Collaborative Leadership
Quick links:
Information about the school/provider:
Y Pant Comprehensive School in Rhondda Cynon Taf, is an English-medium school with 1444 pupils, 1178 of whom are of statutory school age. 1.1% of pupils speak English as an additional language. Around 9.6% of pupils are eligible for free school meals, which is below the national average, and around 12.7% have additional learning needs. The school’s leadership team consists of the headteacher, the deputy headteacher, two senior assistant headteachers and three assistant headteachers.
Context and background to the effective or innovative practice
As part of their strategy to improve leadership, leaders have provided meaningful opportunities for collaborative leadership at all levels. This has been supported well by effective professional learning, high expectations and clear lines of accountability. The headteacher is clear that leadership is not the reserve of the Senior Leadership Team, nor is it something that exists in a linear way. Staff at the school are encouraged to develop their leadership skills in most aspects of their roles. This approach is clearly outlined in whole-school priorities as well as departmental development planning. Leaders focus on establishing ‘intelligent accountability’ by regularly reviewing and adapting their approaches, setting clear targets for improvement and ensuring work is evidence informed.
The school strives to ensure that middle leaders are effective in evaluating all aspects of their work, including robust use of data. Through half-termly line management meetings that are informed by a range of first-hand evidence, leaders regularly evaluate the impact of their work. All staff use school systems well to track progress. The school has worked hard to create a team driven culture of collaboration that supports growth, well-being and a sense of purpose for all colleagues at all levels.
Description of nature of strategy or activity
The school has effective systems to enable senior leaders to work with middle leaders in a structured way. These approaches have supported leaders to establish a clear analysis of pupil progress via a traffic light model. This information is used skilfully by leaders to ensure that support and challenge is prioritised to the areas most in need. Leaders consistently take a solution focused approach, encouraging middle leaders to seek and implement effective solutions. Whilst the school encourages earnt autonomy, there is a recognition that whole-school priorities are fully understood and incorporated into decision making. All leaders in school enjoy frequent and effective communication through regular meetings which also help to identify excellent practice for dissemination in middle leader meetings. A broad range of professional learning targeted at specific leadership skills has supported leaders at all levels to improve their practice. This is in tandem with certain staff pursuing MAs and PhDs.
The school has a collaborative and robust system for evaluation and improvement. This is informed by a range of evidence, including exam analysis, observations of learning, work scrutiny and pupil voice. Senior leaders have focussed well on developing middle leader skills so that they drive these processes, having the autonomy to direct their department’s approaches to securing the desired improvements.
The impact of collaborative leadership can be clearly seen in the school’s approaches to transition and improving pupil behaviour. The school has developed the leadership skills of certain staff to work regularly with the primary cluster in order to better understand the needs of future pupils and parents. These staff have timetable lessons in primary schools and have planned their work carefully. These leaders have established a clear and collectively understood culture of inclusion and tolerance which staff and pupils embrace.
Senior leaders have, over a significant period of time, maintained a strong focus on driving improvements in leadership to harness both autonomy and accountability when establishing approaches to school improvement. They model this culture with enthusiasm and strategy and place distributed leadership at the heart of this work. A number of colleagues have completed leadership, coaching and MA courses. These staff are then encouraged to disseminate their learning with others.
Leaders recognise the importance of succession planning. To support this staff at all levels are involved in informing decision-making and developing leadership skills. Mentoring and coaching are used well, as is the use of associated leadership roles and secondment opportunities. The school aims to ensure the continuity of strong leadership, fostering a culture of growth and development that benefits both staff and pupils.
What impact has this work had on provision and pupils’ standards?
Strong leadership has secured important improvements in the quality of evaluation and improvement and the impact of teaching on learning. Across the school, pupils generally make good progress in their learning and benefit from high quality teaching.
The impact of collaborative leadership has strengthened communication and created strong working relationships across the school. This approach has developed the leadership skills of staff and enabled middle and senior leaders to carry out their roles effectively. Staff understand the school’s vision and have consistently benefitted from a range of professional development opportunities. Leaders have established effective accountability arrangements whilst also maintaining a collegiate approach. As a result of strong systems, staff can meaningfully monitor pupil progress and ensure groups of pupils are supported effectively. The devolution of decision-making to middle leaders has meant that staff have an enhanced ability to make informed decisions in the interest of their pupils.
How have you shared your good practice?
The school welcomes contact from anyone interested in implementing this approach in their setting.