Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Investors in people 2011


Published on

Published in: Education
  • Be the first to comment

  • Be the first to like this

Investors in people 2011

  1. 1. . Wistaston Church Lane Primary School Assessment Report Commercial in ConfidenceAssessor: Heather BeattieDate: 18th October 2011 Investors in People delivered by idg official partner for the North of England. 1
  2. 2. Contents PageIntroduction 3Objectives 4Outcome 4Executive Summary 5Continuous improvement opportunities 6Findings Against the objectives 8Investors in People Topic Map 15Continuous Improvement/Action Plan 16Conclusion 17 2
  3. 3. IntroductionThe school opened in September 2007 following the amalgamation of two highly successfulschools, Wistaston Westfield Infant School and Wistaston Junior School. In addition, thecampus is shared with a privately run pre-school called ‘La Maternelle’. Approximately 420children attend between the ages of 4-11 years.Located in Cheshire between Crewe and Nantwich, the school enjoys a large green campusthat includes a huge playing field, extensive outdoor play apparatus, a wildlife coppice, areas forquiet reflection and access to adjacent cricket pitches and tennis courts. The grounds arecontinually being developed and an outdoor classroom has recently been added to the facilitiesin use.Both schools were recognised prior to the amalgamation. This is the first review of the school inits present form and to reflect the drive and ambition of the team it was agreed to deliver agreater depth of feedback and to recognise achievements that this review would be against thefull framework.A sample of 16 staff were invited for interview, which represented 38% against an IIP UKsuggested sample of 28- 50% Key School Aims and Values Extracted from Web site To value each individual child and encourage him/ her to reach their fullest academic,High expectations aesthetic, physical, social and spiritual potential. To provide a broad, balanced relevant and differentiated curriculum which provides forRich, broad, varied the needs and talents of each pupil, regardless of gender, racial background, religion orcurriculum special educational needs. To develop the childs physical fitness, health and well-being, to encourage teamwork, and to enable pupils to develop the ability to make healthy choices and develop healthyHealthy lifestyles lifestyles. To build up relationships of trust, respect and support between staff, governors,Parents, community and parents, advisory colleagues, private nursery and friends in the local community for theall other stakeholders good of the children within our school. To create a stimulating, dynamic environment, which encourages enthusiasm forStimulating school learning and promotes an expectation of high standards.environment Produce understanding citizens of the twenty-first century who recognise the need toResponsible citizens participate in a caring and responsible way for the sustainability of our world. • We strive to help our children to be happy and eager to learn, feeling supported, confident and secure. • We promote positive attitudes of self-respect, valuing the needs and opinions of others in all aspects of school life. • All members of the school community are recognised as individuals through being respected and afforded appropriate challenges to achieve. • Teamwork is placed at the heart of the schools development. 3
  4. 4. Objectives for the Assessment • To establish whether Wistaston Church Lane Primary School meets all of the evidence requirements for the Investors in People Standard. • Quality learning experiences To review the people practices in place to recruit, develop, and involve all staff so the pupils receive a unique, enjoyable and effective learning experience. • Maximise efficiency Offer suggestions on how the school can creatively and innovatively utilise the resources more efficiently. • To establish where the organisations sits against the full framework with the ambition of achieving Gold status.This is the first review of the school in its present status, having worked with IIP since 2004.OutcomeHaving carried out the assessment process in accordance with the guidelines provided forassessors by Investors In People UK, the Assessor was satisfied beyond any doubt thatWistaston Church Lane Primary School continues to meet the requirements of the Investors inPeople Standard. On behalf of Investors in People North of England the Assessor would like tocongratulate Wistaston Church Lane Primary School on this achievement.The assessor also confirms that Wistaston Church Lane Primary School has met 131 evidencerequirements above the 39 in the Investors in People Standard and this equates to a Gold,award requiring at least 165 evidence requirements. The Assessor recommends to theModeration Board that Wistaston Church Lane Primary School is confirmed as having achievedthis award. On behalf of Investors in People North of England the assessor would like tocongratulate Wistaston Church Lane Primary School on this additional achievement.The next review will be due by October 2014.Options for next Assessor interventionWistaston Church Lane Primary School has several options for their next assessor intervention: • Contact the Assessor to discuss the report in detail. • Consider an interim review after 18 months in order for this intervention to act as a barometer to measure the impact of any on-going changes within the organisation • Consider being assessed against the Investors in People ‘Health & Wellbeing’ Standard once a strategy (To build on the good work in respect of supporting Work-life balance) in this area had been fully developed • Contact the Assessment Centre in respect of supporting workshops, consultancy or advice • Undertake a three year review (maximum 3 years) by October 2014 in order to return to the three year anniversary date. 4
