CASL
Cumbria Alliance of System Leaders
Spring 2014
Website:
https://cumbriaalliance-public.sharepoint.com/
Paper 1
1
An Alliance of Alliances to ‘Lead Beyond Authority’
There has been a very healthy and active debate about the respective roles of School Leaders, Local Authority
School Improvement Teams, Teaching Schools, National Support Schools and The National College of School
Leaders in School Improvement. Many models are emerging in what seems to be a rapidly changing landscape.
In Cumbria, as in other parts of England, the situation is starting to clarify with the establishment of three Local
Alliances of System Leaders (LASL’s) and an overarching Cumbria Alliance of System Leaders (CASL).
In the last 12 months, initiated by our Cumbria Association of Secondary Heads and Primary Heads Association,
School Leaders working with the Local Authority School Improvement Team, University of Cumbria, Local Leaders
in Education (LLEs), National Leaders in Education (NLEs) and the two Diocese and our National College Associate,
progress has been made to knit together a truly integrated system of School to School support. This coincided with
the Children’s Services consultation in their paper ‘Leading beyond Authority’.
We have taken as our starting point the moral purpose articulated by the National College that is was up to the
system to lead the system. Our mission was then built around the ‘Big Six’ of the National College and the Teaching
School agenda. The main work over the last year has been to try to instil a sense of ownership. We consider that
school improvement should be driven by a school’s self-evaluation. From this schools can seek support for their
own self-improvement. A new classification of schools into three categories has simplified our work. The
appointment of National Leaders in Education, Local Leaders in Education, Specialist Leaders in Education (SLEs) and
National Leaders in Governance (NLGs) has increased capacity of the existing County School Improvement Teams.
We are working on our purpose, constitution, referral processes, engagement protocols and a data sharing
agreement. These are all quite sophisticated and will eventually have the ‘CASL badge of approval’. But most
importantly, they will also have the approval of all system leaders in Cumbria, Headteachers of Early years setting,
Primary and Secondary School, School Improvement Team, University of Cumbria, Dioceses and The National
College.
Originally, Cumbria has only one Teaching School based on The South Lakes Federation in the South East of the
county. Four more Teaching Schools have been designated in March and there are others to follow in the final
round next year. The CASL and LASL network will then have an even greater resource to work with.
What has been most striking about the last 12 months and that is the sheer energy from colleagues across all the
participating agencies to move this agenda forwards. At a time of increased pressure due to OFSTED and the
emerging changes to localised HMI our greatest challenge is to maintain the trust of all our Headteacher colleagues,
particularly those experiencing the most pressure. These schools can and do often contribute most to system wide
improvement. The trick is to convince them.
Stephen Wilkinson
Headteacher of The Queen Katherine School
An NLE and Chair of LASL (South)
March 2013
2
Paper 2
CUMBRIA SYSTEM LEADERS - STRUCTURE
It is proposed that there be two tiers to the Cumbria System Leadership, a partnership between School Leaders, the
Local Authority, National College, University of Cumbria, the Diocese, National Leader of Governance and Teaching
School Alliances.
The strategic level will be known as the Cumbria Alliance of System Leaders (CASL) and three operational groups;
Local Alliance of System Leaders (LASL) these will operate in South Lakeland and Furness, Allerdale and Copeland,
Carlisle and Eden.
Vision
With a shared sense of moral purpose, we seek to provide the best learning opportunities
for all children and young people. The Partnership of System Leaders in Cumbria will
recognise and draw upon existing good to outstanding practice and use this expertise to
work towards good and outstanding learning for pupils and adults alike.
Aims
To form a distributed, self-improving system designed to:

Undertake a systematic analysis and assessment of the learning needs of
schools and localities.

Co-ordinate school to school support in partnership with the LA, National
College and other school improvement agencies.

Develop leadership potential and succession planning at all levels from
Initial Teacher Education to System Leadership and associated continued
professional development.
Membership of Cumbria Alliance of System Leaders
This will be a strategic group and will consist of all relevant key educational stakeholders.

