the time of the previous                 to monitor schools use of SEN
inspection and insufficient progress has been made. …”                        funding.
Para 156 – “… the Learning Trust is not yet able to judge the               To ensure that services provided by
effectiveness and value for money of its support services for SEN. It         SEN Support Services evaluated
does not have sufficient information on the progress made by                  annually by service users. Year on
individual pupils in relation to the support allocated.”                      year improvement noted.
Commentary (Actions taken so far etc)
Many systems are already in place to evaluate the effectiveness of support services and pupil support.
However, it is recognised that these can be further developed to identify areas of improvement and to support
value for money.

A review of the Learning Support Service has been proposed to develop the role of this service to ensure that
resources are being used efficiently and effectively to support schools and to deliver proposals outlined in the
Inclusion & SEN Strategy.
Responsibility             Penny Dixie
How it will be             Targets to be included in team plans and monitored through these.
monitored                  Outcomes to be scrutinised termly by SEN Services Management Team with end of
                           year report to be made to Pupil Services Management Team.
Key tasks                                                                                Timescales
Develop annual review process to challenge intervention and provision detailed in         July 2004
Statements of SEN.
Use annual review process to monitor impact and effectiveness of IEPs.
Review and consequently use Annual School Survey to identify areas for service           October 2004
improvement as identified by schools and to develop processes to improve services
providing good VfM.
Include into SLA pre and post consultation ratings on level of concern to determine      June 2004
impact of intervention.
Develop and improve annual survey to monitor schools use of delegated SEN                July 2004
funding.

Develop moderation exercise of schools where survey identifies underfunding of
SEN against available delegated monies.

Success Indicators/Outcomes:
 New Annual review reports detailing school’s use of SEN resources and impact of resource used and
   returned within statutory timescale
 Annual survey issued to schools and at least 80% returned
 Demonstrable year on year improvement in survey responses
 Demonstrable decrease in levels of concern following consultations provided through SLAs in place with
   SEN service providers
 All delegated SEN funding used to provide effective support pupils with SEN in schools




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Recommendation 20
In order to establish a more formal structure for its oversight of educational provision:
 The council executive should ensure that the portfolio-holder for children, families and young people is more
     involved in oversight of the work of the Learning Trust;
 The council should establish a more formal system through which it will receive reports from its adviser for
     education or the portfolio-holder for children, families and young people; and
 The education scrutiny panel should produce an annual forward plan for its enquiries.
Baseline/OFSTED Comment:                                                        Objective:
Para 228 – “Despite its constrained roles, the council still maintains a         For the council to have an
view on the general direction of education in the borough…”                          effective overview of children in
Para 229 – “…the executive portfolio-holder does not attend [quarterly               public care.
contract monitoring] meetings and information from this process if not           For the Council Executive and
reported to the executive or to the scrutiny panel as a matter of course.”           Scrutiny Panel to be aware of
Para 230 – “The education scrutiny panel has approached very seriously               the Trust’s progress.
its main task of appraising the Learning Trust’s corporate and annual            To provide an annual plan for
plan, and the draft EDP, and passing these to the full council for                   the scrutiny committee
approval… it does not, however, have a forward plan for further work
which would help it to establish its priorities.”
Para 231 – “The council has not yet come to grips with its responsibility
for the educational attainment of children in public care… neither the
portfolio holder nor the adviser to the executive monitors the progress of
these children and reports formally to the executive”.
Commentary (Actions taken so far etc)
 Cabinet Member for Children and Young People has arranged to attend quarterly contract monitoring
     meetings with senior management and Chair of the Trust
 Cabinet Member for Children and Young People meets regularly with the Director of Lifelong Learning for
     briefings and discussion
 Forward planning added to the agenda of the next Education and Learning Scrutiny Commission meeting
Responsibility             Max Caller, Chief Education Officer and Chief Executive, LBH
How it will be             Regular reports to Mayor and Cabinet at Mayor’s Meetings
monitored
Key tasks                                                                            Timescales
Cabinet Member for Children and Young People to meet regularly with Chair            From March 2004
of Learning Trust
Cabinet Member for Children and Young People to attend quarterly contract            From March 2004
meetings alongside Cabinet Advisor for Education
Quarterly monitoring reports (“Q Reports”), together with any other general          From April 2004
briefing on local education issues, to be presented to Mayor’s Meetings by
Cabinet Member and Cabinet Advisor
Education and Learning Scrutiny Commission to produce an annual forward              June 2004
plan for enquiries