  5. 5. Executive SummaryOverview and what makes Wistaston Church Lane Primary School special andworthy of Gold level accreditation.It was obvious from the outset that the strategies in place go beyond the Investors in PeopleStandard. The organisation was able to demonstrate how it has applied Investors in Peoplepractices to the creation of one unified team with a shared vision since the amalgamation andmore importantly to the achievement of their key priorities.This was the first formal visit from the assessor since the amalgamation and it was evident howthe organisation had used the standard as a framework for continuous improvement and hadevolved themselves from two separate and independent schools to being an organisation whichis leading the way in effectively, creatively and innovatively educating children to deliver theshared vision.There were many strengths including • A culture based on openness and trust • Total understanding of the need to improve the outcomes for the pupils by taking a holistic approach. • The increasingly consultative approach to planning and decision making • An atmosphere of involvement and empowerment • Effective and visible leadership • Strong support and communication in place for all levels of staff • The strong desire to both keep up the high standards already achieved ‘maintaining momentum’ and to continuously improve.People development has led directly to the performance improvements resulting in their strongrelationships within the community, high attendance figures and high levels of support fromparents and other stakeholders. Other quantifiable examples included the Inclusion mark, activemark, eco schools status, international schools award as well as being oversubscribed, havinglow staff turnover and low sickness absence.There was evident pride that everyone had in the School, its standards, environment, friendlyand helpful people, and in its achievements. Everyone interviewed was clearly committed to thepupils and their experience at Wistaston Church Lane Primary School.There was a generous learning and development offer to each and every employee. Allemployees were encouraged to undertake Continuous Professional Development.All interviewees felt supported through development, information and involvement, and thismatched the strategy and expectations of the organisation.People development was evident throughout, undertaken in a variety of ways from courses(including bespoke) to shadowing and sharing good practice sessions. Examples of outcomesincluded the achievement of qualifications, job enrichment and in many cases careeradvancement, improved confidence, skills and knowledge, all linking to a clear impact on theperformance of the school.The results of the positive people strategies in place were the greater levels of employeeinvolvement and the opportunity for creativity and innovation to take place. There were anumber of examples given to the assessor where staff had contributed to and created significantimpact at team and school level. The change team is an excellent example of how people wereconsulted, involved, empowered to make more creative changes for the benefit of all. 5
  6. 6. Continuous Improvement Opportunities - What could be developed further?Quality learning experiences 1. The vision and values are in place and embedded, although when asked some staff were not clear on how to articulate this. The values are reviewed as part of the annual monitoring process and it is clear their relevance continues. It may be worth refreshing the values to sharpen the clarity and understanding of all stakeholders involved. This along with involving the staff in the development of the strategy and plan will impact on much greater levels of commitment and motivation from the staff, strengthening the collective vision. 2. The performance management process could be enhanced through enabling managers to gain feedback about their leadership and management effectiveness. Good practice suggests that managers be developed to ask for feedback at the appraisal meeting, and to develop the tools and techniques for consciously reviewing their own people performance on a day to day level. This would offer the school a tool for collecting views of how people feel about how they are managed and developed, to ultimately identify improvements in how managers improve and staff can identify improvements as a result of their feedback. 3. Return on investment in people strategies are monitored and reported to Governors, the school may wish to consider how it could extend this reporting back to stakeholders to include pupils and parents so everyone in the school community can relate to the benefits received from development activities and people strategies.Maximise efficiency 1. Review the management capabilities identified for managers and ensure there is a clearly defined and transparent view of what a Wistaston Church Lane Primary School manager looks like and how they are expected to manage. This will involve having clearly defined levels of skill and competency with activities in place to support potential candidates to developing these. The current leadership team offers a good role model for this. However, it was not apparent to all that there were a common set of capabilities required of managers which linked the leadership strategy to the School strategy. This will enable the school to have greater focus on development of middle managers and support succession planning for the future. 2. Having got the capabilities above clearly defined and understood by all, consider those capabilities in terms of the future needs. The change team could be an excellent forum for defining the future capabilities and what this means to how the school will be lead and managed in the future, especially with changes to Ofsted, Governance and political aspects on the horizon. 3. The school has a strong approach to mentoring with a high number of staff involved in official mentoring programmes of new teachers, student teachers and student teaching assistants. In interviews most people described examples of coaching, although they described it as either support from a team member or guidance from a manager. The school should explore the differences in coaching and mentoring to heighted the awareness of them as tools to support others and to identify when each of them is the most appropriate tool to use. This will ensure that quality time is given to each intervention and that it become further embedded within the culture. 6