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


Representatives of CASH and PHA
3 representatives from each LASL including one primary and one secondary
Senior Manager, Cumbria Learning Improvement Service
National College Associate
Representative from the University of Cumbria
Representative of the Diocese
Representative of the National Leaders of Governance
Need to involve Early Years LA Senior as required
3
Membership Local Alliance of System Leaders
This group needs to be of an effective size and consists of committed leaders with a track record of school to school
support.
It will consist of







Senior (Area)
Primary Headteachers decided by PHA (South, West or Carlisle and Eden) Number determined by LASLs
Secondary Headteachers decided by SLF, FEC, West, Carlisle and Eden consortia. Number determined by
LASLs
NCTL Associate
Teaching Schools Co-ordinator
LASL Co-ordinator
Diocese representatives
Ideally those appointed will also have links with the Diocese, the University of Cumbria and other partners and will
maintain links and channel communication.
Consideration for LASL
LASLs need to engage with special schools and Early Years settings and UoC. By invitation.
Working Protocols
Common protocols will operate to cover the work of all involved in school to school support but these must allow:
the LA to carry out its statutory function and interface with the developing model of school support.

The sharing of data and other intelligence, initially perhaps from ‘consenting’ schools, but ideally by all LA,
church and academy schools.

confidence in the self-improving system to develop by having not only transparent systems and structures but
also confidentiality and strict Chatham House rules in place.

swift decision-making processes and agile responses.
4
Paper 3
Cumbria Alliance of System Leaders
Guiding Principles for colleagues working with schools & settings
This guidance is intended to ensure that the work of colleagues supporting agreed school improvement foci in
schools and settings on behalf of the Cumbrian Alliance of System Leaders (CASL) and associated partners is of the
highest quality and that judgements about a school or setting are fair, consistent, rigorous and based on secure
evidence.
Colleagues working on behalf of CASL and its partners will:











Act ethically at all times with integrity and moral purpose in the best interests and well-being of the children,
young people and adults of Cumbria;
Respect all educational professionals and partners in Cumbria;
Develop effective methods of communication to maintain productive focus and ensure transparency in
exploring identified issues;
Openly share and exchange intelligence and information which will assist in objective and impartial evaluation
in line with the shared vision(1);
Hold schools, settings and each other to account in trust and mutual respect and report judgements honestly
and fairly based on accurate and reliable evidence;
Establish effective relationships that enable the promotion of self-improving and self-supporting system
behaviours;
Determine, communicate and apply effective strategies to ensure the achievement of shared goals;
Respond flexibly and adapt appropriately to meet the needs of different partners;
Ensure messages are consistent and loyal to the intentions of CASL;
Endeavour to make the best use of resources, and
Be accountable to CASL through the Local Alliances of System Leaders (LASL).
1) Colleagues must maintain due regard of the Data Protection Act to ensure that individuals are not put at risk by loss or disclosure
of personal data.
5
Paper 4
Overview of Support Categories for Cumbria’s Schools
For a number of key reasons and most importantly the desire by all key stakeholders to move towards a truly open and transparent partnership, the
previous school categories have been revised.
This ‘overview’ document has been developed through a series of discussions and consultations with schools, LA officers and key partners. The
overwhelming view was to establish this clear, short overview document, to be underpinned by a more detailed ‘Cumbrian Support & Intervention
Policy’.
The more detailed policy and guidance will identify a differentiated range of core support and intervention as well as opportunity for additional
purchased support. It is viewed as essential for a future, highly effective and sustainable school improvement system in Cumbria to ensure that all levels
of support, intervention and development are a blend of provision supported through school to school and commissioned key partners, as well as the
local authority.
It is therefore the intention that these support categories are used by all colleagues across the local authority, schools and key partners involved in
improving education for children and young people across the county.
In principle these support categories will be used to helpfully define where:

Finite resource is best placed

Best practice is likely to be found

Capacity exists to provide school to school support
The support needs, and categorisation, for each school will be reviewed on an on-going basis.
6
Support Categories for Cumbria’s Schools
Support
Categories
Universal
Support
Targeted
Support
Intensive
Support
Rationale





