Lancashire Education Award

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21st September 18
Trail : home / Case Studies : Workforce Reform

.... and Raising Standards

Flakefleet Primary School (Good Practice Award)

Using ICT as a tool to improve learning and teaching, enhance communication, and develop the leadership and management to achieve an increase in standards and a school of which to be proud.

Posted: 3rd Jun 2011 Commitment and Development of Lunchtime ....  : Adobe Acrobat file (78.5k)

.... Supervision within the school community

Clifton Primary School (Good Practice Award)

The project developed out of the change of Lunchtime Welfare Supervision and the needs of the children. Playtime can be a source of tension and worry for some children. If children are unhappy at playtime they are unhappy at school. There was a need to:

  • create a happy and calm playtime
  • bring positive energy back into the school
  • encourage inclusive play
  • give support to welfare so they can support each other
  • improve the outside environment so adults and children can enjoy being there
  • empower the children to solve problems relating to playtimes
  • involve the whole school community including governors, teachers, teaching assistants, welfare, parents and children
  • work on the school development plan to include well structured, practical strategies for improving playtimes
  • assess how much funding was required to implement the plans.

The result of this ongoing project is the development of positivity of behaviour throughout lunchtime, engaging and inviting all pupils and staff, leading to a reduction in playground incidents and a stronger whole school community with a vast improvement of the outside facilities and equipment for all to use.

Posted: 5th Feb 2010 School Team Development : Adobe Acrobat file (79.7k)

Ribbleton Avenue Infant School (Best Practice)

  • Staff felt the mission statement no longer reflected the work of the school and the increasing emphasis on creativity in the curriculum, specifically the work to support the whole child via inter-agency working, supportive work in class and groups
  • We therefore set several milestones in place that together created the emphasis on nurture alongside academic achievement that school has today.
  • Introduction of the Well-Being project to develop cohesion in teams and the larger school team.  This included the dedication of an INSET day to staff well-being and the completion of the questionnaire to provide feedback as the years progressed. 
  • A 'Thorns and Roses' INSET to look at the current practice and policy with the whole school community and identify things that need to change and that we do well.  This was led by the SLT.  The staff felt listened to and valued.  This created a focus for the next phase of development.
  • A review of the school mission statement to reflect our renewed vision and direction.  Updating the view ready for the next millennium.
  • Outstanding OFSTED that commented on "good, ambitious and knowledgeable leadership and management that put the diverse needs of the children first...As a result, children have a good grounding in the academic and social skills needed to do well later in life."

Higher Walton C.E. Primary School (Good Practice Award)

  • In response to the Government initiative for children to learn a foreign language, the school identified a need to train staff.  Funding was secured from the Remodelling team to employ a specialist language teacher who would develop the skills of a teaching assistant within school through work shadowing.  Additional support was obtained by partnership with our local high school, with a specialist teacher peer-coaching the Y5/6 teacher.   Having developed her knowledge and confidence through shadowing the specialist teacher, the teaching assistant undertook a 4-day training course. 
  • In September 2007, the teaching assistant began planning and delivering French in both KS2 classes.  This practice continues and has been improved through the purchase of a scheme of work and further training.  Children are now sufficiently fluent and confident in French to be able to perform a Christmas nativity play for parents in French.
Click the project titles to download the full case study.

The Loyne Special School (Best Practice)

The Loyne Special School has explored effective and creative changes to existing work roles of a range of support staff. This increased flexibility of staff roles has enhanced  teaching and learning opportunities for all pupils and created new and innovative  work opportunities for staff.

New posts recently piloted include a Project Manager and a Family Liaison Worker. In addition some staff are employed to work with multi – agency partners to create exciting award winning resources and guidance packs, (Write Together, Top Tips for Talking, Talk Together and Play Together). Alternatively some staff work in conjunction with mainstream partner schools to deliver high quality special needs teaching for pupils from both schools. All staff feel confident in sharing their SEN experience and knowledge with colleagues from other schools and see this as part of their normal work duties.

These changes to staff roles enable our school to address Every Child Matters agenda and Extended School philosophy. Generally staff are positive about these developments and feel that there are increased opportunities for career development and that their many skills are utilised by school more effectively.

Posted: 6th Feb 2009 Making Lunchtimes, Fun times : Adobe Acrobat file (101.9k)

St Wulstan's & St Edmund's Catholic Primary School (Good Practice)

Introduction of lunchtime 'Play leaders'.

With the retirement of two (of six) lunchtime welfare staff, we seized the opportunity to 'remodel our workforce' and make significant changes to our lunchtime provision.Staff and pupils met to discuss what it was that we wanted to improve within the lunch period.  We decided on the following:

Happy and cheerful children who 'knew' how to play games with one another

Resiliant staff who would learn and then teach games to children.  Staff with well developed 'listening skills'.  Staff who would negotiate with one another and children.

Family Learning Mentor already employed would act as Team leader
We re-negotiated the contract of two TA's to cover the lunch period
Three further staff were recruited - a young man with poor employment history, & two young women with an interest in becoming a TA.  CRB checks organised.

Parents, staff & pupils quickly began to organise fund raisers and we bought a significant amount of equipment for lunchtime use.  The playgrounds were re-marked with 'old fashioned' games  eg. 'hopscotch'.

