The link below contains a document that gives schools some guidance on self-review processes and a proforma that they may wish to complete. Please note this is not a requirement and the document does not need to be sent to the DCSF or TTA :
The link below is a case study summary template and can be used by schools to assist them in the collation of innovative work and replicable good practice for wider dissemination. Training Schools are encouraged to submit case studies as appropriate to the TTA, contact details are within the document:
IMPORTANT INFORMATION FOR ALL SPECIALIST SCHOOLS AND TRAINING SCHOOLS
CHANGES TO:
(1) INTERIM PROGRESS REPORTING
(2) REVISING TARGETS IN DEVELOPMENT PLANS
Please ensure this information is shared as soon as possible with all key staff, including head(s) of relevant specialist subject departments, where appropriate
1. Progress Reporting
All specialist and training schools are currently required to complete a progress report halfway through a designation phase. You will be pleased to learn that Ministers have recently agreed to remove this requirement in the interests of reducing burdens on schools and creating a more intelligent accountability framework in line with the New Relationship with Schools (NRwS) proposals. With immediate effect, specialist and training schools no longer need to submit interim (i.e. second year) progress reports.
In future, specialist schools and training schools will report on the progress they have made over four years, when they apply for re-designation. However, we strongly encourage all schools to maintain a frequent and thorough programme of self-evaluation of progress against targets in their plans; and to implement robust strategies to address areas where progress is not on track. To this end, the current specialist school progress reporting proforma will continue to be available on the DfES specialist schools website: www.standards.dcsf.gov.uk/specialistschools for optional use as a monitoring tool. Guidance produced by the Youth Sport Trust (YST) and the Specialist Schools Trust (SST), plus OfSTED’s self-evaluation proforma will also be useful reference sources.
In addition, each autumn, Department will continue to identify underperforming schools using the wide range of performance data now available. Partners including the SST, YST and Teacher Training Agency (TTA), may be asked to organise tailored support to schools to ensure necessary improvement. We will also discuss with the SST, YST and TTA how best to continue to collect data on aptitude selection and best practice material, previously requested in the progress report.
2. Changing targets in specialist school and training school development plans
In line with the conditions of initial/re-designation, specialist and training schools agree to seek approval from DCSF to change targets in their development plans. With immediate effect, Ministers have agreed they no longer need to seek approval. However, all schools are reminded that re-designation is largely dependent on improved whole school performance, specialist subject performance (including take-up and outcomes - specialist schools), and increasing capacity for teacher and workforce education (training schools). Therefore, target changes should be regarded as exceptional. We expect schools to continue to make informed judgements following regular progress reviews or other changed circumstances, to decide whether to change any targets. When considering changes, schools are encouraged to seek advice from partners supporting school improvement, community partners and, for training schools where applicable, HEI and school partners.
If you have any queries, please contact: Jane Howard, Specialist and Training Schools Designation Team, Darlington, on 01325 391106 or E-mail: jane.howard@dcsf.gsi.gov.uk .
