Together we have made a difference

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NCSL London Leadership Strategy

Together we have made a difference Consultant Leaders to Support Leadership Capacity in London’s PRUs and EBD Schools Final Programme Report July 2008

Geraldine Hutchinson: Assistant Director, National Programmes Richard Churches: Principal Consultant, National Programmes Deborah Vitai: Impact Consultant

Contents Executive summary

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Context and background to the programme

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What is the programme about?

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The intended outcomes of the programme

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The PRU/EBD context within London

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The Consultant Leader role

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Introduction to the final Impact Report

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Impact Case Studies

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1. Quantitative data: Statistical examples of change from one PRU

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2. Examples of progress from supported PRUs

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3. In-depth visit to a participating PRU and an EBD school, Feb 2008

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Where did we start and where are we now?

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Revisiting the original aspirations of Consultant Leaders and supported headteachers

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Themes that have emerged from research and reviews 2006–2008

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Transforming teacher and leader effectiveness through the development of self-awareness and emotional and social literacy: some theoretical perspectives

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Feedback from stakeholders

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Feedback from Consultant Leaders

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Input from supported headteachers

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An extract from an Ofsted inspection report

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Autumn 2008 conference on behaviour management

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Networking in this final phase

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Appendix 1: Coaching audit (example from Consultant Leader)

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Appendix 2: Overview of the content of workshops

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Bibliography

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Final Impact report: July 2008

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Executive summary Consultant Leaders to Support Leadership Capacity in London’s PRUs and EBD Schools has been part of the London Leadership Strategy (LLS) since 2005. The strategy focuses on the development needs of school leaders and on increasing leadership capacity in London secondary schools. The LLS is one strand of the London Challenge initiatives described in Investments for Reform (DfES, 2002). The objectives of the strategy are: • To raise standards across London schools • To re-establish London as a leading force in educational development • To motivate in education professionals a desire to work in London • To narrow the achievement gap within London’s schools • To provide highly effective models within the 14–19 and ‘Every Child Matters’ agendas • To grow a collaborative culture across London schools to enhance pupil learning • To learn from London ideas, and to disseminate the learning to others in England and internationally. In order to achieve these objectives the National College for School Leadership identified the need to develop ‘system leaders’ who understand and are able to engage in the management and processes of change. System leadership is a concept that has gained significant currency and which proposes an active interrelationship between government agencies, local provision and schools. The programme aims to impact on four key areas within the participant schools:

• • • •

improvement in student motivation and behaviour improved staff recruitment and retention levels narrowing of the achievement gap – through integration of the 14–19 agenda improvement in leadership potential and succession planning.

In addition, the programme researched the following questions: • • • •

What do we mean by system leadership in a PRU or EBD school context? What are the challenges? What seems to work? What is best practice in leading change in this context and in supporting the development of leadership capacity?

These areas were the focus of a series of Impact Reports published between 2005 and 2007 (Hutchinson et al, 2005a; 2005b; 2006; 2007a; 2007b).

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PRUs and EBD schools face a unique set of challenges that mirror the challenges faced by many London secondary schools. In particular, recruitment and retention of staff and pupil mobility are key issues. Alongside this there are challenges in developing leadership capacity and in the lack of opportunity for professional development. The Ofsted annual report for 2002/03 (Ofsted, 2003) found that leadership and management nationally in Special Schools and PRUs are very good in almost half of schools, but are unsatisfactory in a quarter of schools for pupils with emotional, behavioural and social difficulties (EBSD). It also noted that these schools often experience significant difficulties in recruiting and retaining staff, including senior managers. In relation to provision of support, the programme has helped staff in the participant schools to: • identify time for personal reflection and identification of personal outcomes using the resource of the Consultant Leader • reflect on the context of their school or resource and place their leadership in the context of their own experience and expectations • reflect on the challenges that the school or resource faces and the impact they may have on the capacity of the school or resource to develop • research and discuss styles of leadership and team effectiveness that will improve the quality of the provision • focus upon improving learning outcomes for the young people in attendance. 2

NCSL London Leadership Strategy: Consultant Leaders

In this report, the last for the 2007/08 school year, some new approaches have been taken. Along with an overview of some of the specific work that has been taking place in supported schools, we have chosen to describe the context in which the programme is taking place with a closer look at how the work between Consultant Leaders and supported headteachers is structured and how training and learning are being applied. Observations and feedback from recent networking are included, along with some requests and plans from stakeholders in the programme. Specifically this report focuses on impact at a school and learner level, recording quantitative outcome measures in the supported schools. For example, in one school exclusions are down from a high of 568.5 days in 2005/06 by 38% (351.5 days) in 2006/07, and by 78% (127 days) in 2007/08, with significant reading age and spelling age improvements. This report also records the process of training as experienced by the Consultant Leaders who have been involved with this programme over the last three years. Central to the training programme has been the development of an understanding of how self-awareness (particularly in the areas of values and beliefs) can positively affect behaviour. Participants are coached through practical strategies and approaches that enhance personal effectiveness in this area and give the opportunity to feed back, learn from each other, and develop their own best practice applications of tools and techniques. Several Consultant Leaders described how they have changed and grown as a result of the training and learning from this programme. Examples included being able to work more comfortably in meetings with certain types of people, becoming a more confident presenter and public speaker, being better able to use their experience in coaching others (employing a range of styles and approaches), recognising that one doesn’t have to ‘win’ in every situation – ‘I’m in fewer conflict situations and it’s made life more pleasant!’ – and taking a more strategic view, working to influence on a much broader scale across boroughs and in the field of education. Consultant Leaders are sharing their knowledge in forums such as the National College and Hay Group Consortium’s Head for the Future programme and PRU and special school headteachers’ conferences. These opportunities have arisen as a result of being part of the Consultant Leader programme. Whilst this specific programme is coming to an end in July 2008, the ongoing work and the embedded practice now established will continue. Entirely separate initiatives at a local authority level are springing up. An exciting new venture is being planned for September 2008, when schools from three different boroughs will come together for the first time in a conference about behaviour management and strategies. This is being led by a Consultant Leader who applied for funding, secured an expert speaker and is working with other headteachers from the programme to organise invitations for EBD schools and PRUs. This will provide a forum for discussion and planning for NCSL, CfBT, local authorities, link advisers and a cross-section of people from the community who work in this field. This initiative demonstrates the confidence and experience gained by these Consultant Leaders and also their passion and enthusiasm to make an even greater impact within their professional context.

The work completed by these Consultant Leaders has been truly ground-breaking and innovative. The achievements recorded in this report reveal the value of the Consultant Leader model for achieving sustainable school improvements and leadership development. CfBT Education Trust has been delighted to lead on this work with PRU and EBD school colleagues and would like to thank all those who have worked with us, enabling us to say: ‘Together we have made a difference’.


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In March 2008 the programme’s largest network meeting to date was held in central London. Around twenty people spent time together for an afternoon and evening, allowing both formal and informal discussions to take place. For people who were new to the programme, there was time to make new contacts, to share experiences and to find common ground. Those who had been part of the programme for longer spent time planning the development of the toolkit that will be produced by the end of this academic year. The DVD toolkit will bring together a range of ideas and innovative practice that has emerged from the work in PRUs and EBD schools. Written and visual examples will be included as well as video clips of best practice in action. The toolkit will provide a lasting legacy of the work of this group of Consultant Leaders and will be widely available to supported schools, local authorities and the London Leadership Strategy.

Context and background to the programme What is the programme about? Consultant Leaders to Support Leadership Capacity in London’s PRUs and EBD Schools has been part of the London Leadership Strategy (LLS) since 2005. The strategy focuses on the development needs of school leaders and on increasing leadership capacity in London secondary schools. The LLS is one strand of the London Challenge initiatives described in Investments for Reform (DfES, 2002). The objectives of the strategy are: • • • • • • •

To raise standards across London schools To re-establish London as a leading force in educational development To motivate in education professionals a desire to work in London To narrow the achievement gap within London’s schools To provide highly effective models within the 14–19 and ‘Every Child Matters’ agendas To grow a collaborative culture across London schools to enhance pupil learning To learn from London ideas, and disseminate the learning to others in England and internationally

In order to achieve these objectives the National College have identified the need to develop ‘system leaders’ who understand and are able to engage in the management of change and the process of change. System leadership is a concept that has gained significant currency and which proposes an active interrelationship between government agencies, local provision and schools. In particular, Michael Barber and Michael Fullan (Barber and Fullan, 2005) have identified the need to integrate accountability and capacity-building in a systemic manner and have called for ‘live experiments where policy-makers commit to tri-level1 development, learn from it, and go deeper’. They suggest ‘progress is always made through the crucible of purposeful action where people learn from their own experience and from each other.’ Barber and Fullan have generated eight guidelines for system leaders who are committed to sustainability. These are summarised below: 1. Moral purpose The central moral purpose consists of constantly improving student achievement and ensuring that achievement gaps, wherever they exist, are narrowed. 2. Get the basics right The basics are literacy and numeracy in elementary and high schools. 3. Communicate the big picture while providing opportunities to influence it

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This involves three interrelated activities: (1) putting the underlying principles and strategies out there for public consumption; (2) establishing learning opportunities around these plans so that people understand their deeper meaning (it is especially important that people see their roles in the context of a bigger agenda, and not just as a isolated cog); and (3) providing periodic opportunities to review progress in order to generate recommendations for revising policies and strategies.

