Putting local communities and their needs at the heart of service provision through new governance and leadership models.

Remaking Learning, Barnsley
Lead contact: Diane Heritage, 01226 774507, dianeheritage@barnsley.gov.uk

Putting local communities and their needs at the heart of service provision through new governance and leadership models.
'Remaking Learning' is a programme aimed at transforming lifelong learning across the whole of Barnsley through Building Schools for the Future (BSF). The two localities of this field trial are working with the Local Authority on behalf of the whole of Barnsley to develop new forms of leadership across localities - including Local Area Wellbeing Partnerships with strong community and multi-agency engagement, a Director of Community Wellbeing with a focus on developing community literacy. New governance models are also now being developed in partnership with the local authority as prototypes for 'Remaking Learning'.

Following facilitated work with The Bridge Change Leadership Framework, a multi-agency, cross-service leadership development strategy is being designed as an integral part of the 'Remaking Learning and Care in Barnsley' vision.

New leadership models for a 0-19 federated school serving a dynamic multi-ethnic community.

Central Leeds Learning Federation, Leeds
Lead contact: Liz Talmadge, 0113 3368310, liztalmadge@talk21.com

New leadership models for a 0-19 federated school serving a dynamic multi-ethnic community.
A hard federation of two highly challenged inner city secondary schools is implementing a new leadership and governance structure across a broader 0-19 federated school, with strong internal and external community engagement, aiming for enhanced achievement levels across all five ECM outcomes.

To achieve this, they have joined together to form a soft federation involving a range of education and voluntary sector partners. These include the primary school which shares the new campus with one of the secondary schools. They intend, through extensive consultation with stakeholder groups across the schools and in the local community, to develop a new governance and leadership structure.

The executive headteacher will then increasingly concentrate on strategic and business issues in order for the headteachers of the component schools to focus on teaching and learning. These approaches have opened up significant new possibilities for leadership across the federation, for a new community vision and for wider service involvement with the federation.

The project is well networked with other sites and has actively utilized tools and learning events to advance the work. An extensive consultation exercise to engage staff, students, parents and the community is planned following sustained engagement with 'The Leadership and Governance Landing Pad'.

New models of governance and leadership for 14-19 provision in challenging localities.

Cumbria 14-19 Strategic Partnership, Cumbria
Lead contact: Adrienne Carmichael, 01539 773455, adrienne.carmichael@cumbriacc.gov.uk

Cumbria's field trial began by testing out different approaches to the leadership, management and governance of coherent 14-19 provision across three geographically different parts of Cumbria - Eden, Carlisle and Furness. Each selected area faced a different mix of challenges, including falling rolls and widely dispersed populations. Building on the work of the 14-19 Pathfinder, with the Local Authority intimately involved in the initiation, but transferring responsibility to the localities, the governance and leadership models explored include a trust and a company limited by guarantee.

Increasingly the work is focusing on developments in Furness where, following use of The Bridge Change Leadership Framework, there is growth from the 14-19 Partnership to a wider Learning Partnership with a holistic vision for educational provision for all children in Furness, and the creation of a Trust, brokering alliances with local business, to sponsor an academy.

Implementing innovative leadership and governance arrangements for a 0-19 'educational village', structured around the five ECM outcomes.

Darlington Education Village, Darlington
Lead contact: Dela Smith, 01325 254000, dsmith@educationvillage.org.uk

Darlington's 'Education Village' is a PFI (private finance initiative) new build formed from a special school, a primary school and a community secondary school, which has a strong focus on community engagement. It has a single governing body with an innovative sub-structure linked directly to the five ECM outcomes. It is in the process of implementing a radically new 'whole village' leadership structure, supported by a national consultancy group. Darlington has already been a significant catalyst for other sites, including some in the NPSL programme, and is a strong indicator of the power of Next Practice sites to act as 'advance organisers' for wider system learning.

The effective implementation of this radically designed single leadership and governance model across the Village's three-school hard federation includes an emphasis on the creation of a unified leadership culture using joint purposes and shared professional learning as key levers. The Bridge Change Leadership Framework has been one element of this shared professional learning.

Radical proposals for community leadership of extended service provision in North Hartlepool.

Extended Services in North Hartlepool, Hartlepool
Lead Contact: John Hardy, 01429 273041, head.stjohnvianney@school.hartlepool.gov.uk

Challenging communities often lack local leaders. Extended Services in North Hartlepool plan to develop a network of community leaders - adults and young people - in this challenging area who will be empowered to lead the development of extended service provision. This work will have a new form of governance through a 'brokerage board' containing community partners and membership from the six locality primary schools and one comprehensive secondary school. The aim is to create a personalised, multi-agency and community driven approach to meet the needs of learners of all ages. A programme of community engagement has energised a wide group of stakeholders and the local authority is partnering the work and adapting its borough-wide arrangements to support the project.