Success Indicators/ Outcomes:
 Regular meetings attended and specific areas of concern discussed and actioned
 Increase in Cabinet Member’s engagement in the work of the Trust
 Enhanced high level strategic joint working
 Cabinet Member is fully informed of policy and working of the Trust
 Mayor and Cabinet fully and more formally briefed on the performance of the Trust
 Clear work plan in place for the activities of the Scrutiny Commission over the next year




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Recommendation 21
In order to provide appropriate levels of support for schools as they emerge from categories of serious concern:
 Devise and implement policy for a graduated reduction in the level of support offered by the Learning Trust
Baseline/OFSTED Comment:                                     Objective:
There is no agreed process for reducing support as            To ensure schools causing concern continue to
schools improve                                                  make progress when support is withdrawn
Commentary (Actions taken so far etc.)
 Schools exiting from categories of serious concern identified and levels of support agreed for spring
    /Summer 2004 with review dates set for June 2004.
Responsibility Martin Burford (Head of Evaluation and Assessment)
How it will be     Monitoring will be undertaken by Activity Co-ordinator and reported through the Education
monitored          Improvement Group, CMT and the Board on a termly basis
                   Evaluation will use the regular progress reports and will be co-ordinated by Activity Co-
                   ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other
                   stakeholders through the methodology attached to this plan
                   Ref: Evaluation Policy
Key tasks                                                                          Timescales
Devise and implement policy for a graduated reduction in the level of support      April- June 2004
offered by the Learning Trust, in consultation with reference groups
Allocation of adviser visits to provide appropriate levels of support for schools  Sept 2004
as they emerge from categories of serious concern
Revise and review programme in the light of evidence and data collected and        Dec 2004
reviewed at half termly SCC meetings

Success Indicators /Outcomes:
 No school regresses after exiting from support category




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Recommendation 22
In order to provide coherent support for gifted and talented pupils:
 Introduce a system for monitoring all schools’ success in promoting the achievement of gifted and talented
    pupils
 Ensure that link advisers challenge schools to improve their provision where necessary
 Develop a strategy for supporting talented pupils, building on existing work with partners
Baseline/OFSTED Comment:                                       Objective:
 Hackney pupils do not do well at the higher levels of          To ensure comprehensive data on the individual
    the National Curriculum or GCSE.                                achievements of G&T pupils is collected and
 The proportion gaining higher levels is almost                    analysed.
    always well below national averages at each key              To ensure there is a clear and well-understood
    stage, and the proportion gaining GCSE grades A                 strategy, agreed with schools, for providing advice
    or A* is consistently well behind the national figure.          and CPD that is targeted at weaknesses, and/or
 The numbers of pupils entering higher education                   makes brokerage arrangements that include quality
    are the lowest for any London borough.                          assurance.
 EiC and EAZ initiatives do not amount to a borough-            To ensure good practice is identified and
    wide programme of support and challenge targeted                disseminated to other schools and promotes
    to meet schools’ needs.                                         networking.
 Support for gifted and talented pupils is not yet built        To ensure the strategy for supporting talented
    sufficiently firmly into the work of the SSED                   pupils helps schools identify talent and monitor
 There is no broad-reaching strategy for supporting                pupils’ progress.
    pupils with particular sporting or creative talents.
Commentary (Actions taken so far etc.)
   G&T CPD programme accessible to all schools (3 days in spring term 04)
   G&T network meetings (1/2 termly) – invitations and minutes of meetings sent to all primary schools
   G&T Co-ordinator available for advice on demand with a number of schools visited in Autumn/Spring
   Guidance booklets underway
Responsibility           Derek Powel (Head of Excellence in Cities)
How it will be           Monitoring will be undertaken by Activity Co-ordinator and reported through the Education
monitored                Improvement Group, CMT and the Board on a termly basis
                         Evaluation will use the regular progress reports and will be co-ordinated by Activity Co-
                         ordinator. Evaluation will be undertaken twice yearly, involving head teachers and other
                         stakeholders.