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School, District and State.


4. Intelligent accountability Intelligent accountability recognises that there are two aspects to accountability and despite a degree of tension between them, both have to be accomplished. One involves transparent, external accountability to the public and to government as the public’s agency (sometimes called assessment of learning or summative assessment); the other concerns the use of data on student learning as a strategy for directly improving teaching and learning (called assessment for learning or formative assessment). 5. Incentivise collaboration and lateral capacity building You cannot develop systems directly. Invest a little to help leaders to lead beyond their schools, and reap the benefit. 6. The long lever of leadership The longest lever we have at our disposal is leadership – leadership at all levels; leaders who deliver results and leave behind a legacy of leaders who can go even farther. Leadership standards can help to orient leaders in the right direction and give them individual experiences and development but they suffer from an individualistic bias. 7. Design every policy, whatever the purpose, to build capacity 8. Grow the financial investment in education The underlying principle behind the PRU and EBD school Consultant Leader programme is that experienced heads, with a proven track record of success in EBD schools and PRUs, are best placed to support the leadership development of those in similar roles in schools, or units, in London. The programme has, since 2005, provided leadership development opportunities for participating EBD schools and PRUs. Over and above the immediate benefit of one-to-one support for the head of school or unit, senior management teams and middle managers have also received training.

The intended outcomes of the programme The programme aims to impact on four key areas within the participant schools:

• • • •

improvement in student motivation and behaviour. improved staff recruitment and retention levels. narrowing of the achievement gap through integration of the 14-19 agenda. improvement in leadership potential and succession planning.

In addition, the programme researched the following questions: • What do we mean by system leadership in a PRU or EBD context? • What are the challenges? • What seems to work? • What is best practice in leading change in the context and in supporting the development of leadership capacity? These areas were the focus of a series of Impact Reports between 2005 and 2007 (Hutchinson et al, 2005a; 2005b; 2006; 2007a; 2007b). In relation to the provision of support, the programme has helped participant schools to: identify time for personal reflection and identification of personal outcomes using the resource of the Consultant Leader.

•

reflect on the context of their school or resource and place their leadership in the context of their own experience and expectations.

•

reflect on the challenges that the school or resource faces and the impact they may have on the capacity of the school or resource to develop.

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research and discuss styles of leadership and team effectiveness that will improve the quality of the provision.

•

focus upon improving learning outcomes for the young people in attendance.


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The PRU/EBD context within London PRUs and EBD schools face a unique set of challenges that mirror the challenges faced by many London secondary schools. In particular, recruitment and retention of staff and pupil mobility are key issues. Alongside this there are challenges in developing leadership capacity and in the lack of opportunity for professional development. The Ofsted annual report for 2002/03 (Ofsted, 2003) found that leadership and management nationally in Special Schools and PRUs are very good in almost half of schools, but are unsatisfactory in a quarter of schools for pupils with emotional, behavioural and social difficulties (EBSD). It also noted that these schools often experience significant difficulties in recruiting and retaining staff, including senior managers.

The Consultant Leader role The role of the Consultant Leader is to build capacity and ‘not impose or direct change’. This includes: • coaching, mentoring and facilitating • brokering specific management and curriculum support from external specialists • providing access to a range of expertise within the consultant’s own school • making sense of and embedding learning from research • deployment of bespoke strategies to develop leadership capacity including • facilitation of NCSL and London Leadership Centre (LLC) programmes • project management including stakeholder management.

An evaluation of the London Leadership Strategy has been carried out jointly by the Institute of Education, University of London and the University of Warwick (Earley et al, 2005).

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It concluded that: • the Consultant Leader strategy seems to have had a positive reception among the headteachers and the receiving schools • there are benefits to be gained from both parties from the scheme – the Consultant Leaders themselves and the headteachers they work with • it appears to work most readily with those headteachers who are recently appointed • as the scheme develops and matures and as further resources are dedicated to this strand, its chances of further success appear great • Consultant Leaders need to be made available to all new London headteachers and to other (non-KS2) London headteachers who make such a request.

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Introduction to the final Impact Report In this report, the last for the 2007/08 school year, some new approaches have been taken. Along with an overview of some of the specific work that has been taking place in supported schools, we have chosen to describe the context in which the programme is taking place with a closer look at how the work between Consultant Leaders and supported headteachers is structured and how training and learning are being applied. Observations and feedback from recent networking are included, along with some requests and plans from stakeholders in the programme.

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Information for this report has been gathered through observation and conversations – face to face in schools and during networking, by telephone with a sample of programme participants and through reviewing past reports in order to draw out themes. As in the past, feedback has been extremely positive. There is a strong desire to grow the programme, to influence more broadly and on a higher agenda, to extend networks and to ensure that the voices of PRUs and EBD schools are heard more frequently.


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Impact Case Studies Gauging impact in educational contexts is not a simple matter. For this final report we have combined a range of evidence of impact through the inclusion of three case studies. These case studies provide the opportunity to reflect on impact through three different data ‘windows’. The first case study records examples of statistical impact from one London Pupil Referral Unit alongside other examples of improvement. This includes Ofsted grading, exclusion rates and data on reading. The second looks at different supported PRUs and gives qualitative examples of improvements in leadership and organisational development. The final case study is the result of an ‘in-depth’ visit to a supported PRU and an EBD school and aims to identify and draw out contextual data. In reading these examples it is important to bear in mind that the programme has only supported those PRUs and EBDs that have been in most need of support and as such, in 2005, represented the special school equivalent of ‘Key to Success’ schools. From this perspective the evidence, particularly in relation to the ‘in-depth’ visits, is substantial.

Impact Case Study 1 Quantitative data: Statistical examples of change from one PRU Prior to coaching

Following coaching

Running a 16-hour timetable

Running a 26-hour timetable

Ofsted rating Unsatisfactory

Ofsted rating Satisfactory

High turnover of staff

Staff retention

In 2005/06, 568.5 days

Exclusions down

Down by 38% to 351.5 days (2006/2007)

Down by 78% to 127 days 2007/2008

Spelling age improvements of between 2 and 8 months over 3 terms

Improvements following focus on literacy

Reading age improvements of 2 months to 1 year over 3 terms

The Consultant Leader is currently carrying out audits in each of her supported schools (see Appendix for structure). The results of each audit will provide the basis for future action plans. Achievements that have arisen from joint working:

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When the Consultant Leader and supported leader started working together, little was in place: the building was not ready, there were only 2.5 teachers, no timetable and little clarity regarding the difference between the criteria for accepting pupils. Now, all these areas have been addressed: expertise is being shared, training has been provided and planned, examples of best practice (e.g. KS3 timetable) have been used to create models to suit the leader’s own environment.

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Following a joint bid, the PRU has secured a Team Teach consultant with the brief to spend a day on site looking at the building, how to make best use of space, minimise risk etc. Also, coaching training has been secured for the supported leader. Exchange visits have resulted in worthwhile networking and knowledge sharing. By combining teams, the supported staff have had access to a range of workshops, from which they took away plans for personal development and new techniques and learning to apply in the classroom. This networking between the schools has also provided the supported leader with a contact who will give guidance to assist in setting up an additional literacy scheme. Through working together, the Consultant Leader and supported leader have been able to ‘ask difficult questions’, for example when trying to establish criteria for admission and to clarify differences between PRUs working at the same key stage within the borough. The November 2007 Ofsted rating of ‘Satisfactory and improving’ moved the provision up and out of the previous category of ‘Unsatisfactory’. It is anticipated that there will be a further inspection quite soon, so they are planning for this. Work is under way to establish a coaching model within the PRU. For July, a residential planning weekend has been arranged for the whole of the supported leader’s team. The Consultant Leader will be contributing to this event, which will enable everyone to reflect on and evaluate progress to date and to set further goals for the next academic year. In summary, the supported school now has its building, the students, new policies and practice and a clearer idea of the sort of PRU it wants to be, having negotiated locally how it fits into the borough’s network.

