Workforce modernisation the experience in England

1
Workforce modernisation the experience in
England

• Dame Professor Pat Collarbone
• Victoria, Australia 2009

2
Policy context
UK Workforce Modernisation Every Child
Matters Train to Gain
GLOBAL Workforce Development Raising
Educational Attainment People equipped to work
in C21
AUSTRALIA Teachers for 21st Century making the
difference National Goals for Schooling in 21st
Century Backing Australias ability
3
The Allen report

• Teaching service age profile
• Mismatch of teacher supply
• The quality of teacher training courses
• Mismatch of who is being trained
• Insufficient career development and leadership
  opportunities
• Major societal and population changes
• Status of the teaching profession
• Shortfall in services staff supply
• The Allen Report, December 2008

4
The England context
Greater understanding
1997 Excellence in Schools
2002 Time for Standards
Local ownership
Central control
1988 Education Reform Act
1976 Ruskin speech
Lack of knowledge
Adapted from Michael Barber
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Cultural change
Maturity of the individual, team, organisation
and sector
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Major workforce issues in England

• An ageing workforce
• Shortage of teachers in certain subjects
• Poor behaviour of a few children
• Insufficient graduate teachers
• Raising the profile and status of teaching
• Teachers doing routine admin
• Inadequate leadership skills

and PwC found that teachers were facing
dramatic workload increases that were taking
them away from a focus on teaching and learning
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Pathfinder aspirations

• The government looked to the Transforming the
  school workforce pathfinder to find ways to
  create
• A highly motivated teaching profession
• Headteachers and schools committed to moving to
  new, more flexible ways of working
• Increased status of the teaching profession, with
  improved recruitment and retention levels
• Greater collaboration and team working within and
  between schools
• A culture where schools were able to handle
  change effectively

8
Pathfinder outcome
but it is also clear that substantial
challenges lay ahead if a national extension of
the Pathfinder programme was to be a success
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What the schools said...

• It raised morale
• Gave us fresh, creative ideas
• Created a common agenda
• Was a catalyst for whole school change
• We started to really let go and delegate
• There was more communication/negotiation
• A growth of commitment/trust/respect
• We took control
• Staff were rejuvenation/transformed
• There is a can do philosophy
• Staff confidence grew
• There is now an open door mindset

We have started a journey and dont want to stop
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National Agreement

• September 2003
• Administrative and clerical work the 24 tasks
• Work/life balance
• Leadership and management time
• September 2004
• Limit on cover for absent teachers (initially 38
  hours/year)
• September 2005
• 10 guaranteed time for Planning, Preparation and
  Assessment
• Dedicated headship time
• No exam invigilation

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Local social partnerships
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The National Remodelling Team
Central team
Process of change
Local authority role
The NRT
School change teams
Roll out design
Monitoring and evaluation
Training events / networks
Regional advisers
Established to facilitate and track National
Agreement implementation
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The National Remodelling Team
DCSF
WAMG
NCSL
A
B
D
C
NRT
F
CSL
E/F
LA clients
Schools
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School workforce
FTE Maintained and Academy school workforce in
England, 1997 to 2008 Does not include site
staff, catering staff, cleaners or supervisors
Source Annual Survey of Workforce Numbers,
School Census
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The School Workforce

• Pupil Welfare
• Pastoral manager
• Connexions advisor
• Education welfare
• Home liaison
• Learning mentor
• Nurse
• Welfare assistant

• TA Equivalent
• Higher Level TA
• LSA (SEN pupils)
• Nursery nurse
• Therapist
• TA primary
• TA secondary
• TA special

• Technicians
• ICT manager
• ICT technician
• Librarian
• Science technician
• Technology tech.
• Media technician

• Other pupil support
• Bilingual support
• Cover supervisor
• Escort
• Exam invigilator
• Language assistant
• Midday assistant
• Midday supervisor

• Facilities/site
• Cleaner
• Cook
• Other catering
• Caretaker
• Grounds staff
• Premises manager

