ICT strategy

ICT for Learning Strategy 2009-2014

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Schools are encouraged to use the web links to view the vision drivers and experience the video clips which help to bring the vision alive.

Introduction

The DCSF are driving forward the use of Information and Communications Technology to assist schools in raising achievement.  Guidance and funding are provided by the Harnessing Technology strategy, Building Schools for the Future and the Management Information Frameworks.  North Lincolnshire Council has created this document to provide a road map to discuss with schools on how we can jointly achieve the challenges presented by these developments.

Vision Statement

Our vision is for schools and learners to routinely harness existing and emerging information and communications technologies, solutions and services in a creative curriculum setting. This will create a Campus for Learning supporting all learners in fulfilling their maximum potential in preparation for life in the 21st century.

Technologies, services and solutions will be used in a single integrated environment by all learners, parents, school leaders, teachers, governors, local authority teams and schools’ support staff.

This “Campus for Learning” will support the Every Child Matters agenda across the North Lincolnshire Children’s Trust.  It will be an integral part of the Trust’s Children & Young People’s Plan.
Click on these video links to see the strategy outcomes in action

Entitlements / Expectations

Access to existing, new and emerging technology is an entitlement for every learner in North Lincolnshire.
ICT will contribute towards the ongoing personalisation of the learning experience delivering improved learner engagement and learning outcomes for pupils and staff.  ICT will facilitate the creation of flexible learning environments so that resources can be accessed whenever and wherever they are, including from home or other out of school setting.  ICT will support staff in their professional development and will include tools for collaboration, management and administration.  It will enable secure and reliable communications between the school, governors and parents, other schools, the local authority and children’s services.
ICT for learning :
  • Will promote social interaction and collaborative working through inclusive and innovative approaches to learning.
  • It will free learners to access high quality teaching materials and resources so that they can study at any time and anywhere in a safe and secure environment.
  • ICT will enable work to be produced, submitted and marked electronically and empower users to track their own progress and set their own goals.
  • It will empower parents to engage with their child’s learning and celebrate the successes and progress of their children.
  • Technology such as video conferencing will enable learners to engage with specialist teachers across the learning campus without the need to travel to different locations.
  • ICT ensures all learners can access their entitlement to an education regardless of their needs, disabilities, ethnicity or ability to attend a school (e.g. through illness).
ICT for teaching :
  • will ensure that all staff are motivated and personally skilled in the use of ICT in a culture of continuous development of ICT skills and an awareness of technological developments.
  • Teachers will have access to a wide range of multimedia and digital resources and will have the ability to create, amend and adapt existing resources.
  • Teachers will be able to utilise ICT in a wide range of learning spaces within the school and with a variety of different group sizes.
  • Teachers and learners will be able to collaborate and share resources without having to travel between sites at a time that is convenient for them.
  • ICT will support planning and monitoring for groups and individuals and will offer new opportunities for assessment of pupils progress.
ICT for School Improvement :
  • will provide data around the learner that ensures that the provision of information for decision making and performance monitoring is not a burden to schools but is available to staff on demand. This will ensuring that the time preparing for Schools Self Evaluation, OfSted inspections, Pupil Tracking, Financial planning and discussions with parents and children is minimised and the discussions maximised.
  • Teachers and parents will have real-time access to achievement and target setting data for individuals including attendance and behaviour information.
  • The easy access to data will enable the school to be able to work more efficiently with their School Improvement Partner.
  • School leadership teams and governers will drive these developments forward within their schools.
ICT for Safeguarding :
  • Will provide safe and secure environments for pupils to learn and develop.
  • Constantly updating services, advice, policies and codes of conduct will support the use of the technology in a regularly changing interactive world.
  • The security of data is a high priority across the Children’s Trust and the solutions and services supporting the campus for learning will ensure that data and information is only available to the individuals entitled to access it.
  • Schools will be able to access the Government’s safeguarding tools supported by the Improving Information Sharing and Management programme (i.e ContactPoint, eCAF)
ICT for Local Support Services and Government Returns :
  • Will provide the solutions and services to ensure that schools can record, maintain and deliver the required data to the council and government in a secure environment.
  • Schools data will feed the Council’s central pupil database to enable service to maximise the support provided and continue to reduce the burden on schools to provide data to external services individually (including ContactPoint).
ICT for families :
  • Will provide easy access to information on pupils’s progress, attendance, achievements and behaviour.  This will enable parents to discuss learning, the school day and future needs with their child and school without waiting for school parent’s evenings.
  • Bloggs, photos and video clips will keep the parent in touch with their child when on school trips or participating in projects.
The Children’s Trust has a responsibility to guarantee that its workforce is learning and developing to meet the needs of the 21st Century.

