System leaders handbook

Autumn 2018

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Contents

Introduction 3

Customer journey: the first year of your designation 4

Statutory information – National level 5

1. Definition, designation and expectation of system leaders 5

2. Teaching School Council (TSC) and key contacts 8

3. Quality assurance 10

i. Data hub 10

ii. Annual review of grant funding 11

iii. Review of designation 12

4. Key Performance Indicators (KPIs) 15

5. Communications 18

System leader themes – Regional level 19

Annex 20

Annex 1 – SLE documentation 20

Annex 2 – NLG handbook April 2018 20

Annex 3 – Review of designation process 20

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Introduction

Welcome to the Autumn 2018 edition of the system leaders handbook.

The aim of this handbook is to provide you with ‘need-to-know’ material and, wherever possible, signpost users to further information published elsewhere.

We are always trying to improve what we do, so please let us know if you have any comments on the handbook. You can contact the system leaders team at system.leaders@education.gov.uk.

The System leaders team

Customer journey: the first year of your designation

Statutory information – National level

1. Definition, designation and expectation of system leaders

Teaching Schools

Teachings schools (TS) are outstanding schools who work with other schools to provide excellent support and training and development to both new and experienced school staff. Teaching schools have an important role to play in a school-led system and in school improvement going forward, taking on a more focused role that prioritises:

co-ordinating and delivering high quality school-based Initial Teacher Training (ITT)

providing high quality school-to-school support (StSS) to spread excellent practice, particularly to schools that need it most

providing evidence-based professional and leadership development (CPLD) for teachers and leaders across their network

In addition, teaching schools also adopt an important role as brokerage ‘hubs’ for other system leaders, co-ordinating the supply and activity of national leaders of education (NLEs), national leaders of governance (NLGs) and specialist leaders of education (SLEs). They will be responsible for providing or delivering effective support for schools that need extra help.

National Leader of Education and National Support Schools

National Leader’s of Education (NLEs) are outstanding headteachers who, together with the staff in their National Support School (NSS), use their skills and experience to support schools in challenging circumstances. In addition to leading their own schools, NLEs work to increase the leadership capacity of other schools to help raise standards.

NLEs can be deployed in a number of ways and each deployment can be tailored to suit the needs of the school receiving support. NLEs are expected to support schools in the most challenging circumstances such as those in an Ofsted category, facing closure or amalgamation or falling below the floor standards.

Teaching school alliances are encouraged to link with the NLEs in their local area for additional system leader support; and to link with them for school-to-school support deployments.

Characteristics of NLE deployments are that they are time-limited, that they build leadership capacity, and that they support school improvement.

Examples include:

NLE working with an SLE to share expertise from the teaching school alliance so that teaching and learning can be improved, developing leadership throughout the school, and reviewing the curriculum to ensure it meets the needs of all children

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NLE and NSS colleagues providing structured support to teachers, senior and middle leaders including: classroom observations, effective data management and providing further bespoke training opportunities

NLE deploying NSS colleagues to help plan and deliver high quality and challenging lessons so that pupils make better progress, by providing observation, feedback and bespoke development for teachers, so that all teaching becomes outstanding

NLE and NSS colleagues working with senior leaders to help them develop strategies to identify pupils that are progressing well, and those that need more support, to improve outcomes of pupils

NLE working with schools to raise standards in numeracy and literacy including, 'excellence visits' to alliance schools and bespoke workshops for classroom teachers

Specialist Leader of Education (see also: Regional themes)

Specialist Leaders of Education (SLE) are outstanding middle and senior leaders with at least two years’ experience and expert knowledge of their field. With over 11,000 SLEs in 95 per cent of local authority areas, they support colleagues in other schools and help them to achieve outstanding leadership in their area of specialism.

To be successful, applicants must demonstrate -

a successful track record of working effectively within your own school and/or across a group of schools, or working with a range of leaders within a single school

evidence of successfully using coaching and/or facilitation skills to bring about sustainable improvements

excellent communication and interpersonal skills

a good understanding of what constitutes ‘outstanding’ in your field of expertise and the ability and confidence to communicate this

a good understanding of how your specialism and skills can contribute to wider school improvement goals

an analytical approach in identifying and prioritising needs

the ability to set and establish new and innovative working practices

the ability to grow leadership capacity in others

TSAs are responsible for recruiting, designating, training, brokering, deploying and quality assuring SLEs. They recruit and manage SLEs by:

identifying subject area priorities within their alliance

using eligibility criteria to select SLEs

assessing and confirming applicants, notifying DfE of outcomes

ensuring the recruitment process is fair

arranging appeals

organising training

negotiating deployments

ensuring SLEs are providing high-quality support.