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For the Consultant Leader, there have also been benefits – their own school’s reputation as Outstanding has been further endorsed through the offering of Consultant Leadership roles – ‘success breeds success and it is good for the supported leaders to be associated with our organisation and for us to be able to share expertise. The programme allows us to make these links’.


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Impact Case Study 2 Examples of progress from supported PRUs PRU 1 The provision has been transformed from an outdated unit into a provision that is emerging as healthy and strong. • • • • • • • • • • • • • • • • • •

‘Mini mock’ inspection has been carried out and actions have been identified. All policies are now in place. A Single Central Record is now being completed. Correct procedures are now being followed in relation to re-integration and budgets. The SDP (School Development Plan) has been completed and checked by the Consultant Leader. The headteacher has revised the way of reporting to MAC – now more professional. The headteacher networks more in the borough and is beginning to gain a positive reputation. School space has been reorganised. The headteacher is confidently completing performance management with staff. SEF (Self Evaluation Form) is in the process of being completed. NPQH application has been completed. Evaluation schedule is being established. Personal/professional presentation and communication skills have been assessed. Staff professional skills are being assessed. Teaching and learning have been assessed. AfL (Assessment for Learning) has been assessed. Use of Personalisation, Multiple Intelligences, Brain Gym, Emotional Intelligence has been assessed. Use of DCSF materials has been assessed.

Part way into the school year, the Consultant Leader’s role was important in supporting this unit through challenging changes. Reorganisation and movements within the senior team meant that motivation of staff was a priority. Keeping up the momentum of visits and continuity of support was key. Positive relationships and professional attitudes towards changes have been maintained.

PRU 2 • • • • •

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The supported headteacher has used the Consultant Leader’s ‘Toolkit’, copied and applied template policies, staff handbook, school prospectus, pupil forms and procedures. A review of training needs has been undertaken and a related schedule created. Extensive joint work has been done to create a PRU vision. Research has been done on nurture groups. Assessment and tracking documentation for Primary PRUs, suitable for this provision, has been generated. A review of the provision has been carried out with the headteacher’s line manager. Coaching sessions have also focused on preparing for change and reorganisation within the borough.


PRU 3 In this PRU, the Consultant Leader and the ‘coachee’ have focused on the development of leadership skills as the deputy headteacher prepares to move from a part-time role into a fulltime, headteacher post. In addition, they have worked on the establishment of stronger links between the school and the local authority and have explored and developed the relationship between the PRU and academies within the borough. Career development There is evidence of career development for the coachees. Since working with one of the Consultant Leader team, two headteachers have been given responsibility for an additional provision and another has been offered promotion from deputy to headteacher. Individuals’ confidence and capability have been recognised. Staff retention A Consultant Leader who is supporting four schools noted that staffing has remained steady in each of the supported schools since the coaching programme commenced: This is not typical of PRUs, but it has been said that, when things feel very difficult and people may feel like giving up, having a coach gives them ‘somewhere to go’.

Recent audits and the resulting action plans Following audits carried out by the Consultant Leader, these are the plans for the next phase of work, commencing autumn 2008:

PRU 1 • • • • • • •

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Update SEF. Create new SDP from September 2008. As the structure of the PRU changes, review and update policies relating to behaviour, attendance, admissions and curriculum. Introduce a new pupil progress tracking system. Enhance teachers’ job descriptions so that specific areas of responsibility are more clearly defined. Put in place whole school assessment procedures and processes. Increase focus on numeracy, target areas in National Curriculum such as maths and ICT; obtain copies of other providers’ schemes of work so that good practice is shared. Extend after-school programme.

PRU 2

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Develop performance management system. Check and take responsibility for Single Central Record. Ensure academic targets are challenging; monitor and evaluate. Ensure a trained Health and Safety officer is in post. Further develop links within the community. Develop teaching and learning. Put assessment and tracking system in place for pupils’ progress and emotional development. Develop the ‘pupil voice’. Increase parental involvement. CfBT 2008

• • • • • • •


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PRU 3 • • • •

Update school prospectus. Formalise the tracking of pupils after they have left the provision. Develop Assessment for Learning practice, building on the training provided by the Consultant Leader. Track pupils’ progress in relation to reading, writing, spelling and numeracy.

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In each of these cases, the Consultant Leader has led the audit and discussed the outcomes with the supported leaders. It has then been the responsibility of the headteachers to develop their own action plans, share and review the plans with their Consultant Leaders and then finalise the action plans to ensure that measures of progress, deadlines and dates are agreed.

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Impact Case Study 3 In-depth visit to a participating PRU and an EBD school, February 2008 This report includes a description of some of the everyday work going on in a PRU and an EBD school. The description is a snapshot, based on observations and conversations held during a visit to each school. Although the visits were brief, covering a single day’s events, there was a chance to see some of the longer-term work that has been going on and to hear about the activities and plans that are under way. I had no previous experience of seeing such schools in action and was therefore a tabula rasa. I visited the school with a Consultant Leader. We spent the majority of our time in the schools with the headteachers. Some time was spent talking to staff and we saw the pupils when they came into the offices and when we walked round the school buildings. Deborah Vitai

Visit to a supported PRU (illustrating areas of development and improvement) First impressions The welcome The staff were smiling and friendly, making one immediately feel welcome. Everyone seemed keen to talk and to describe what was going on that day – what they were doing and what was happening with the pupils. This was the pattern throughout the day – everyone was very generous with their time and conveyed a great deal of warmth and enthusiasm for their work. The setting From the outside, the building looked vast and Victorian and I expected it to be quite dark and imposing. Inside, I got a different impression. There was lots of light and the rooms were spacious. The main office, where we were based, was buzzing with activity. Later in the day it was possible to see all the modernisation that has taken place, creating high quality rooms for music and ICT. There was a large open roof space for outdoor games and getting fresh air or quiet time and inside there was lots of room for games like table tennis.

The leadership team The leadership team comprises the headteacher, deputy and ‘third-in-charge’. This is a splitsite PRU with another deputy and an inclusion manager at the second site. I visited the main site and spent time with the headteacher and deputy. Leaders work across many areas – for example, the deputy headteacher is also the Gifted and Talented co-ordinator and SENCO; the third-in-charge is responsible for reintegration and is also the school’s art teacher.

Pupils Why are pupils in the PRU? These Key Stage 3 pupils (age 11 to 14) may be in the school for placements of up to two years, but others are permanently excluded from mainstream. The staff work on targets for all these pupils based on the reasons for their exclusion. The most common areas to work on with pupils are behaviour, self-esteem and literacy. This is done within the 25.5-hour working week. When their literacy and numeracy skills are low, it is difficult for children to access lesson content and they also have to work on social skills and learn to control themselves when they are upset. The rules and boundaries are the same as in mainstream schooling, but there is no school uniform. Working towards reintegration


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Staff liaise with mainstream schools, with a view to reintegration. They set up support mechanisms in the mainstream schools and, when appropriate, plan gradual integration (which may build up from a half-day to five full days). The focus of the PRU is to enable pupils either to return to mainstream schooling or to find appropriate placements. Every child has a Personal Learning Plan which goes with them if they move on. At the time of my visit there were 30 pupils, four of whom had been to a primary PRU. In 2007, there were 48 pupils in the PRU.

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Although the aim is for a pupil to spend a maximum of one year in a PRU, some find it very difficult to return to mainstream. There can be a large difference in size between the PRU and a secondary school and, after the nurturing focus of the PRU, individuals can find it difficult to feel as confident elsewhere. This can sometimes be linked to the way that mainstream pupils respond to ex-PRU pupils.