Information and communication technologies (ICT), and online systems and resources in schools, will provide greater flexibility for learners at school and at home. They will also help school leaders, teachers, support staff, other professionals, parents and pupils to communicate and share information and resources, and to find out about local and national services and support available to pupils and parents.

Your child, your schools, our future: building a 21st century schools system

Supporting Initiatives

The Government with its advisory body BECTA have pushed the development of ICT in schools since the late 1990’s. Listed below are the key initiatives supporting the North Lincolnshire vision.

Harnessing Technology

BECTA Harnessing Technology
Released in 2005 and reviewed in 2008 the DCSF Harnessing Technology documents promote the development of ICT within education. Key elements are the:
  • Development of an e-confident system where parents, children, teachers and school leadership are fully aware of the benefits and requirements to use the new technologies to support raising achievement, school improvement and safe guarding.
  • The use of technology to communicate proactively and timely with parents so they have realtime access to information about their child.
  • How schools and local authorities can evaluate the development of ICT within their schools.

Building Schools for the Future (BSF) and The Primary Capital Programme

These Government programmes aim to transform primary and secondary education through rebuilding and remodelling schools.
The BSF programme will provide all Secondary Schools with a managed service to deliver the schools non teaching and learning requirements.  All of the schools involved will enter into a managed service for their ICT needs.  This will roll out a one computer per child for all the BSF schools.
The Primary Capital Programme (PCP) will aim to rebuild / refurnish 50% of Primary schools and transform the curriculum and learning environment.  There is an expectation that ICT will be integral to this process.  BECTA have suggested that 10% of the funding should support ICT development.

21st Century Schools and 21st Century Teachers

The Children’s Plan sets out the Government’s ambition to make England the best place in the world for children and young people to grow up. World class schools and world class standards for every community are central to realising this ambition.
Schools rightly see their central purpose as preparing children and young people for life. An excellent 21st century school will be driven by the determination to do the best for every child and deliver excellent personalised education and development.  These drivers outline the further development of Extended Services and the move towards schools becoming the focal point for communities with partnerships with services across the Children’s Trust.

The new Parent Guarantee will also ensure parents have information on their child’s behaviour, attendance, SEN, progress and attainment online in secondary schools by 2010 and in primary schools by 2012.

Curriculum Transformation

All maintained schools must meet the minimum requirements of the National Curriculum and they are free to plan their curriculum in the way they consider to be most suitable for their learners.

14-19 Developments

The development of the 14-19 curriculum and the cross campus nature of its delivery has been a key driver for the need of a standardised approach to ICT services.  Pupils will be based at one school but may have a significant part of their learning delivered by another provider.
To facilitate this there needs to be an infrastructure in place.  To ensure that this method of delivery is economically and environmentally sustainable it is necessary to move to an e-learning model which can offset the need for transport.  The rural nature of North Lincolnshire has attracted a grant which will be used to to install and integrate a video conferencing solution across all secondary schools.  As all schools migrate to the Common Digital Platform then all pupils and teachers will have access to a single platform which can host and deliver the course content and facilitate collaboration between teachers and pupils.

Curriculum Developments

Secondary

The increasing use of technology in all aspects of society makes confident, creative and productive use of ICT an essential skill for life. ICT capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully, safely and responsibly in learning, everyday life and employment. ICT capability is fundamental to participation and engagement in modern society. ICT can be used to find, develop, analyse and present information, as well as to model situations and solve problems. ICT enables rapid access to ideas and experiences from a wide range of people, communities and cultures, and allows pupils to collaborate and exchange information on a wide scale. ICT acts as a powerful force for change in society and citizens should have an understanding of the social, ethical, legal and economic implications of its use, including how to use ICT safely and responsibly. Increased capability in the use of ICT supports initiative and independent learning, as pupils are able to make informed judgements about when and where to use ICT to enhance their learning and the quality of their work

