The Role of Heads of Department in Whole-School Strategic and Development Planning

Leading Change
with Parents
ISQAM Level 2 (Pilot) Conference
10th – 11th October 2013
Hilton Warwick and Stratford-upon-Avon Hotel
Mark S. Steed, MA (Cantab.), MA
Principal, Berkhamsted Schools Group
Dr Nick Dennis, BSc, MSc, PhD
Deputy Head, Berkhamsted Boys

The Psychology of Change
Whole-School
Strategic Planning
Whole-School
Development Planning
How to Write a Departmental
Development Plan
How to Manage a
Departmental Budget

Whole-School
Strategic Planning

Whole-School Strategic
Whole-School
Strategic Planning
Part One:
Purpose

Whole-School Strategic and Development Planning
Purpose

Whole-School
Strategic Planning
Part Two:
Strategy v. Development Planning

Strategy v. Development
Your School

Strategy is concerned with defining the shape
and extent of the organisation
Your School

Strategy is concerned with defining the shape
and extent of the organisation
Development is concerned
with how the organisation
is going to adapt and
improve – within the
strategic parameters

Some Key Strategic Issues
Market
Niche

Some Key Strategic Issues
Opportunities
Mergers with other schools
Closure of other schools
Threats
Recession – Affordability
Strong Rivals
New Rivals
Academies, Free Schools
Changes in Regulations
Anticipating Change

Some Key Development Issues
School
Improvement
Plan

Strategic Planning is
concerned with
determining what “B”
looks like.

Development Planning is concerned with
determining the steps that will take us from
“A” to “B”?
Strategic Planning is
concerned with
determining what “B”
looks like.

Whole-School
Strategic Planning
Part Three:
The Strategic Process

Whole-School Strategic Development Planning
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research

Determine
Direction
Decide
Fundamentals
• What are our core values?
• What do we stand for?
• What are we trying to achieve?
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research

Determine
Direction
• Size/ Structure of School
• Boarding/ Day; Single-sex / Co-ed
• Market Niche
Decide
Fundamentals
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research

• Vision
• Where are we going?
• Why are we going there?
Determine
Direction
• Market Niche
Decide
Fundamentals
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research

The Strategic Process:
Background Research
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
• Stakeholders
• Market Research
• SWOT Analysis
Background
Research

The Strategic Process: Background Research
Consult Stakeholders
Governors
Teaching Staff
Support Staff
Current Parents
Prospective Parents
Former Pupils
Local Community
Feeder Prep Schools

Data Analysis
Analysis of Boy and Girl Numbers 2008-09
0
20
40
60
80
100
120
140
160
180
200
Year Group
NumberofPupils
Girl
Boy
Girl 14 26 25 28 28 33 33 43 60 60 64 64 61 64 70
Boy 14 23 17 30 36 31 35 37 61 52 112 109 109 99 85
SS1 SS2 Yr1 Yr2 Yr3 Yr4 Yr5 Yr6 Yr7 Yr8 Yr9 Yr10 Yr11 Yr12 Yr13

Market Research

SWOT Analysis

Core Values and Aims
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
Background
Research

The Importance of “Why?”
Simon Sinek Ted Talk

What
How
WhySimon Sinek
The
Importance of
core beliefs

The Strategic Process: Values and Aims
School’s Charitable Objects
“The objects of the Charity are to promote the
education (including social and physical training) of
boys and girls and . . . . to conduct and maintain
day or day boarding schools in or near
Berkhamsted at which Religious Education in
accordance with the Church of England is
provided.”
Berkhamsted Schools Group Charity No 310630
Charitable Objects (Charity Commission Website)

Core Values
Christian
Ethos and
Values

Educational Aims
1. To place pupils at the heart of a strong, supportive school
community.
2. To nurture pupils’ enjoyment of learning, engendering a
spirit of enquiry and intellectual independence;
encouraging the pursuit of excellence within a disciplined
and stimulating learning environment.
3. To equip our students with the skills and qualifications
they need to meet their aspirations in preparation for
higher education, the world of employment and adult life.

Educational Aims
4. To immerse pupils in a diverse co-curricular programme for
acquiring broader skills and interests which promote self-
esteem and a sense of well-being.
5. To encourage independence, responsibility, leadership and a
commitment to service.
6. To foster moral and spiritual values through the Christian
tradition of the School, placing emphasis on integrity,
tolerance and respect for others.

Operational Aims
7. To ensure that the School has a motivated and effective
teaching and support staff, which has the best possible
resources.
8. To maintain and improve a sustainable structure and
infrastructure for the School that will ensure flexibility and
financial stability for the foreseeable future.
9. To improve how the School presents itself to the outside
world in order to grow the School’s reputation and to
ensure high demand for the foreseeable future.
10. To deliver effective and sustainable governance and
leadership that will secure the future success of the
School.

