Planning for succession. Paul Bennett Director National College

Transcription

1 Planning for succession Paul Bennett Director National College

2 The profession faces a significant demographic challenge Head Teachers 57% are % are Primary Secondary Special Age 2 Source: DfE DTR and Penstats data 2009

3 Annual Retirements Forecasts suggest that one-third of heads will have retired by The rate of retirements will continue to rise steadily until at least that date No. of Headteacher Retirements Year 3 Source: Penstats data 2009 and NC NPQH forecast 2009

4 Heads have always been older but never in these unique numbers In 1997 only 40% of heads were 50 years or older and only 13% were 55 or over DCSF sourced data

5 The replacement supply of Heads will come from the Senior Leader population Age Profile of non-ht Senior Leaders 20% are % are Primary Secondary Special Source: DfE DTR and Penstats data 2009

6 Reduced supply, plus some negative perceptions of the headship role, has meant that the labour market for senior school leaders has tightened in some key areas Record numbers of vacancies for primary head teacher posts remained unfilled during the 2009/10 school-year. The overall re-advertisement rate for primary head teacher posts exceeded 40% across England for the first time in the 26 year history of this survey. Applicant field sizes for headships remain stable for secondary schools (approx 10) but have decreased and remain too low in the primary sector (approx 5). Final interview fields mirror this difference between phases. Geographical mobility continues to reduce. 68% of primary headships and 58% of secondary headships are filled from within the LA. 6 Source: Annual Survey of Senior Staff Appointments, EDS Howson Jan 2011 Source: National College LA Self Evaluation Forms (SEFs) for December 2010

7 Temporary filled headships steady against forecast increases Actual Original McKinsey Forecast The number of temporary filled headteacher vacancies has declined since 2006, reversing a five year trend of annual increases. This contrasts sharply with an original forecast made by McKinsey before recent succession planning activity was initiated. 7 McKinsey Analysis, 2006 DCSF Workforce Census data, 2010

8 There remain a number of key challenges Re-advertisement rates for primary schools Re-advertisement rates for schools of a religious character (61% for Roman Catholic Schools and 43% for Church of England schools) Ensuring governor choice NPQH Diversifying school leadership School ownership and sustainability of succession planning Changes to pension legislation Increased financial pressures and reduced funding 8 26 th annual report of senior staff appointments in England and Wales, EDS Howson January 2011 NCSL data 9 th SEF July 2010

9 Positive trends in job satisfaction 98% agree/agree strongly that it s a great job, from 94% in 2009/10. 91% agree/agree strongly that they would recommend their job to other staff, from 87% in 2009/10. Both increases are statistically significant. Q2A. I am going to read out a few statements that may, or may not, apply to your role. Please could you tell me, on a scale from 1 to 4, to what extent you agree or disagree with each one, where 1 means agree strongly and 4 means disagree strongly? It's a great It s a job great (2,268) job 66% 32% 2% You would You would recommend recommend your job your to your/other job to your/other staff (2,268) staff 51% 40% 1% 7% 1% You are given You leadership are given training leadership and training development and development opportunities (2,268) opportunities 53% 34% 10% 2% Your Your line manager line manager is supportive is supportive of of you you progressing progressing to to senior senior leadership or leadership headship if or applicable headship (1,115) if applicable 69% 21% 2% 4% 4% Agree strongly Agree Disagree Disagree strongly Don't know 9 Bases shown: 2,268 = All respondents (rows 1 3) 1,115 = Middle leaders and deputy/assistant heads only (row 4) 9

10 Aspiration to headship by role 70% of deputy/assistant heads and 44% of middle leaders aspire to headship in the next three years, medium to long term or at some stage. Aspiration among deputy/assistant heads (70%), is stable against 2009 (69%*). Aspiration among middle leaders (44%) also shows no significant change (40%*). * Source: Headship Index 2009 Q2C. Do you aspire to be a head teacher...? 56 % Total (1115) 24% 15% 18% 42% 1% 70 % Deputy/ Assistant Head (572) 36% 18% 16% 30% 44% Middle Leaders (543) 10% 11% 21% 56% 2% In the next three years In the medium to long term Possibly at some stage in the future No, no plans at all/never Don't know Bases shown: All middle and senior leaders 10 10

11 Reasons to aspire Q2E. And what factors best explain why you aspire to be a headteacher? (PROMPTED) The chance to make a bigger difference to children's lives than other careers The chance to shape the strategic vision of the school 99% 98% The chance to make a bigger difference to a community 97% My personal development/to stretch myself Professional development e.g. CPD, coaching, training course, feedback Leadership development e.g. work-shadow, school-wide project, leadership opportunities at my school The variety and flexibility of the role 80% 79% 78% 94% Mentioned more by women Encouragement from head, senior teacher or other colleague 74% It's my career plan 72% Better pay, reward or conditions 53% Mentioned more by men There is a clearer path to leadership in teaching than in other careers 46% Any other reasons 16% Base 629: Middle and senior leaders who aspire 11 The key theme emerging from other was Impact on education/ ensuring children achieve their best 11

12 Key barriers to aspiration are contentment at current level and plans to retire Q2D. You say you don t aspire to be a head teacher/you re not sure. How do you see your career developing? IF NECESSARY PROBE: What are your plans or preferences? Where do you want to be? UNPROMPTED. I am happy at my current level 47% I plan to retire/ leave for family/ partner reasons I want to progress to assistant/deputy head/senior leader I plan to move to another role in education 6% 11% 21% Role has an influence. Being happy at their current level is more likely for middle leaders (51%) than senior leaders (39%). I want to progress to key stage leader/ head of department/head of faculty/middle leader I want to stay in the classroom I'll review opportunities as they arise 4% 3% 2% Age increases cases where planning to retire/leave is a factor: 55% of those aged 55 years or older give this as a reason compared to 10% of 45 to 54s. I have not thought about it States role - Teaching / Coordinator (coded from other) Other reason 2% 1% 8% Younger respondents may see headship as a move too far to consider : 1 in 5 under 45s state wanting to progress to senior leadership as a reason for not aspiring to headship (vs. less than 3% of over 45s). Don't know 3% Base 486: Middle and senior leaders who do not aspire to be a head teacher 12 12

13 What have we learned about growing leaders? Role models perceptions, talking and walking. Experience, experience, experience bursaries, projects, shadowing, placements, job swaps, enquiry visits. Personal support having the conversations, coaching and mentoring, peer networks. A systematic approach to identifying and not wasting talent. Personalised, blended learning programmes. School partnership models grow new leaders. 13

14 Local authorities and dioceses Sharing knowledge and expertise School workforce data: supply and demand Recruitment of senior leaders Leadership development planning Leadership development programmes Models of leadership 14

15 The importance of talent development to high-performing school systems A report from McKinsey and Co on how the world s top performing school systems develop their leaders stressed the importance of succession planning. All the top performing systems take a systematic and planned approach to the issue. Top performers emphasise the importance of developing talent in the system to ensure a supply of good leaders. 15 Sourced from McKinsey report 2007

16 National College support for partnership and collaboration Middle Leader Development programme Maximising Progress Project School Business Management Partnerships Executive headteachers and Heads of Teaching and Learning Federations and chains Teaching Schools 16

17 Discussion What opportunities do we have together to identify, develop and manage talent in order to secure the supply of high quality school leaders? 17