  7. 7. Summary of key findings in conjunction with the alignment model In reference to moving the organisation forward, there was some excellent evidence of lateral alignments being observed at Wistaston Church Lane Primary School and these have been noted against this model. In line with continuous improvement, suggestions have been discussed at the feedback meeting and noted on this model to support the school in realising the greater potential from the workforce. All staff were clear on the aim of “Our school is a vibrant learning community which promotes excellence and enjoyment, enabling all children to fulfil their potential and lead useful, productive happy lives." Mission Staff and stakeholder Values harmonious involvement in developing with staff focus in line strategy was clear. with strategy Strategies Values Leadership Influence Through performance Clear understanding of Inspirational management andthe priorities within the Leadership constructive feedback school and the level of Objectives evident Behaviours Behaviours clearly reflected contribution to their achievement values These behaviours could be defined at a leadership level and used to support their move towards developing Outcomes greater leadership skills required for the future Employee engagement. Staff involved and committed to Extremely highly motivated and improving things for the future. focussed staff group who can Consider the differences between Self-managed teams provide strong evidence of good coaching and mentoring to ensure Staff are focused, work as a impact on their target areas. the most effective tool is used. team, have autonomy to make To maximise benefit gained from decisions and demonstrate learning consider using competency in their role. development activities more Consider ways to gather views closed aligned to individuals of how people are managed learning style and developed with a view to further improvements Continuously reflecting on how the organisation’s operation fits with the alignment model would not only ensure that Wistaston Church Lane Primary School moves forward with its people in order to meet its objectives but will also ensure that maximum alignment was achieved in order to continuously deliver its standard of teaching and learning to its children and local community. 7
  8. 8. Findings against the Standard using your objectives.Quality learning experiencesTo review the people practices in place to recruit, develop, and involve all staff sothe pupils receive a unique, enjoyable and effective learning experience.Vision, purpose and strategy."Our school is a vibrant learning community which promotes excellence and enjoyment,enabling all children to fulfil their potential and lead useful, productive happy lives."It was clear throughout that the school vision was shared by all and embedded with thestructure and practices of the school. This was demonstrated through the way staff, pupils,governors and parents are involved. This could be further enhanced by extending thisinvolvement further to parents and partner organisations.For all those interviewed the need to deliver a high quality learning experience was the essentialelement of enabling the pupils to learn effectively and it was clear that this was the focus of all oftheir energies and in achieving this, the pupil relationship remains strong.The vision and values are continuously reinforced through the communication activities andthese were clearly understood by all staff. Meetings are held on a number of different levels andtasks have been effectively delegated to ensure all staff are focused on meeting the agreedstandards and targets set down within their communication and monitoring schedules.Objectives and targets are clearClear target setting at every level and excellent communication means that all staff are aware ofSchool priorities and how this links to their own individual objectives. People were clearlyinvolved in the implementation and development of new systems and procedures through Insetdays, and staff and team meetings. Many related to the implementation of ideas, which wouldcontribute to improved learning experiences and outcomes.Training and development clearly linked to meeting Schools needsThe School invests a significant amount of resources (including people’s time, expertise andfinances) into learning and development activities, which are focused on improving people’sskills and knowledge that in turn will enable them to perform to the best of their abilities. Therewas evidence of these at all levels and through a variety of approaches both internally andexternally. The management team has been very resourceful and has forged numerousrelationships with cluster schools, external agency teams (such as speech and language team)to the mutual benefit so the School has gained significant learning and developmentopportunities and resources. As a result people felt that their learning and development needsare being effectively met and they were able to describe to the Assessor how their learning wasbeing used to positive effect to raise their own level of performance and how this impacted onthe children. This targeted investment and on-going identification of learning and developmentneeds at all levels will be a key factor in the ensuring the School continues to improve andachieve high standards going forward.People are involved in making decisions which impact on their work.People were clearly involved in the decision making, planning, implementation and developmentof new systems and procedures through inset, staff and team meetings, special projects andfocus groups. Many related to the implementation of ideas, which would contribute to improvedefficiencies for the team or enhancement of support for children in the school. The revision tothe school timetable through the change management team is a good example of this. 8
