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Liverpool Learning Partnership: Strategic Plan 2017-19June 2019

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The Strategic plan has been rewritten to provide more measurable outcomes and impact evidence. Each of the LLP priorities has two pages detailing the objectives, success criteria, milestones and RAG rated impact to date. At each Exec Board, this plan will be updated to provide Board members with current progress. By way of reporting, the CEO will highlight key areas of focus and next steps. Within the focus will be any feedback on strategic partnerships as it is recognised that these do not lend themselves to the action plan format.

Key areas of focus: June 2019

The project plan is in place for the MH Trailblazer with measurable outcomes. This was presented to the Whole School Approaches Strategic Board in April 2019. The 24 primary schools for the pilot phase of the Trailblazer have been identified across the consortia. Meetings have been held to share information and protocols with these schools. Roll out across all primaries will be from January 2020. Another bid has been submitted for a fourth Mental Health Support Team, focusing on transition and pupils at risk of exclusion. This was submitted on May 24th and we should hear by July if we are successful. That MHST would commence in September 2019 or January 2020.

Subscriptions for the coming three years from schools are largely signed off now. There are still 14 primary schools and 7 secondary schools who have not returned their commitment letters. Only two primary schools have stated they do not wish to join and one secondary schools. All special schools have sent in their commitments.

Finalise Culturepool website and formally launch it. This is due for formal launch today at the Tate, but will be shown at Board for members to see. It looks clean and easy to navigate.

Reading Festival is about to start with 107 schools signed up for author visits across the three week period. This equates to nearly 5000 children at 54 events. All of the events have lesson resources prepared for teachers to support the work in schools. There has been good media interest in the Festival and schools will be encouraged to used Twitter feeds during the Festival. There are a few community based events taking place too, with the focus on families engaging with authors.

Attendance Strategic Plan has been discussed by the small strategic group and data dashboards shared. The Attendance Quality Mark schools are nearing completion of their journeys and will be assessed soon. Carolyn Harkness has made a significant contribution to the schools she has been supporting and it would be good for board to consider extending her work with us into the next term.

The Dragon’s Den competition was advertised to schools linked to the Year of the Environment. Expressions of interest have been received from 16 schools: 9 primaries, 5 secondary and 2 special schools. The finals are due to take place on 8 th July at LACE.

Annual Maths party: 5th July. The posters have been distributed via the managerial associations. The padlets are complete and available via the LLP website: www.liverpoollearningpartnership.com. Story sacks based on the book, Baby goes to market, have been produced for 60 early years settings. These are being distributed currently.

The next Action Plan (2019-21) is being drafted for Board to consider at this meeting. The priorities have been discussed at the two

strategic groups: All Learners and Learners who need more. Comments from those groups are being fed into the draft plan.

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http://www.liverpoollearningpartnership.com/

1 Strategic aim (what it is that you are trying to achieve):

To increase the proportion of children reading for pleasure to improve their attainment and wellbeing

Timeframe: 2 year programme

Objectives (practical strategies through which this will be achieved):

People responsible:

Specific success criteria: Timescales Milestones (RAG) Support required: Evidence of impact to date (RAG).

1 Set up reading clubs in schools for vulnerable pupils

Jenny Holder Set up 40 clubs (400 pupils) 70% of pupils must be

vulnerable Clubs are sustained after

funding Improved attainment in

core subjects Improvement in pupil

wellbeing

1. Appoint co-ordinator: April 17

2. Briefing sessions held summer 2017

3. First clubs set up Sept 174. Offer bespoke

programme for special schools Jan 18

5. Set up nursery provision March 18

6. Evaluate clubs: ongoing evaluations from schools

1. Secure funding2. Appoint reading co-

ordinator3. Set criteria for

reading clubs4. Briefings organised

and well attended5. Resources produced

on LLP website6. Individual clubs

evaluated and feedback collated

7. Network meetings established termly

Ongoing financial commitment (£1000 per school supported by FSG grant)