Key tasks                                                                                Timescales
Monitor and review of provision and good practice for gifted and talented pupils as      Jan 04-July 05
part of adviser termly dialogue with schools
Consult with stakeholders and officers on strategy for supporting talented pupils in     April 04
order to set robust and coherent action and targets in revision of EDP2 for 2004-5
Implement extended CPD programme to raise awareness of identification and target         Jan 04-July 05
setting for G&T pupils
School G&T targets set, collected and analysed to include L3 (KS1) & L5 (KS2) in         September 04-Decemebr 04
all core subjects as part of the annual target setting process

Success Indicators/Outcomes:
 Provision for Gifted and Talented pupils judged satisfactory or better in all schools (OFSTED reports and self
   evaluation)




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Recommendation 23
In order to ensure that opposition group elected members are well informed:
 The council should institute a system of routine briefings by the Learning Trust for opposition spokespersons
Baseline/OFSTED Comment:                                  Objective:
There is no system for keeping opposition group            To ensure all elected members are fully briefed by
members informed of educational issues                        the Learning Trust

Commentary (Actions taken so far etc)
 The Schools Bulletin is circulated weekly to all councillors by email
 Opposition members of the Education and Learning Scrutiny Commission receive briefings as part of
    Scrutiny investigations
Responsibility             Max Caller, Chief Education Officer
How it will be             Member Support to ensure all members are receiving relevant information
monitored                  Report on progress in contract monitoring meetings
Key tasks                                                                       Timescales
Circulate Quarterly performance monitoring information to leaders of            Ongoing from end of April
opposition groups
Ensure the Trust has an up to date email list for all councillors for continued By end of February
circulation of Schools Bulletin

Success Indicators/ Outcomes:
 Opposition members receive routine information from the Trust
 Regular email briefing received by all council members




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4. Agenda for Change
The 2003 OFSTED Inspection Report sets out a number of challenges to the Trust to improve. The
recommendations highlight actions that need to be taken to embed and promote continued progress.

The Trust is committed to enabling all learners to achieve to their highest potential. The Annual Plan
for 2004/05 sets out the Trust’s commitment to continued improvement: challenging failure and
highlighting excellence.

The OFSTED Action Plan sits alongside the strategic documents that support the implementation of
the Trust’s vision for excellence in education in Hackney. It provides an important benchmark for the
measure of the Trust’s progress over time. But the Action Plan alone will not deliver the improvement
in support for education that the Trust desires. The Trust is clear that action must be taken across
the board to address areas of failure or challenge.

In planning to respond to the OFSTED Inspection Report, therefore, the Trust has taken the following
steps to ensure that improvement takes place:

       The Annual Plan, although delivered to the Council’s deadline of 31st December 2003, took
        into account the expected outcomes of the OFSTED inspection. The Action Plans identified in
        the Annual Plan put in place measures to support improved performance also against
        OFSTED key and link areas of inspection. The Action Plans included in Section 3 above draw
        on the key priorities for change and the Agenda set out in the Annual Plan.

       The Education Development Plan, when updated for 2005/06 will take into account the
        relevant recommendations for school improvement and relevant key and link inspection
        judgements as set out in the new OFSTED Framework. Already, action to address
        achievement at Key Stage 2 takes into account OFSTED’s findings.

       Other key strategic plans, including on early years, school organisation and behaviour, as well
        as non-statutory plans1 will take into account relevant recommendations and inspection
        judgements.

       Corporate, operational planning (at Directorate and Team level) for 2004/05 will include
        specific references to the relevant OFSTED recommendations and inspection judgements and
        will ensure that action planning takes into account the actions needed to respond to the
        OFSTED recommendations and requirements. Steps are already being taken to implement
        OFSTED’s recommendations concerning team planning; and to embed continuous
        performance improvement across the Company.

Continuous Improvement

As set out in the Annual Plan, the Trust is putting in place a comprehensive programme of continuous
improvement, based on Best Value principles. Work is ongoing to develop the programme for a
systematic review of services. The OFSTED Inspection Report will inform the identification of
priorities for the programme. Priority areas for review in 2004/05 are being determined, but the
outcomes of the OFSTED Inspection (and the Adult Learning Inspection, which also took place in the
Autumn) as well as other performance measures and outcomes will guide the development of the
review. To support the progress and implementation of the review programme, the Trust plans to
establish Service Improvement Board(s). Proposals will be put to the Trust’s Board in spring 2004.


1
 Non-statutory plans include: asset management, ICT, under-performing schools, primary strategy, key stage
3, behaviour improvement and EIC plans.


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OFSTED Action Plan
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Raising the Bar

The Trust is not content, however, simply to respond to the recommendations made by OFSTED in
the inspection report. It is determined to improve across the board. The Trust has undertaken to
review action against each of the OFSTED criteria as set out in the new Framework for Inspection.
Inspection judgements from 2003 have been mapped to the new requirements and expectations have
been established to improve performance against each criterion. The Trust will continue to monitor
progress against the implementation of the 2003 recommendations as well as improvement across
the range of OFSTED inspection judgements. Progress will be reported regularly to the Trust’s
Board.




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