Naace think tank_slides

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  • Flexibility in agenda Prior to objective setting …..some introductions …next slide…..
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other
  • Mark Bernie Gareth and camera Reference document in packs Each other

Transcript

  • 1. Naace Think Tank A perspective on “The National Context” Bristol 26 th July 2010
  • 2. Housekeeping
    • Fire – There are no planned fire alarms. If you hear the fire alarm it is real. Please make your way out into the car park to the fire assembly point and await further instruction.
    • Refreshments and lunch
    • Wi-Fi access – each delegate given a key
    • Micro-blogging – Twitter – use #naace
    • www.slideshare.net/
    • www.wallwisher.com/wall/DFEPlan
    • naace.primarypad.com/1
  • 3. Agenda
    • 10.00 – 10.30 Tea & Coffee and introductions
    • 10.30 – 10.40 Naace Welcome & Housekeeping
    • 10.40 – 11.30 ICT IS Important - Do we agree? Why and how is it important ?
    • 11.30 – 12.00 What are our Key Messages? (The USP of ICT in a learning environment)
    • 12.00 – 12.30 Who are the audience? And who needs to hear what?
    • 12.30 – 13.15 Buffet Lunch
    • 13.15 – 13.45 What do we want those who hear our message to do? How do we provoke this reaction?
    • 13.45 – 14.15 Building a Strategy (and Practical Products) for defending the place of ICT in Education - What should it include?
    • 14.15 – 14.45 Naace is about community - how can we build the effectiveness of that community so that our VOICE is heard and effective?
    • 14.45 – 15.00 Summary
    • 15.00 Coffee & Close
  • 4.
    • Designed to turn government on its head, taking power away from Whitehall and putting it into the hands of people and communities. Once these reforms are in place, people themselves will have the power to improve our country and our public services, through the mechanisms of local democratic accountability, competition, choice, and social action.
    DFE Draft Structural Reform Plans
  • 5.
    • Over the past ten years, the gulf in achievement between the rich and the poor has widened and the attainment gap between fee-paying schools and state schools has doubled.
    • Solution?
    • Is ICT part of the solution?
  • 6.
    • Theme
    Draft Structural Reform Plan
    • Greater autonomy for Schools
    • Improved Parental Choice
    • Whole System Improvement
    • More support for the poorest
    Questions
    • What is this?
    • What will it look like?
    • What will it mean for Naace?
    • What will it mean for you?
  • 7.
    • Attracting the best people into teaching by expanding Teach First and further enhancing the prestige and esteem of the teaching profession.
    • Focus relentlessly on improving behaviour by ensuring that parents accept their responsibilities, teachers have the discretion they need to get on with the job, and pupils respect adult authority at all times.
    • We will also provide sharper, more intelligent accountability that focuses on underperformance by reforming Ofsted.
    Whole system improvement
  • 8.
    • We will introduce simpler revenue and capital funding systems to give better value for money and to tackle disadvantage and raise standards.
    • We will reform the curriculum so that it reflects the best collective wisdom we have about how children learn, what they should know and how quickly they can grow in knowledge.
    • We will publish a White Paper in the autumn setting out further details of these reforms.
    Whole system improvement
  • 9.
    • ACTIONS
    • 1.1 Allow all schools to apply for Academy status
      • Legislate to allow conversion
      • Establish application process
      • Invite applications from outstanding schools
      • Approve applications from outstanding schools
      • Sign first funding agreements with successful schools
      • Calculate budgets and transfer assets to first tranche of schools
      • First schools convert to Academy status
      • Open applications to wider group of schools
    • 1.2 Enable the takeover by an experienced education provider of underperforming schools
      • Sign funding agreements with sponsors taking over schools in academic year 2010/11
      • Identify new sponsors for underperforming schools that will convert in 2011/12
      • Match new sponsors with underperforming schools
    1. Independent state schools (1/2) Driving change with a new generation of independently-run state schools Start End May 2010 May 2010 May 2010 July 2010 Aug 2010 Aug 2010 Sep 2010 Nov 2010 May 2010 Sep 2010 May 2010 Aug 2011
    • MILESTONES
      • A. First Education Bill introduced
      • B. First wave of outstanding schools become Academies
      • C. First underperforming schools reopen as Academies
      • D. White Paper setting out full education plans published
      • E. Second Education Bill introduced
    May 2010 Autumn 2010 Autumn 2010 Oct 2010 Nov 2010