Training for school club co-ordinators

Regular website updates on resources

Venues for network meetings

100 clubs set up in total (May 2019)

1163 pupils in total (May 2019)

84 % are vulnerable pupils

74% of evaluations show that schools were planning to continue with clubs

Evaluations very strong regarding pupil wellbeing

2 Improve library provision in schools

Jenny Holder Increased use of libraries in school

Bespoke service to support schools

Increased use of book loans

Stock matches pupil voice

1. Appoint co-ordinator: April 17

2. Offer service to schools: Sept 17

3. Individualised support when needed

1. Appoint reading co-ordinator

2. Offer service to schools

3. Tailored provision in place

4. Support evaluated and monitored

Bespoke offer 25 schools accessing support

No of loans (17 in Spring Term, 36 in Summer Term)

Evidence of pupil voice

3 Facilitate the accreditation of the Reading Quality Mark

Jenny Holder supporting SIL colleagues

No of schools with RQM Schools being accredited/

reaccredited

1. JH to be trained Jan 182. JH to begin assessing

RQM summer term 183. Ongoing encouragement

of schools to undertake RQM

1. Reading co-ordinator trained as an assessor

2. JH conducts assessment visits

3. Schools accredited or reaccredited

4. Monitor LLP involvement

Training from SIL Quality control

107 accredited Liverpool schools

Reaccreditation shows improved grades- 12 schools reaccredited, 5 improved grade, 7 retained Gold

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4 Diary writing to promote reading and writing for pleasure

Jenny Holder, Alice Demba and SIL colleagues

Set up In My Life competition

Schools enter competition Awards ceremony held Improved attainment in

writing or winners

1. Competition launch Nov 17

2. Competition deadline 25/5/18

3. Celebration June 18

1. Secure prizes2. Set up steering group3. Set criteria for

competition4. Flyers designed and

sent out5. Schools sign up6. Entries submitted by

closing date7. Judging of entries8. Celebration held

Prizes from firms SIL colleagues on

steering gp Judging panel Venue for

celebration event

16 schools took part

Quality of entries very high with highly commended category added to acknowledge this

5 Support city wide Readathon

Jenny Holder, Read for Good

Number of schools involved in sponsored event

Number of Drop Everything and Read sessions

Number of students reading

Amount of money raised for Alder Hey

1. Launch in summer term2. Organise author visits

September3. Event runs in November4. Money collected and

finalised by December

1. Publicise dates2. Engage schools3. Pupils gain

sponsorship4. Event held5. Data collection:

numbers involved and money collected

6. Engage business/community in events

Authors to attend Read for Good

publicity

£16,798 raised in total in 2017.

£16,772.53 raised in total in 2018.

Annual event grows each year (70 schools ordered a kit in 2017, 95 schools ordered a kit in 2018)

6 Organise Schools’ Reading Festival

Jenny Holder Set up Festival cross 12 sites

12 author visits during festival

Number of schools involved

Pupils cascade information to their school peers

Community event run in summer 2019

1. Set up steering group Oct 18

2. Bid for funding Sept/Oct3. Book author visits Jan 194. Run festival June 195. Run community event

July/Aug 19

1. Secure funding2. Book authors3. Source venues4. Engage schools5. Purchase books6. Run festival7. Evaluate success

Finance to run festival

Schools to provide venues

Transport

107 schools signed up (May 19)

54 events held Number of

children meeting authors (4828 booked- May 2019)

Quality of children’s work

Evaluations strong

2 Strategic aim (what it is that you are trying

To work with partners to improve mental health and emotional wellbeing for children and young people through whole school approaches


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to achieve): Objectives (practical strategies through which this will be achieved):

People responsible:


