Growing great schools.
What has the most impact?
Joanna Hall HMI
Deputy Director Schools
26 January 2017 Whole Education C...
Ofsted findings: key messages
Slide 226 January 2017 Whole Education Conference
Leadership and culture
Establishing and sustaining a culture of high aspirations, everyone having the
chance to realise th...
Leadership of teaching
Annual Report 2014/15:
‘It is good leadership, and particularity good leadership of teaching and le...
Leadership of staff development
 Professional development for all - bespoke, timely
 Leaders have strong evaluative skil...
Leadership and building capacity
 Recognising and nurturing talent - if a teacher has an interest in moving to
middle lea...
Leadership and building capacity
7 strong MATs:
 Strategy for identifying and growing leaders
 A strategy for retention ...
Leadership: working in partnerships
 Tackling challenges in teacher recruitment – doing things differently – how?
 Recog...
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Growing great schools: what has the most impact?

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Joanna Hall, Deputy Director, Schools, gave this presentation at the Whole Education Annual Conference, London on 26 January 2017.

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  • Good points to drive awareness of high standards but I'd prefer to see more photgraphs, diagrams and tables rather than so many text heavy slides. Danger of audience reading the slides rather than listening and so becomes a distraction to the key messages which are good.
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Growing great schools: what has the most impact?

  1. 1. Growing great schools. What has the most impact? Joanna Hall HMI Deputy Director Schools 26 January 2017 Whole Education Conference Slide 1
  2. 2. Ofsted findings: key messages Slide 226 January 2017 Whole Education Conference
  3. 3. Leadership and culture Establishing and sustaining a culture of high aspirations, everyone having the chance to realise their aspirations. A culture where: voice of staff and pupils shapes development staff are actively involved in developing the school, valued communication and collaboration is strong, sustainable and not reactive leaders value professional expertise of staff - teachers owning their practice without being asked to do ‘things for Ofsted’ leaders are confident to challenge each other if myths emerge leaders are united in common purpose and understand fully their roles and responsibilities. 27 January 2017 Whole Education Conference Slide 3
  4. 4. Leadership of teaching Annual Report 2014/15: ‘It is good leadership, and particularity good leadership of teaching and learning, that makes the biggest difference to school and college standards.’ Determined focus on leading high quality teaching with secure, not erratic, leadership Leaders have an accurate understanding of standards across the school and target action where it is needed the most Helping teachers with curriculum planning has positive impact on teaching – developing subject knowledge Taking difficult decisions where teaching is weak and developing competence and confidence of middle leaders to lead teaching 27 January 2017 Whole Education Conference Slide 4
  5. 5. Leadership of staff development  Professional development for all - bespoke, timely  Leaders have strong evaluative skills to target professional development to short-term issues as well as planning longer-term development opportunities  Autonomy and accountability are equally important. Annual Report 2015/16: Secondary school improvement In the schools that were found to have improved, there was a very clear pattern of improved teaching because leaders had focused on continuous bespoke professional development. Investment in highly personalised training, feedback and assessment of the quality of teaching was beneficial. Senior leaders understood clearly what staff needed to improve their teaching. 27 January 2017 Whole Education Conference Slide 5
  6. 6. Leadership and building capacity  Recognising and nurturing talent - if a teacher has an interest in moving to middle leadership, what opportunities exist for them to learn more about the step up to middle leadership?  Staff development as a priority to develop the next generation of leaders  A commitment to mentoring new leaders – not assuming they know how to do the job well  Good induction processes – from NQT to a new role in leadership  Sharing good leadership practice within and beyond the school  In the system – succession planning at school, local and regional level 27 January 2017 Whole Education Conference Slide 6
  7. 7. Leadership and building capacity 7 strong MATs:  Strategy for identifying and growing leaders  A strategy for retention and development  Identifying potential leaders early on in their careers  Rapid response to giving opportunities for developing leadership skills Structured coaching and mentoring from experienced headteachers, shadowing opportunity and secondments.  Bespoke leadership and executive leadership programmes 27 January 2017 Whole Education Conference Slide 7
  8. 8. Leadership: working in partnerships  Tackling challenges in teacher recruitment – doing things differently – how?  Recognising the importance of working with other schools, notably to access opportunities for staff development and access teacher training provision  Positive impact of external sources of support, including multi-academy trusts, teaching school alliances, local authorities and informal partnerships with local schools - and what about beyond schools?  Working with employers, colleges, HEIs, UTCs, special schools 27 January 2017 Whole Education Conference Slide 8

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