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Although SLE’s must be outstanding in their field, they don’t need to be from outstanding schools. They understand what outstanding leadership practice looks like and are skilled in helping achieve this.

SLE applicants must evidence they meet the SLE eligibility criteria and are outstanding in at least one of the approved SLE areas of expertise. These areas are available via GOV.uk.

To support schools to deliver educational excellence everywhere, the SLE programme is being further devolved to TSAs, by using a regionalised, targeted approach. This will facilitate effective support for schools that need extra help.

See Annex 1 for further guidance and documentation to assist with the designation of SLEs.

National Leaders of Governance

National Leaders of Governance (NLGs) are highly effective chairs of governors who use their skills and experience to provide coaching and mentoring support to another chair of governors to improve school and academy performance. In some cases, they work in partnership with an NLE. All NLGs commit to provide school-to-school support to at least one school during the financial year. The first 5 days of support (whether to one or more schools) each financial year is offered on a voluntary basis. NLGs may charge for support over and above 5 days voluntary commitment and are responsible for agreeing any payment with the commissioning organisation or school in advance of the deployment.

See Annex 2 for the NLG handbook.

Pupil Premium Reviewers

A pupil premium review looks at how a school is spending its pupil premium funding. As a reviewer, system leaders will work with the school to improve the school’s pupil premium strategy so that they spend the funding on approaches shown to be effective in improving the achievement of disadvantaged pupils. They carry out a focused review of a school’s current provision and work with them to put in place an improved strategy, including planned spend, on specific evidence-based approaches.

A guide to effective pupil premium reviews has been developed by the TSC in partnership with teaching schools, the DfE and the Education Endowment Foundation for reviewers and schools to use.

Teaching schools which meet the criteria to be a pupil premium reviewer will automatically be designated and added to the school improvement directory.

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2. Teaching School Council (TSC) and key contacts

The Teaching Schools Council (TSC) is a national body made up of 20 members (with either a national or regional remit), all of whom are serving school leaders of designated teaching schools (CEOs of MATs, executive heads, headteachers or directors of teaching schools), who lead and shape the work of over 800 Teaching Schools (outstanding schools which have been nationally recognised for their capacity to support and help other schools to improve outcomes).

The vision for the TSC is to play a key role in ensuring every child in every part of the country has access to a good school. The TSC representatives use their professional expertise and knowledge of how schools operate to work closely with government ministers and senior officials towards this goal.

TSC representatives work with regional and national partners to ensure high quality initial teacher training (ITT), high quality professional and leadership development opportunities and effective school-to-school support.

TSC representatives work with regional schools commissioners to help deliver school improvement on the ground, and with other agencies such as Ofsted, local authorities and dioceses. The TSC has a national strategic presence complemented by local partnerships that can draw in wider resources such as national leaders of education (NLEs).

The representatives are committed to implementing the government’s priority of delivering educational excellence everywhere at an accelerated pace, taking on more responsibilities, and being accountable for the impact of their work.

Teaching Schools operate across eight regions, matched to those of the Regional Schools Commissioner.

Each region holds its own strategy board meetings attended by representatives of each local authority area where key priorities for the Council are shared, consulted on and discussed. These representatives meet in turn with other Teaching Schools from their sub-region to ensure there is engagement with all Teaching Schools nationally.

Additionally, each region is divided into approximately four smaller areas known as Sub-Regional Improvement Groups. These groups meet regularly to identify key priorities for school improvement in their area, accessing funding and support to tackle the issues facing the schools in the most challenging contexts.

You can find out more about the eight TSC regions here.

Link to TSC think piece: Where Next For The Self-Improving School System?

