Press release: New scheme to boost middle management in challenging schools

One hundred exceptional middle leaders will be placed in some of the most challenging schools across England in a move to raise standards and improve the quality of teaching and subject leadership, Schools Minister David Laws announces today (25 February 2015).

The secondment programme will invite up to 100 ‘outstanding’ middle leaders – such as heads of department, subject or year group heads – to apply to spend a year in underperforming schools, including those in deprived, coastal and rural areas.

The 1-year scheme will enable schools which face some of the greatest challenges to benefit from the skills, expertise and knowledge of strong middle leadership to help raise attainment. It will also provide an important professional development opportunity for participants with a view to training the excellent school leaders of the future.

Schools Minister David Laws said:

We know that strong leadership and high-quality teaching are vital to improving pupil outcomes. That is why we launched the Talented Leaders initiative last year, placing ‘outstanding’ headteachers into struggling schools. Today we are announcing a new programme to do the same with ‘outstanding’ heads of department and subject leaders.

This new programme will allow schools facing some of the greatest challenges to benefit from the skills, expertise and knowledge of an exceptional middle leader who can drive improvements and raise standards.

We want to encourage the movement of high-quality middle leaders to the areas which need it most, to help close the attainment gap and build a fairer society in which every child is able to reach their full potential.

The initiative forms part of the government’s wider ambition for a school-led system in which strong schools and leaders work with other schools to share best practice, knowledge and experience and raise standards in all schools. Many top academy chains already share their best staff between schools to improve performance.

The first cohort of middle leaders will spend a year on secondment in underperforming schools to share excellent teaching, diagnose issues and put in place an improvement plan to ensure long-term sustained progress.

Today David Laws announces an ambitious national programme to support 100 middle leaders from ‘outstanding’ schools to work in schools across the country. This will include the secondment of 30 excellent middle leaders to work in challenging schools in the East of England, as announced by the Prime Minister last week.

The new scheme follows the launch of the Talented Leaders programme in September last year to recruit top-performing heads and aspiring heads to turn around some of England’s most challenging schools.

David Laws will host a reception this evening, at which Deputy Prime Minister Nick Clegg will deliver the opening speech, to celebrate the first cohort of outstanding school leaders on the Talented Leaders programme who will start in their new schools later this year.

Heath Monk, CEO of The Future Leaders Trust, which is running the Talented Leaders initiative, said:

The Talented Leaders programme is about giving more children a great education. We needed to find exceptional school leaders who will commit to relocating to a new school for 3 years and I’m happy to say that we have done that. They are skilled and passionate about seeing their students succeed.

It has also meant finding the schools that need more support and we’ve been working alongside local authorities and academy trusts to identify them. We are now matching our Talented Leaders participants with these schools, and it’s great to see that our first Talented Leaders programme head has already been appointed. The work of school improvement is challenging but by sharing practice and supporting each other we intend to transform every school that is part of Talented Leaders.

As a further step towards tackling underperformance, the government will also today announce that £10 million will be available for the school-to-school support fund in 2015, taking the total investment to more than £20 million over 2 years.

This funding will enable an existing pool of exceptional leaders – through national leaders of education (NLEs) and teaching schools – to support underperforming schools across the country in addition to leading their own ‘outstanding’ schools.

Notes to editors

  1. We will appoint an independent delivery partner to manage the middle leaders secondment programme.

  2. Participation in the middle leaders secondment scheme will be voluntary for both schools and participants. The secondments will focus on the schools that will benefit most from support from an excellent middle leader. These are likely to include schools with a high proportion of disadvantaged pupils as well as schools in which the performance is below floor standards.

  3. The Talented Leaders programme will be made up of exceptional headteachers and outstanding deputy heads who have a proven leadership track record. The initiative will deliver 100 school leaders over 2 cohorts. They will be deployed in a school for a minimum of 3 years. Area and school participation in the programme is voluntary, but they will need to meet eligibility criteria which identify those who will benefit most. For more details about the programme, eligibility criteria, and how to apply visit the Future Leaders website.

  4. The Future Leaders Trust runs the Talented Leaders programme on behalf of the National College for Teaching and Leadership.

  5. The school-to-school support fund is providing more than £20 million over 2 years to help exceptional leaders support schools in challenging circumstances. This represents an increase of £7 million from that originally announced and follows a successful first application round which awarded £10 million of funding in 2014 to 2015. A further £10 million funding will be available for the school-to-school support fund in 2015 to 2016.

  6. The school-to-school support fund will enable an existing pool of exceptional leaders – through NLEs and teaching schools – to support underperforming schools across the country in addition to leading their own ‘outstanding’ schools. NLEs and teaching schools will be able to apply for the next round of funding from today, with a further application round to open in autumn 2015. Information and the online application for the school-to-school support fund spring application round is available online.

DfE enquiries

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Guidance: School-to-school support fund: terms of use

All content is available under the Open Government Licence v3.0, except where otherwise stated

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Research and analysis: Research and development network: leadership of pedagogy report

This report is part of school-based research completed by teaching schools during 2012 to 2014. It looks specifically at how leaders can lead successful teaching school alliances which enable the development of consistently great pedagogy.

Schools investigated the leadership of alliances around the following aspects:

  • leadership of cross-school pedagogy projects
  • leadership to develop pedagogy within a school
  • leadership of great pedagogy at alliance level

The report highlights findings about leadership of projects across a group of schools and concludes with strategic questions about the future role of teaching school alliances in leading research and development activity including:

  • how can the Teaching School Council and teaching school alliances articulate and lead a clear strategic vision for the role that alliances will play in research and development over the next 5 years?
  • how can the role of teaching school alliances in leading research and development complement alliances’ role in developing and leading a school-led system?