  9. 9. “The managers are very down to earth, they tell us exactly what they want from us, and areopen to what we say if we think it could be done better”People and stakeholders are involved in planningThe annual survey has given pupil and parent views a greater profile and there is strongevidence of how the information has been scrutinised. This has been shared with staff andgovernors, who then add to and work with the information to create the new school developmentplan each year.The school has a comprehensive plan in place and should be complimented on its clarity. It lists15 priorities within 3 areas. Behind each priority sit action plans which clearly highlight what thesuccess measures are, who is responsible and how it will be monitored. These plans are clearlycascaded to individual objectives and responsibilities.Governors have clear areas of input at the top level and have a strong programme of monitoringthe effectiveness and impact throughout the school year.Ownership, consultation empowerment.Communication was high profile with several methods of consultation and involvement. Peoplewere involved through their appraisals, all staff reported they were able to put forward ideas andhow their input is increasingly being asked for and valued by the management team.All staff could clearly link the consultation process as leading to effect improvements in how theyare managed and development and opportunities for the children. Staff were clear that action istaken as a result of their contribution and their views are strongly valued. This has empoweredstaff to make more creative and innovative decisions within their roles in order to effect greaterimpact for the children.Impact evaluated, self reviewIn terms of evaluating the impact there was clear evidence to show that the senior managershad an understanding of the costs and benefits of learning and development. For example, theywere aware of costs in time and resources and could point to dividends in terms of capability,flexible workforce, improving capacity for the future and improved performance as reflected inthe performance of the children and improved writing across the school. This could be furtherenhanced through being able to quantify the benefits of specific development activities of theteam.Monitoring of performance informs future activities.Performance is well managed in how the school’s aims and objectives are cascaded throughthe communication process and each month the management team will review progress againsteach objective as well as support needed to get there. Interviewees described their performancemanagement discussion and this is seen as a tool to focus on qualitative achievements andearly identification of further support or intervention if appropriate.The use of internal expertise to improve the performance of others is embedded and is anincreasingly effective approach for the school to drive up performance. It was also clear thatthese approaches had additional benefits. For example, people feeling that theirexperience/expertise was valued as well as improved teamwork across the different areas of theTrust. There was also clear evidence of the school regularly monitoring and evaluating itsapproach to achieving results and this then informing future strategy. It was encouraging to seethat despite the levels of improved performance and success which the School has achievedover recent years, this has not stopped the leadership team from regularly revisiting theirstrategy and looking at what else they can do to continuously improve their approach inachieving the very best for their children and the future of the School. 9
  10. 10. People are committed to successIt is worthy of mention how the leadership team have created a proactive, positive and happyculture. This underpins the way people felt empowered, valued and proud to be working for theorganisation. The strands of the culture relate to:- a) Work life balance. Senior managers described how work life balance measures were key to the success and efficient working of the organisation. It helped in recruitment, retention, employee health and well-being and reduced turnover and absence levels. Examples included; cover time for special projects, and flexibility for family needs. As with recognition and reward the school could benefit from having a school specific strategy which clearly links between the purpose, value and benefit of work life balance as a strategy to having an impact on the schools development plan. b) Recruitment and selection. People are recruited with a clear emphasis on making sure they have the right attitude to the learners and have through their previous experiences the ability to act as role models of the schools values. Managers are trained in recruitment and people at appropriate levels are involved to aid the decision making process. Those recruited could confirm how fair the process was and that a relevant and comprehensive induction was given.Maximise