1 Chair whole school approaches group, overseeing action plan

Elaine Rees,Strategic partners

WSA review undertaken and published

Action plan formulated and agreed by all partners

Smart targets met All key partners engage Schools see benefit of

joined up approach Common MHEWB policy in

place across schools

1. Report published by Mar 17

2. WSA group meets every two months

3. Action plan reviewed at every meeting

4. Policy in place by Dec 17

1. Agree terms of reference

2. Conduct WSA review3. Action plan revisited

each meeting4. MHEWB policy

written5. Presentation at all

Managerial Assoc

Partnership collaboration

Funding

Report published Action plan

written Policy in place

across schools MHEWB

discussed at all Managerial Associations: large buy in from schools

2 Provide toolkit for schools and parents

Elaine Rees,CAMHS partners

Key partners produce draft toolkit

Schools test out toolkit Toolkit hosted on CAMHS

website Toolkit adapted for parents’

use Toolkits used by schools and

parents

1. Draft written by Dec 172. Tested with schools

Spring 183. 3. Roll out summer 18

1. Secure funding2. Agree project lead3. Agree content4. Pilot with ROAR

schools/MHFA champions

5. Set up parent reference group

6. Toolkit live on CAMHS website


Funding Parent focus group

Toolkit produced Schools report on

usefulness Toolkit adapted

for parents with positive feedback

3 Ensure training for school based staff

Elaine Rees,MYA and CAMHS partners

MHFA trained in every secondary school

Primary course commissioned and rolled out across all schools

AEP providers access MHFA Green Paper Trailblazer site

approval Three MHST set up with

Project Manager in place

1. MHFA champions in all secondary schools by March 18

2. ROAR trialled Spring 183. Primary ROAR staff

trained Summer 184. Apply for Trailblazer site

by Sept 185. Appoint Project Manager

in Jan 196. MHSTs in place by Dec 19

7. Identify trainer8. Secure funding9. Set up booking

systems10. Run MHFA course11. Pilot ROAR for

primary schools12. Roll out ROAR13. Monitor and evaluate

courses14. Apply for Trailblazer

status15. Appoint Project

Manager16. Recruit staff for

Funding from FSG grant

Partnership bid for Trailblazer

All secondary schools have MHF Aider

Two courses run for AEP

68 primary schools have ROAR champion

Evaluations for ROAR and MHFA very strong

Trailblazer site approved

Personnel appointed

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MHSTs MHSTs up and running

More pupils accessing early help through MHSTs

4 Ensure school based MHEWB support in place

Elaine Rees, strategic partners

Needs of specific phases identified

CAHMS offer clarified for schools

Services commissioned to meet needs of schools

1. Consult managerial associations Summer 17

2. CAMHS website updated Jan 18

3. New 0-25 spec agreed Mar 19

1. CEO to join MHEWB Board

2. Needs of schools identified

3. 0-25 specification meets needs of schools

Champions in schools identify ongoing support needs

Termly meetings established for support

0-25 specification to focus on early help

5 Roll out bereavement programme over 3 years

Elaine Rees, Sonia Cross

90 schools and/or youth settings access training

School staff trained to deliver INSET in own setting

Reflection event well attended

AEP provision access programme

1. Programme runs annually for 30 settings

2. Reflection event held at end of each programme

3. Secure funding4. Invite schools to

register5. Programme runs each

year for 30 settings6. Reflection event held

after each programme7. AEP providers

included in April 19

Funding SIL officers to

deliver programme

83 schools accessed training to date

1 pilot and two follow up courses run to date

Two evaluation reports show very positive feedback from school staff

10 AEP providers access training


To work with partners to improve school attendance through implementing a city-wide attendance strategy


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People responsible:


1 Coordinate an annual awards ceremony

Elaine Rees Children with 100% attendance across all school phases are awarded

Children with outstanding attendance across all school phases are awarded

Most improved attenders in all school phases are awarded

Numbers of children awarded increases each year

Positive press coverage

1. Schools nominate pupils at end of school year

2. Town Hall is booked in July of each year

3. Ceremony takes place in November of each year

1. Secure funding2. Set criteria for

outstanding attendance3. Set criteria for

improved attendance4. Schools submit names

of pupils5. Invitations sent out

from SIL6. Prizes ordered7. Event management

runs smoothly8. Photographs sent to

pupils


Funding, including FSG grant

Press coverage

30 students with 100% attendance awarded in 2018 (25 in 2017)