Success! Lots of happy children

The number of 'accidents' recorded in the accident book fell dramatically.  Children quickly learned the games and demanded "more".  We quickly realised that 'areas for quiet' games were needed and set up 'car carpets' & 'home areas'.  During the next school holiday we built a 'stage', planted shrubs & climbing plants for shade.

School 'buddies' were trained with 'new' games

...enhancing the role of Classroom Support Assistants

Gisburn Road Community Primary School (Good Practice)

  • The skill and expertise of Teaching Assistants varied considerably, as did the way they were used by teachers.
  • Greater cost-effectiveness was needed in order to sustain the funding costs.
  • There were also issues with PPA cover and we wanted to remove two half-hour "assemblies" each week which were not examples of "good practice".
  • Teaching Assistant and class teachers worked together at developing T A skills and providing support and enhanced differentiation for pupils.
  • In the second year, most teaching assistants remained with the same class teacher to consolidate their partnership and afterwards were reorganised to form new partnerships, and some changed key stages to extend skills and experience.
  • The HLTA line manager post was an integral part of the initiative and provided intensive training for Teaching Assistants.
  • The timetable was reorganised to provide a good infrastructure to enable time for teachers to plan effectively, including the incorporation of objectives for support staff.
  • Annual reviews and performance management were used to monitor progress.
  • The result has been an improved team of well-motivated professionals, a more enriched curriculum, increased support and a reduction in underachievement across the school as reflected in our PIPs data.
Posted: 19th Jul 2006 Workforce Reform : Adobe Acrobat file (108.5k)

(Good Practice)

Great Harwood Primary School

The workforce reform agenda supported the existing shared values of our school.   We have always had teaching and learning as our main focus and have improved our performance by raising standards of professionalism and by building core competence throughout the workforce.  We involve the entire school workforce and other relevant stakeholders in making decisions, and apply remodeling approaches to all key challenges.  Our change management team did not work due to the fact that it really did depend on what was being undertaken as to who had input.  We make quick and effective strategic decisions and implement new initiatives, enabling staff to focus on their core responsibilities.  This happens if they support our main focuses of raising standards and work/life balance within our school and we try to make sure we embed initiatives rather than take onboard everything.  We pride ourselves on sharing our experiences, expertise, resources and learning with other schools, agencies and stakeholders, and understand, establish and absorb examples of effective practice from within the education sector and beyond.  Our second main focus has been to ensure that all staff have a reasonable work/life balance and that tasks and activities are carried out by appropriate people within flexible working patterns creating a highly motivated and positive working environment.  We embraced the agenda and made it work for us; one model does not fit all.

Posted: 19th Jul 2006 Innovative Support Structure : Adobe Acrobat file (113.1k)

(Innovative Practice)

Shakespeare Primary School

The vastly increased number and categories of staff employed at the school was making management ever more complex and challenging. Day to day staff management issues were taking up an increasing amount of time, diverting the Senior Management Team from the core purpose of improving the quality of teaching and learning and raising standards of achievement.

The remodelling agenda allowed us to enhance the leadership roles of support staff and strengthen the Senior Management Team to include the Headteacher, Deputy Headteacher, two Assistant Headteachers, School Business Manager, Classroom Support Manager and Family Learning Mentor. Performance Management was introduced for all staff, as was continued Professional Development. This resulted in an ethos of learning embedded into the workforce which fulfils the school’s vision and aim of achievement for all.

Moor Park Business and Enterprise School (Innovative Practice Award)

• The introduction of the new TLR allowances provided the School with the opportunity to step back and assess its current position and practice in terms of the deployment of staff within the School.

• After much discussion, consideration and consultation, the School drew up radical and innovative plans to completely restructure its staffing in line with the remodelling agenda. The plan involved creating new posts which were distinctly different from the former long-standing traditional posts and required, from many staff, an acceptance of a change in their roles and responsibilities.

• Also, within the new structure, some of the responsibilities which were formally carried out by teaching staff passed to non-teachers and the balance between the numbers of teaching and non-teaching staff shifted significantly, resulting in almost equal numbers of each being employed.

• The implementation of these plans, underpinned by new focussed job descriptions, has brought about both a clearer understanding of individual staff roles and responsibilities and better channels of communication. This has resulted in the overall quality of the Learning and Teaching programme across the curriculum being enhanced and also the entitlement of individual pupils being better met.

Posted: 2nd Jun 2008 Development of Support Staff at Holy Trinity : Adobe Acrobat file (82k)

Bacup Holy Trinity Stacksteads C.E. Primary School

• Many support staff joined our school without any formal qualifications- they had a flair and enthusiasm for their jobs and many skills which we as a school wanted to build upon for the benefit of the children, other staff members in school and for the individual themselves. The prior experience and qualifications of our support staff varied considerably, therefore individual needs had to be addressed. I was appointed as support staff line manager to develop an ongoing programme to address the individual needs of the professional development of support staff in our school.
• A "pool" of support staff was created within school.
• All support staff - old and new - received a school induction programme.
• A yearly performance management interview was introduced where views and aspirations were listened to and, if possible, acted upon for the benefit of the person, the school development and the children-encompassing EveryChild Matters.
• Challenging development targets are produced ensuring support staff work at a high quality professional level.
•  A professional development programme was introduced for each member of the support staff team and each person has been encouraged to be involved.
• The professional development of our support staff has been a challenging yet rewarding process. Most importantly the performance of teaching and learning has improved by raising standards of professionalism across the school.