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Student voice includes challenge, teachers are able to explain how to effectively challenge students

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Culture- focus on the supportive culture between staff so staff share effective teaching and learning strategies. Focus on staff morale.

Strategies- staff voice, staff team building activities, beginning coaching roles, learning walks with staff members

How would I measure success? Having a clear month, half term, term plan, annual plan from the staff voice. Staff communicating effectively about the teaching and learning (each teacher trying something new learnt from someone else) Coaching roles set up and beginning, learning walks and the reflections shared.

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Seeing positive differences in school through pop ins, learning walks, observations, book looks etc

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Improved communication with parents

All staff clear on the vision and the next steps of the journey

Imperical data - compare to previous year and look for improvements - pupil attitude survey?

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Short term - Improved behaviour around school. Less disruptions in class. Routines visible when walking around school.
Long term - Improved student outcomes, school atmosphere improved, staff feedback is more positive

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Success would be a long lasting and meaningful change. Improved outcomes.

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Positive feedback from students and wider community. Data changing in the right direction. Staff engagement.

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Success? High expectations. Measure? Hard data outcomes. Soft data student voice. QA processes eg learning walks. This would build a picture as to whether high expectations had been embedded. Assess the process itself. Revisit.

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Success? High expectations. Measure? Hard data outcomes. Soft data student voice. QA processes eg learning walks. This would build a picture as to whether high expectations had been embedded. Assess the process itself. Revisit.

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Frequent, (organised and spontaneous) communication within the KS
A greater sense of ‘team’ and awareness of KS
Year group leaders have secure oversight

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Organisational change -
Analysing current TA structures, listening to their issues. Moving away from TAs being attached to a class and moving towards a year group approach to support needs where necessary.
Analysis - TA morale / well-being. Getting a feel for it

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Happy staff!

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Working with parents closely. Taking their thoughts and ideas on board and making them part of the process of change

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Organisational in relation to high expectation culture. What do we do well? Relate outcomes. Why are we doing this? Child centred approach. Appoint someone eg PP coordinator. Where is lack of expecatation?

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Organisational in relation to high expectation culture. What do we do well? Relate outcomes. Why are we doing this? Child centred approach. Appoint someone eg PP coordinator. Where is lack of expecatation?

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Ensuring middle leaders have a more leadership role and it isn't just a title. Ensuring they have time to complete their role and give them more of a say in how the school is run by including them in more leadership meetings.

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Organisational:

Review of leadership and middle leadership roles and responsibilities. What do people do? How effective are they at it?

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Building in dedicated time for liaising between year group leaders
Time spent as a KS team to support coherence and progression within curriculum
Clear documentation mapping out progression and coverage

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For me, measuring success would be partly an internal feeling: do I feel that I've "settled in" and staff are on board with the aspects of my role. I think I'd also be looking at results from staff, parent and student voice for quantitative and qualitative data. Do these stakeholder groups feel we've improved communication and engagement, what are admission numbers like, what are student views on the culture in the school?

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Looking for the quick wins to boost confidence but also thinking about the long game. How do quick wins build up to the overall goal? To ensure a sustained impact.

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Communication with all stakeholders and the wider community. Look for what you can achieve first. Surgeon mode. Then look for the bigger picture- Architect. Curriculum changes that could be made to support progress.

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Organisational change - lines of communication & accountability; who, what, when, etc. supported with meaningful time.

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Organisational change - lines of communication & accountability; who, what, when, etc. supported with meaningful time.

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Suitability of the curriculum

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Improve communication with all stakeholders- share the vision.

Listen to staff feedback and look for your quick fixes.

Develop the longer term plan now audit is complete and gaps identified.

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Sharing vision with staff and ensuring non-negotiable so are clear. Modelling behaviour, stringent but supportive QA

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Sharing vision and giving people ownership of change.

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Undertaking a SWOT analysis to determine the current state of the school, involving the core stakeholders. As an economist, I would draw on the Architecture type of leadership.

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Talk to people and observe the culture and ethos. Research the changes needed.

Make curriculum changes that people understand are worthwhile and for all involved, especially the children.

Success measured through learning walks, books scrutiny, pupil voice, staff moral and attainment.

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One Team - focus on building even better relationships

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Expectations and consistency of approach

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Expectations and consistency of approach

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1. Begin by researching - observing, talking and reviewing classes to find out if teachers all have same expectations and have bought into school ethos.
2. Review findings with teachers.

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Organisational- Philosophy behind change (to motivate; involve) followed by architect (to structure, scaffold & model).

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Organisational- Philosophy behind change (to motivate; involve) followed by architect (to structure, scaffold & model).

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As a school that is currently changing to 11-16 and now having to "compete" in the local area, I'd want to be looking to change our interactions with parents and other stakeholders. Community relations and the way we interact with parents/carers, and what they can expect from us, is really important.

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Ensuring staff feel able to offer their opinions and thoughts and work to implement changes so staff feel their voice had been listened to begin to instill a culture of openness.

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90 day challenge. High expectation culture, especillay in relation to PP. Strategies. What do we do well? Staff training and buy in (what is the why?) As per pygmalion effect. Leadership style. 

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90 day challenge. High expectation culture, especillay in relation to PP. Strategies. What do we do well? Staff training and buy in (what is the why?) As per pygmalion effect. Leadership style. 

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Observations to see growth and identify gaps. External organisations to spot these with you and celebrate and then involve staff in moving forward and identifying next steps to help them buy into it.

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Share a culture of positivity. Look at strengths you do have within your team. Identify key areas of improvement looking at all aspects of data and speaking to all stakeholders.

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Developing a culture of support - if something is not right it’s about how we can support you and make it a positive experience to create a solution e.g. training, good practice observation, etc.

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Look where the biggest impact would be that you can sustain

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QA- what are the areas of strengths and weakness of the students

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Staff not understanding the “why” and the wider context of setting

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Core values - learn the culture, identify the gaps. Identify the strengths.
Find the good eggs - look to harness them.
Identify the leadership style needed  - architect with some accountancy embedded.
Put the school on the map with the local community.

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Look at parents/carers attitudes and values of education
What motivates staff to be the best for their pupils?

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Challenging the status quo while maintaining positive relationships.

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How it began… focus on perception of stakeholders (individual & shared understanding) - what is the culture within that role.

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How it began… focus on perception of stakeholders (individual & shared understanding) - what is the culture within that role.

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I would focus on finding out what the behaviour and social environment is like. How do students interact with one another and staff? Does the culture fit with the vision and values and is it lived by all?

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Observe and understand the setting, speaking to as many stakeholders as possible. Identify the area where you can have the biggest impact. 

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Observe and understand the setting, speaking to as many stakeholders as possible. Identify the area where you can have the biggest impact. 

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Sharing vision and core values with new staff. Strategies would be to make time for the new staff to share vision and core values informally as well as allowing them to see them in action.

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Senior leaders to develop a teaching culture of higher expectations of all pupils.

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Developing trust with existing staff.

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Communication is key- what different methods might you use to communicate your culture and vision?

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Identify area to improve as a priority. Speak to staff and students, get to know school. Identify quick fixes and create long term plans

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A culture of high expectations for all pupils

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Good luck everyone and remember your stakeholders buying in!