40 students with improved attendance in 2018 (21 in 2017)

Positive publicity in Liverpool Echo

Direct positive parental feedback

Increased number of outstanding attendance

2 Encourage city wide sign up to Attendance Charter

Elaine Rees and Allison Cain

Bespoke charters produced for all schools

Schools display charters Chamber of Commerce

issue charters to all members

GPs and Health Centres display charters

1. School charters produced by March 18

2. Charters emailed to Chamber of Commerce by July 18

3. Charters emailed to GPs by July 18

1. Partnership group agree content of charter

2. Charter designed and ordered

3. Charters delivered to schools

4. Charters distributed to business and health


Education Welfare Officers

All schools received charter

Charters are displayed prominently in schools

Charters are displayed in GP surgeries

Charters are displayed in businesses

3 Roll out Attendance Quality Mark

Elaine Rees and Carolyn Harkness

AQM Pilot evaluated 20 schools sign up to next

cohort of AQM No of schools with AQM One cohort runs annually Successful evaluations

received

1. Pilot evaluated by March 18

2. School invited to next cohort in September 18

3. Cohort runs from January 19 over two terms

4. Celebration event held

1. Report on pilot received

2. Appoint part time attendance post

3. Launch first full cohort4. CPD sessions run5. Accreditation visits

Support from SIL Funding

Successful evaluation received

28 schools are taking part in this cohort

Number of

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early Autumn 19 take place within timescale

6. Schools awarded AQM at celebration

schools accredited

4 Ensure city wide profile through campaigns

Attendance Partnership Board

City role models support the message of good school attendance

Promotional materials developed to highlight wider benefits of good school attendance

Attendance message embedded in sequel to Terriers play

City council employees made aware of attendance via wage slips

1. Identify role models by April 19

2. Truancy watch in operation in city centre termly

3. Photography company to work with schools producing attendance boards

4. Eve’s Story written as sequel to Terriers in June 18

5. City council employees to receive wage slips with attendance message by Summer 18

1. Role models identified2. Materials featuring

role models developed and distributed

3. Reports from truancy watch given to Partnership Board

4. Schools identified to take part in photography campaign

5. Eve’s story performed for school audiences

6. City Council employees received wage slips with attendance message

Mayor and local councillors

City role models Police Partnership Board Funding

Regular city wide campaigns

Truancy watch to be effective

Attendance boards displayed in participating schools

Schools attending performances of Eve’s Story

Wage slips distributed

5 Oversee city strategic plan

Elaine Rees and Attendance Partnership Board

Attendance strategy action plan written and evaluated termly

Attendance partnership board has wide representation including schools, health, police and LCC

Common attendance and punctuality policy written for all schools

Overall attendance improves and PA decreases in line with NA

1. Plan written by May 172. Plan updated termly3. Policy written and

distributed to schools by September 18

1. Agree Attendance Partnership Board representation

2. Agree smaller strategic group

3. Secure commitment from key agencies

4. Report to all Managerial Associations

5. Secure funding


Funding

Wide representation at Attendance Partnership Board

Action plan is measurable and specific

Policy written and distributed to schools

Attendance figures improve (Autumn 18)

PA reduces to NA


To raise the profile of numeracy across the curriculum Timeframe: 2 year programme

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People responsible:


