New models of leadership in Kent schools: final report

1. Executive Summary The overall aim of this commissioned project, led by Professor Vivienne Griffiths and Dr Andrew Lambirth at Canterbury Christ Church University, is to identify new models of leadership in Kent schools, their characteristics, benefits and challenges to schools. It builds on recent initiatives in Kent schools as set out by the Advisory Service for Kent (2009), responding to an analysis and identification of school leadership needs (ASK 2008). We were particularly asked to look at: - what schools have learnt from introducing new models of leadership - how they prepared for change - their professional needs in the run up to and during the change process - the barriers to change - the enablers. 1.1 Summary of work undertaken The study involved: a) scrutiny of available data on new models of leadership in Kent schools; b) analysis of the literature and consultation material; c) questionnaires to headteachers of federations (N=19); d) interviews with headteachers of federations (N=16). The interim report presented a description and analysis of the questionnaire responses, which dealt in particular with preparation for change and professional needs during this period of development. In this final report, analysis of the interview data is presented, together with analysis of relevant literature on new models of school leadership. 1.2 Key findings - Origins of federations often focus on the need for a link between stronger and less successful schools, as well as community needs. - Clear vision and aims are expressed, particularly by executive heads. - Federation and community school aims are usually linked to community development. - Federations are usually but not always in deprived communities. - Many federation aims included new buildings and/or a joint federation site. - All federations had joint governing bodies or were moving towards this. Benefits of federations: - Greater support for headteachers - Distributed leadership to senior and middle management - Shared curriculum, within or cross-phase - Sharing of good practice, teaching and pastoral approaches - Shared resources - Joint or semi-joint timetabling - Wider offer of subjects, especially at A-level - Joint CPD, including training for teaching assistants and trainee teachers - Improved standards, attendance and behaviour - Range of benefits to the community. Challenges: - Resistance by staff, parents and governors - Heavy workload, especially for executive heads - Need to change school cultures, especially between selective and non-selective schools - Financial pressures; not necessarily savings - Pressures to raise standards - Federations not generally recognised by Ofsted, so separate inspections. 1.3 Recommendations - Case studies and of successful federations and other new leadership models to be collected. - Dissemination of good practice at headteacher conferences and other events. - Training for executive heads, senior and middle management. - Support groups, ‘buddying’ and mentoring for executive heads and headteachers. - Training for governors, parents and other staff. - Improved communication of aims to staff, governors, parents and pupils. - Further research into the development of federations and other new models of leadership

Sectors together for professional development: a university team in an action research collaboration with school teachers and senior leaders.

Action research promotes teaching and learning as it may allow teachers to explore areas of their practices that require improvement. The purpose of this case study is to highlight the steps involved in carrying out action research and any challenges that teachers may encounter in this learning process. This study was developed as a professional development course from 2015 to 2019 attended by more than 150 teachers from early years, primary and secondary schools in London and Kent in the last 4 years. The teachers were registered as students at the University of Greenwich and supported by a university team of researchers. The study identified five steps of the development of teacher-led action research and highlighted the challenges for each step. The steps included defining the field of action; planning; action; evaluation and reflection/(re)planning. This led to the development of an innovative model for the facilitation of action research and collaboration between the university team and participants. The model is used as a framework to enhance the development of teacher-led research in schools

Framing Young Children’s Humour and Practitioner Responses to it Using a Bakhtinian Carnivalesque Lens

This article presents findings from a pilot study offering an alternative framing of children's humour and laughter in an early childhood education setting. It employs a Bakhtinian carnivalesque lens to explore the nature of children's humour in an urban nursery, and investigate the framing of children's humour and laughter outside the popular paradigm of developmental psychology. In addition, it addresses the challenge that children's humour can present for early childhood practitioners, turning to Bakhtin's analysis of carnival to frame children's humour as carnivalesque. This conception is then offered as a part of a potential explanation for practitioners' occasional resistance to children's humour, proposing that dominating, authoritative discourses within early childhood education play a significant role in this. The article draws on a number of theorists, including Bakhtin more widely, to address reasons why humour is not valued pedagogically within the UK early childhood field, and suggests that further research in the area is imperative, in order that we gain a better understanding of the place and significance of children's humour within early childhood practice

A ripple that ruffled feathers: an appreciation of 30 years of Michael Rosen's poetry for children

This article is a personal appreciation and analysis of the poetry of Michael Rosen. Drawing on his work over 30 years, the article argues that at the heart of Rosen’s work is a passionate belief in aesthetic, political and personal emancipation. Included in the pleasure that his work evokes, is a challenge to a number of preconceived notions about childhood, literature, relationships and living. He questions how children see adults and how adults see children, and with a breathtaking honesty, the whole world of children’s literature and its impact on conceptualisations of children is put in the foreground. The article examines Rosen’s use of autobiography in his poems, his groundbreaking use of free verse in children’s literature and his relation to modernity