Judged Good or Outstanding by Ofsted and likely to be judged so at the school’s next inspection
Judged Securely Good or Outstanding by both the school and the LA
Learning as demonstrated through pupil progress for English and mathematics is consistently above the national standards over the last three years
80% or more of teaching observed over time is good or better with no inadequate teaching seen
Leadership and management at all levels, including governance, consistently demonstrates effective processes and structures, including provision for
safeguarding, financial management and is accurate in its self-evaluation
 The school is effective in its outward facing links with other partners, including schools, which support very good school improvement processes
 Pupil attendance is good
Any of the following apply:
 Judged as Requiring Improvement by Ofsted, or at risk of being judged so
 The school and LA have identified areas of fragility within attainment and progress, leadership and management, teaching and learning or behaviour and safety
that require improvement
Pupil progress for English and mathematics is not yet consistently above the national standards over the last three years
Pupil attainment is close to, at, or below the national floor standard over the last three years
Teaching over time is not consistently good or better across the school and there may be elements of inadequate teaching
Leadership and management at all levels, including governance, does not yet consistently demonstrate effective processes and structures, including provision
for safeguarding, financial management or accuracy in its self-evaluation
The school does not fully participate in its outward facing links with other partners, including other schools, to support their school improvement processes
Pupil attendance is not consistently good or better
 This category could include schools that have previously been judged good or outstanding at their last inspection
Any of the following apply:
 Judged as having serious weakness or requiring special measures by Ofsted, or at risk of being judged so
 Overall the school and LA judge that the level of education is inadequate, there are key aspects that require significant improvement
Pupil progress is inadequate over the last three years
There are insufficient levels of good teaching over time to secure the good progress of pupils
Leadership and management, including governance, does not consistently demonstrate effective processes and structures, including provision for
safeguarding, financial management or accuracy in its self-evaluation
Leadership and management of the school may or may not have the capacity to make the necessary improvements in a timely manner
The school does not engage effectively in outward facing links with other partners, including other schools, to support their school improvement processes
Pupil attendance is inadequate
7
Paper 5
Cumbria System Leaders
Deployment
A. Identification
1.
School
Teaching
identifies need
B. Support
Support School
or
or
C. Communication
o School brokers support directly and uses own funds. If SLE’s are used
School needs to be involved
Consortia*/Partner
or
Teaching School
or
LASL
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Support School
or
Consortia*/Partner
2.
LA or other key
partners identify
need
or
o Headteacher of School in need of support contacted by LA
o Agreement reached on best source of support
Teaching School
o Funding agreed between provider and school
or
01/08/2017
LASL
*Federation/Cluster/Partnership/Diocese = Consortia
8
A1 Identification
A2. Further consideration
B. Support
C. Communication
3)
Consortium/LASL
School
Support School
LASL
or
Identify need
o LASL makes contact with Headteacher
o Agree need for support
o LASL broker support
o Funding agreed between provider and school
Teaching School
or
Consortia*/Partner
-----------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------LASL
LASL
o CASL agree the schools that will receive funding
Support School
4)
North
West
o LASL informed of above
information
information
or
o School contacted by NCTL/LA and support
NCTL/DFE
agreed
identifies need
o Support paid for by NCTL/DfE grant
LASL
CASL
School
Teaching School
or
LASL
South
Information
Consortia*/Partner
*Federation/Cluster/Partnership/Consortia/Diocese – Consortium
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------D. Drawing up support agreement
 The HT and other professionals secured to provide support / meet to discuss support required
 An audit of need is carried out and a visit to the school agreed.
 Agreement is reached about the needs of the school to secure improvement in outcomes for pupils and staff
 The focus of the work to be done is identified and agreed as is the length of the plan, the frequency of contact, any costs of the support provided and the exit strategy.
 An action plan is drawn up using the agreed school to school support action plan
9
Paper 6
Cumbrian Alliance of System Leadership
Standards for Professionals Involved in Educational Improvement
1: Developing Self and Others in Education
 Identifies and manages own emotions and those of others in a range of contexts within the job role
 Develops and maintains relationships with others
 Challenges and supports others in order to lead others towards agreed goals
 Manages own time, priorities and workloads effectively
2: Professional Leadership to Build Capacity in Education
 Formulates and conveys a long term vision of high quality provision for all learners
 Influences and supports individuals and organisations to implement change for improvement
 Motivates others to work towards improvement
 Identifies creative solutions and adapt to changing circumstances and ideas
3: Accountability (Evaluating Practice) in Education
 Evaluates learning to identify appropriate changes to provision
 Makes judgements based on the analysis of available data to challenge for improvement
 Provides constructive feedback and valid recommendations
 Assists organisations in evaluating their own performance