Information and communication technology key stage 3

Education influences and reflects the values of society, and the kind of society we want to be. It is important, therefore, to recognise a broad set of common purposes, values and aims that underpin the school curriculum and the work of schools.
Clear aims that focus on the qualities and skills learners need to succeed in school and beyond should be the starting point for the curriculum. These aims should inform all aspects of curriculum planning and teaching and learning at whole-school and subject levels.
The curriculum should enable all young people to become:
The media plays a significant role in shaping and defining our culture and our view of the world. New technologies continue to transform the way we work and learn.
Informed and responsible citizenship requires that young people become critical consumers of media, able to reflect on the relationship between reality and the world portrayed by the media. They should be aware of the ability of the media to inform, entertain and influence public opinion, and its important role in society. Young people need opportunities to become discerning and critically literate in relation to the media and the internet, learning to question the authenticity, accuracy and reliability of the information they encounter.
Similarly, to participate fully in a technology-driven society, young people must develop the practical skills to use technology confidently and productively. They need to develop the competencies to use technology safely and effectively to find things out, try things out, develop and present their ideas, and communicate and collaborate with others across the world.
Developments in technology continue to change the relationship between consumers and producers. Technology gives unprecedented access to events, experiences, opinions and sources of knowledge from around the world. It allows young people to communicate and collaborate with others locally and internationally, and extends the range of opportunities they have to develop as successful learners and global citizens.
Cross-curriculum dimensions are essential tools to help young people make sense of the wider world. They should permeate the curriculum and the life of a school.

Technology and the media

Cross-curriculum dimensions bring the curriculum to life

Technology and the media

Primary

Independent Review of the Primary Curriculum  -- the proposed curriculum has taken a fresh approach to Information and Communication Technology (ICT).  As pupils live and learn in a technologically rich world, the ability to use ICT tools to support learning is more important than ever.  This is why ICT capability has been identified as an essential for learning and life.

The key features of the primary curriculum put forward by the Review are:

  • Recognising the continuing importance of subjects and the essential knowledge, skills and understanding they represent.
  • Providing a stronger focus on curriculum progression.
  • Strengthening the focus on ensuring, that by the age of seven, pupils have a secure grasp of the literacy and numeracy skills they need to make good progress thereafter.
  • Strengthening the teaching and learning of ICT to enable them to be independent and confident users of technology by the end of primary education.
  • Providing a greater emphasis on personal development through a more integrated and simpler framework for schools.
  • Building stronger links between the Early Years Foundation Stage and Key Stage 1, and between Key Stage 2 and Key Stage 3. in offering exciting opportunities for learning languages for 7-11 year olds.
The new curriculum identifies explicit requirements to develop, use and apply ICT capability across all areas of learning.  Expectations that children will become proficient in using ICT to support high quality enquiry, creative and critical thinking, communication and collaboration are higher than ever.  Children’s progress in ICT can be ensured through a combination of focused teaching and purposeful application across all areas of learning.

North Lincolnshire Schools Causing Concern Policy

North Lincolnshire council has a commitment to excellence in Education and believes that all children and young people deserve to be educated in successful schools. Our overall aim is that no school should fall into a category of concern. By supporting and enabling strong school Leadership and Management and early intervention when necessary, we aim to work in partnership with schools to bring about the best possible education for our children and young people. To ensure that entitlements are met a new trigger has been added to the policy:

Failure to provide adequate resources, staff training or curriculum provision to ensure pupils meet age related expectations in ICT

Safeguarding

Guidance on e-Safety and safeguarding children is issued from a variety of sources.  DCSF, BECTA, CIOP, the Local Safeguarding Board.  The new OfSTED inspection framework will have a focus on safeguarding along side school improvement.

Home Access

Currently around a million children do not have access to broadband at home. The Government’s £300m programme to make sure every 5- to 18-year-old has home access to broadband connectivity and appropriate hardware by 2011.   Before the end of 2009 a national campaign will begin offering a free netbook, laptop or desktop PC and connectivity for at least a year for eligible families. In the 1st instance this offer will be open to households with keystage 2 or 3 pupils.

Access to technology at home benefits learners in a range of different ways:

  • Improving learning and achievement
  • Motivating and engaging children
  • Encouraging independence and creativity
  • Connecting learning at school and at home
  • Helping parents and carers get more involved.

The government’s vision is to ensure that all pupils in state maintained education in England have the opportunity to have access to computers and internet connectivity for education at home.

The Home Access programme is providing the encouragement and funding to achieve this. Following a successful pilot in Oldham and Suffolk, the programme is being rolled out nationally, initially targeting learners in years 3 to 9. Find out more and get involved.

Becta Home Access, Next Generation Learning

BECTA Home Access support.