Decide Fundamentals
Determine
Direction
• Market Niche
Decide
Fundamentals
Core Values
and Aims
Background
Research

The Strategic Process: Decide Fundamentals
Constraints
Some Constraints to Consider:
Tradition
Market Niche
Parental Expectation
Finance
Volume of Change
Planning Issues

The Strategic Process: Decide Fundamentals
Optimum Size and Structure
School Age Range Numbers
Boys Girls Total
Day Nursery Co-ed 5 months – 3 years 30 30 60
Pre-Prep Co-ed aged 3 - 7 108 108 216
Prep Co-ed aged 7 - 11 180 180 360
Boys Boys aged 11 - 16 435 435
Girls Girls aged 11 - 16 360 360
Sixth Co-ed aged 16 - 18 180 180 360
TOTAL 933 858 1791

Determine Direction
• Vision
• Where are we going?
• Why are we going there?
Determine
Direction
Decide
Fundamentals
Core Values
and Aims
Background
Research

The Strategic Process: Determine Direction
Vision
What is the
vision?
What does
“B” look like?

Whole-School Strategic and
Part Four:
Who should set the Strategy?

Who should set the strategy?
School
Strategic
Plan
Governors
Headteacher
SLT
Middle
Management
Teachers
Support Staff

Governors
HoDs
Head
Teachers
Pupils
SMT
School
Hierarchy

Governors
HoDs
Head
Teachers
SMT
Pupils
Upside
Down
Thinking

Whole-School

Whole-School
Part One:
Purpose

Whole-School Development Planning
Purpose
What are the steps that will take
us from “A” to “B”?

Whole-School
Part Two:
The Development Planning Process

Development Planning Process
Decision
Planning
Proposals
Ideas
• Where are we going as a School?2. Direction
• What do we stand for?1. Values & Aims
Development Planning builds on the
foundations laid down by the
Strategic Plan

Decision
Planning
Proposals
• What about this?3. Ideas

Decision
Planning
• What might we do?4. Proposals

Decision
• What is the scope of the project?5. Planning

• What we are going to do.6. Decision

Decision
Planning
Proposals
2. Direction
1. Values & Aims

3. Ideas: “Blue-sky thinking”
Only cats shouldn’t think
out of the box.

What experiences do you want pupils to have
as part of the curriculum at each Key Stage?

What experiences do you want pupils to have
To give a
presentation
Develop
independent
study
Key Stage 3

Decision
Planning
3. Ideas
2. Direction
1. Values & Aims

4. Proposals
e.g. Proposals for the KS3 Curriculum
– Introduce Food Technology to KS3.
– English curriculum to include greater emphasis on
reading for pleasure.
– Key subjects to incorporate presentations into
schemes of work.
– Introduce Research Project fortnight into Y8
curriculum?

Decision
4. Proposals
3. Ideas
2. Direction
1. Values & Aims

Group Exercise
Planning: Introducing Food Tech

Group Exercise
You are the HoD of Design Technology, you have been
asked to write a Strategic Planning Paper for Governors:
What factors need to be considered in Introducing
Food Technology to the KS3 Curriculum?

Group Exercise
What factors need to be considered in Introducing
Food Technology to the KS3 Curriculum?
GROUP FEEDBACK

Group Exercise
Curriculum/ Timetable Implications
– Timetable Allocation
• How much time / lesson / week?
– Food Technology as an additional subject or part
of Design Technology allocation?
• Rotation of subjects on Half
– Class sizes for Food Technology?
• What is the optimum size? What is the maximum size?

Group Exercise
Classroom Space Implications
– Create a Food Technology Specialist Classroom/s
• New build or Conversion? Where? Cost?
• Classroom Design Specification. Food Storage.
• Fit out Specification
• Additional Cleaning Hours required?
– How many classrooms?
• Depends on class size/ year group size
– Planning Permission

Group Exercise
Staffing Implications
– Appointment of Food Technology Teacher
• Do we have skills in-house? New appointment? Cost?
– Appointment of Food Technology Technician
• Do we have skills in-house? New appointment? Cost?

Group Exercise
Training Implications
– Retraining/ Up-skilling of Staff
– Staff to get food handling and hygiene
qualifications (new or renew).

Group Exercise
Cost Implications
– Capital Project
• What will it cost?
• How will we fund the build/ refit?
– Fit-out Costs
• How much will it cost to fit out the classrooms?
• How long will the fit-out last?
– Staffing Costs
• How will we fund the teachers/ technicians?
– Running Costs
• What are the annual running costs likely to be?