4: Promoting Learning in Education Development
 Promotes organisational learning
 Promotes the use of strategies for ‘assessment for learning’ to raise achievement
 Demonstrates how national and local initiatives can improve learning and raise standards
 Suggests appropriate changes in teaching and learning arising from evidence and analysis
5: Working with and Developing Organisations in Education Development
 Facilitates the development of organisations involved in learning
 Works with others to sustain the development of learning organisations
 Enables the organisation to lead and manage projects to develop itself and others
 Identifies and shares good practice within and between partners
6. Developing and sustaining partnerships in Education
 Communicates appropriately with key partners to promote a vision for improvement and gain
information for decision making purposes
 Works with partnerships to promote the effective learning and development of all children and
young people
 Identifies statutory responsibilities of partnerships and ensures they are met
(Taken from the National Standards for Educational Improvement Professionals- NAEIAC 2005)
10
Paper 7 LASL South Representation
Phase
Communication Lead
Group
Schools
Secondary, Special, FE
Stephen Wilkinson, Steve Houghton, Judith Greene
South Lakes
John Ruskin
The Lakes
The Queen Katherine
Kirkbie Kendal
Dallam
Queen Elizabeth
Settlebeck
Cartmel Priory
Sandgate
Phase
Communication Lead
Group
Schools
Secondary, Special, FE
Julie O’Connor, Ian Smith
Furness
Walney
St Bernard’s RC
Ulverston Victoria High
Dowdales
Millom
Furness Academy
Sandside Lodge
George Hastwell
Newbridge House PRU
Furness College
Barrow 6th Form College
Phase
Communication Lead
Group
Schools
Primary, Nursery
Anne Hallam
Kendal
Castle Park Primary
Dean Gibson Catholic Primary
Ghyllside Primary
Heron Hill Primary
St Thomas’s CE Primary
Stramongate Primary
Vicarage Park CE Primary
Grayrigg CE Primary
Selside Endowed CE Primary
St Oswald’s CE Primary
St Mark’s CE Primary
Crosthwaite CE Primary School
Old Hutton CE Primary
Kendal Nursery
Phase
Communication Lead
Group
Primary, Nursery
Sue Woodburn, Jo Goode
Windermere / Coniston
11
Schools
Coniston CE Primary
Hawkshead Esthwaite Primary
Langdale CE Primary
Ambleside CE Primary
Grasmere CE Primary
Goodly Dale Primary
St Cuthberts Catholic Primary
St Mary’s CE Infant School
Windermere CE Junior School
Staveley CE Primary School
Group
Schools
South East
Arnside National CE Primary
Beetham CE Primary
Burton Morewood CE Primary
Holme Primary
Storth CE Primary
Crosscrake CE Primary
Heversham St Peter’s CE Primary
Levens CE Primary
Milnthorpe Primary
Dean Barwick
St Mary’s CE Primary Kirkby Lonsdale
St Patrick’s CE Primary, Endmoor
Sedbergh Primary
Dent CE Primary
Group
Schools
Cartmel Peninsula
Allithwaite CE Primary
Cartmel CE Primary
Flookburgh CE Primary
Grange CE Primary
Lindale CE Primary
Leven Valley CE Primary
Primary, Nursery
Wendy Jacobs, Bernadette Calvey
Walney / Barrow Island
Barrow Island Primary
North Walney Primary
South Walney Infant
South Walney Junior
St Columba’s Catholic Primary
Vickerstown Primary
Phase
Communication Lead
Group
Schools
12
Group
Schools
Group
Schools
Group
Schools
Barrow East
Cambridge Primary
Greengate Infant
Greengate Junior
Holy Family Catholic Primary
Newbarns Primary
Ramsden Infant
Roose Primary
Sacred Heart Catholic Primary
St George’s CE Primary
Yarlside Primary
Bram Longstaffe Nursery
Barrow West
Brisbane Park Infant
Dane Ghyll Primary
Ormsgill Primary
St James CE Junior
St Paul’s CE Junior
St Pius X Catholic Primary
Victoria Infant
Victoria Junior
Hindpool Nursery
Furness Primary Collaborative
Croftlands Infant
Croftlands Junior
Sir John Barrow, (Helen Pemberton (Vice Chair))
St Mary’s Catholic Primary
Our Lady’s Of The Rosary RC Primary
Ulverston CE Primary
Penny Bridge CE Academy
Low Furness CE Primary
Pennington CE Primary
Broughton CE Primary
Askam Primary
Chapel Street Infant School and Nursery
Dalton St Mary’s CE Primary (Lynda Woodburn (Chair))
George Romney Junior (Rep)
Ireleth St Peter’s CE School
Lindal and Marton Primary
Newton Primary
Burlington CE Primary
13
Paper 8
Alliance Profile: FURNESS AND SOUTH LAKES (LASL SOUTH)
SNAPSHOT
Primary
Schools
Faith School
NLEs
LLEs
SLEs
NLGs
Teaching School
85
50
3
11
4