Data Handling

The Cabinet Office report on Data Handling in Government issued in April 2008 has been supported by BECTA publications in 2009.

How we will deliver the Strategy (Activities)

Since the introduction of the National Grid for Learning schools have selected and implemented their own solutions to support school improvement with guidance available from the local authority and BECTA.  Whilst this has been successful in some parts, it has provided new management issues for schools to resolve. e.g.

  • Every software and hardware supplier has their own contract definitions and support arrangements to be managed.
  • The success of a solution often relies on an individual staff members’ knowledge and interest.
  • An increasing number of new staff need to be trained and supported
  • Systems don’t always interact resulting in manual transfer of data
  • System can only be run on a computer within the school or within a set room in the school

These issues are creating barriers to schools using learning technologies essential to delivering the vision for 21st Century Education.

North Lincolnshire Council has already set out to provide a Common Digital Platform based on a campus for learning for all schools through its BSF programme.

To achieve a campus for learning that promotes our children’s development, continued school improvement whilst ensuring safeguarding. We need to co-ordinate the requirements of learners, educators, local and national governance into a single package consisting of advice, standards, tools, policies and and an integrated backbone of systems.

While this will narrow choice for schools it will also enable many of the tasks that we as educators are expected to deliver in a manageable local package of support and development.  Greatly reducing the burden on each school to provide these requirements themselves or via separate school managed contracts. It will also allow the aggregation of funding streams and deliver economies of scale.

Governance

The North Lincolnshire Children’s Trust will have an active role in monitoring the ICT for Learning Strategy.  The outcomes from implementing the strategy are linked directly in to the Children & Young People’s plan. The following groups will be responsible for delivering and monitoring the strategy.

ICT for Learning Programme Board

Led by a Senior officer from Children’s services together with representation from each school sector, including business management, with key council officers managing ICT services. This Board will take responsibility for the full delivery of the strategy.  This was previously called the Schools’ ICT Strategy Group.

Building Schools for the Future Implementation Board

A team focused on the ICT implementation will be setup including lead members of the BSF ICT Suppliers (Mass Consultants Ltd)

Focus Groups

Smaller groups with interested parties to focus on specific activities (i.e. Learning Platforms, Home Access, Parental Reporting, Video Conferencing etc)

Schools’ Consortium Meetings

Minutes of the ICT for Learning Programme Board will be a standard agenda item at these meetings.  Representatives on the Board will be expected to discuss and report back on the consortium members’ views as the strategy is delivered.

Activity Management

The strategy delivery will be managed via the Council’s Project Management Methodology linked to each schools ‘School Development Plan with clear outcomes and timescales for each element.  The activities and co-ordination required will require a dedicated project manager supported by an officer responsible for overseeing the programme.
All activities will have specific outcomes, be risk managed and be allocated the required funding before they commence.
All activities will include a pre-implementation check list for schools to ensure that they are ready to engage with any new service or solution.  This will ensure that schools leadership teams are fully prepared to gain the benefits before they start to implement solutions.

Actions:

BECTA Next Generation Learning

BECTA has provided schools with three self review evaluation tools to support their understanding and implementation of ICT.

1. The Self Review Framework and ICT Mark.

A free online tool to guide schools through the key elements of successfully engaging and managing the development of ICT.  This is seen as a key mechanism to help schools identify their existing ICT capacity and results in an action plan leading to the ICT Mark.

Link

2. The Framework for ICT Technical Support(FITS)

A free tool to consider the support requirements to ensure that ICT is embedded and maintained. This helps schools set their expectations of what a technical support service should be providing and can act as a bench mark for existing support services.

Link

3. The Information Management Strategy Framework

A free tool to help schools to make more effective and secure use of their data.

Link

The Local Authority will.. The Schools/Governors will…
provide dedicated support to any school who wants to engage with the Self Review Framework. engage with the self review framework with a goal of achieving ICT Mark.
provide tailored support for all schools wanting to move forward with the Next Generation Learning programme. provide ongoing

Technical Support and the Total Cost of Ownership

It is increasingly important that schools have robust technical support systems in place to ensure that their investment in ICT is successfully embedded within teaching and learning.  Schools will need to minimise the risks associated with becoming more dependent on technology by engaging with support services designed, equipped and resourced to ensure the ICT is maintained to the high standard required to support school improvement.
It is essential that schools understand the total cost of developing and maintaining their ICT and plan for the future to ensure equipment is replaced, maintained and supported.