1 Coordinate Liverpool Counts Quality Mark

Judith Lang, Dave Carden

No of schools with LCQM Schools being

accredited/reaccredited Rolling LCQM out across

other authorities

1. Cohorts run every year2. Reaccreditation can take

place after two years3. Annual celebration event

held4. Roll out to other

authorities in September 17

5. JH to be trained in April 18

6. JH to begin assessing Spring 19

1. Schools accredited or reaccredited

2. JH trained as an assessor

3. JH conducts assessment visits

4. LCQM run in Knowsley and St Helens

SIL assessors Schools to buy in Quality control

104 Liverpool schools with LCQM

3 schools reaccredited to date, more booked in

Reaccreditation shows improved grades

2 Organise annual Maths Party

Jenny Holder Schools across all phases take part

Children’s Centres run family based maths events

Wider community involvement in party

High social media engagement

1. Publicity out to schools in April of each year

2. Plan activities by May of each year

3. Resources on website and distributed to schools by May half term of each year

4. Maths Party takes place in early July each year

1. Marketing materials designed, printed and distributed

2. Story sacks put together

3. Padlet and other digital resources created and made available

4. Social media hashtags publicised and managed

5. Successful event takes place

Funding LCVS Community

commitment

Feedback from schools

Social media engagement

Feedback from children’s centres

Feedback from community events

3 Organise annual Dragon’s Den

Elaine Rees Schools from all phases apply to take part

More schools apply each year

Successful event held Increased confidence for

participants

1. Agree criteria by April of each year

2. Distribute event information by April of each year

3. Expressions of interest received by June of each year

4. Shortlisting takes place mid-June of each year

1. Criteria agreed by LCQM steering group

2. Agree funding with SIL3. Send out information

to schools4. Schools sign up5. Entries submitted by

closing date6. Shortlisting takes place7. Dragon’s Den event

Funding Judging panel Venue for

Dragon’s Den event

16 schools entered

All phases represented

Quality of entries noted by judges

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5. Event takes place at end of June/beginning of July each year

held

4 Coordinate Liverpool Counts Steering Group

Elaine Rees All school phases are represented plus governors

Steering group meets termly

Oversees projects and programmes listed above

1. Managerial Associations to nominate personnel each academic year

2. Steering group meets once a term

1. Agenda sent out one week before meeting

2. Meetings minuted3. Progress reported to

Executive Board4. School representatives

report back to Managerial Associations

Steering group members

Termly meetings take place

Schools are represented on the steering group

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To promote effective transition between all Key Stages of education Timeframe: 2 year programme


People responsible:


1 Trial Summer Schools for vulnerable pupils transferring for primary to secondary

Elaine Rees Set up 20 Summer Schools to take place in Summer 19

240 vulnerable pupils to attend consistently summer 19

Positive impact on wellbeing

Positive impact on attendance

1. Invite schools to register interest by April 19

2. Briefing session to be held in May 19

3. Primary pupils to be identified by end of June 19

4. Summer schools run throughout holidays

5. First evaluation by Sep 196. Second evaluation in

November 19

1. Secure funding2. Set criteria for pupils

attending Summer Schools

3. Design and circulate registration forms

4. Run briefing session for coordinators

5. Bought and distribute book boxes

6. Funding allocated to schools

7. Evaluation forms returned

Funding Staffing Book boxes

No of schools taking part

No of children attending for more than 80% of the time

Evaluations show strong feedback on wellbeing, improved confidence and Autumn term attendance

2 Support transition across Liverpool special schools

Elaine ReesHeads of Special Schools

No of schools accessing support summer 18

Range of activities supported

Examples of good practice shared across sector

1. Discuss requirements with ALSSH

2. Agree format for invoicing3. Release funding upon

invoice4. Good practice to be

shared at ALSSH meetings

1. Secure funding2. Executive Board

approval June 183. Schools submit

invoices4. Funding allocated to

schools5. Examples of good

practice shared

Funding ALSSH

All special schools accessing support

Feedback from Special School headteachers

Examples of good practice shared

3 Work with SIL to facilitate staff liasison across phases

Elaine ReesSu Barker/SIL Officers

Pilot common information form for Year 6 transfer

Common form in use across all schools electronically

All secondary schools have accurate and timely information for Year 7 intake

Reduction of workload for Y6 teachers

1. Managerial Associations to agree pilot form by March 18

2. Primary schools to complete form by 23 May 18

3. Evaluate success at Executive Board in October 18

4. Amend forms in early Spring 19

1. Secure agreement from Managerial Associations to trial form

2. Work with SIL to produce form and distribute to schools

3. Primary schools complete form and securely transfer to secondary

SIL IT software

support

Feedback from schools

Feedback in 2019 indicates No of schools completing by deadline increased

Endorsement to continue with one common

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5. Distribute to schools after February half term 19