You can also find out:

- How to get connected through the regional infrastructure - Contact details for your TSC Representative - Ambition and vision for the region - Regional projects and activity including:

o Inductions and how to access support for newly designated system leaders o National Leaders of Governance

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o Women Leading in Education and the National Coaching Pledge o Regional Conferences o SLE training and deployment o Support for strategic school improvement

- Key contacts for your region

Key contacts

Link to TSC website: https://www.tscouncil.org.uk/

Link to TSC contacts: https://www.tscouncil.org.uk/about/whoswho/

For local/regional contacts check with your TSC rep

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3. Quality assurance

The quality assurance of system leaders currently consists of three areas to provide ongoing confirmation of the quality of system leaders, which helps to ensure that the programmes retain their credibility:

Data hub (the ‘hub’): The Data hub is an online portal that teaching school alliances and National Leaders of Education (NLE) are required to complete to provide DfE with important data about the schools and organisations who contribute to the delivery of their alliance and also those that are benefiting from support. The data is collected annually and is used to analyse the reach and impact that alliances and NLEs are having across their region and beyond

Annual review of grant funding: System leaders will be asked to provide a financial breakdown of how they have spent their grant funding appropriately in line with the grant terms and conditions. Evaluations are audited and assured in line with the DfE audit and assurance policy. Schools that are not delivering in line with the grant terms or that have not fully spent their grant may have funds clawed back

Review of designation: A review may take place where a system leaader appears to no longer meet the criteria that led to its designation, or where concerns are identified that a system leader is not carrying out the role as intended

i. Data hub

The Teaching Schools Data Hub (“the hub”), formerly known as the KIF (Key Information Form) portal, is the tool used for the collection of teaching school alliance delivery data. You will need to provide information about your alliance’s delivery and further information and guidance about how to access and complete the hub can be found here.

The hub will be open year-round for teaching schools to access and will enable data collection to become part of everyday alliance delivery rather than a significant annual task. The hub will close at a set date for a 4-week period to allow the DfE to extract the data and will then re-open for alliances to report on activity throughout the next academic year.

Why are we asking for this data? We need to have a clear and accurate understanding of the work of teaching school alliances. The data we gather will:

give us an accurate baseline to measure the growth of the programme over time

provide a strong evidence base to inform policy decisions regarding teaching schools and system leadership

monitor the delivery of ITT, CPLD and StSS for each alliance in line with the existing review of designation policy, to ensure teaching schools are effectively delivering across each of these areas

maintain credibility of teaching schools programme and share the successes of teaching schools

ensure we can assess capacity within the system in preparation for the development of the teaching school role to include an increased focus on the brokerage of system leaders

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to assess delivery against a set of Key Performance Indicators (KPIs) that have been developed in consultation with a selection of teaching school leaders, to further test out whether these KPIs have been set at the right level for all alliances

Additionally, data collected relating to your alliance will be shared on the DfE teaching school website in a similar format as per the school to school support directory. The data will support teaching schools with sharing data and promoting their services more effectively. It will be designed to support schools not already engaged with the programme in finding the support they need. The National Leaders of Education data hub (formerly known as the NLE deployment survey) is the tool used for the collection of NLE deployment data. You will need to provide information about the deployments you have delivered and organisations that you have supported, further information and guidance about how to access and complete the hub can be found here. The hub will be open year-round for NLEs to access and will enable data collection to become part of everyday delivery rather than a significant annual task. The hub will close at a set date for a 4-week period to allow DfE to extract the data and will then re-open for NLEs to report on activity throughout the next academic year. Why are we asking for this data? We need to have a clear and accurate understanding of the work NLEs are delivering. The data we gather will:

give us an accurate baseline to measure the growth of the programme over time

provide a strong evidence base to inform policy decisions regarding NLEs and

system leadership

monitor programme delivery for each NLE in line with the existing review of

designation policy

maintain credibility of NLEs and share the successes from programme delivery

ii. Annual review of grant funding

When a school is ready to receive grant funding a Grant Offer Letter (GOL) will be issued detailing the purpose of the grant being paid, the activity required, the timescale for completion and what the fund can and cannot be spent on. This offer is subject to the terms and conditions set out within the letter, and to the Department for Education general Grant Terms and Conditions1 . The annexes and general T&Cs should be read carefully before accepting the offer of funding. Failure to observe these terms and conditions may result in the funding being withdrawn.