1
1
Secondary
Schools
Faith School
NLEs
LLEs
SLEs
NLGs
Teaching Schools
13
2
3
1
15
1
2
Special
Schools
Faith Schools
NLEs
LLEs
SLEs
NLGs
Teaching Schools
FE/HE providers
3
0
0
0
1
0
0
Overall
Schools
Faith School
NLEs
LLEs
SLEs
NLGs
Teaching School
NLE DETAIL
Name
Alan Cook
Jo Goode
Chris Clarke
Steve Wilkinson
Denis Fay
Ann Hallam
School
Phase
Strengths / specific expertise
Arnside CE Primary
Grasmere CE Primary
Queen Elizabeth School
The Queen Katherine School
Ulverston Victoria High School
Vicarage Park CE Primary
Primary
Primary
Secondary
Secondary
Secondary
Primary
L&M; Succession Planning; Quality of T&L; EYFS & Nursery provision
Small School
Leadership, ITE; Research; School Improvement; Peer to peer support
14
101
52
6
12
20
2
3
LLE DETAIL
Name
School
Phase
Strengths / specific expertise
Sue Woodburn
Wendy Nicholas
Burton Morewood CE Primary School
Beetham CE School
Primary
Primary
Norah Mercer
Dean Gibson Catholic Primary School
Primary
Mark Woodburn
Phil Hyman
Mark Squires
Wendy Jacobs
Angela Rawlinson
James Douglas
Judith Gore
Mike Prince
Bernadette Calvey
Ghyllside Primary School
Kirkbie Kendal High School
Langdale CE Primary
Roose School
St.James’ CE Junior School, Barrow
St.Oswald’s CE Primary, Burneside
St Mary’s CE Nursery & Infant School
Staveley CE Primary
Ulverston CE Infant School
Primary
Secondary
Primary
Primary
Primary
Primary
Primary
Primary
Primary
Developing staff; collaborative working
Music; Small school management; Church/school links
Leading a school out of category; Working with an IEB; Approaches to support
coasting pupils; Use of data; Deficit budgets; Coaching / mentoring; Peer to peer
support; Development of EYFS
L&M; SLE on staff; Experienced staff in EYFS and literacy
School leadership, Analysis and use of school data, school improvement planning.
Curriculum development; outdoor and experiential learning
School Leadership; SLE (Literacy) to assist head;
Curriculum; SMSC; Assessment; Tracking to raise standards
Curriculum Development; Adventure Learning; International School Links
Supporting leadership in other primary schools
Collegiate approach; relationships
EYFS; KS1; Self-evaluation; data analysis; teaching and learning
NLG Detail
Name
Colin Richards
Maureen Calnan
School
Millom School
Dean Gibson School
Phase
Secondary
Primary
15
TEACHING SCHOOL DETAIL
1
Alliance Name
South Lakes Teaching School Alliance
Lead School
Queen Elizabeth School
Headteacher/Principal
Chris Clarke
Phase
Secondary
Strategic Partners
QKS, Dallam, KKS, Settlebeck, Kendal College, John Ruskin, The Lakes, Cartmel
HEI Partner(s)
University of Cumbria
Key areas of activity for 2013/2014
1. School to School support amongst all strategic partners and Alliance members
2. CPD- sustain subject networks, effective PM, responsive teaching, NQT induction
3. ITE- school based ITE in KK – Pilot School Direct programme
4. Succession Planning- audits to gauge scale of future primary vacancies- liaison with LA to review appropriate talent management and development
5. Leadership development- audit of staff access to programmes. Working with UoC to facilitate NCTL leadership programmes, delivery of SLE training
6. Research and Development – RCUK project – Lancaster University, Crossing the gap, good CPD leading to great pedagogy
TEACHING SCHOOL DETAIL
Alliance Name
Lead School
Headteacher/Principal
Phase
Strategic Partners
HEI Partner(s)
2
The Queen Katherine School Teaching School Alliance
The Queen Katherine School
Stephen Wilkinson
Secondary Wing
Primary Wing
Sandgate Special School
Sandgate Special School
Ulverston Victoria High School
Vicarage Park School
Dowdales School
Stramongate School
Millom School
Burton Morewood School
St Bernard’s
Grasmere School
Cockermouth/Keswick
Ghyllside School
William Howard
Heron Hill
St Joseph’s
Kendal Nursery
Settlebeck
Ulverston C of E School
University of Cumbria, Lancaster University, York University
Non School
UoC
LA
University of Lancaster
University of York
ASCL
SLF
KCP
Carlisle Diocese
16
Key areas of activity for 2013/2014
1. School to School support amongst all strategic partners plus working alongside schools yet to be decided.
2. CPD- to be decided
3. ITE- pilot school based at SLF, Burton Morewood and St Bernard’s