The schools in the locality, working in partnership with the Local Authority, are creating a community interest company which can first house and then 'float' the Brokerage Board, so enabling local community-driven leadership of extended service provision and growth of community leadership.

New district-wide governance and leadership models designed to ensure coherent services and strong community leadership and engagement - supported by movement towards three regional learning centre federations.

Knowsley System Leadership and Governance, Knowsley, North West
Lead contacts: Elaine Ayre, 0151 4433233, elaine.ayre@knowsley.gov.uk and Pam Jervis, 0151 5466804, pam.jervis@knowsley.gov.uk

New district-wide governance and leadership models designed to ensure coherent services and strong community leadership and engagement - supported by movement towards three regional learning centre federations.
The Local Authority is the third most deprived in the country and has a history of innovation to offset the challenging circumstances. A significant challenge for both leadership and governance in Knowsley is to meld the principles of system-wide education reform with the renewed focus placed upon neighbourhood and community regeneration by 'Concept Knowsley'. It is closing all of its ten secondary schools and opening seven new learning centres. It is developing radical federated leadership and governance structures designed to secure high levels of collective ownership. These structures will support neighbourhood regeneration and be integrated with the delivery of wider public services, in order to secure whole system transformation.

Leaders of the new Learning Centres will collaborate both within their federations and across the authority to transform learning and achievement. They are also evolving new models of leadership partnership between the Local Authority and secondary heads.

Through the field trial, Knowsley is also investigating ways in which new governance models are able to adopt aspects of system organisation devolved by the Local Authority so that the system becomes self-regulating and self-organising. Particularly, they are seeking:

• to find new ways in which governance is able to respond to the changing nature of learning
• to move to a form of adaptive governance which will play a more active role in change through a pioneering culture of creativity, innovation and risk taking so as to address the most deep-rooted social and education issues
• to establish formal and structured ways in which governance can respond to the rapid shift to partnership working both within the education community and with other stakeholders to establish new modes of accountability to local communities, parents and pupils.

Initially two field trials, the work has come together to build from the early successes and will expand to the co-design and leadership of Knowsley's new educational provision, together with new models of curriculum and learning for the Learning Centres.

Whole town 'one school' provision to meet ECM and inclusion aspirations.

Winsford Education Partnership, Winsford
Lead Contact: Val Godfrey, 07817 214002, vgodfrey@valeroyal.gov.uk

The 17 schools in the Winsford Education Partnership have worked well in partnership for a number of years. Through this field trial they are seeking to develop from comfortable collaboration to harder-edged system leadership of a whole-town plan to deliver ECM outcomes, working with the Local Authority to redesign its emerging strategy to fit the Winsford context and vision. Work with The Bridge Change Leadership Framework crystallised the need for the schools to relax their commitment to full consensus in order to make more rapid and radical progress.
They are jointly developing, with Local Authority and Local Council support, a town-wide plan for the future of education locally. Winsford aims to become a 0-19 centre of education with a full commitment to inclusion and the delivery of ECM. This is likely to be driven by a change leadership group, possibly involving the creation of a trust, and a principle change manager.

A paradigm shift in leadership and governance across a family of schools in pursuit of radical change in curriculum provision and the culture of learning.

Yewlands Family of Schools, Sheffield
Lead contacts: Nicola Shipman, 0114 2467916, Headteacher@monteney.sheffield.sch.uk and Angela Armytage, angela.armytage@yewlands.sheffield.sch.uk

Yewlands is developing, through a bottom-up evolutionary process, from the previous collaborative working across the 'family' of schools, to harder-edged proposals for new and sustainable leadership and governance arrangements.
Yewlands is a family of seven schools involving one secondary, one special and five primary, based in a challenging and mainly urban context on the northern edge of Sheffield. The schools have been working as an advanced collaborative for four years, including shared staffing, joint leadership appointments and cross-phase curriculum development projects. Their aspiration for the field trial is to construct a 21st century model of leadership and governance across the family. They describe this as a 'paradigm shift' in the leadership of the family, in succession planning and in the collective culture of learning.

Ambitious proposals are being driven forward by a partnership of headteachers, working as a family with the Local Authority. Facilitated sessions with The Bridge Change Leadership Framework gave impetus to their work, including the use of the To Be tool to define an emergent strategy. A Spring 2007 weekend conference for governors and senior leaders from the schools, attended by Sheffield's DCS, used Delta 6 to build a collective 'Living Vision' and to establish a strategic governance group across the family.