1 https://www.gov.uk/government/publications/grant-funding-agreement-terms-and-conditions

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Any grant or grants paid by the Secretary of State will be paid pursuant to the Education Act 2011 and will accordingly be paid only in respect of approved expenditure incurred by a school for the purpose of the funded activities. The grant funding is provided on the strict understanding that none of this funding is to be used for advertising, marketing, communications and consultancy, or for any costs associated with the maintenance, technical development or updating of existing websites or for the development/creation of new websites – unless explicitly authorised to do so by DfE. Collaborative Fund Evaluation

Collaborative fund evaluation is DfE’s annual process to provide financial assurance for grant funded activity over the previous financial year:

grants are issued when a school has been designated

the timescale for completion is generally a year

there is an annual evaluation process – see guidance documents below

Collaborative Fund

Evaluation Guidance 17-18

Collaborative Fund

quick start guide 17-18 once the evaluation is complete next years funding can be issued

if required, funds will be clawed back or withheld

iii. Review of designation

System leader and teaching school designations will only be reviewed for one of the following reasons:

Eligibility

A system leader or teaching school no longer meets the required designation eligibility criteria.

Teaching schools eligibility criteria

National leader of education (NLE) and national support school (NSS) eligibility criteria

National leader of governors (NLG) eligibility criteria

System leaders are encouraged to take on headship and positions at the most challenging schools in the most challenging areas. If a system leader moves to a school that is judged to require improvement or be in special measures, the system leader will retain their designation pending a review 18 months after the move. At that time, they will be expected to demonstrate improvements to that school in order to retain their designation.

Professional misconduct

An individual associated with a designation behaves in a way that brings the role or the DfE into disrepute.

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The Review of Designation team will seriously consider complaints that allege that a system leader has engaged in professional misconduct. The preliminary stage of any complaints review will determine whether there are grounds for a review of designation.

The Review of Designations team broadly defines professional misconduct as:

failure to act as an ambassador for the national leader of education (NLE), national support school (NSS), national leader of governance (NLG), teaching school programme and the DfE. This includes, where reasonable, not promoting the programme

failure to behave in a way that upholds the reputation of the NLE, NSS or NLG role and the Department for Education (DfE)

Examples of behaviour and practice which may lead to de-designation under the misconduct criterion, include, but are not limited to:

withdrawal from a commitment (contractual or otherwise) to provide support to a school, without just cause and reasonable notice

actively campaigning against government policy

failure to meet terms and conditions laid out in the NLE/NSS or NLG conditions of designation including conditions related to past or present grant funding

withholding or misrepresenting any information in the NLE/NSS or NLG application in such a way that it may have materially affected the original designation decision

failure to take appropriate action to deal with any reports from client schools or local authorities in relation to inappropriate conduct of the NSS staff providing support

a system leader being involved in behaviour, including that outside of their work as an NLE or NLG, that has or could call into question their integrity or probity. Where an NLE, headteacher or member of senior leadership of a teaching school has been suspended from their post pending investigation by an external body, the designation will automatically be frozen until such point as the investigation has concluded

This information is specifically related to the system leader designations.

Any other cases of alleged serious misconduct of a teacher can be reported to DfE through teacher misconduct: referring a case.

Delivery A system leader or teaching school has failed to provide school-to-school support within the last 12 months. Exemptions to this may include the:

system leader is suffering long-term illness

system leader is on maternity leave

system leader is on paternity leave

system leader’s school undertaking conversion to academy status; amalgamation, federation or other significant structural change (grace period of 6 months allowed)

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For teaching schools this also includes failure to provide, within the last 12 months:

school-led initial teacher training (ITT)

evidence-based continuing professional and leadership development This means they have failed to demonstrate, through annual reporting or at any other time, that the teaching school role has effectively been delivered across all of these delivery areas. In addition, it is expected that all teaching school and system leaders will co-operate with the quality assurance activities undertaken by DfE including completion of the data hub. Nil returns may results in a review of designation taking place. See Annex 3 for the review of designation process.

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4. Key Performance Indicators (KPIs)

What is expected of teaching schools? In order to ensure a self-improving, school-led system, teaching schools are required to operate by the following principles:

Effective Delivery

Each teaching school alliance effectively delivers across all three areas of core activity: ITT; CPD & leadership development (CPLD); school-to-school support. KPIs set out the minimum requirements for a teaching school alliance to achieve.

Accountability In order to ensure credibility and high impact of all teaching schools, they must adhere to requirements set by NCTL and co-operate with necessary reporting processes.

System leadership and engagement

Teaching schools build an effective alliance of schools, and work strategically with other schools and providers within their regional and sub-regional networks to ensure every school can engage in school-led improvement.

Continuous Improvement

Each teaching school is required to pursue continuous improvement supported by the peer review process in order to develop and achieve/sustain maturity of provision.