The case studies, tools and resources give more detail of the alliances’ research projects.

Other reports and case studies published as part of this research can be found in the Research and development network: school-based research collection.

Source Article from https://www.gov.uk/government/publications/research-and-development-network-leadership-of-pedagogy-report
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Research and analysis: Research and development network: great pedagogy and professional development report

This report is part of school-based enquiry completed by teaching schools during 2012 to 2014. It looks specifically at the following themes:

  • Theme 1: what makes great pedagogy?
  • Theme 2: what makes great professional development which leads to consistently great pedagogy?

Schools investigating these 2 themes looked at a number of topics, including:

  • transition
  • lesson study
  • literacy
  • mathematics

Schools exploring theme 1 identified important messages including:

  • talk with pupils about their learning
  • listen carefully and involve them
  • be open to new learning
  • challenge
  • don’t give up

Schools exploring theme 2 identified important messages including:

  • think about the pupils’ needs and the impact you want to have
  • help colleagues to think seriously and differently about their practice
  • ensure access to knowledge and skills from inside and outside

Case studies from each theme give more detail on specific research projects.

There is also a report looking at the process of working with others on a school-based enquiry. It looks in-depth at what has been learned about how teaching schools undertake school-led research and development. It uses the perspectives of teacher participants and senior leaders from within 5 alliances, as well as the internal facilitators responsible for leading the project within their alliance.

Other reports and case studies published as part of this research can be found in the Research and development network: school-based research collection.

Source Article from https://www.gov.uk/government/publications/research-and-development-network-great-pedagogy-and-professional-development-report
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Collection: Research and development network: school-based research on pedagogy

All content is available under the Open Government Licence v3.0, except where otherwise stated

Source Article from https://www.gov.uk/government/collections/research-and-development-network-school-based-research-on-pedagogy
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Research and analysis: Research and development network reports: school-based research in a self-improving system

This report is part of school-based enquiry completed by teaching schools during 2012 to 2014. It looks at the following themes:

  • Theme 1: what makes great pedagogy?
  • Theme 2: what makes great professional development which leads to consistently great pedagogy?
  • Theme 3: how can leaders lead successful teaching school alliances which enable the development of consistently great pedagogy?

It highlights that in alliances or partnerships, pedagogy, professional development and leadership within and across alliances go hand-in-hand. They are mutually influential and interdependent.

It looks at how to:

  • ensure great pedagogy
  • embed great pedagogy in professional development and leadership within and across alliances
  • support and develop peers’ learning
  • be flexible and adaptable

The report shows the benefits of working with others on research and possible solutions to overcome the challenges.

Other reports published as part of this research can be found in the Research and development network: school-based research collection.

Source Article from https://www.gov.uk/government/publications/research-and-development-network-reports-school-based-research-in-a-self-improving-system
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Decision: Teacher misconduct panel outcome: Mr David Leonard Doubtfire

The Secretary of State does not make these decisions herself. They are made by a senior official on the recommendation of an independent panel.

Notice is hereby given that, in accordance with The Teachers’ Disciplinary (England) Regulations 2012, a professional conduct panel was convened to consider the case of Mr David Leonard Doubtfire, formerly employed in West Midlands of England.

The proceedings were held at 53-55 Butts Road, Earlsdon Park, Coventry CV1 3BH at time on day month year.

Teacher regulation

53-55 Butts Road
Earlsdon Park
Coventry
CV1 3BH

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Decision: Teacher misconduct panel outcome: Mr Ross Patrick Clark

The Secretary of State does not make these decisions herself. They are made by a senior official on the recommendation of an independent panel.

Notice is hereby given that, in accordance with The Teachers’ Disciplinary (England) Regulations 2012, a professional conduct panel was convened to consider the case of Mr Ross Patrick Clark, formerly employed in Northamptonshire, East Midlands.

The proceedings were held at 53-55 Butts Road, Earlsdon Park, Coventry CV1 3BH at 9:30 am on 13 February 2015.

Teacher regulation

53-55 Butts Road
Earlsdon Park
Coventry
CV1 3BH

Source Article from https://www.gov.uk/government/publications/teacher-misconduct-panel-outcome-mr-ross-patrick-clark
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Decision: Teacher misconduct panel outcome: Miss Ruth Christine Vaughan

The Secretary of State does not make these decisions herself. They are made by a senior official on the recommendation of an independent panel.

Notice is hereby given that, in accordance with The Teachers’ Disciplinary (England) Regulations 2012, a professional conduct panel was convened to consider the case of Miss Ruth Christine Vaughan, formerly employed in East Midlands.

The proceedings were held at 53-55 Butts Road, Earlsdon Park, Coventry CV1 3BH at 9:30 am on 9 to 11 February 2015.

Teacher regulation

53-55 Butts Road
Earlsdon Park
Coventry
CV1 3BH

Source Article from https://www.gov.uk/government/publications/teacher-misconduct-panel-outcome-miss-ruth-christine-vaughan
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Decision: Teacher misconduct panel outcome: Ms Rebecca Stock

The Secretary of State does not make these decisions herself. They are made by a senior official on the recommendation of an independent panel.

Notice is hereby given that, in accordance with The Teachers’ Disciplinary (England) Regulations 2012, a professional conduct panel was convened to consider the case of Ms Rebecca Stock, formerly employed in Herefordshire, West Midlands.

The proceedings were held at 53-55 Butts Road, Earlsdon Park, Coventry CV1 3BH at 9:30 am on Herefordshire, West Midlands.

Teacher regulation

53-55 Butts Road
Earlsdon Park
Coventry
CV1 3BH

Source Article from https://www.gov.uk/government/publications/teacher-misconduct-panel-outcome-ms-rebecca-stock
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