efficiencyOffer suggestions on how the school can creatively and innovatively utilise theresources more efficiently.Learning and development strategy builds capacity.Managers were able to describe an effective, strategic approach to the identification, planningand prioritisation of learning and development needs. They could demonstrate how peopledevelopment included areas such as team working, understanding of behavioural issuesaffecting children, and succession planning.Through developing people from within and identifying individuals talents and working to theirstrengths, there were examples shared with the assessor where people have progressed duringtheir time there. They all spoke of having had opportunities to do different roles which hascontributed to improved flexibility and improving their skill base and confidence.Teachers have been paired up for working on curriculum areas to offer support, share goodpractice, and promote greater synergy between Early years, key stage 1 and key stage 2.Personal objectives set within performance management have been challenging yet reflect anindividual’s interest to enhance their skill base for the benefit of the school. There wereexamples shared with the assessor from teachers, teaching assistants, admin, and theleadership team where greater knowledge, skills and confidence had led to extending theschools offer.Management effectiveness,People frequently described how the Management were very “open” in their approach and howthere had been opportunities for coaching on an informal level. Many staff spoke of theirmanager being brilliant at listening, supporting and developing them as well as providingconstructive feedback and challenge. Managers were all clear on their roles and to support thisthe School calendar identified tasks to be done at the various levels on a weekly, monthly,termly basis. For example – performance management, subject curriculum reviews, pupilprogress reviews. Staff also saw their managers as great role models and this was reciprocatedin how staff acted as role models for the children. 10
  11. 11. Examples were provided of what staff believed constituted effective management includingproviding guidance, motivating, delegating responsibilities, clear on responsibilities, identifyinglearning needs and on the job development, all of which they could relate to their manager.“My manager is very good. Any problems we work around and find a way through it. She is verysupportive.”Leadership – role models, coaching,Strong leadership was evident in the approach of the leadership team. People frequentlyreferred to the “drive, passion and energy” that the members of the senior team displayed. Thismeant that positive role models were in place and were able to motivate, engage and supportstaff in achieving the best for the School.Managers described how they tried to ‘practice what they preached’ when it came to leadingand managing people. They explained how they sought to set an example by seekingcontinuous improvement and valuing the contribution of team members. Managers describedhow they conducted performance management, identified training and supported the staffthrough informal support and mentoring.Staff were complimentary about all managers. Effective, approachable, coaching and supportivewere the usual comments. Managers were visible and often hands on when required and wereseen by some as inspiring and role models for the “school values”. Senior managers recognisedthe need to “stay connected” with day to day activities to help inform decision making and staffrecognised the benefits of this.Mentoring was a strong part of the support strategy and well received by staff. The seniormanagers have all been involved in mentoring programmes and this has been cascaded down.Coaching was less well demonstrated as part of the approach to supporting staff. The schoolmay wish to clarify the differences between coaching and mentoring to tailor time and needs tothe individual members of the team.“The management team are very passionate about what they want for the school and thechildren.”Talent managementTalent management. The Head Teacher with the senior managers, has been excellent at seeingpotential, nurturing and developing the talents and playing to individuals’ strengths. This hasbeen to the mutual benefit of the individuals and the School community. Interviewees alldescribed how the current team were the best at working together and how they had been giventhe opportunities to excel at something they had a passion for.Knowledge sharing.Through a very proactive communication strategy the organisation is able to encourage alllevels of staff to put forward ideas and suggestions especially around continuous improvement.This has resulted in improved outcomes for the children, improvements to the learningenvironment, additional activities to enhance and reinforce the development of the children suchas experiencing a night raid (WW2 ) and residential activities to improve confidence and selfesteem. Pupil feedback and achievement has significantly increased without impacting on costs,creating greater job security, job satisfaction, and enrichment for all involved. 11