The challenges from outside and within Attendance One of the first daily challenges can be getting the pupils into school. The school will telephone some of its students to help wake them and motivate them to come in. Lack of confidence For some pupils, simply going into a classroom, or lowering their hood is a big challenge. Gradually, with encouragement from teachers and peers, they will build up courage and spend slightly longer in the room, or with their head and face exposed. They are rewarded for every step forward. For a pupil like this, eating lunch with other children will be one of the final hurdles and targets to achieve. There is an understanding between the young people that each of them is working on different things. Getting to the root of the problem I heard about the ‘referral’ system for behaviour management. This is a three-stage approach. During a first time out of class, there is the opportunity to reflect and discuss; at the second stage, the school will contact the parents, and the third stage is a referral to the leadership team – the setting of a contract, internal exclusion and being sent home as a last resort. It isn’t easy for the senior team to find out what is really bothering a child. It can often take a long time and conversations to get to the root of the problem. Frequently it is an issue from outside school and it takes a while for emotions and details to emerge. The PRU team’s role can be like that of a supportive family when they take this listening and exploring approach. Constant traffic – demands on time Something that was very striking was the constant coming and going of people in the main office. Human traffic comes from outside the building and within (including the mental health support worker, educational welfare officer, school social worker, parents, pupils, staff); buzzers ring for various entry points, camera images need to be observed, there is knocking on the office doors, and so on. This means that there are constant demands for attention, conversation and alertness. Of course, this is part of the job for people in the office but it is also a constant distraction from the task on the desk or PC screen. Every visitor from within or outside requires an upbeat response and some interaction. External influences and the need to protect The needs or issues of individual children will have an impact on their peers. This can bring additional pressures for children when bullies or gangs from outside hear things from one child about another. The PRU’s role may expand, for example, to helping to protect a child between school and home (in a recent case, by providing a taxi home). I heard how just one pupil can make a difference to all the others through their behaviour – pushing them mentally, testing them – it can make others feel unsafe. The children learn about one another’s triggers. Tutor groups will be created on the basis of behavioural compatibility and may include a mix of ages.

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There is also the challenge of external forces such as drug dealing or dealers and people trying to get pupils involved in drug running. The homes from which many of the children come are facing their own challenges, arising from lone parenting, domestic violence, drugs and alcohol and imprisonment. This makes the nurturing approach of the PRU even more essential to personal and emotional development.

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Initiatives and energy Getting the day off to a good start The working day starts with breakfast. This is an important time for everyone. Many children won’t have been fed and need this source of energy and sustenance. It is also a vital socialisation process – learning to eat with others does not come naturally to everyone (and may be a new experience). Usually one in four finds this a challenge. It’s a sign of comfort when people join the big communal table. Pupils have a choice of space and can start by sitting in a nearby, but separate area. As well as eating, there is time for activities such as board games that provide another way to build social skills. For the staff, breakfast time offers an opportunity to observe, to assess what state everyone is in, see who is ‘wobbly’ and decide how to support and set appropriate targets for the day. Visits from other organisations There is regular input from external sources. For example, every Thursday, some representatives of the nearby Arsenal Football Club will provide training on site. The club has also given a number of tickets for a group to go to live matches. This is a big incentive for pupils. Choice FM radio is another visitor. Trips Weekend outings are organised, to provide enrichment. Gifted and Talented trips include London museums and galleries and are linked to local schools’ programmes. Sport Physical activity and sport play a central role. Within a 12-month period pupils will have experienced six different activities such as trampolining, squash, ice-skating, boxercise and badminton. Sharing expertise Best practice is shared with local experts and other schools. On the day of my visit, two people from a nearby school came to share their knowledge about Asperger’s Syndrome. They will be soon be providing an INSET session. The deputy headteacher talked about the sharing of expertise that goes on between teaching assistants. Multi-agency group meetings are held regularly so that information and help is shared. This includes Youth Offending Teams2 and mental health specialists. A staff meeting entitled Pupil Focus allows staff to choose a child about whom to share tips and information. This is like a supervision session and helps everyone to establish what works best with specific pupils. After such a meeting, staff can try out new approaches and observe their impact for a week, then a further meeting is run to define a strategy for working with the specific child. The PRU’s work on Gifted & Talented was published in the borough’s magazine. This was a great way of showing other schools what can be achieved in PRUs.

Success stories Building the team The headteacher has built a staff team that is much more settled than in the past and has employed teachers in the fields of science, humanities and maths, plus the third-in-charge role. The team of teaching assistants has grown from one to four. This has meant a year full of interviewing and performance management, resulting in more strength and continuity amongst staff. Many teachers bring extra skills (for example English plus judo!).

2


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YOT – Youth Offending Teams comprise police, Probation Service, social services, health, education, drugs and alcohol misuse and housing officers.

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Staff work at ‘a hundred miles an hour’ and have to be very strong to work in this setting. To enhance staff attendance (which has improved greatly during the last year), timetables have been adapted to help some people who were struggling. Ofsted The Ofsted rating of ‘Satisfactory’ in December 2007 gave great encouragement to continue the developmental work that has been going on. Pupils shaping their own environment A very successful initiative has been the introduction of the Pupil Council. This works on a voluntary basis. A representative from each tutor group is elected through secret ballot for a term on the council. So far, the council has devised policies such as the attendance policy. For any time out of lessons, pupils must spend the equivalent amount of time catching up. This has worked as a motivator and tool for peers to encourage each other: ‘you won’t be able to play football with me unless you do that catch-up…’. Fewer kids are in the halls now, and people only leave lessons when they really have to. They need to speak to the headteacher less frequently and the staff team back the policy fully. When holding the council meetings, pupils are given healthy refreshments and they go out for breakfast during the last session of the term. Other policies that have emerged have focused on rewards and behaviour. Draft policies are reviewed within tutor groups so that everyone can take ownership. Food for life and learning Food plays an important part in this setting. Pupils learn about health and hygiene, the food of various cultures, food and religion/celebration. Many have developed the ability to cook at home and cookbooks have been given as prizes. Some pupils and parents have been delighted when the pupil has been given the ingredients to allow them to prepare a meal at home and to feed their own family. Multi-agency input Many families may have cautious or negative views of the police and the Safer Schools police officer working with this PRU has worked hard to change such views. He is ‘like a team member’ of the school. Although he will not hold back from cautioning, or even arresting a child if necessary, he spends more time building relationships and explaining about behaviour and the law. By going on trips with pupils, creating competitions for them and being seen amongst the group in plain clothes, he has challenged the views of many parents and had a positive impact overall. Resources from the community Staff have used their skills to boost the school’s resources. As a result, publishers have given donations to provide funding and books. Local suppliers have given a large amount of tiles that the children will use to create a lasting memorial. They will renovate the washrooms, work as a team and use their creative skills at the same time. They will take time during lunchtime and after school to work on this project.

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There was borough and external funding for the high-tech music room. This has excellent facilities that the pupils love. Some of their work has been taken to a recording studio.

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Visit to a supported EBD school (illustrating areas of development and improvement) The setting This EBD school is surrounded by trees and green space and the sense of light and colour is reflected inside the school buildings. The EBD school is part of another school so the EBD headteacher reports back to the senior management team on a weekly basis, covering classroom observation, online information, the ECM agenda and other data. The school is for KS2 pupils, providing 25 hours of tuition and care per week. It is set up for 15 pupils in three classes. Last year they had 13 pupils but the current number is much smaller as several children have moved on. There is also a local policy to avoid exclusion, so this has reduced the intake. Despite the low numbers, there was still a lot of activity in the school and the first room we went into had several staff members working together and choosing photographic images for a current project. We were made to feel at home and were at liberty to look at all the work and display boards that lined the walls of corridors and classrooms. The day’s activities within the school The headteacher outlined the school’s agenda for the day which included visits from two parents, setting up cooking facilities outside for making pancakes, an art therapist working with the children and staff, a lesson combining art and science, the ICT technician’s weekly visit and a fitness instructor on an observation day – plus our visit for a few hours. The school deals with long-term EBD and the aim is to create a nurturing environment where children feel safe, can relate to one another and can be given stretching but achievable targets. They start the day with breakfast (some children have a 45-minute bus journey to the school so this meal is much needed). In the classroom, each child has his own desk, with specific guidelines and behavioural goals written down. A lot of information is displayed graphically – this was the technique used on the day of our visit to describe the impact of behaviour on both the teachers and pupils. Pictures of faces in different moods were drawn on the board. The pupils in the school are typically two to three years below the expected ability for their age in terms of literacy and numeracy, so those areas are very high on the teaching agenda. The deputy head has started teaching phonics and in the classroom we saw pictures of the letters of the alphabet made from cartoon shapes of the body. Great emphasis is placed on sport and healthy activity. With the spacious grounds around the school, weekly orienteering is possible. Pupils also visit the Scouts Association for teambuilding activities that help to raise self-esteem. The headteacher expressed concern that his pupils miss the socialising factors of being in a large playground with lots of other children and he hopes that his pupils will soon be able to use the gym in a mainstream school. They have recently introduced a uniform to encourage a sense of belonging, and the children are happy with this. Children are given incentives for good behaviour and achievements in the form of a ‘bank account’. Working with parents The school also tries to provide a nurturing environment for the parents, inviting them in to talk, have tea and get to know the staff. In many cases the parents have been in care themselves. Facilities and training opportunities


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Facilities include a leading-edge interactive whiteboard, new pool table and table tennis. The headteacher said that the children value new materials such as this and they tend to take care of them.

