Archived decisions

Contact: John Clarke, Assistant County Education Officer, Standards and Improvement Branch, County Office. Tel 01962 846459 or Alan Rawlings, Senior Inspector/Adviser (Secondary). Tel 01962 846917

1 Summary

1.1 This report explains the meaning of the term used by the Department for Education and Skills (DfES) to describe a School facing Challenging Circumstances (SfCC). It also outlines the current situation with secondary schools in Hampshire that are so designated and the LEA's collaborative working arrangements with these schools to secure ongoing and sustainable improvement.

2 Context

2.1 It has long been recognised that, whilst all schools may face particular challenges at different times in their development, for a minority of schools there are ongoing challenges of a scale far greater than is usual. These almost always relate to the (low) attainment of pupils or groups of pupils in the school, especially if this is at a level that inhibits pupils' access to the breadth of the secondary curriculum. There may also be related problems such as pupil attitudes, behaviour or attendance that require continuous attention. These all place additional demands on staff at all levels in a school to provide high quality leadership and management, without which the prospect of ongoing and sustained improvement would be at risk. The identification of a SfCC by the DfES is not, however, an automatic signal of a school that is underachieving, although this might also be the case. It is primarily a recognition that in these circumstances there is a greater need for co-ordinated and collaborative support, which in the case of this specific group of schools, currently also includes additional financial support.

3 Definition

3.1 The DfES originally described a school as a SfCC if the percentage of pupils attaining 5+A*-C grades at GCSE was 25% or less. This indicator has subsequently been adjusted upwards to 30%. These figures relate to `floor' targets set by the DfES whereby every secondary school should meet or surpass the following figures at GCSE for the percentage of pupils attaining 5+A*-C grades:

15% by 2003; 20% by 2004; 25% by 2006.

3.2 It is expected that a combination of additional government funding for these schools, supported by the work of LEAs will secure the improvement necessary within the given timescale.

4 Current Situation in Hampshire

4.1 In 2002/2003 the LEA is monitoring 21 of its 71 secondary schools at a level above the baseline requirement laid down in the DfES Code of Practice for LEA/School Relations. A small minority is receiving more intensive attention and this includes all those that fall into the SfCC category. Currently the SfCCs in Hampshire are (with 2002 GCSE results shown in brackets):

Bridgemary Community School - 28%

John Hunt of Everest Community School 30%

Oak Farm Community School - 26%

Park Community School - 28%

Staunton Park Community School 14%

4.2 All the above named schools are already receiving additional funding through the Standards Fund Targeted Improvement Grant. The LEA maintains an overview of expenditure through scrutiny of School Improvement Plans and the Raising of Attainment Plans that are a requirement of the funding. Her Majesty's Inspectors (HMI) also visit these schools regularly in a monitoring capacity. Reports are written that are shared with the LEA.

5 The Role of the LEA with SfCCs

5.1 In the short term, the LEA is anxious to ensure that the results at Staunton Park meet or exceed the `floor' target of 15% in 2003. The school's own expectations indicate that this should be achieved but to secure the improvement necessary, a successful bid has been made to the DfES for further funding in this financial year. This will enhance a range of targeted activities centred on pupil motivation and support. The Strategic School Improvement Manager is in the process of setting up a Strategy Group to monitor this particular development.

5.2 Much of the general work of the LEA with SfCCs is the same as with any school that is identified through the categorisation process as requiring some or substantial improvement. This involves targeted support such as through the Key Stage 3 Strategy linked to regular contact from the attached inspector. However from April 2003 the role will be enhanced because of a new Leadership Incentive Grant (LIG) designed to build a school's capacity for effective leadership, teaching and learning.

5.3 The LIG is a substantial three year grant that is intended to:

· accelerate the improvement in standards

· strengthen leadership at all levels in the school

· stimulate collaboration between schools.

5.4 In common with most funding, this is a devolved sum and will go to the same schools as those identified in paragraph 4.1 above. However it is expected that the LEA will:

· Identify a named person to link with the DfES on implementation of the LIG;

· Identify a LIG Consultant to work with these schools;

· Ensure that the grant is used for the most appropriate purposes, especially where there are any concerns about leadership (at any level);

· Facilitate collaborative working;

· Monitor progress and forward reports to the DfES periodically about progress;

· Forward the Collaborative Plan to the DfES.

5.5 The Collaborative Plan is a single document prepared by the headteachers of the schools involved and the LEA to describe how the budget will be used to achieve the aims of the grant. It will be based on the schools' and LEA's perception of what needs to be done and this will involve a rigorous self-evaluation. None of this is new. However what is new in the DfES guidance is the expectation that the schools will work collaboratively on the plan and that this process will also involve peer reviews by other headteachers.

5.6 One reason why Hampshire schools are successful is because there is an established culture of cooperation and collaboration. In the past year, as part of the improved support for existing headteachers, a number of small collaborative groups have been set up to focus on leadership and management issues. The recent DfES funded project using serving secondary headteachers as consultants for colleagues, was very successful and valued by those who were involved. The LEA therefore has in place, already, the people and structures to capitalise on this government initiative to both meet the aims of the grant for SfCCs , but also draw upon learning from this work for the benefit of the wider secondary school community.

Recommendation

1. That this report is noted and a further report is prepared on progress with the LIG once the funding has been secured and the Collaborative Plan implemented.

Section 100D Local Government Act 1972 - Background Documents

The following documents disclose facts or matters on which this report, or an important part of it, is based and has been relied upon to a material extent in the preparation of this report.

NB The list excludes:

1. Published works

2. Documents which disclose exempt or confidential information as defined in the Act.

None