Leadership


going through some transitional funding but it will soon have to strike out alone. While the early recipients of support were often referred by the local


authority, intervention now often comes in the form of word of mouth recommendation with schools coming forward themselves – indicating its work is far from done. Dame Sue said: “Some schools get private consultants in but the issues


often remain when they leave. We are outcomes-focused. We want to keep this level of progress for young people in the capital and we don’t want to lose the fact that there has been a cultural shift to school improvement. “Our model is not a quick fix sticking plaster but a means of working


with colleagues to create sustainable improvement. They need to know they can complete the journey by themselves rather than becoming


Master Travel Study Tours


dependent on someone else. We want our partners to care for the success of every single child in London and not just those in their own school.” The LLS can rightly claim to have played its part in the rise in pupil achievement and attainment in the capital. It has survived while other


“Our model is not a quick fix sticking plaster but a means of working with colleagues to create sustainable improvement.”


higher profile initiatives, such as Fresh Start, Education Action Zones and Excellence in Cities, are long forgotten. The fact there is a will to continue the work it has started is testament to its success. The next step will be casting its net further afield. Already there have


EDUCATION IN


been approaches from schools and local authorities in the south-east and other parts of England, wanting to know if the LLS will work with them to set up a similar network of support. Dame Sue added: “One way we may be able to help them is to support


CHINA


31 March – 14 April 2012 “An extremely well organised


and delivered trip in China with a superb balance of visits to


‘tourist sites’ and to educational establishments”


Anne Randall, Retired Teacher,


participant on Education in China April 2011


“All the visits were excellent and gave an excellent insight into


the education system in China... memories I will never forget!”


Jill MacLaughlan, Headteacher,


participant on Education in China April 2011


Shanghai – Beijing – Xian – Guilin – Yangshuo Get a fascinating insight into the Chinese education system as well as visiting iconic Chinese cultural sites en route.


For a full brochure and itinerary, please telephone Master Travel


Freefone (UK only): 0800 58 77 329 or direct lines +44(0)20 7501 6740/1 or email your name and address to tours@mastertravel.co.uk


the development of some sort of infrastructure in those regions and then pull out when these are comfortably in place. “There is still a lot of work to be done. Good teachers can be


great teachers. Great teachers can be outstanding. And the work of headteachers is never done. They need always to be one step ahead.”


• Dorothy Lepkowska is a freelance education journalist. Some of the bespoke courses offered by LLS


Audit/Verification Diagnostic – Aimed at primary schools wishing to identify keys areas for improvement, preparing for an Ofsted inspection, or looking for feedback on progress made on issues highlighted in their most recent report.


Specialist Middle/Senior Leader Support – Bespoke school- to-school support provided by highly skilled and experienced primary practitioners, providing coaching and capacity building support to individuals and teams in other schools.


Special Schools – Support programme for special schools and pupil referral units that will be tailored to the needs of the institution. Outstanding leaders from these institutions are matched to schools to increase capacity and improve achievement.


For more information, go to http://londonleadershipstrategy.com/ 32


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40