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Staff are making full use of training opportunities and have chosen topics such as anger management, SEAL, Every Child Matters and NLP. This learning and development has also been of great benefit to the headteacher: ‘for two years before this programme came, I never left the school. Now I have a deputy and we’ve seen better staff retention, CPD and the development of leadership capacity.’ This year also sees the provision of laptops for the staff, to help them to be self-directed. A wireless network is soon to be set up within the school. Visiting a lesson During our visit, we were able to see part of a lesson that was combining learning from art and science (melting wax to learn about dissolving and heat). One of the children showed us the models he had made in previous lessons. All around the school there were noticeboards with examples of current and past pupils’ work and achievements. There were positive messages, photographs, success stories and scenes from outdoors. This was all displayed with a great deal of colour. Work in progress Things that the school is working on include: o Empowering more staff to deal with periods such as break time and discipline. o Developing a ‘nurturing room’. Currently this includes a wall of art that includes contributions from all the teachers and children. This space will give opportunities for self-expression and creativity as well as comfort. o Building up data and evidence of progress. o Piloting a ‘fruit break’. Ongoing work with the Consultant Leader The headteacher also talked about joint work with his Consultant Leader to create a vision of ‘where we want to take the place’ and how to deal with the ambiguity of the current situation as their remit is changing. ‘My consultant leader has made me focus on structure, then policies.’ Both the headteacher and the Consultant Leader expressed enthusiasm for the work that they are doing together and they talked about the opportunities that have arisen for sharing expertise within the region. New networks have developed and there are plans for further exchange visits between schools in the future. Why is this relevant to the Consultant Leader Programme? As an outsider, I thought about the various skills, the behaviour and attitude required of leaders in these special schools. This list summarises the requirements that I observed: o

o o o o

Motivator of adults, children, authorities and external bodies Coach Leader Fighter for causes Developer

o o o o o

Listener, attentiongiver Monitor Carer Boundary and rulesetter Shoulder to cry on or lean on

needing these approaches: creativity energy assertiveness strength skill with language determination positive outlook.

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o o o o o o o

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o o o o

Strategist Planner Official ‘Parent’ figure and role model

Much of this may be learned, innate or being developed but few people could be all these things at work every day without external guidance or points of reference. This is where I see the link between describing ‘a day in the life of…’ and the Consultant Leader programme. For headteachers with any level of experience, the daily expectations and pressures are substantial and having a trusted colleague and well-matched coach can only be helpful. Deborah Vitai

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Impact Consultant


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Where did we start and where are we now? Revisiting the original aspirations of Consultant Leaders and supported headteachers In Impact Report 1 for the period May to July 2005, System Leaders (as they were then called) described what they wanted to achieve through this programme3. The following table shows their words and highlights areas that supported schools and Consultant Leaders say have been actually been addressed.

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Consultant Leaders’ hopes and aspirations from 2005 that have since been realised: To really make a difference to another school, its headteacher and also my school and staff.

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The overall goal is to enhance the skills of staff and make them want to stay. We need more leaders.

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To add new skills to my existing consulting experience.

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To learn, build my confidence and increase satisfaction.

9

To gain a broader base of knowledge from others in the group and to use strategies from Hay Group in my job.

9

To gain a greater understanding of how other PRUs operate.

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To lessen the sense of isolation – a chance to work with people who are very good. This provides a network we don’t usually have.

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A real opportunity to draw on my staff’s expertise and to extend them. I hope to support staff to go out and coach/facilitate.

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To raise our profile.

9

To enable me to handle situations differently, using coaching skills (passing ownership back to staff, encouraging them to question themselves).

9

3

Impact report 1, Setup and implementation phase, May-July 2005, pages 9-10

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In Impact Report 2 for the period August to December 2005, supported headteachers expressed these aspirations4: Personally: • • • • • • •

wanting to feel more confident, to become more assertive and feel skilled again having someone to reassure them and keep them in the job developing their leadership style, and learning to let go of some pieces of work being given an open and honest appraisal of their ability and being able to measure growth developing professionally and having a better understanding of their current role having a clearer focus on where to be in the next three to five years having time for reflection – to make this happen by booking time for meetings.

For their organisations: •

to work on resourcing, workforce reform, budget management and monitoring, creation of job descriptions, review of the curriculum, stakeholders’ opinions, local management of database for tracking and reporting.

For their senior and middle leaders: • • •

to take part in training programmes for whole team development to take place to learn from other organisations.

The Impact Reports from the period between 2005 and 2008 illustrated significant examples of all of these areas being addressed. Supported teachers have described the personal benefits derived from learning from others’ expertise and common experiences, and they have detailed the visits and exchanges that are taking place between senior and middle leaders in different schools. Also they have listed a range of policies and procedures that have been reviewed and enhanced.

Impact report 2, Rollout and initial evaluation of impact, August–December 2005, page 14


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4

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Themes that have emerged from research and reviews 2006–08 The importance of ongoing training – for embedding good practice, providing new ways of working, keeping ‘fresh’.

The increasing confidence, independence and innovation within the Consultant Leader network.

The growth of networking – with a broader range of participants and more willingness to take part in events (due to recognition of the benefits).

Capacity building through networks.

Awareness of the programme; word of mouth recommendations; requests to take part.

Support in preparing for Ofsted inspection; positive comments regarding leadership in Ofsted reports.

The training and acquisition of new skills inspiring Consultant Leaders to pursue further areas of study and qualifications.

Collaborative working on staff training and INSET.

The increased benefits if supported headteachers and Consultant Leaders have similar background and experience.

Sharing of models, templates and administrative aids when reviewing processes and procedures.

Increasing links across PRUs, EBD and mainstream schools (within LAs, through networking, etc.).

As the programme has evolved, Consultant Leaders working with more than one school.

The importance and value of integrating face-to-face training with real-life applications and development.

Opportunities to develop senior and middle leaders, through coaching and training, leading to more opportunities for leaders to delegate and work outside their own school.

The value of using applied psychology for team and personal development.

Enthusiasm for neuro-linguistic programming, its application and impact.

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Increasing regularity of exchange visits.


Both as personal development for teachers and leaders and with children to develop emotional literacy

Transforming teacher and leader effectiveness through the development of self-awareness and emotional and social literacy: some theoretical perspectives Research consistently demonstrates the centrality of teaching and learning and classroom processes in determining school effectiveness as well as the importance of leadership (Sammon, 2007). Specifically, studies recognise the importance of skills development in a classroom context, in areas such as: engagement, levels of interaction, questioning, positive atmosphere, teacher expectations and challenge (Muijs and Reynold, 2005). Alongside this the central importance of interpersonal and intrapersonal skills in both teaching and school leadership is now recognised (West-Burnham, J. and Ireson, J., 2005) as is the relationship between values, behaviour, purpose and school improvement (Fullan, 2007). Critically it has been suggested that it is important for school leaders and teachers to practise and develop the behaviours that go with the values associated with moral purpose (Fullan, 2001) and that significant breakthroughs in development come not just from doing but also from ‘thinking about the doing’ (Fullan, 2007). Self-awareness in relation to values and behaviour is suggested as a way of developing effectiveness in this area (Churches and Terry, 2007).

In the UK and internationally there has been a growing interest in, and recognition of, the potential significance of developing competencies in emotional intelligence with children (Beere, 2007) as well as teacher awareness of key concepts from brain-science and learning (TLRP, 2007). In the wider context of personal development emotional intelligence is recognised by many as a key factor that may be more important than IQ in determining personal effectiveness (Goleman, 1996). Although much work has been done to establish ‘what’ emotional and social intelligence is and ‘why’ it is important (Goleman, 2006), to date only a few researchers, writers and trainers have addressed the practical question of ‘how’ to develop emotional and social competence with teachers themselves. We believe that this is a key area of teacher development that can support and enhance school effectiveness and interpersonal and intrapersonal capacity.

CfBT Education Trust has been working in this area for the last four years to develop training and development approaches that support individuals and schools to become more emotionally literate. Training blends a range of personality instruments and feedback with practical interactive workshops that enhance personal influence and emotional resilience. The approaches that we have developed have been extensively piloted and delivered as part of major UK government training programmes: including Fast Track teaching and the London Leadership Strategy. The Consultant Leader Programme includes a number of elements drawn from this work, including the use of personality instruments – MBTI, SDI, FIRO-B and NLP. So far over 1,000 teachers and school leaders have received training in a range of related areas. An overview of the workshops can be found in Appendix 2. Research and evidence strongly supports such approaches, alongside more traditional training in pedagogy and leadership (Jones and Attfield, 2007; Hutchinson, Churches, and Vitae, 2007; Churches, 2008).