4. Succession Planning- audits to gauge scale of future primary vacancies- liaison with LA to review appropriate talent management and development
5. Leadership development- audit of staff access to programmes. Working with UoC to facilitate NCTL leadership programmes
6. Research and Development – Closing the Gap, RCUK project at Lancaster University
TEACHING SCHOOL DETAIL
Alliance Name
Lead School
Headteacher/Principal
Phase
3
Arnside School
Alan Cook
Primary
Local authority; Carlisle Diocese; Dallam School (Secondary); Burton Morewood CE Primary; Staveley CE Primary; St Mary’s
Nursery and Infant School, Windermere; Windermere Junior School; Cartmel Priory School (Secondary); Flookburgh
Primary; Milnthorpe Primary School.
University of Cumbria
Strategic Partners
HEI Partner(s)
Key areas of activity for 2013/2014
1. School to School support within the Alliance
2. CPD
3. ITE- delivery of School Direct programme (10 in cohort) and Recruitment for 2014/2015
4. Succession Planning- audits to gauge scale of future primary vacancies- liaison with LA to review appropriate talent management and development
5. Leadership development- audit of staff access to programmes. Working with UoC to facilitate NCTL leadership programmes
6. Research and Development – What makes great pedagogy, Closing the Gap
SLEs - QKS
Name
Michelle Wilkinson
Pamela Atkinson
Paul Bagaley
Jane Brierley
Sharron Hutchinson
Vicky Jones
School
Heron Hill
Millom
Millom
QKS
QKS
QKS
Phase
Primary
Primary
Primary
Secondary
Secondary
Secondary
Area of expertise
Numeracy
CPD / Curriculum
Leadership of T&L/ CPD
Gg, curriculum & behaviour
Sc, T&L and related CPD
PE, KS2/ 3 liaison
17
Elizabeth Samuel
Christina Watson
Doug Yarker
Alison Smith
Joanne Adams
Jennifer Redhead
Sophie Burns
Natalie Evans
Maureen McKendry
Karen Stringer
Emily Garbutt
Elizabeth Meyfroidt
Daniel Duxbury
Ben Charnley
Alison Chapman
QKS
QKS
QKS
UVHS
St. Bernard’s
Roose Primary
Crosthwaite
Vicarage Park
St Bernard’s
St George’s
Ghyllside
Ghyllside
Ghyllside
Newbarns
QKS
SLE’s – West Coast Alliance
Name
School
Kirsty Barton
Dearham
Emma Ivison
Dearham
Lindsay Walker
Dearham
Vicki Webster
Victoria Infants
Laura Todhunter
Westfield
SLEs – SLRP (South Lakes Rural Partnership)
Name
School
Nicky Steeles
Grasmere
Lucy Hillbeck
Burton
Secondary
Secondary
Secondary
Secondary
Secondary
Primary
Primary
Primary
Secondary
Primary
Primary
Primary
Primary
Primary
Secondary
Post 16 – R&D
AFL, Tracking and related CPD
Maths
English/ ITE
MFL /CPD
Literacy
Early years
Curriculum/Maths
Business Manager
Curriculum/Literacy/Maths
SEN
Literacy
Maths
Maths
ITT/NQT
Primary
Primary
Primary
Primary
Primary
Area of Expertise
EYFS, SEN
English
MFL
L&M, AFL, EYFS
Literacy, IT, NQT
Primary
Primary
Area of Expertise
EYFS
Maths
SLEs – SLF
To remain in South Lakes with the potential for Caldew and William Howard to transfer pending their application for TS designation
or to migrate to West Lakes Alliance if they are unsuccessful.
Name
School
Area of Expertise
Edd Draper
Appleby
Secondary
PE/ Pastoral
Ian Campbell
Caldew
Secondary
Behaviour / pastoral
18
Yvonne Norden
Victoria Pattinson
Darren Oliver
Joanne Hamer
Ian Walker
Fiona Derbyshire
Mark Harris
David McGregor
Hayley Martin
Rib Nicholson (maternity )
John Ince
David McPartlan
Kathryn Pigdon
Oliver Wilson
Pauline Davenport
SLE - Out of area
Caldew
Crosby on Eden
Dallam
Dallam
John Ruskin
KK
KK
QES
QES
Sandgate
The Lakes
W. Howard
W. Howard
W. Howard
W. Howard
Secondary
Primary
Secondary
Secondary
Secondary
Secondary
Secondary
Secondary
Secondary
Primary/Secondary
Secondary
Secondary
Secondary
Secondary
Secondary
English
EYFS
Maths
Business Manager
English, leadership of T&L
Geography
Curriculum
English
MFL, G&T
Special School
Science
SEN/Behaviour
CPD, Curriculum.
Science, CPD
Curriculum/ En/ Humanities
Matt Towe – Ghyllside- Science and leadership of CPD / Curriculum
LOCAL AUTHORITY DETAIL
Key Personnel:
Name
Mervyn Hull, Senior Adviser
Liz Fenwick , Senior Adviser
Amanda Macdonald, EYFS Area Manager
Dale Hill, General Adviser
Marie Barnes, Assistant Senior Adviser
Anne Thoms, General Adviser
Diana Wright
Gerry Ball, General Adviser
Debbie Gallagher, Governor Development Officer
Joanne Thornhill
Angela Anderson
Tim Robertson
Julia Winder
Areas of Responsibility
Monitoring and support services for all schools in area; Area LIS Team leadership.
EYFS
EYFS