  12. 12. Ownership and responsibilityClear levels of responsibility and accountability have been defined ensuring effective delegationand contributions to a culture in which staff clearly feel trusted and empowered to take decisionsand make suggestions for improvement for the benefit of the children, many examples of whichwere described to the Assessor. Once again continuing with this approach will ensure thatpeople’s motivation to strive for excellence is maintained.The approach used here has clearly taken into account the key principles of what constituteseffective change management within an organisationPeople believe they make a differenceValuing contributions and celebrating success. People felt valued at all levels. It was evidentthat this was a strong feature resulting in staff themselves operating to a high standard, makingsuggestions, and people were increasingly being empowered to take decisions andimplementing initiatives.“Once you have worked at here you don’t want to go anywhere else.”Reward and recognition, diversityWhile the school has adopted the policies and legal strategies from the local authority they goabove and beyond in how they acknowledge and value the contributions of the staff. There werea number of ways in which people’s efforts were acknowledged, including developmentopportunities, additional responsibility, leading on projects, representing the school, being givenautonomy within an area, opportunity to showcase work to colleagues, governors and otherschools, amongst others.While lots of activities are in place there is not a school specific strategy where all staff can beinvolved in its development and evaluation. This could enhance the school’s people strategiesand mirror a strategy currently in place for recognising pupil achievement.“They are very good at saying thanks and showing that they appreciate us especially when wehave hectic days.“We have great celebrations when we achieve things and everyone is invited and rewardedregardless of hours or job.”Benchmarking, continuous learning.Bench marking is carried out at a number of levels. The school compares themselves throughOfsted and local authority tables on key performance indicators against other schools. As thisonly gives part of the picture the school uses other quality standards including Investors inPeople to help them benchmark and to identify good practice which can further identifyimprovements.On a more local level the school works within a cluster group and can demonstrate that throughidentifying good practice and exploring opportunities the school has been asked to showcase orto lead on projects. This in itself shows the school to be ahead of the game in continuouslearning and speaks volumes in terms of the reputation of the school and its staff for gettingresults.The school (SAR) self-assessment review process is currently under question as it is no longera requirement of Ofsted. However, the School values the process and will replace it with analternative to ensure that through reflection of actions and achievements the School hasconstructive information to plan for further improvements. 12
  13. 13. Innovation is encouraged and supportedPeople described an open environment, which encouraged employees to make improvementsuggestions at any time. For example, the change team and open discussions in staff meetingand inset days allowed all to put forward ideas.A strong teamwork ethos was evident throughout the organisation. People confirmed thatknowledge sharing within teams was well embedded“It’s the staff doing the job who have the best ideas on how things can be improved”“Seeing what happens in other areas really helps me to see the bigger picture and how we all fittogether to deliver for all the children...”“We are always asked for staff suggestions”Sustainability and social responsibility are incorporated into the plans and activities.Being a socially responsible organisation, it uses the educational opportunities to take a fullyholistic approach to improving the outcomes for the children, meaning that a number ofadditional activities and opportunities are provided for the children. The eco club have raisedawareness of activities around the environment and how everyone can play a part and theschool is proactive in working with community projects and raising awareness and funds forother charities. 13
  14. 14. Evidence Requirements assessed were as follows: Traffic lighted (Red, Amber and Green)(The Standard) The Standard – Evidence Requirements ER 1 2 3 4 5 6 7 8 9 10 1 √ √ √ √ √ √ √ √ √ √ 2 √ √ √ √ √ √ √ √ √ √ 3 √ √ √ √ √ √ √ √ √ √ 4 √ √ √ √ √ √ √ √ √ √ 5 √ √ √ √ √ √ √ √ √ √ 6 √ √ √ √ √ √ √ √ √ X 7 √ √ √ √ √ X √ √ √ X 8 √ √ X √ √ X √ √ x √ 9 √ √ √ X D X √ √ D X 10 √ D √ X √ √ √ √ X √ 11 D √ √ X √ √ √ √ √ D 12 √ √ X √ D X √ √ √ D 13 √ √ X √ D √ √ √ √ √ 14 √ √ √ √ X √ √ √ √ 15 √ D D √ √ √ √ √ 16 √ √ D √ √ √ √ 17 √ √ √ √ √ √ √ 18 √ √ √ X √ √ 19 D √ √ √ √ √ 20 √ √ √ √ 21 √ X √ 22 √ √ √ 23 √ √ √ 24 √ √ √ 25 √ √ √ 26 √ 27 √ 28 √ 29 √Key: Evidence Met with Development Requirement Met D Opportunity Further Evidence Evidence Requirement X Required Not Assessed 14
  15. 15. Investors in People Topic Map Business Learning & People Leadership & Management Recognition Involvement Learning & Performance Continuous Strategy Development Management Management Effectiveness & Reward & Development Measurement Improvement Strategy Strategy Strategy EmpowerThe Standard - Top Managers should make sure (and their people should confirm) that:Organisation has Learning priorities People are Managers are Managers are People believe Ownership and People’s learning Investment in Evaluationvision/purpose are clear and encouraged to clear about the effective and they make responsibility and development learning can resultsstrategy and plan linked to the plan contribute ideas capabilities can describe a difference are encouraged needs are met be quantified in improvements they need to lead, how they lead, to peoplePeople involved in Resources for There is equality manage and manage and People believe People are Impact can be strategies andthe planning learning and of opportunity for develop people develop their their contribution Involved in demonstrated management development are development people is valued decision-makingRep.groups made available and support People know what(where app.) are effectiveconsulted when The impact will managersdeveloping plans be evaluated should be doingYour Choice - Top