Project Mission statement Lead officer Key deliverables Achieve high quality educational outcomes To develop a curriculum which will meet the present and future needs of all our young people. Head of Education Develop an eLearning strategy that sets out the benefits of virtual learning for pupils and, at a high level, the ICT and teaching skills required to deliver it In conjunction with ICT, develop a plan for how new ICT technology that supports eLearning will be rolled out in schools throughout Highland To deliver equality of curricular provision across all schools in Highland To deliver Gaelic Medium Education (GME) that meets the needs of young people across the Highlands To deliver suitable learner journeys for all our young people To improve attainment levels in Highland schools To deliver the NIF priorities within Highland schools To work in collaboration with the other NA authorities to share and build on current practice and to make best use of available resources Communications To embed understanding of the critical importance of the programme with all stakeholders in our Highland Communities Communications Officer Develop clear and consistent communication explaining the aims of and need for the programme Develop a strategy to ensure that all stakeholders are regularly updated on the progress being made Develop and update ‘platforms’ through which information about the programme can be shared regularly with all stakeholders Support engagement with communities and stakeholders Management Structures and School Groupings To set out a strategy to put in place sustainable school management structures across Highland Head of Education Plan how educational management structures will be reviewed and, if required, changed within each ASG on a rolling programme Support Area teams to take forward the strategic plans for sustainable management structures for each ASG in Highland Support Area teams to conduct informed engagement with communities regarding any proposed changes or new structures Deliver the key strategic parameters in each ASG To work in collaboration with the other NA authorities to
Roles, resources and governance Resourcing the Sustainable Education in Highland Communities Programme To successfully deliver the Sustainable Education in Highland Communities Programme, a wide range of staff resources will be required from both within C&L and the wider corporate organisation. Specifically, the key roles associated with the programme are: Roles that can be delivered by existing staff already in post Role Purpose Time commitment Care, Learning and Housing Committee To scrutinise and make the final decisions on the recommendations and proposals from the Directorate Care, Learning and Housing Committee Meetings Programme oversight (delivered by C&L Directorate) Delivers an assurance role that the work of the programme is scrutinised and to ensure remains aligned with Care & Learning business objectives. Limited time commitment, mainly: Presenting updates to the Care, Learning and Housing Committee. Scrutinising programme activities at dedicated Directorate meeting time Ad hoc support as required. Senior Responsible Officer (delivered by Director of Care and Learning) Lead person who will be responsible for overseeing the programme delivery and who will provide support and guidance for the programme team. Limited time commitment, mainly: Programme Board chair. Presenting updates to the Care, Learning and Housing Committee. Scrutinising programme activities at dedicated Directorate meeting time Ad hoc support as required. Programme Manager To manage the programme team, oversee the work of the programme and delivery of key objectives Officer who will work with members, head teachers, parent councils etc. to lead changes to educational management structures in schools and gain support for wider programme activities. Seconded Senior level officer with full time commitment to overseeing the work and progress of the programme Programme Officer Supports programme delivery, sharing of information and engagement Seconded, full time officer responsible for preparing reports, information and data
Meetings and governance requirements When developing meeting and governance arrangements consideration has been given to how these can be made ‘light touch’ whilst still providing the appropriate level of management and scrutiny of project and programme activities. Sustainable Education in Highland Communities Governance structure The following meetings and governance steps are proposed: Meeting Frequency Purpose and function Anticipated outcomes Programme catch up with Workstream Leads and Area Management Teams Termly Update from each Workstream Lead on progress with their projects. Updates with Areas of progress with work on new structures for ASGs ‘in focus’ Clear understanding of the programme progress with the ability to discuss key issues arising at the Operational Management Group and SMT programme governance meeting. Operational management group Weekly Strategic assessment of the progress being made by workstreams, Areas and projects and how they fit with the overall vision to be realised. Ability to resolve issues being faced by projects and provide strategic support to Project Managers. Programme steering group Governance step 1 6 weekly Project highlight report (backward and forward looking) Reviewed project plan based on 6 weekly performance and progress Risks and Issues Resource redeployment Provides information for C&L SMT. Ensures programme is delivering effective change in line with the vision that has been developed.
The Highland Council School staff – Admin School staff - Education Affordable and sustainable delivery model that can actively enable improved educational quality outcomes. Creation of a strong working relationship between the corporate centre of C&L and individual schools. Cross service working to help ensure efficiency. Creation of clear job descriptions with progressive scale from clerical assistants to business managers. Standardisation of ways of working supported by the Team Leader role. Flexible working to be introduced so ASGs and areas can manage workload peaks and troughs. Empowering staff with the skills and knowledge to deliver change. Removal of administrative burden on teaching staff and SMT allows educational staff to focus on their core duties. Removal of admin pressures. Making better use of available and emerging technologies to create uniform subject choices for pupils, regardless of location. Localism Parents/Carers Children Income generation through increased use of school assets by communities and other organisations. Closer relationships with community groups and focal point for smaller communities The sharing of property asset costs by co-locating other organisations in school locations. More accessible facilities (out with school hours) Focal point for smaller communities Integrated working with other key public services Trial commercial partnering on school premises to generate income Confidence in local education Better quality communication with schools. Ability to carry out school admin requirements out with school hours at a time that suits the parent. More up to date, accurate data. Accessibility and choice of subject Higher quality education Equality regardless of geography Integrated transition throughout school journey (from nursery to primary and on to secondary) Retain accessible education in our communities Green text: Cashable financial benefit Black: Non-cashable benefit Stakeholder analysis