School Leadership Development and Succession Planning
Home Education
Mathematics; Ofsted Inspection
Primary Curriculum
Learning & Teaching (Primary)
Governance
Secondary Intervention Support Officer
Primary Intervention Support Officer
11-16 Applied Curriculum Officer; Career Education
Enterprise Education Officer
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Ellen Wealleans
Roger Laycock
Debbie Battersby
Mary Cooper
Margaret Thornley
Rachel Ramsbottom
Susan Hawitt
Laura Hemsworth
Carole Banks
Post 16 Curriculum Officer; Support for English
Raising Participation Age Officer; Support for History
Early Years & Childcare Adviser; INCO
Early Years & Childcare Adviser; INCO
Early Years & Childcare Adviser; INCO
Early Years & Childcare Adviser; INCO
Early Years & Childcare Adviser
Early Years & Childcare Adviser
Specialist Advisory Teacher [EYFS]
Key areas of activity for 2014/2015
1. Monitoring, support and intervention in all maintained schools according to need.
2. School support and development through consultancy and optional support agreements.
3. Continuing professional development.
4. Strategic development of education at all stages
5. Succession planning
BUILDING CAPACITY SCHOOL DETAIL
School
Headteacher/Principal
OTHER RELEVANT PATCH INFORMATION (Diocesan links, succession planning wave 5 & 6, licensing involvement, etc
Phase
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Paper 9
Cumbria Alliance of System Leadership
ACCESS TO SCHOOL PERFORMANCE DATA SETS - AGREEMENT
1. Rationale for sharing data
The core purpose of providing all schools with access to each other’s performance data is to help CASL /
LASLs identify strengths in schools’ performance and also to identify areas for improvement. Such
identification will provide a secure basis for the provision of school-to-school support and also support from
other partners.
2. Data Protection
All school performance data is covered by the Data Protection Act (1998).
Everyone who is responsible for using data has to follow strict rules called ‘data protection principles’. They
must make sure the information is:
 used fairly and lawfully
 used for limited, specifically stated purposes
 used in a way that is adequate, relevant and not excessive
 accurate
 kept for no longer than is absolutely necessary
 handled according to people’s data protection rights
 kept safe and secure
 not transferred outside the UK without adequate protection
3. The following points define how school performance data will be shared, under the auspices of
CASL / LASLs.
3.1 All schools that subscribe to the protocol will have potential access to all other schools’ data, as well as their
own data (as applies currently re data sets through the schools portal).
3.2 Schools agreeing to the terms of the Memorandum of Understanding will identify a named person who will be
responsible for controlling access to performance data within the school.
3.3 Where a school (A) is identified as a provider of support for another school (B). The headteacher of school
(B) will ensure that authorised access to the performance data of school (B) is provided to relevant colleagues
from school (A), in order that they can provide the required intervention/support. This data will include both
historical and on-going performance data.
3.4 Data sets will not be shared (in any form – electronic, printed, etc) with anyone who has not been granted
authorised access, as identified above.
3.5 In the event of a school not agreeing to the terms of the Memorandum of Understanding, the school will have
access to Level 1 data. It will also be provided with access to the local authority-generated data set for the
school – but will not have access to headline or individualised performance data for any other school.
3.6 No other school will be able to access the refusing school’s performance data - but such data will be used to
inform county/area performance data.
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3.7 Data sets will be shared with all strategic partners within CASL / LASLs (e.g. Diocesan representatives) –
where it is the view of CASL / LASLs that this will facilitate effective partnership working. There is similarly,
an expectation that all partners will share additional information and data they produce/have access to, across