• Administrative
• Administrator
• SBM (Bursar)
• Finance officer
• Office manager
• Personnel manager
• Attendance office
• Data manager
• Exams officer
• PA to Head

• Teachers
• Teacher
• Excellent teacher
• AST
• Assistant head teacher
• Deputy headteacher
• Headteacher

• Extended schools
• Cluster manager
• ES Co-ordinator
• Parent Support
• Advisers

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The 21st Century school
Nursery
Childcare provision
Childrens centre
Parents
Health
Cluster school
Support staff
Teachers
Social care
LAcoordinator e.g. ESRA
Cluster school
Cluster manager
3rd sector
Police
Pupils
Leadership/ governors
Cluster school
Youth justice
Voluntary organs.
14 to 19 strategy
Faith organs.
Further education
Cluster partner
LA SIPs
Employers
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A change process that works
Mobilise (the organisation)
Discover (what works and the challenges)
School Challenges
?
and challenges keep happening
Results
Deliver (The results)
Deepen (the challenges)
Develop (Vision and Plan)
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The emotional curve
The main change has been in staff behaviour and
the belief that they can bring about change.
South Thames College

We have a great team
We can involve others and build success
Theres an awful lot to do
We are going to tackle this
This isnt easy
We have plans
This is really challenging
We know we have options
Prepare the way
Create the team
Survey the landscape
Dig deeper
Develop solutions
Finalise the plans
Build and maintain
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Past, present, future

• Schools
• The National Agreement
• Extended Schools
• Parent Support Advisers
• School Improvement Planning
• Local Authorities
• Every Child Matters
• Targeted Youth Support
• Further Education
• Pathfinder
• Where next FE, HE, NHS, Police . ?

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Alignment coherence
Remodelling has allowed us to do in three months
what previously would have taken three years
Mariane Cavalli, Principal of Croydon College.
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Ofsted said
The substantial expansion of the wider workforce
at all levels is allowing schools to extend the
curriculum, provide more care, guidance and
support for pupils, and use data more effectively
to monitor pupils progress
The reforms have resulted in a revolutionary
shift in workforce culture, with clear benefits
for many schools
Ofsted survey of schools, 2007
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Impact on the ground
We felt, and still feel, that remodelling is the
best way to instigate, drive and sustain change
on this scale and to really change the culture of
an organisation FE Principal
The whole process led to a massive raising of
morale among the support staff. Secondary head
teacher
The most impressive aspect of the TYS change
process has been the power of the process itself.
. An LA officer
My message to other schools is that it really is
working and although it is a challenge, it is
doable. The headteacher of a joint primary /
special school
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Success factors

• Appropriate governance and accountability
• Clear objectives and measures set by the senior
  leadership team
• Applicability of national policies to the local
  context
• Pace and rigour, by using a structured change
  process
• Empowered and energised cross functional change
  teams
• Transfer of skills - change tools and techniques
• Support and challenge at all stages
• Clear communications
• Working on current challenges collaboratively
  developing and implementing sustainable solutions

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Key learning

• Each organisation is different one size does
  not fit all
• Requires capacity and capability building at
  individual, team, organisation and system level
• A deep pool of expertise and commitment exists in
  most organisations and this needs to be harnessed
  and released
• There is a need for coherence in the face of
  multiple initiatives
• It is possible by working with the staff to have
  a significant impact on modernising the workforce
  in a short space of time
• A high quality process consultancy approach
  delivers sustainable cultural change
• Support and challenge is required for leaders
  during the process
• Remodelling helps organisations engender change
  in a whole-organisation way
• It releases creativity and encourages innovation
  and the sharing of practice
• The process can help identify and develop
  potential leaders

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The challenge

• The challenge we all face is to ensure we have
• the right people
• with the right skills and attitude,
• doing the right tasks
• in the right structure
• In order to educate our children successfully for
  
• the 21st century

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The future is not some place we are going to,
but one we are creating. The paths are not to be
found, but made, and the activity of making them
changes both the maker and the destination. John
Schaar - political theorist

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An outstanding book. A fascinating account
of how to implement reform. Sir Michael Barber
www.creatingtomorrow.org.uk