The process of change management at St Christopher’s
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Context and background to the effective or innovative practice
In 2019, following a period of instability in leadership, a rapid change in the complexity of pupils’ needs and the need to implement the new curriculum for Wales and ALN transformation the governing body mandated the new head teacher to deliver significant change across the school. The Governing Body has been instrumental in promoting, supporting and facilitating change, in partnership with headteacher and the new senior leadership team.
The governing body and the head teacher ensured that there was clear rationale for change. This was key to ensuring that all staff not only understood the need and were part of the change and understood the rationale for change. As such, staff across school have been instrumental in defining, influencing and leading change in all areas of the schoolwork.
How did we do it?
Initially, the school leadership team worked closely with a range of partners including the regional consortium and external specialists to establish a baseline and agree key priorities for change over a three-year period. This agreed baseline provided the senior leadership team and governing body with a clear direction of what needed to improve and formed the basis of the school improvement plan. It was important to all involved in the change management process that all partners were fully consulted with throughout the process and all changes were made in consultation with all staff, pupils and parents/carers
The governing body has been through significant change over the past three years, re-evaluating its role as a critical friend to the school. The introduction of governors as chairs to the sub-committee’s that monitor progress against the strategic priorities means that the Governors now have a thorough understanding of the school’s strengths and areas for development. They have used their areas of specialism well to support senior leaders and staff through this significant period of change.
A multi-disciplinary team was established of school staff, careers Wales, local authority, governors and further education college, to review the learning offer, accreditation package, care and support and consequently the infrastructure of the school.
The governing body agreed to expand the senior leadership team and the school developed the role of the assistant headteachers to be head of phases, providing autonomy and support to run their phase. The phase approach was implemented in September 2020, providing structure for staff and pupils. Each phase provides a tailor-made curriculum offer to meet the specific needs of their pupils and work closely together to support transition as they move from one phase to another.
The school negotiated a management change to the school day. As a result, nearly all support staff now attend the school’s in-service days and are fully included in all areas of school development, including the developments of our approaches to the four purposes, curriculum offer and developing the small steps for pupils learning.
The school adopted a collaborative model for developing its approach to curriculum for Wales. It focuses on transitional aspirations pupils have and the skills they need to support their transition. The de-construction and unpicking of the four purposes with staff, pupils and parents has led to a clear, progressive curriculum offer in each phase that provides pupils with opportunities to develop in all areas of their learning.
What impact has this had on provision and standards?
The introduction of the phase approach has enabled and empowered both teaching and support staff. The phase approach and adopting the primary model throughout school has led to staff upskilling in specific areas of interest and specialism. This has led to pupils feeling less anxious with movement and change and making strong progress in all areas of their learning.
The change to the management of the school day has enabled the school to enhance the professional learning for all staff. As a result, nearly all support staff now attend our in-service days, leading to developing a highly specialised workforce.
The collaborative developments on the curriculum for Wales and pupils’ learning offer means that pupils are making strong progress in areas that are important to and for them. Pupils now leave school with a broad range of purposeful accreditation that support their transition to further education or training.