Role of teaching schools: Teaching schools have an important role to play in a school-led system and school improvement. Teaching schools are centres of excellence, taking a focused role that prioritises:

co-ordinating and delivering high quality school-based ITT

providing high quality school-to-school support to spread excellent practice, particularly to schools that need it most

providing evidence-based professional and leadership development for teachers and leaders across their network

School-led Initial teacher training (ITT) Teaching schools are expected to provide school-led ITT through School Direct (as a lead or partner); by running a SCITT or by offering placements working in partnership with a SCITT and achieve positive impact on trainee outcomes. In addition, drive improvement externally by ensuring newly qualified teachers are recruited to schools in areas of need. Continuing Professional Development and Leadership Development (CPLD) Teaching schools are expected to ensure participants are engaging in a range of evidence-based CPLD which:

focuses on improving and evaluating pupil outcomes;

is underpinned by robust evidence and expertise;

includes collaboration and expert challenge;

be sustained over time; and

be prioritised by school leadership.

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School to school support (StSS) Teaching schools are expected to diagnose and provide high quality support to schools in need, by quickly matching supply and demand including identification of individuals with appropriate skills to provide high quality support. Visit the Teaching school webpages at gov.uk for further information about the role of teaching schools. Key performance indicators: Teaching schools are required to go through a robust and rigorous assessment process at point of designation to ensure each newly designated teaching school has sufficient track record in delivery of initial teacher training (ITT), continuing professional and leadership development (CPLD) and school-to-school support (StSS). To evaluate impact and retain credibility of the programme, NCTL will continue to monitor delivery across these core areas at both a national level and individual alliance level, throughout the designation period. In addition, we will continue to review the ongoing eligibility of teaching schools through the review of designation process. NCTL have worked with an expert group, consisting of teaching school leaders, teaching school council members and a Regional Schools Commissioner (RSC), to develop a set of key performance indicators (KPIs) to provide clarity on the ‘minimum’ expectations for each teaching school alliance in terms of ITT, CPLD and StSS delivery.

We will not formally assess teaching schools against these KPIs until they are finalised. During this development period, we will however identify, through analysis of 16/17 and 17/18 data, alliances who may not yet be in a position to meet KPIs. As in previous years, we will continue to identify those alliances that are not delivering effectively across all 3 priority areas as outlined in the current Review of Designation policy.

Delivery area TSA1 Key Performance Indicator

School-led Initial teacher training (ITT)

1.1. At least 15 teachers trained2 per year 1.2. Percentage of trainee teachers who have secured a

teaching post within 6 months is at or above national averages3

Continuing Professional Development and Leadership Development (CPLD)

2.1. At least 50 evidence based CPLD4 days delivered per academic year

2.2. At least 90% of participants believe5 that the CPLD activity they attended has or will help improve practice in their school and agree that the benefits of the CPD activity outweighed any short term impact on workload

School to school support (StSS)

3.1. Provide at least 30 days of deployment6 per academic year, to schools identified as in need of support7

3.2. At least 90% of support provided is rated as good or better by the supported school.

KPI footnotes/definitions: 1 A teaching school alliance (TSA) is defined as a group of schools and other partners, who actively engage in collaborative improvement of the school system, led by 1 or more teaching school. Teaching schools report on the activity of those schools and organisations that actively contribute to the ongoing delivery of their alliance.

2 Teaching school alliances are monitored on the number of teachers trained per year through school-led training routes only. Teaching School alliances also work in

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partnership with higher education institute(s) (HEI) to offer placements. However, teaching schools will not be monitored on the scale of delivery for this route.

3 The national average for school-led trainees is subject to change annually. The national average relative to the year the teaching school alliance is reporting on is applied. 4 Teaching school alliances are monitored for the number of evidence-based CPLD days delivered including HEI research driven CPLD. CPLD provision is the means by which professionals maintain, improve and broaden their knowledge and skills through activity, which is intended to be of direct benefit to the individual, or school and aim to improve the quality of outcomes of children and young people. For teaching school alliances, this includes working in collaboration with other schools, and with other partners, in the planning, design, development, delivery and evaluation of CPLD provision. NCTL will also collect quantitative data through ‘the hub’, about the number of CPLD participants reached annually.

5 Satisfaction rates for CPLD activity will be defined in the satisfaction template provided by NCTL. Alliances are required to collect ratings based on these definitions.