Continuing Professional Development (CPD)

Training and development will be combined across the authority into a single integrated package to support school improvement and engagement in new technologies.

Key Benefits:- Schools don’t have to seek out the training paths. Learning and Improvement, CMISS, Safe Guarding CPD is combined with trainers pooling knowledge to provide a coherent and focused scenario based training programme.
The Local Authority will.. The Schools/Governors will… Individuals will…
create a single point of access for all training offers and CPD opportunities. regularly evaluate the training and development needs of their staff and engage with the CPD opportunities as required. consider their knowledge requirements and discuss their CPD needs with school management.
provide bespoke packages to match the needs of individual schools to move forward their adoption and embedding of new technologies. critically examine their current progress and identify their needs to reach their vision.

Aligning Support Services and SIP feedback 

Schools will go to a single place to engage with support for ICT and related services. Issues picked up in SIP meetings around ICT are passed to a single point of contact for progression.

Key Benefits:- Schools have one contact number and email to remember. First line support is available between agreed hours. Second line support can be brokered and site visits can be booked. All calls are recorded and monitored so that schools can see the value of the service.

Central hosting of school’s servers and solutions

Schools transfer their servers and applications to a data farm.

Key Benefits:- Secure data storage, minimise in-school technical support, off-site backups, risks move to the LEP, Anywhere, anytime access via a web portal, reduces risk of data loss on school devices, enables cross-school timetabling, cost effective.
The Local Authority will.. The Schools/Governors will…
build two new Data Centres.  One will host schools MIS and other ‘business’ services.  The other will host the Learning Platform and other ‘curriculum’ services. standardise on a single MIS platform and migrate their existing servers to the Data Centres.
provide and manage the security and resilience of this data including a robust backup regime. ensure that all users of the data comply with relevant guidance and regulation in the use of this data.
promote and provide guidance on the safe handling of data and information.
provide secure anywhere, anytime access to this data to authorised personnel. utilise this data for school improvement and to aide in the personalisation of learning
install Partnership Exchange and a Zone Integration Server to facilitate the sharing of pupil data between schools and to enable collegiate timetabling. standardise on a common set of data items for student behaviour, attendance codes and courses.
ensure that schools can meet the 2010 (Secondary) and 2012 (primary) parental reporting requirements as laid out in the 21st Century School Document ensure that processes are in place to ensure that data is prepared in an agreed LA format so that data can be pulled in a consistent format to the Learning Platform.

My Learning Spaces (MLS) Learning Platform and Schools Gateway Service

Schools prepare to engage with a designated learning platform in a managed and fully supported manner.
Key Benefits:- Single platform so schools can share resources, training and skills development.  Centrally hosted, part of an integrated solution so links to Management Information Systems and regional content.  Provides anywhere, anytime access to key learning tools.  Provides on-line information to parents.  Cost effective.
The Local Authority Will.. The Schools/Governors will…
centrally host the designated Learning Platform in a data centre which will deliver all the requirements of 21st Century School Document. adopt the designated Learning Platform.
integrate the Learning Platform with the MIS servers to allow dynamic flow of data between the two systems. ensure that data is accurate and up to date
provide managed support for the embedding of the designated Learning Platform within teaching and learning and school management. plan CPD in a targeted manner to ensure the phased adoption of the designated platform.
employ 2 e-learning and transformation coaches to work with schools in the implementation of the designated Learning Platform. identify targeted areas of development.
redevelop Teacher Zone within the new platform to continue to provide a secure Web Box environment and continued online subject support.

Video Conferencing service

Provides a flexible video conferencing facility for all schools.  Equipment funded for Secondary Schools 14-19 Agenda
Key Benefits:- enables co-operative learning across multiple venues without the need to physically transport children around the county.  Can be used to support the transition between primary and secondary education.  The solution will be linked to the National Education Network to enable Video Conferencing with establishments outside of the council.
The Local Authority will.. The Schools/Governors will…
project manage, procure and deploy a video conferencing solution that is fully integrated into the Learning Platform for all secondary schools via the LEP. work with the LEP to identify how they would like to locally install and deliver Video Conferencing and provide access to local support staff.

e-safety and Safeguarding Training and Support

Provides school staff with the policies and knowledge to ensure children are safe when using existing and new technologies.  Enables schools to engage with the Improving Information Sharing and Management (IISaM) agenda including ContactPoint and electronic Common Assesment Form (eCAF) .
The Local Authority will.. The Schools/Governors will… Individuals will…
Provide guidance and support to schools to support their e-safety and safeguarding requirements. Ensure policies, procedures and where necessary technology is in place to ensure children are safeguarded from harm when using technology in the school. Follow policies and procedures as directed by the school management.

