Improving schools: full plan - Learning Wales - Welsh Government

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Figure 14: High level timeline for action to build effective partnershipsaround schoolsNational capacity – DfESRegional capacityConsortia and LAsProfessional learningcommunitiesParents/carersAutumn 2012 Spring 2013 Summer 2013 Autumn 2013 Spring 20142012 Spring 2013 Summer 2013 Autumn 2013 Spring 2014• Sep – Policy proposals on floor targets• Mar – School profiles launched• Sep – Workshops on primary banding• Dec – Stocktakes each term with consortia get underway and secondary banding• Dec – Secondary banding• Sep – Consortia in place• Mar – Clarify policy direction for future regional service delivery• Dec – DfES work with consortia to test ‘readiness’ to implement newarrangements and provide support to build capacity• Sep – Recruitment complete and national/Estyn • training starts Jan – Develop proposals for accreditation of the training and role • Jul – Develop proposals for some national deployment of system leaders• Sep – PLC coordinators in place• Nov – Schools access PLC online through the Learning Wales portal• Sep – Model forms and policies developed and issued• Dec – All Wales data sets and underpinning raw data available• Sep – Test portal design for public data access • Mar – Refine and launch portalInspection andintervention• Sep – Ongoing policy development to inform the SchoolStandards and Organisation (Wales) Bill 2012• Sep – Interim Executive Board regulations come into force• Sep – New statutory guidance on intervention consultation• Sep – Regulations on timescale for response to Estyn reports36 Improving schools
4. Roles, responsibilities and resourcesThe approach to implementation in Wales is set-out in Figure 15. It is a system approachand its effectiveness depends on being clear about respective roles and responsibilities ofdifferent education partners and, importantly, creating strong links between them to buildcollective capacity focussed on shared priorities. Responsibility for implementation of thereforms to drive school improvement rests with schools themselves and schools workingtogether. Regional consortia and local authorities, the ‘middle tier’, are responsible forenabling and supporting implementation at school level and making the connectionsbetween DfES through to the classroom. DfES sets the priority and ambition, the policyframework, high expectations for implementation and overseas the associated accountabilitymechanisms. DfES will only be hands-on with implementation in two ways. Firstly, wherethere is a national policy that might require new expertise, pace or standardisation acrossWales (like the National Literacy and Numeracy Programmes), DfES will commission supportfor implementation and work with consortia on how best to do this. Secondly, where there isan obvious need for building capacity or local provision is weak, DfES will again commissionsupport to help fill gaps.Figure 15: Approach to school improvement at each point in the systemImproving schools37
Page 1 and 2: Improving schools
Page 3 and 4: ContentsMinisterial foreword 2Intro
Page 5 and 6: in setting high expectations for al
Page 7 and 8: How are we doing nationally?Progres
Page 9 and 10: Figure 3: Overall performance by lo
Page 11 and 12: Figure 5: Absence in schools by loc
Page 13 and 14: SummaryThe three priorities for imp
Page 15 and 16: • Building capacity at a national
Page 17 and 18: 1. Schools - effective learning and
Page 19 and 20: • progress with the development o
Page 21 and 22: The priority now is to make the pro
Page 23 and 24: • publish guidelines for the 2013
Page 25 and 26: • draw together a range of guidan
Page 27 and 28: 2. Schools - effective leadership a
Page 29 and 30: • work with experienced and aspir
Page 31 and 32: Figure 12: High level timeline for
Page 33 and 34: Figure 13: Building effective partn
Page 35 and 36: school improvement challenges from
Page 37: There is now a range of policy deve
Page 41 and 42: Improving schools39
Page 43: To assist them, DfES is working wit

Improving schools: full plan - Learning Wales - Welsh Government

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