Evidence from neuroscience suggests that self-awareness is the key to emotional and social literacy. Specifically, it is believed that developing the ability to influence the automatic functioning of the amygdala (one of the areas of the brain associated with emotional reactions) is at the heart of emotional competence (Goleman, 1995). It is thought that learning strategies associated with the pre-frontal cortex (associated with thought and reason) may enhance a person’s ability to be effective in a range of interpersonal contexts. Supporting such development requires a medium- to longer-term development programme to help ensure that individuals have the opportunity to establish and embed new behaviours. Training design is based on best practice in learning and behaviour change. Several writers (Akrivou and Boyatzis, 2006) suggest that this requires approaches that structure learning through a journey covering areas such as:


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Training design and interventions

• • • • •

self-awareness (specifically an exploration of a person’s ‘ideal self’ versus their ‘real self’ [Who are they? What is important to them? Who do they want to be?]) the recognition of strengths and areas for development the establishment of a learning agenda that builds on strengths and supports areas for development the opportunity to experiment and get feedback in a safe environment the provision and maintenance of supportive relationships throughout the process.

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Central to the training programme has been the development of an understanding of how selfawareness (particularly in the areas of values and beliefs awareness) can positively affect behaviour. Participants will be coached through practical strategies and approaches that can enhance personal effectiveness in this area and will be given the opportunity to feed back to, learn from each other, and develop their own best practice applications of tools and techniques.

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Feedback from stakeholders Feedback from Consultant Leaders Consultant Leaders were asked to describe: 1. 2. 3. 4. 5.

how they structure coaching sessions how they ask others to prepare for sessions when you work together the models, tools or techniques they use, why they use them and what impact they have the skills they have developed through their Consultant Leader role how they have applied any training and learning that you have gained from the Consultant Leader programme 6. any networking or knowledge-sharing that has happened as a result of the programme 7. any new approaches or learning they are planning for the next 3–6 months.

How Consultant Leaders structure coaching sessions Over a period of time The structure of sessions varies according to the stage of the working relationship, the learning and working styles of the individuals and the current needs. As a basic principle, Consultant Leaders start by getting to know the coachee, building trust and finding out all that has been achieved and what successes have been enjoyed to date. They also want to know how the supported headteacher is feeling about their role, what tensions exist, the philosophy of what they do and why (what is the motivation behind the work). Then, when I feel the timing is right, I will move towards checking what needs to be done in order for the person I’m coaching to feel that their provision and leadership can be supported to move forward. There is also focus on helping supported headteachers to achieve a healthy balance between work and life outside work.

During sessions This cycle was described by one of the Consultant Leader team as being typical:

Rapport building

Listening

Setting goals Reviewing

Identifying issues

Questioning and exploring

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To lead into sessions, it can be helpful to start with general discussion time – we’re working in volatile places where the unexpected happens, so ‘downtime’ and unloading is important.


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Also, being in a different physical space works for many people. Taking a walk can be an ideal way to combine exercise with the chance to discuss more sensitive issues (especially where premises are small and there is a need for privacy). This can be followed by a coaching session where the supported headteacher has identified the specifics that they want to work on. Descriptions of the process during a session including clarifying to find out what the coachee actually wants and how they define success (visualise it); ranking possibilities; identifying steps to reach goals; establishing motivation, looking at blockages and checking what’s within their control; reflecting to ensure understanding; checking timescales and achievability and finding out what else is going on at the same time; asking if things fit their vision. A way of helping the supported headteacher to re-use the approach used by their coach is for the Consultant Leader to explain the models and steps that they have used, so that they become part of the headteacher’s own repertoire. Consultant Leaders talked about how they have expanded their approach to be a whole school relationship – ‘everyone is a leader’. The reason behind this, in developing leadership capacity, is that it really helps if the whole team is positive about change and the Consultant Leader role within their environment. Our role is to share good practice and to help each other to be the best we can as leaders in this very special part of education. There are also examples of exchanges taking place across schools and the sharing of resources. For instance, PAs are working together and Heads of Maths are observing each other’s lessons and discussing how to incorporate ICT. It is a process of giving and receiving – offering training in each other’s schools and sharing processes. The same Consultant Leader will work in different ways when supporting more than one person. This will depend on how we’re referred in. Our work can be viewed by headteachers simply as ‘work between colleagues’, or, in other situations, as receiving something from us. The acid test is what happens to the institution as a result. One Consultant Leader spoke about working more closely with a local authority for the first time. This has given ‘nuts and bolts’ information about the supported school and useful background which ‘set the tone’. There has also been a three-way meeting which helped to clarify objectives and share information.

How supported headteachers are asked to prepare for sessions Typically, in the early stages of coaching, Consultant Leaders will not ask headteachers to prepare anything. The emphasis is on making things accessible for headteachers rather than adding to their workload. It tends to be a judgement based on needs, context and where the headteacher is emotionally at that time. After the initial phase of listening and learning [about the supported headteacher], I will start to move the coaching to an audit – where we look together at the development of the leadership capacity that develops the provision, so that students/pupils get the support they need. It is always important to work with the headteacher’s vision for their provision. I will challenge visions, processes and procedures. This can be risky, but sometimes you have to say the truth. Generally, actions will be agreed and recorded during every meeting, for follow-through by the supported leader, in preparation for the next meeting. It’s important to measure progress against our original success criteria. This gives opportunities for praise and recognition.

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I like to take people out to lunch so that we get a chance to talk and they get off site and have time for themselves.

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Models, tools and techniques that are being used: NLP techniques increasingly form a part of Consultant Leaders’ work. This is a sample:

Using presuppositions:

Helping someone away from if I do this… towards when I do this

Spacial anchoring and circle of excellence:

Anchoring a positive state for meetings and for emotionally charged situations

Using chunking language

Moving from general to very specific language

Future pacing

Rehearsing situations and role modelling

Perceptual positioning

Seeing things from third party and observers’ points of view

SWISH pattern

Getting rid of unwanted behaviour

Using double binds

Asking ‘would you like x or y?’

Tag questions

Saying ‘you can do this, can’t you?’

Deletion

When hearing ‘X is angry with me’, asking ‘in what way?’

Another technique for helping people to brainstorm and then action plan is the ‘circle with eight segments’ – the coachee fills each segment with an option, then reflects on their choices. This approach can help people who prefer to work in a visual way. Other aspects mentioned by Consultant Leaders were record keeping, audit tools (see Appendix 1 for an example) and activity reports. In some cases Consultant Leaders provide notes after coaching meetings, to help confirm goals and actions and to provide a link between meetings.

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The Myers-Briggs Type Inventory will provide the foundation for a whole INSET day and teambuilding event that is being organised by a Consultant Leader and supported head.


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Skills that people have developed through their Consultant Leader role

Coaching, analysing and clarifying in a new environment, identifying patterns, using language differently, heightened selfawareness, self-confidence and worth, self-management, ability to be open, adaptability, ability to see opportunities, relationship management, using strategies of enquiry.

How training and learning have been applied

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Several Consultant Leaders described how they have changed and grown as a result of the training and learning from this programme. Examples included being able to work more comfortably in meetings with certain types of people, becoming a more confident presenter and public speaker, being better able to use their experience in coaching others (employing a range of styles and approaches), recognising that one doesn’t have to ‘win’ in every situation – ‘I’m in fewer conflict situations and it’s made life more pleasant!’ – and taking a more strategic view, working to influence on a much broader scale across boroughs and in the field of education.

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How specific training has been applied by Consultant Leaders: FIRO-B has been valuable for individuals and for the teams in which they work:

I have a better understanding of why I do things in a certain way. It’s given me a new framework and I’ll use the model with my team. If any one person is functioning more effectively, it affects others. The personality tools have helped me to understand myself, why I really enjoy Consultant Leader work and why other work can be very challenging.

Strength Deployment Inventory (SDI) has helped with analysis of own and others’ needs:

It’s helped with reducing conflict, understanding the impact of one’s style and others’ reactions.

The Consultant Leader training and HiImpact coaching:

The coaching model supports all the work that I do, in particular the Hi-impact training has been very useful in looking at values and beliefs that underpin leadership motivations. This helped with using silence, reflecting and applying the basics of coaching. Is invaluable when considering team and group dynamics and also my own preferences.