Wide Area Network (WAN) procurement

The re-procurement of the WAN that schools use.
Key Benefits:- Driving down the costs of connectivity to schools and ensuring business continuity whilst the majority of schools purchase connectivity from the Local Authority.
The Local Authority will.. The Schools/Governors will…
re-procure a Wide Area Network that is fully compliant with BECTA connectivity standards at 2MB/s synchronous connections for primary schools, 10MB/s or 100MB/s synchronous connections for secondary schools. adhere to the Acceptable User Policies and agreements linked to the Wide Area Network
calculate and aggregate the total costs in a fair and transparent manner. budget to ensure that the school is financially prepared to cover the costs of connectivity.

SIMS in the Primary Classroom

Enabling teachers and support staff to access the teacher focused information linked to the schools management information system.
Key Benefits:- promotes school improvement and safeguarding as teachers and school leaders get real-time information on tracking pupils progress, Self Evaluation reporting and attendance.  Enables teachers to spend more time working with learners instead of gathering data for analysis.
The Local Authority will.. The Schools/Governors will… Individuals will…
Provide training and support for school to enable staff to access their MIS within the classroom setting. Ensure the schools computers and networks are maintained at the minimum standard to enable use of the MIS across the school. Undertake CPD as required to ensure they can maximise the benefits of classroom access to their MIS.

Pupil Tracking Solutions for Primary Schools

Providing school leaders, teachers and support staff with opportunities to engage with simple but powerful tools to record and closely monitor the progress for individual pupils, classes, groups and the whole school against national and local targets.  Engagement will continue through the existing Service Level Agreement, which will be developed in partnership with schools as required.
Key Benefits:- ensures school improvement is easily monitored and reported to support Schools Self Evaluation, Ofsted inspections and discussions with School Improvement Partners.
The Local Authority will.. The Schools/Governors will…
support and maintain the selected tools that will meet the needs of schools through Service Level Agreements. have an effective tracking system in place and ensure that this information is available to parents as part of a parental engagement strategy.

Managing Data within Schools

Schools are advised and supported in ensuring that they are compliant with the BECTA Data Handling advice and all staff are aware of the data security and correct handling of information.
Key Benefits:- Parents, Pupils, Schools staff and Governors are confident that information held about them in the school (in I.T. systems and on paper) is securely handled and destroyed when no longer required.
The Local Authority will.. The Schools/Governors will… Individuals will…
provide and promote guidance and information on the latest requirements and best practice.  Provide appropriate CPD. consider the guidance and implement as appropriate follow the schools guidance and policies as required.
provide a Data handling advice services to work with schools to raise awareness of BECTA data handling advice and best practice.

Home Access

Providing access to technology in the home for students that would not normally be able to engage in digital learning opportunities. This offer, which will be managed by central government, will offer a free laptop, netbook or desktop and connectivity to eligible households.
Key Benefits:- provides a level playing field for all pupils to be able to access the new technologies offered by the Schools ICT Strategy.
The Local Authority will.. The Schools will…
raise awareness with schools of the Home Access offer and ensure schools can communicate this to parents. communicate to parents the eligibility factors of the scheme and what benefits taking part will bring and encourage participation.
work with across council agencies to capitalise on the opportunities that this initiative provides. encourage participation in extended opportunities.

Communication and Reporting

The strategy will have a communications plan linked to the following requirements:
  • Communicating and selling the Strategy Vision to schools, council staff and suppliers
  • Obtaining buy-in and financial support from the targeted parties
  • Ensuring allocated resources and advisory agents (Schools Improvement Partners, consultants etc) to schools understand and promote the vision.
  • Outlying the main activities and the programme timescales
  • Reporting on activity progress formally to the Board and Steering Groups
  • Reporting on activity progress against the vision to all i nterested parties
Communication and reporting will be enabled through a variety of media
  • Teacherzone- an online communication media
  • A termly newsletter to interested parties including Council staff
  • Existing BSF communication plans
  • Minutes of key groups shared at Schools Forum
  • Feedback to Administration Meetings
  • Agenda items on SMT and service team meetings
  • Video media

A single website will be setup to provide a one stop location for schools to obtain and monitor the strategies progress.

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