  • 10.
    • ACTIONS
    • Convert next tranche of underperforming schools to Academy status
    • Repeat process for academic year 2012/13
    • 1.3 Make it easier for new providers to open new Schools
    • Agree arrangements for pre-application support
    • Establish criteria for approving a new School
    • Open application process
    • Amend planning guidance to increase number of potential sites for new schools
    • Establish a revenue funding model for new school development
    • Revise school building guidance
    • DfE to work with first tranche of new Schools
    • Begin approving the opening of the first new Schools
    • Open the first new Schools
    1. Independent state schools (2/2) Driving change with a new generation of independently-run state schools Start End Sep 2011 Sep 2011 Sep 2012 Jun 2010 Jun 2010 Jun 2010 Jun 2010 Jan 2011 Jun 2010 Aug 2011 Aug 2010 Jan 2011 Aug 2010 Sep 2011 Nov 2010 Jul 2011 Sep 2011
    • MILESTONES
      • F. DfE begin work with first pathfinder new Schools
      • G. First new Schools to open
    Aug 2010 Sep 2011
  • 11.
    • ACTIONS
    • 2.1 Design pupil premium allocation mechanism
      • Identify funding model for pupil premium for phased implementation from 2011/12
      • Identify sources of funding for pupil premium
      • Identify eligibility criteria for pupil premium
      • Discuss with stakeholders and consult on operation of the premium from 2011
      • Launch a study to evaluate the impact of practices that the premium could pay for
      • Confirm rate of premium (subject to Spending Review)
      • Give model advice on using resources to raise achievement
      • Pupil premium funds transferred to schools
      • Evaluate initial findings from first year of operation of pupil premium
      • Evaluate patterns of deprivation to establish where pupil premium produces fastest improvement
    2. Pupil premium Introduce a new pupil premium for disadvantaged pupils with significant funding from outside schools’ budgets to tackle disadvantage and raise standards Start End May 2010 Jul 2010 Jul 2010 Jul 2010 Sep 2010 Jul 2011 Nov 2010 Jul 2011 Sep 2011 Sep 2012 Feb 2013 Sep 2012 2015
    • MILESTONES
      • A. Funding model identified
      • B. Eligibility criteria identified
      • C. Additional funds identified
      • D. Pupil premium introduced
    Nov 2010 Nov 2010 Nov 2010 Sep 2011
  • 12. 3. Reducing bureaucracy Start End May 2010 Sep 2010 May 2010 Sep 2010 Jul 2010 Jul 2010 Oct 2010 Jul 2010 Sep 2010 Oct 2010 Apr 2011 Oct 2010 Nov 2011 Jul 2010 Sep 2010
    • ACTIONS
    • 3.1 Establish action plan and priority areas
      • i. Review statutory duties, guidance and policies/documents for schools
      • ii. Review non-statutory guidance and other documents
      • iii. Announce policy changes that would make immediate impact on reducing bureaucracy
      • iv. Review data collection and develop a more robust scrutiny process to reduce burden of data collection on schools
    • 3.2 Implementation phase
      • i. Remove guidance and other documentation with no statutory basis
      • ii. Take forward legislative changes requiring secondary legislation
      • iii. Take forward legislative changes requiring primary legislation
    • 3.3 Ongoing arrangements
      • i. Establish process to minimise bureaucratic burdens of new policies on schools
    Ensure all schools are freed of bureaucracy so that they can focus on raising standards
    • MILESTONES
      • A. Early announcement on reducing bureaucracy
      • B. First set of burdens lifted
      • C. Second announcement on reducing bureaucracy
    Jul 2010 Sep 2010 Nov 2010
  • 13.
    • ICT IS important
    • Do we agree?
    • Why and how is it important?
    In this Context
  • 14.
    • Lunch
  • 15.
    • What is it that we want to do as a community?
    • Groups – defined by you
    • 5 mins to think about this
    • What is the theme?
    • Who is the audience?
    • What is the strategy & the technology we can use?
    • What reaction are we hoping for?
    • Use www.primarypad.com/naace
    Community
  • 16. What are our Key Messages as a community of professionals dedicated to the advancement of education through the appropriate use of ICT? (The USP of ICT in a learning environment)
  • 17.
    • Who are the audience?
    • Who needs to hear what?
  • 18.
    • What do we want those who hear our message to do?
    • How do we provoke this reaction?
  • 19.
    • Building a Strategy (and Practical Products) for defending the place of ICT in Education – What should it include?
    • How do we efficiently and effectively build these products?
  • 20.
    • Naace is about community – how can we build the effectiveness of that community so that our VOICE is heard and effective?
  • 21.
    • Thanks to our sponsors and our volunteers
    • Thank You for attending
    • Please can you hand in your badge prior to leaving