Neuro-Linguistic Programming (NLP):

NLP is part of my daily practice and interactions with headteachers, school staff and senior LA officers. It can help me in difficult negotiations and in supporting someone who is struggling with a difficult situation. The Dilts tool, Disney techniques, putting yourself in the other person’s position, knowing my/our own motivations (e.g. do I have to win?) helps me with my own conflicts, and also with my coachees’.

Thomas-Kilmann Conflict Mode Instrument:

The managing conflict training has been particularly relevant to my coaching role. I am supporting PRU headteachers who are currently going through major changes in their provision, role and staffing.

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Myers-Briggs Type Inventory (MBTI):


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Working in different areas of education has been helpful: My Ofsted training has been a hard-earned discipline that has been incredibly useful. I can use different eyes and ears to gain an insight into a provision, I see lots of other provisions and have found the NLP and conflict skills help me as an inspector and as a coach. Also, learning alongside people from other professions and in different sectors has been enlightening: At Evolution Training (during NLP courses) we’re with people from all walks of life – this adds lots of different perspectives.

Thinking about individual advancement, people have experienced leaps in confidence: I’m not the same person – I’m better at standing up and talking, ad-libbing and knowing what I’m talking about.

I’ve developed my communication, listening and coaching skills. I recognise that you can’t change people and I have a deeper understanding of issues regarding conflict and dealing with difficult people. I’m now more realistic. Taking a holistic view: This work is keeping my mind fresh – it moves me on and gives me new approaches to leadership and management.

Networking and knowledge sharing that has resulted from the programme Consultant Leaders have unanimously endorsed the benefits of networking meetings where ideas, support and experience are shared. They commented that a spin-off from supported headteachers’ networking has been an increased demand for coaching and Consultant Leader support. My links with mainstream school heads on the 14–19 agenda wouldn’t have happened without the networking sessions. This has given me new perspectives and opportunities to contribute to the system. The networking dinners have been fruitful, particularly when people sit with others from different backgrounds (for example, mixing people from mainstream and special schools). Consultant Leaders are sharing their knowledge in forums such as the National College and Hay Group Consortium’s Head for the Future programme, and PRU and special school headteachers’ conferences. These opportunities have arisen as a result of being part of the Consultant Leader programme. All these things are value added – they have come out of the programme in addition to the original intended outcomes. A number of people commented on how valuable it is to make visits outside of one’s own school. The professional development of deputies, assistants and school staff has made it possible for Consultant Leaders and supported headteachers to be away from their own bases.

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My whole school is developing as a result of this work and I think there’s a direct correlation between my being part of this programme and my career taking off. We’re using links from the programme in secondary schools as well. This has enhanced my school’s and my own reputation and our standing within the local authority.

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New approaches or learning planned for this year Consultant Leaders expressed a strong desire to keep learning and to be stimulated regularly in order to broaden their skills and be innovative. Individuals’ plans include continuing training on inspection skills, completion of NLP Practitioner training, learning more about Spiral Dynamics, building on past training in order to develop new approaches to support headteachers, hoping to set up an NLP Hypnoses workshop to develop skills and work with colleagues. Other learning that has emerged There can be times when the supported headteacher looks to their Consultant Leader to do some of their work for them: This is difficult, because it is very tempting to do this. Although, on occasion, being directive and getting involved can be a way of moving things forward quickly, Consultant Leaders have generally found: … this is not a good idea, because the headteacher learns that they can get other people to do their work for them... it’s not good leadership or coaching. Consultant Leaders sometimes find that they have to ‘step back’ in order to remain objective and to represent the sponsoring bodies, when a local authority or supported headteacher is making a decision.

Consultant Leaders’ recommendations for the future 1. The positioning of PRUs and the DCSF agenda: Ultimately, I would like PRUs to move away from isolation in education to recognition of the expertise needed to successfully help these vulnerable children. There is a wish to connect more with the DCSF: I would like networking meetings to extend to being part of the NCSL core group meetings and to link up with the DCSF as part of PRU policy-making.

and to broaden the network: I want to develop a London PRU network – as an outreach Consultant Leader that makes the connection with all London PRUs to support their leadership.

2. Make NLP part of teacher training.

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3. Provide accreditation of the Consultant Leader training, allowing the group to have evidenced and transportable skills.


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Input from supported headteachers There is consensus between supported headteachers regarding the need for support Consultant Leaders help us with strategic planning which is vital. Within an authority, a PRU or EBD school is unique, so we need strong leadership, we need to work with people who understand the ‘different’ features of our schools (for example, why we go on trips and why we have equipment such as pool tables). This stops us from being forced to become mini-secondary schools. Consultant Leaders who are ahead of us in their experience and contacts will have developed useful links with mainstream schools.

One headteacher described the Consultant Leader as being in a powerful position, being on committees and having forged strong relationships within the Borough. This creates a rock around the PRUs.

The implied benefit of working with such as Consultant Leader was that they have led the way, role-modelled for others and can work with empathy and relevant insights. Another headteacher enthused about the role their Consultant Leader has taken within their local authority: She has the clout to ask questions at Director level. For example, she’s enquired about the purpose of my provision. It’s reassuring to have someone to work at such a level, posing the questions that I have also put.

For supported leaders whose team is small, there are clear benefits in getting together with their coach’s staff: Our best INSETs are when our departments meet and share schemes of work.

A supported headteacher who has recently started working with a Consultant Leader talked about the importance of mentoring and coaching, particularly for people who have been ‘thrown into a leadership role’: There aren’t many people you can ask. I like the element of pushing you to do things you wouldn’t otherwise – being stretched and challenged. My Consultant Leader has already asked me some challenging and significant questions.

Another person who is relatively new to the programme said: My Consultant Leader gives me the ‘political’ language, the script, to help phrase things in persuasive ways. She knows what helps influence various bodies.

The difference that this work will make for a new supported leader The discipline of making time to meet is welcomed: My Consultant Leader is brilliant – she makes it happen – it forces me to take time out and to focus. Success for me will be feeling that I’m using my skills, linking to a wider network and being stretched, clarifying where I want to go, gaining the courage to move up and not feeling frustrated in my role.

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The networking meeting was really interesting. People are bringing out common issues and not just moaning. A group identity is being formed.

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Concerns that have been overcome through joint working As we learned from the pilot stages, not everyone feels totally comfortable with the prospect of working with another leader. One headteacher wondered if they would feel undermined and worried about being partnered with a ‘superhead’. However, when they had the chance to speak to the Consultant Leader they were reassured that their backgrounds were compatible: I realised we could work together.

This was a particularly important supplement to the support that the LA was able to offer: …they tried to support me but couldn’t actually come in and get involved.

This relationship has been helpful: … ‘x’ has been supportive and good to work with…

but ongoing struggles with levels of staffing have limited their progress: … we would have moved faster if we’d been in a better situation with staffing.

Despite these challenges, the headteacher spoke enthusiastically about visits to the Consultant Leader’s school and the training day that they have planned for the whole staff team at the supported headteacher’s school. They will analyse and give feedback to individuals and link this to teambuilding. The objectives are to build knowledge and understanding and increase morale.

Systematic improvements that have been made Another supported headteacher summarised the advancements they have experienced in the areas of policies and procedures, learning and leadership. We’ve done audits of premises and skills, to ensure that our procedures, routines and paperwork are consistent with requirements and fit with our linked school.

To help with this, the Consultant Leader had brought examples of good practice and given pointers for improvements. I’ve also used her as a sounding board for colleagues’ initiatives and policies such as behaviour and reward systems. On the agenda for the near future is the management of change and working at a strategic level, taking a borough-wide view.

This leader also spoke of feeling empowered to go on courses to improve their leadership and to report back to the team what they’ve learned in areas such as Every Child Matters. Networking meetings have also been a rich source: I learned more than ever at the recent network meeting – uninterrupted time! Getting out to talk to people is so valuable.

Another benefit described in this case related to the fact that the Consultant Leader is working with one of the headteacher’s colleagues:

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This may lead to a three-way meeting where we can discuss joint working and the impact of our work on each other.


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Extract from an inspection report, December 2007, awarding a Satisfactory rating This extract is included as an example of the progress that is being made in a supported school in terms of: o

the stability of the staff and management team

o

the direction being set by the headteacher

o

increasingly effective support of pupils’ needs

o

monitoring of teaching and learning.