5. Planning: Think Scarce Resources
Scarce Resources
• Time
• People
• Space
• Skills
• Cost
Time
People
Space
Skills
Cash

Scarce Resources
• Time
• People
• Space
• Skills
• Cost
In School Terms:
• Curriculum Allocation
• Teaching and Support Staff
• Classrooms
• Training, CPD, INSET
• Capital/ Fit-out/ Staffing and
Running Costs
Time
People
Space
Skills
Cash

5. Planning: Opportunity Cost
Scarce Resources
• Time
• People
• Space
• Skills
• Cost
In School Terms:
• Classrooms
• Capital/ Fit-out/ Staffing and
Running Costs
Time
People
Space
Skills
Cash

5. Planning: 5-year Rolling Plan
Scarce Resources
Y1 Y2 Y3 Y4 Y5
Time
People
Space
Skills
Cash

“Plans are of little importance,
but planning is essential.”
Winston Churchill

5. Planning
4. Proposals
3. Ideas
2. Direction
1. Values & Aims

6. Decision
Key Questions:
• Time
• People
• Space
• Skills
• Cost
What
When
How
Who
Why

6. Decision
Key Questions:
• Time
• People
• Space
• Skills
• Cost
are we going to do?
are we going to do it?
are we going to pay for it?
is responsible for getting it done?
are we doing it?
What
When
How
Who
Why

Cycle of Review

Questions and Debates

How to Write a
Departmental Development
Plan

School
Development
Plan
Department
Development
Plan

• Where are we going as a Department?2. Direction
• What are we trying to achieve as a
Department?1. Values & Aims

Department Development Planning
Planning
Proposals
Ideas
2. Direction
• What are we trying to achieve as a
Department?1. Values & Aims

Five Minute Personal Reflection Exercise
Values and Aims

Values and Aims
Considering your Department’s curriculum as a whole
(Y7-Y13 or Y9 to Y13):
• What do you think are the overall aims of your
Department?
• What are you trying to achieve?
• What does it mean to be educated in your
department?

Values and Aims
What are the aims of your department?
• To maximise results?
– at any cost? Spoon-feeding? Drilling for the exam?
• To attract more pupils to the subject?
– for GCSE, A-level?
– who go on to read the subject at university?
• To lay the foundations for the next level of study?
• To give a grounding in the subject that they will
take through life?

Values and Aims
Now consider the Key Stage 3 Curriculum for
your subject:
• What are you trying to achieve with it?
• What is the underlying agenda?
• How does KS3 contribute to the overall aims
of the Department?
• Why are you teaching what you teach at KS3?
• Are you happy with your answers?

Values and Aims
What are your aims as HoD?
• What are you trying to
achieve as a Head of
Department?
• When you look back on
your time as HoD, what
will you want to have
achieved?
• What difference will you
have made?

Planning
Proposals
Ideas
• Where are we going as a
Department?2. Direction
1. Values & Aims

2. Direction
What is the direction of your department?
What is your vision for the department?
What are the indicators of success?

Vision
What does “B” look like for your department?
What is your vision for the department?
How will you know when you have reached “B”?
What difference will it
make for pupils?

“At every crossway on the road that leads
to the future, each progressive spirit is
opposed by a through men appointed to
guard the past”
Maurice Maeterlinck

Planning
Proposals
2. Direction
1. Values & Aims

What
Experiences/ Skills/ Knowledge/ Understanding
do we want pupils to have

Department “Blue-Sky” Thinking Exercise
What
knowledge/ understanding/ skills/ experiences
do we want pupils to have
in Year 10?

6. Decision
5. Planning
3. Ideas
2. Direction

Annual Strategic Priorities
Fives areas in which the school want to see a
significant improvement in the coming academic
year.

Strategic Priorities 2013-14
1. Engagement
2. Empowerment
3. Improved Communication
4. Building a Professional Learning Community
5. Working Smart

1. Engagement
– A shift to a “love a of learning” from a “Utilitarian”
approach
– Pupils being “Independent Learners”
– See an increase in pupils’ collaborative learning
– All teachers to use/explore ideas for use of mobile devices
for teaching and learning
– Embedding new Y7 blog
– Increased opportunities for multi-sensory learning in Pre-
Prep/Prep

2. Empowerment
– Heads of Department and Curriculum Leaders taking
greater lead in whole school planning and development.
– Reflective, Engaging, Dynamic, Enthusiastic Teachers
– “Student Voice”

3. Improved Communication
– Internal Group Communication
• Getting a balance on email
• Increase digital signage across BSG
• Microsoft Lync/Outlook – roll out in leadership teams
– External and Parental Communication
• Deliver the communication strategy
• Parent Portal at heart of parent communication and in use
• Building content and refreshing website
• Social media channels used extensively by the right range of
people across the School