6 School to school support deployment is defined as bespoke support packages for schools in need that lead to positive impact with measurable outcomes. Teaching schools designated to support cold spot areas will be measured against KPIs for school-to-school support activity within cold spot areas only.

7 Schools in need are defined as either schools who meet the Strategic School Improvement Fund eligibility criteria and/or those that are graded ‘Requires Improvement’ by Ofsted including those that are located in challenging areas of the country. The latter would be defined as ‘Category 5 & 6’ Areas’ (this is a group of Local Authority Districts defined in 2016 as having low standards and limited capacity for school-led improvement)

In addition to the KPIs outlined above, each alliance is expected to:

Adhere to conditions of designation Sign the grant funding agreement terms and conditions within timescales set by

NCTL (counter signed by Chair of Governors or Chair of Board) Adhere with financial assurance processes, including completion of required

documentation, within timescales set by NCTL Engage with your local and/or regional teaching school network and teaching

school council (TSC) representative Co-operate with the quality assurance activities undertaken by NCTL including

completion of the teaching school data hub Produce and maintain an action plan of delivery which addresses local need Provide details through the teaching school data hub ‘the hub’, of any peer to peer

review completed Recruitment and management of placements for SLEs

Should you have any queries regarding the above KPIs, please view our frequently asked questions. Alternatively, please contact your regional Teaching School Council representative or the Teaching School team. You will have the opportunity to feedback on KPIs in the new year, through an online survey.

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5. Communications

The DfE and the TSC will communicate and engage with teaching schools through a range of channels. If a teaching school needs to contact the DfE or the TSC directly they should email system.leaders@education.gov.uk or Ellen.Lee@tscouncil.org.uk

Department for Education

System leader newsletter

The system leader newsletter is the main point of communciation for system leaders. It is circulated each month during school term time. The newsletter contains articles with information that you will need to know about to support your system leader role alongside funding opportunities, links to resources and more general updates. It is important for system leaders to read the newsletter so they do not miss out on opportunities available.

Newly designated system leaders will be added to the newsletter circulation list, using email addresses provided at the time of application. System leaders that wish to change the email address the newsletter is sent to, or to be added to the circulation list, should email system.leaders@education.gov.uk

Teaching School Council

TSC website

The TSC website showcases the impact that the TSC, teaching schools and other system leaders are having on the school-led system. The website contains both national and regional content.

TSC Twitter

@TeachSchCouncil has an active community of followers on Twitter and seeks to support, promote and celebrate the work of the TSC, teaching schools and their alliances, and other system leaders.

In addition, regional Twitter accounts promote and share the work of teaching schools and system leaders on a local basis – visit www.tscouncil.org.uk/regions for details.

TSC newsletter

The newsletter is published following meetings of the TSC, with the purpose of communicating the information that arises to the wider TSC community of schools and system leaders.

Regional TSC newsletters are published alongside the national newsletter at regular intervals.

Contact your Regional Coordinators to access – visit www.tscouncil.org.uk/regions for your key contact.

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System leader themes – Regional level

Guidance for these areas of information will be made available to you via your regional TSC rep.

1. Start up arrangements and first year planning

Action plan template and start up timeline provided by DfE at designation. Start up

conversations to be held by TSC rep, including discussion of action plans and induction

arrangements.

March_2018_TS_Coh

ort_12_action_plan_template final.doc

March_2018_TS_Coh

ort_12_start_up_timelines_(draft).docx

2. Use of the press template to promote your reach

Press release template provided by DfE at designation.

nle-ts-press-release-t

emplate-2018 final.doc

ts-press-release-tem

plate-2018 final.doc

nle-press-release-te

mplate-2018 final.doc

NLG press release

template 2018 final.doc

3. Sub regional structures

4. Regional networks – ITT / CPD / STSS

5. Commissioning, brokerage and engagement

6. Peer review process

7. Regional whos who

8. SLE/LLE – link to KPIs

9. Deployment in action, impact, reporting and accountability

10. Examples of good practice

11. Links to practical studies on TSC website

https://www.tscouncil.org.uk/october-2017-induction-events-and-materials/

12. Contact with wider system leaders networks

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Annex

Annex 1 – SLE documentation

SLE application form

SLE assessment

guidance

SLE scoring matrix

SLE FAQs

Annex 2 – NLG handbook April 2018

NLG Handbook April

2018.docx

Annex 3 – Review of designation process

DfE RoD process -

Nov 2017

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