the partnership where this will facilitate effective partnership working.
4. The Memorandum of understanding will comply with the requirements of the Freedom of
Information Act (2001)
5. LA-provided Data Sets (for CASL/LASL)
5.1
LEVEL 1
(County-Area-National-Statistical Neighbour)
o
Summary – all key stages
o
Summary – EYFS – Key Stage 1 – Key Stage 2
o
Summary – Key Stage 3 – Key Stage 4 – Post-16
5.2 LEVEL 2 (All schools – headline data)
5.2.1 EYFS – attainment
o
All pupils
o
Boys
o
Girls
5.2.2 Key Stage 1 – attainment
o
English-maths – all pupils
o
English-maths – boys
o
English-maths – girls
5.2.3 Key Stage 2 – attainment
o
English & maths – all pupils
o
English & maths – boys
o
English & maths – girls
o
English – all pupils
o
English – boys
o
English – girls
o
Maths – all pupils
o
Maths – boys
o
Maths – girls
5.2.4 Key Stage 2 – progress
o
2 & 3 levels progress – all pupils
o
2 & 3 levels progress – boys
o
2 & 3 levels progress – girls
5.2.5 Key Stage 4 – attainment and progress
o
GCSE – all pupils
o
GCSE – boys
o
GCSE – girls
o
2 & 3 levels progress – all pupils
o
2 & 3 levels progress – boys
o
2 & 3 levels progress – girls
5.2.6 Post-16 – A level attainment
o
A level – all pupils
o
A level – all pupils
o
A level – all pupils
5.3 LEVEL 3 (Individual schools – “school profile”)
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Cumbria Alliance of System Leaders
Memorandum of Understanding
The Cumbria Alliance of System Leaders (CASL) and its associate Local Alliance of System Leaders (LASLs) are
committed to a self-improving education system across all phases and areas of Cumbria.
To this end, we hope all System Leaders within our Schools, Colleges and Early Years Settings, Local Authority
University of Cumbria, Governing Bodies and Teaching School Alliance will want to be actively involved.
In signing up to this Memorandum of Understanding schools will wish to not only benefit from support but actively
provide it to others.
Stage 1
As Headteacher, I commit my school to actively participate in the work of CASL and LASL South.
School Name: ________________________________Headteacher: _____________________________
Agreement in principle _________________________(signature of Heads) Date: _____________________
Stage 2
Governing Bodies are made aware of the System Leaders agreed and actively support the work of their school in the
System Leadership agenda.
Agreement: _________________________(signature of Chair of Governors) Date: ___________________
19/12/2013
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LASL South Members
Liz Moffatt, NCSL Associate
Mervyn Hull, Senior Adviser, Learning Improvement Service
Dale Hill, SIO
Stephen Wilkinson, Headteacher, The Queen Katherine School (Chair)
Ian Smith, Headteacher, Millom School
Julie O’Connor, Co-Chair of Cumbria Alliance of System Leaders
Judith Greene, Chair of Cumbria Association of Secondary Heads
Alison Chapman, Teaching School Co-ordinator, The Queen Katherine School
Steve Houghton, Director of Quality, South Lakes Federation
Jo Goode, Headteacher, Grasmere School
Wendy Jacobs, Headteacher, Roose School
Sue Woodburn, Headteacher of Burton Morewood
Angela Hill, Local Leader of Diocesan Education
Sue McWilliams, Carlisle CE Diocese
Norah Mercer, Headteacher, Dean Gibson, Catholic Diocese
Anne Hallam, Headteacher, Vicarage Park School
Janine Pierce, Yarlside Primary School
David Reddy, George Romney Junior School
Alan Cook, Headteacher, Arnside National School
19/12/2013
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CASL MEMBERS
*Lorrayne Hughes
Secondary Head (Co Chair)
*Shaun Monaghan
Primary Head (Co Chair)
*Alan Lindsay
Local Authority
*Liz Moffatt
National College
*Stephen Wilkinson
Executive Head
Alison Chapman
Director of School Engagement
Greta Ellis
Primary Head
Kathryn Fox
University of Cumbria
Judith Greene
Secondary Head
Diane Irving
Primary Head
Joyce Keetley
National Leader Governance
Michael Mills
Diocese of Carlisle – Church of England
Antony McNamara
Diocese of Lancaster – Catholic
Julie O`Connor
Secondary Head
Ian Smith
Secondary Head (Chair of CASH)
Geoff Walker
Secondary Head
Vicki Webster
Primary (Acting) Head
Sue Woodburn
Primary Head
www.cumbriaalliance.org.uk
19/12/2013
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