Remaking Learning (system leadership in Barnsley)

How Remaking Learning’s system leadership puts community needs at the heart of provision in Barnsley.

Summary

This case study explores Remaking Learning’s new collaborative leadership and governance arrangements, which put local communities and their needs at the heart of service provision in Barnsley.

Key outcomes

Based on this case study, leaders of partnerships could usefully consider the following questions:
- What roles, structures and processes would encourage stakeholders to engage in and contribute to a large-scale change process?
- What leadership learning opportunities might support individuals going through significant change?
- Who are the most influential stakeholders and what strategies will secure their support?

Background

Remaking Learning is an authority-wide programme for Barnsley that is using phase three of Building Schools for the Future as a catalyst to rationalise primary and secondary provision. A new and extended offer to the community gives improved access to a range of services that includes education.

This case study focuses on an area of Barnsley that is a former mining community. The area is served by two small secondary schools, 11 primary schools and two children’s centres. It has a stable population of white British families, with high unemployment and low expectations and aspirations. The case study looks at the leadership and governance that are necessary to deliver provision that responds to community needs.

The schools in the partnership are: Royston Meadstead Primary School, Carlton Primary School, Royston Parkside Primary School, Royston Summer Fields Primary School, Royston St John CE Primary School, Athersley North Primary School, Richard Newman Primary School, Athersley South Primary School, Holy Cross Deanery CE Primary School, Royston St John the Baptist CE Primary School, St Dominic’s Catholic Primary School, Edward Sheerien School, Royston High School.

Challenges and issues

High unemployment

This area of Barnsley was a mining community and has experienced long-term unemployment since the closure of the mines.

Poor academic achievement

Expectations and aspirations are low. Although academic achievement is improving, it is still below the national average for all age groups.

Conflicting interests

Partner schools have had to commit to a substantial process of change that might result in closures and loss of jobs for some, but create new opportunities elsewhere. At the same time, they have had to maintain their focus on raising standards.

Lack of vertical connections

Vertical connections between the tiers in the system were lacking.

The Remaking Learning approach

Establishing local action teams

Remaking Learning established area action teams comprising headteachers, governors, community leaders and local authority representatives. The teams designed and tested models of provision organised around community need. They also looked at models of leadership and governance to enable the provision.

The local action teams have since evolved into wellbeing partnerships, led by a director of community wellbeing.

Appointing a director of community wellbeing

The director of community wellbeing ensures that decisions about future provision, and leadership and governance, are collaborative and take pupil and parent perspectives into account. The role fosters connections between the different groups of professionals and the community, and provides additional leadership capacity.

The director is a seconded primary headteacher, Karen Butcher, who is well connected with a range of voluntary and other providers and well known by the partner schools.

Involving stakeholders

Pressures on stakeholders have been considerable. Schools and the local authority have had to retain a focus on continuing improvement against a backdrop of possible school closures and loss of jobs and opportunities.

Remaking Learning has therefore ensured that anyone likely to be affected by the changes is also involved in their design, planning and implementation. Regular events have brought together some or all of the stakeholder community to raise awareness and increase the sense of ownership of the project.

Using Coach in a Box

Remaking Learning has used the Coach in a Box programme extensively. Individual leaders found it helpful in supporting them to reflect on their leadership beliefs and behaviours.

Next steps

Create new flexible models of leadership and governance that can be adapted to different configurations across the authority.
Redesign governance to support new staffing arrangements and working practices, possibly through trust status or a core services delivery board.
Create full service extended learning centres in each of the authority’s nine localities.
Provide year-round, high quality education and care from 8am to 10pm for all children and young people.
Establish services within each of the localities to enable swift and easy access.
Grow strategic partnerships between public, private and voluntary organisations to enable full service provision.
Widen access to learning about learning for parents and families.
Open the school to the community for sport, leisure and learning.