Managers should make sure (and their people should confirm) that:Clear core values The learning and The recruitment Leadership and Managers are Reward and Effective Learning and The contribution of Self reviewrelate to vision development process is fair, management role models recognition consultation and development people strategies and informationand strategy strategy builds efficient and capabilities for of leadership, strategies link to involvement is resources are is measured and from external capability effective now and the future teamwork and business part of culture used effectively evaluated review are usedKey performance are defined knowledge strategyindicators are Plans take A diverse, sharing and are People are Learning is an Impact on key Effectiveused to improve account of talented Managers are externally supported and everyday activity performance feedbackperformance learning styles workforce is helped to acquire Coaching is part benchmarked trusted to make indicators can methods are created these capabilities of the culture decisions Innovative and be described used toSocial People help make Representative flexible understandresponsibility decisions about A work-life Leadership and People are groups are Knowledge and approaches Performance peoples viewsis taken into their own learning balance strategy management helped to consulted (where information are to learning and improves as on how theyaccount in the meets the needs strategy link to develop their appropriate) shared development a result are managedstrategy Learning and of its people business strategy, careers are used development is taking account What motivates People committed Career prospects Internal andPeople and innovative and Constructive of external There is a people is to success People are given Improve externalstakeholders flexible feedback is good practice culture of understood the opportunity benchmarkingare involved valued openness and There is culture of to achieve their Flexible and are usedin strategy There is a culture Everyone is trust Success is continuous full potential effectivedevelopment of continuous The structure encouraged to Celebrated improvement approaches to People’s views learning makes the most develop All learning is measuring return on how they are of people’s leadership Benefits strategy People can valued/celebrated on investment managed talents capabilities goes beyond challenge the and is an everyday are used improves legal way things work activity requirements ROI in people is People believe There is a sense Mentoring is used reported to it’s a great place Colleagues’ of ownership and stakeholders to work achievements pride in working Personal are recognised for the development organisation is supported Traffic lighted (Red, not met.Amber met with development point Green met no development points 15
  16. 16. CONTINUOUS IMPROVEMENT PLAN CONTINUOUS IMPROVEMENT PLAN Business issue Suggested Action Suggested Assessor Potential benefits / impact of taking no action Signpost timescale or Consultant support (why) (What) (How) (When) (Who)Mapping learning styles ‘Map’ individual learning styles Dec 2011 Consultant Embracing continuous development and learning across organisation Assists with planning & evaluation of learning eventsCoaching v’s mentoring Review the difference between Spring term Consultant Continuous development coaching and mentoring to identify 2012 Consistent & broader approach most appropriate method for Effective management approach interventionDefine the capabilities of the Define generic behaviours for future Spring terms Consultant Continuous improvementleadership team for the leaders 2012 Building greater leadership capability and capacityfuture Quality Committed to making life enjoyableHealth & Well-being Award Consider building on the good work Consideration centre Build on WLB approach in terms of WLB and use to workshop A tool for recruitment / development, talent complement management and succession planning. tReview of people’s Put into place measures to monitor Next Identify ways for further improvement to leadershipperception of how they are and understand peoples views of performance style and maximising the contributions of the widermanaged how they are managed management team.Develop and strengthen Develop through consultation with Summer term Ensure consistency throughout all strategies and clearstrategies for staff strategies which link current linkages between what appears -nice to do and whatreward and recognition & practices and activities to the whole makes an impact on the delivery of quality educationsWork life balance school strategy. experiences for the children. Consultancy support In order to support your continuous development arising from this report we have a number of flexible options including one to one support with your action plan, consultancy that would help in terms of further advice plus workshops, training or on line tools and tutorials. Please let me know if you want me to arrange any of these to support you on your journey in achieving and maintaining a high performing workplace 16
  17. 17. ConclusionI would like to congratulate Wistaston Church Lane Primary School on its outstandingachievement with Investors in People.The assessor would like to thank Graham Prince and the team for all the preparationsand thanks to all the team for being very welcoming and honest in theirdiscussions with me and for making it an interesting and enlightening experienceespecially given that Ofsted were on site at the same time.I look forward to working with you in the future to maximise the potential.Name: Heather BeattieInvestors in People Assessor:Date: 18th October 2011Contact Details:2, Swanley Cottages,Swanley by BurlandNantwichCheshireCW5 8QDTelephone 01270 524144Mobile 07762 218182Email 17