Chapter+8

A Vision for Lilian Baylis - Yvonne Bates Labelled one of the worst schools in the country and under special measures, a new headteacher was seconded in for one year with the brief to remove the school from special measures and increase the pupil role. A socially deprived school with 84% FME, nearly half EAL and a fifth excluded from other schools for behavioural difficulties, the school was described by OFSTED as operating in a challenging context. Other factors included poor examination results, poor standards of behaviour, average attendance rate of 83% and truancy. The reputation in the local community was poor and as a result few local children attended, most pupils (including those excluded from other schools) travelling quite some distance. Morale was low and the school faced an uncertain future. The new headteacher made a judgment about the school’s potential to turn itself around “if a vision is needed to give people a belief in a realistic, credible, attractive future then Lilian Baylis was certainly in need of a powerful vision.”
 * __LIVING HEADSHIP - Chapter 8__**


 * What was the culture of the organization prior to the change?**

Morale amongst both staff and pupils was extremely low. The local press were very negative and at times, vitriolic in its coverage of the fortunes of the school. Teachers had been told they were failing and pupils had internalized this message of failure, developing as a result, poor self images and low aspirations. Lilian Baylis had to be removed from special measures within a year or face closure. The immediate agenda for improvement had been set by OFSTED. This short term, externally imposed agenda, was perceived by staff as unobtainable and counterproductive.


 * What were the triggers for change and how did the leader build on these?**

Named and shamed by the Secretary of State for Education and described as one of the worst schools in the country, the school had been in ‘special measures’ for nearly four years. OFSTED described the school as ‘operating in a challenging context’. The headteacher reflected on the school’s potential to turn itself around. She needed to create a powerful vision and ensure collective commitment to this vision. She had one year to do so.


 * What strategies were used to motivate staff/pupils/parents to participate?**

If improvement had to be sustainable, a vision was needed to lift aspirations. This was achieved as follows:
 * Establishing a culture of achievement believing in the capability of teachers and pupils.
 * Make teaching the first priority – emphasis on pedagogy and curriculum.
 * Shared understanding of the core purpose of the organisation
 * Fostering a sense of belief and pride in the school.
 * Reversing the reputation in the local community
 * Share an understanding of what needed to be done and how to do it.
 * Statistically demonstrate the high relative success of children.
 * Establish a culture of continuous improvement.
 * Agree priorities for improvement, recognise strengths of the school
 * Focus on positives
 * Create a culture of good behaviour, pride and personal achievement.
 * Repair relationships – teachers as leaders, operate at the highest levels of professionalism
 * Fresh start – an improving school
 * Emphasise success, professionalism and pupil achievement
 * Improved appearance of building
 * Define standards with pupils
 * Analysis of attainment – measure accurately and monitor over time
 * Set realistic yet challenging targets for performance
 * Formal system of lesson observation and feedback including peer observation.
 * Behaviour policy, consistent practice
 * Reward system
 * Peer tutoring – trust and responsibility
 * Links with the community – press reporting success stories, community mentoring programme
 * Celebration of diversity and unity in a multicultural community.


 * What impact did the development have on pupil learning or achievement?**

Pupils shared the vision, believed in success and made immediate, significant improvements.
 * Internal truancy stopped
 * graffiti was minimal
 * litter became less of a problem.
 * Pupils promoted positive images of the school.
 * School uniform was worn with pride.
 * The Community became involved in supporting the school.
 * Parents visibly supported the school
 * The ‘added value’ to pupils’ achievement above national expectations was promoted.
 * Gender and ethnicity factors were considered and it was demonstrated the school was producing some remarkable results.


 * How was effectiveness measured?**


 * The local paper ran stories of success and achievement.
 * Press reported ‘the fastest improving school in London’.
 * System of baseline testing showed ‘added value’.
 * Analysis showed staff were successful and allowed realistic targets to be set.
 * HMI reported favourably on improvements.
 * January 1998 the school was removed from special measures.