SUPPORT

We provide a range of support to help implement all elements of the Dynamic School Transformation Framework and the associated school improvement approaches described in the Handbook of the same name.

The categories of support we offer mirrors the sections in the published handbook.

Six Important Questions

For ease of reference, the support provided relates directly to the six crucial questions that underpin the School Transformation Framework. These are outlined in the diagram below.

In combination, these four questions underpin what school leaders actually do on the ground in their schools.

Four Connected ‘How To’ Elements

Each of four important questions are addressed in a separate menus of this website and can be accessed by clicking the associated button here.

ANALYSING THE SCHOOL CONTEXT

The school evaluation services that we offer are very different from either OFSTED inspection or school self-evaluation in three crucial respects. Firstly, the work undertaken is very much done with the full and active participation of the school’s leaders. Secondly, it includes a strong and vital element of independent external validation of judgements. Thirdly, we focus on providing a detailed analysis of the school context, alongside which subsequent professional judgements are set, by employing a robust research methodology that involves gathering, statistically analysing and interpreting data and other evidence followed by an accurate evaluation and critical reflection of the existing situation. We employ five data-driven and research-based evaluation techniques:

SCHOOL IMPROVEMENT FACTORS

We support school leaders with the design of an improvement and change strategy that is directly informed by our relevant and detailed academic research into which strategies have the biggest impact on rapid improvement. This is important because often too much time is wasted reinventing the wheel or not knowing what needs to be done to address a weakness in the provision. Consequently, we provide support to devise key planning documents and provide advice on how best to ensure the school stays on track with its strategic Improvement plans. We provide specific support with:

ANALYSING DATA MORE RIGOROUSLY

Advice on analysing data follows the guidance provided in Chapters 7 to 12 of the Handbook. The aim is to up-skill school leaders in the use of statistics through the use of real data and worked example's using R-coding. The development of leaders understand and use of the main techniques used to analyse data are best presented a series of six modules as set out below.

A Professional Approach

We take immense pride in the high quality of the support provided to schools; either in the form of training and coaching support, analysis of evidence and written documents supplied for Governors, senior leadership teams, local authorities, dioceses, academy proprietors, trusts or other controlling bodies. Whether we undertake short or long-term commissioned assignments for schools, or other education providers, we take our responsibilities to you seriously.

At an early stage of the project planning process, I meet with schools or other clients to understand the context and agree the scope of the commissioned support. Prior to starting the commission, a 'schedule of works as part of an IR-35 compliant contract' will be drawn up which is agreed and signed by the client. The schedule of works includes: agreed outcomes; reporting mechanisms; the total number of days required to complete the work; the spread of days over a defined period and how the required work will be staged over time.

We provide regular written reports and verbal feedback to school leaders, governors and other appropriate audiences. Our feedback is always thorough, independent, informed and clear.

All aspects of support provided for schools is monitored and evaluated by gathering anonymous feedback via an online evaluation questionnaire. The feedback is used to further improve our work and the findings are shared with client schools or their representatives.

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