4. Building a Professional Learning Community
A "Professional Learning Community" is one where everyone
in the organisation (whether part of the teaching or support
staff) sees him or herself as a learner - i.e. someone who is
looking to learn new skills, acquire new knowledge and
understanding, and who is looking to improve as a
practitioner.
– Every member of teaching and support staff to see CPD an
essential professional responsibility.
– Lead by example – be a life-long learner.
– Improved ICT competence

5. Working Smart
– Improved, Embedded systems and Automated workflows
• Achieve integrated, whole-group calendar, booking and resource
system
• Intranet development
– Improving staff efficiencies – time, training and resources

6. Decision
4. Proposals
3. Ideas
2. Direction

Scarce Resources
• Time
• People
• Space
• Skills
• Cost
In School Terms:
• Classrooms and Fit out
• Capital Costs, Staffing Costs and
Running Costs
Time
People
Space
Skills
Cash

5a. Planning: Time - Curriculum
• Time
• Do we use the time we
have well?
• Do we need more time?
• What would we do with
more time?
• How would we cope with
less time?
• Do we use homework/
prep time well?
• How will we respond to
curriculum changes?
• Which Specification?
• Which Exam Board?
• Is what we are teaching
interesting?
• Do we get the right
balance between
teaching and
independent learning?
Time Curriculum

5b. Planning: People - Staff
• Time
• Have we got suitably
qualified teachers?
• Is our subject growing/
contracting?
• Have we got enough/ too
many teachers? In future?
• Succession/ Retirement
Planning
• Do we use technicians/
language assistants/
Teaching Assistants
effectively?
• What difference do
support staff make?
• Have we got sufficient
technical support?
Teachers Support Staff

5c. Planning: Space - Classrooms
• Time
• Do we have enough
classrooms?
• Have we got the most
suitable classroom
layout?
• Will curriculum changes
necessitate more
classrooms/ different
layouts?
• Can we use ICT easily in
the classroom?
• Do we have/need easy
access to Internet?
• Do we have all the
equipment we need?
• Do we make best use of
the equipment that we
have?
Classrooms Fit-out

5d. Planning: Skills - INSET
• Do we all have up to
date knowledge of
• Are we aware of “best
practice” in pedagogy?
• Do we all have sufficient
ICT competence?
• Can we handle difficult
conversations?
Training Needs

5d. Planning: Skills - INSET
• Do we all have up to
date knowledge of
• Are we aware of “best
practice” in pedagogy?
• Do we all have sufficient
ICT competence?
• Can we handle difficult
conversations?
• External Courses?
– HMCPD / GSAPD
• Internal Twilight
Sessions?
• Online courses
– MS Academy of ICT
• Coaching/ Mentoring?
Training Needs INSET Delivery

5e. Planning: Cash - Costs
This will be covered
later in the session:
Managing a
Departmental Budget

5. Planning
4. Proposals
3. Ideas
2. Direction
1. Values & Aims

Decision
Objective
Action
Person Responsible
Timeframe
Cost
Resources/ INSET Requirements
Date Achieved

Ten Minute Planning/ Decision Exercise
Decision
Choose three initiatives that you would like to
take forward in your department.
• Complete the Grid for each of the three
initiatives.

Cycle of Review

Questions and Debates

How to Manage a
Departmental Budget

How to Manage a
Departmental Budget
AKA:
How to get what you want:

Departmental Budgets Made Simple
Annual
on-going
running
Costs
One-off
projects
and new
equipment

Annual
on-going
running
Costs
One-off
projects
and new
equipment
New member of Staff
Annual Software Licences
New 3D Printer
New Laptop

Essential Desirable Dream
Capital Projects
Equipment
Consumables
ICT
Staffing/ Support
INSET

Status Quo Improved Best
Capital Projects
Equipment
Consumables
ICT
Staffing/ Support
INSET

This Year Next Year Sometime
Capital Projects
Equipment
Consumables
ICT
Staffing/ Support
INSET

“The victorious strategist only seeks battle
after the victory has been won,
whereas he who is destined to defeat first
fights and afterwards looks for victory.”
Sun Tzu The Art of War

Departmental Budget
• What difference will it make to teaching and
learning to have this piece of equipment?
• What are the “on-costs”?
– Is this a genuine one-off cost?
– What are there associated financial costs going
forward?
• e.g. Licences, Servicing, Replacement Policies
Equipment

Final Questions and Debates

Mark S. Steed
Email: principal@berkhamstedschool.org
Twitter:@independenthead
LinkedIn: uk.linkedin.com/in/independenthead
Blog: http://independenthead.blogspot.com
Dr Nick Dennis
Email: ndennis@berkhamstedschool.org
Twitter: @nickdennis
LinkedIn: uk.linkedin.com/in/nickdennis
Blog: http://www.nickdennis.com/blog

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The Role of Heads of Department in Whole-School Strategic and Development Planning