Overall effectiveness of the school Grade: 3 The centre provides satisfactorily for pupils and has some good features. Though there have been recent recruitment and retention issues, there is now more stable senior management and staffing. As a result, the centre is improving its effectiveness in improving behaviour, achievement and attendance, and returning pupils to mainstream education whenever it is appropriate to do so. The purposeful direction set by the headteacher and her senior team and the ethos for improvement she has created have also led to improvement. The centre is now becoming more effective in supporting each pupil in specific ways and meeting their personal and learning needs. It works very well with outside agencies to support pupils and has strong partnerships with others to support pupils’ well-being. Parents and carers are very supportive because of the help the centre gives them and the difference it makes to their children. One commented, ‘The improvement is phenomenal, the centre is caring and understanding in talking problems through.’ ...The recently appointed headteacher has worked hard to improve the ethos for learning at the centre. Along with her newly appointed senior team, she has improved the monitoring and evaluation of provision at all levels. There is a clear vision for the future direction of the centre’s work at both sites and an accurate appraisal of present strengths and weaknesses. Because of the short time these measures have been in place, it is not yet possible to judge fully the outcomes in terms of establishing a track record of improvement. The centre’s capacity to improve is satisfactory.

Leadership and management Grade: 3

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Leadership and management are satisfactory overall and are helping improve and develop further the centre’s work. Improvement planning is focused well on strategies and procedures to ensure that every child really matters. Teaching and learning is now monitored and evaluated on a regular basis and is resulting in improved progress by pupils.

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Autumn conference on behaviour management

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An exciting new venture is being planned for September 2008, when schools from three different boroughs will come together for the first time in a conference about behaviour management and strategies. This is being led by a Consultant Leader who bid for funding, secured an expert speaker and is working with other headteachers from the programme, to organise invitations for EBD schools and PRUs. This will provide a forum for discussion and planning for NCSL, CfBT, local authorities, link advisers and a cross-section of people from the community who work in this field. This example of partnership working could provide a model for other regions in the future.


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Networking in this final phase In March 2008 the programme’s largest network meeting to date was held in central London. Around twenty people spent time together for an afternoon and evening, allowing both formal and informal discussions to take place. For people who were new to the programme, there was time to make new contacts, to share experiences and to find common ground. Those who had been part of the programme for longer spent time planning the development of the toolkit that will be produced by the end of this academic year. The DVD toolkit will bring together a range of ideas and innovative practice that has emerged from the work in PRUs and EBD schools. Written and visual examples will be included as well as video clips of best practice in action. It was evident that people were building on one anothers’ ideas – in one part of the afternoon, supported leaders’ conversations covered topics such as useful networks, conferences, NPQH, relevant research and studying, the use of a life coach in school, approaches for motivating and rewarding staff, working with CAMS, using ideas from therapy groups and what they were valuing about working with a Consultant Leader.

Recommendation/request In the plenary session, there was a suggestion that at future meetings people could bring specific issues for discussion – what are you doing about x… how are you approaching it… how are you dealing with initiatives such as BSF, Pupil Voice, inter-agency work, etc.?

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There was a request for funding to cover for headteachers’ absence when they are on courses.

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Appendix 1: Coaching audit (example from a Consultant Leader) Consultant Leader L School Performance Management

Are procedures in place? How well is PM working? Who works with you on your PM?

Single Central Record SEF School Development Plan Staff handbook School prospectus Policies

How recent? Are they useful? Are they all in place according to DCSF requirements?

Procedures

What procedures are in place? How effective are they? What action needs to be taken?

MAC

Is the MAC fully in place?

Terms of reference

Does it follow legislative requirements? Terms of reference?

LA links

How closely do you work with your LA? What would you like to improve?

Learning and Teaching

What is the quality of the teaching and learning?

Assessment

How good is the assessment system? Is student/pupil progress being tracked? How effective is the tracking system? Does it track reading and spelling? Can you gain an overall picture of progress at the school from the tracking system?

Literacy and Numeracy

Is there a clear focus on literacy and numeracy? How effective? How good is the curriculum? Does it meet statutory requirements? Is there a focus on emotional development?

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Quality of curriculum

What innovation is there? Final Impact report: July 2008

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Pupil/student voice

Is the student council in place? How effective? Are there other examples of the student voice?

Parent voice and involvement

How involved are parents?

Multi-agency links

What links with agencies are there?

What support is in place? How do they work? What is the effect of the links with agencies?

How developed are links with the community?

How does the provision work as a community?

Economic well-being

How does the provision define economic well-being (EWB)?

What links does the school have with other communities? How effective are these links? What measures are taken to develop the EWB of students/pupils? What are the outcomes of students? Are students/pupils tracked after they leave provision? How?

How well are students/pupils cared for?

How challenging are academic targets?

Health and Safety of students/pupils

How safe are students/pupils?

How do you check?

How do student/pupils behave? Bullying, racist incidents logs? How is the attendance/absence authorised and unauthorised? How is attendance tracked? How healthy are students/pupils? What are you doing to develop healthy lifestyles? PE? Healthy eating? Sex and drugs education? Other initiatives?

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Actions:

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Appendix 2: Overview of the content of workshops Strength Deployment Inventory (SDI)

Strength Deployment Inventory is a learning resource based around a personality inventory. It has been used as a development tool in business for more than 25 years. The inventory gives individuals feedback in relation to their ‘Motivational Value System’ and ‘Conflict Sequence’. SDI helps individuals to identify their personal strengths and motivations and what these mean when relating to others. This can enable people to understand the reason why people do things and how to work with others in conflict and during change. The paper-based questionnaire was developed in the USA during the 1970s by Dr Elias H. Porter (Porter, 1976) and has been used extensively throughout Europe since 1982 (see Porter 1987 & 1996).

NLP – Neuro-linguistic programming

The term Neuro-Linguistic Programming was used first by Richard Bandler and John Grinder at the University of California at Santa Cruz during the 1970s and appeared in publication in 1975 (Bandler & Grinder, 1975a). Bandler and Grinder’s approach was to use a methodology that they termed ‘modelling’ to work out literally ‘how’ people with ‘excellent’ skills did what they did. NLP tools and approaches are widely used in personal development and coaching in the business and commercial sectors (see e.g. Andreas & Faulker, 1996; O’Connor & Seymour, 1990; Ready & Burton, 2004).

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In the early period of NLP’s development Bandler and Grinder ‘modelled’ figures such as Milton Erickson, Virginia Satir and Fritz Perls. They were encouraged to follow this early line of enquiry by Gregory Bateson. Consequently, much of NLP is influenced by the ideas of Gregory Bateson, the hypnotherapeutic approaches of Milton Erickson (Bandler & Grinder, 1975b) and Gestalt Therapy (Perls, 1951). NLP training includes a variety of interpersonal and intrapersonal tools and techniques that are useful in coaching, personal development, training and in the classroom. Significant work has been carried out at the University of Surrey in the areas of transformative learning, and applied NLP for teaching and learning (Tosey & Mathison, 2003; Tosey et al. 2005. NLP is beginning to be more widely applied in education (e.g. Churches & Terry, 2006; 2007) and has been delivered as part of the Fast Track teaching programme since 2003.


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MBTI – Myers-Briggs Type Indicator The Myers-Briggs Type Indicator (MBTI) questionnaire (see Myers, 1995 & 1998) is one of the most widely used personality questionnaires in the world. It is used for personal development, coaching and to help develop understanding in areas such as change, communication and conflict (see Quenk, 2002 & Hirsch et al. 2003). Nearly four million MBTI questionnaires are completed worldwide every year. MBTI has developed as a result of over 50 years of research. The MBTI questionnaire describes an individual's personality preferences. These preferences are structured into four ‘dichotomies’: Extroversion – Introversion Intuition – Sensing Thinking – Feeling Judging – Perceiving There is considerable research into the application of MBTI in relation to leadership and leadership development (e.g. Fitzgerald, 1997). The training given to Consultant Leaders included individual feedback and understanding the dynamics of personality in groups and organisations.

FIRO-B The FIRO-B (Fundamental Interpersonal Relations Orientation – Behaviour) instrument is a unique indicator of interpersonal style. It was developed in the 1950s and is now one of the most widely used tools for helping people to understand themselves and their relationships with others. Will Schutz developed it with the American military for use with nuclear submarine teams. Feedback provides an understanding of the fundamental differences between people and how these differences can impact on relationships (Schutz, 1966, 1984 & 1989). The tool is used to increase understanding in areas such as: how I come across to others how and why conflicts can occur how to understand and manage needs when interacting with others.

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Today FIRO-B is widely used to support team development (e.g. Schnell, 2000). Individual feedback was provided to Consultant Leaders with a follow-up workshop on understanding teams with FIRO-B.

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CfBT Education Trust 60 Queens Road, Reading, RG1 4BS, United Kingdom tel: +44 (0) 118 902 1000 Fax: +44 (0) 118 902 1434

Version: 1 Issue Date: 01/09/06

email: [email protected] website: www.cfbt.com