6. Primary schools to complete form by 3/5/19

4. Executive Board to evaluate success

5. Form to be amended and distributed online

6. Primary schools to complete form and securely transfer to secondary

form More positive

feedback from schools summer 19

4 Support transition in Early Years

Elaine Rees Common transfer form in place from PVI settings into Reception classes

First 1001 Critical Days strategic board prioritises school readiness

Schools receive consistent timely information from Early Years settings, especially for SEND pupils

Work with health professionals at Liverpool Women’s Hospital to encourage parent-child communication through reading

1. Trial transfer form with selected PVI settings for September 19

2. Attend termly meetings of First 1001 Critical Days strategic board

3. Set up ‘Reading to Bump’ session at Liverpool Women’s Hospital from September 18

4. Evaluate the trial form for roll out by September 20

1. Design common transfer form

2. Select trial group of PVI settings and issue form

3. Meetings attended of First 1001 Critical Days

4. School readiness to be prioritised by First 1001 Critical Days strategic board

5. Planned ‘Reading to Bump’ training and sessions with Volunteer Manager at Liverpool Women’s Hospital

6. Launch ‘Reading to Bump’ sessions

7. Ongoing support of ‘Reading to Bump’ sessions

Group of PVI settings

Volunteers at Liverpool Women’s Hospital

ICT software support

Selected PVI settings completing form by given date and securely transferring information to primary schools

Primary schools receiving consistent/timely information from selected PVIs

Once evaluated form rolled out across city

School readiness is prioritised by First 1001 Critical Days strategic board

Volunteers feedback on training is positive

Parental feedback shows increased confidence in communicating with their child


To offer support to staff from schools and educational settings Timeframe: 2 year programme

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People responsible:


1 Increase training opportunities in PVI and EYFS settings

Elaine Rees / Lisa Dorrity / Lesley Curtis

40 practitioners will complete the Chartered Educator programme

120 practitioners will complete the Chartered Leader programme

1. Programme began in Sep 15

2. Programme completed in July 18

3. Celebration events held at the end of each cohort

1. Funding secured2. Review group set up to

oversee programme3. PVI settings nominated

staff4. Flexible options on

training provided5. Funding allocated

upon invoice6. Evaluations completed

by participants7. Reports provided to

LLP

Funding SIL colleagues Everton Nursery Liverpool Hope

University

82 chartered educators began programme with 66 completing training

77 Chartered leaders trained from 57 settings

Feedback from participants

Final reports received show impact

2 Organise annual NQT welcome event

Elaine Rees / Steve Reddy / Councillor Barbara Murray

NQTs welcomed to the city Town Hall at start of the academic year

Numbers of NQTS attending grow every year

1. Book venue by May 2. Send invitations to

schools by early July3. Run event in mid-

September

1. Coordinate event date with relevant staff / councillors and speakers

2. Produce publicity3. Organise catering and

musical contributions4. Coordinate successful

event

Venue Funding Speakers

Number of NQTs who attended (79 in 2018)

Number of schools represented (33 in 2018)

3 Work with ITE providers

Elaine Rees / Jenny Holder / MYA

Run 5 sessions for all 1st year Primary Education students at Liverpool Hope University

Provide Reading Café for all 3rd year Primary Education students at LJMU

Facilitate ROAR training for 1st year Primary Education students at Liverpool Hope University

1. Hope sessions discussed and planned in Summer 18

2. Hope sessions run in Autumn 18

3. LJMU session discussed and planned in Autumn 18

4. LJMU session run in December 18

5. ROAR training delivered in December 18

1. Met with Hope and LJMU to discuss requirements

2. JH planned sessions3. Sessions delivered4. Funding invoiced and

received5. ROAR contacts

established6. ROAR delivered by

MYA

Liverpool Hope LJMU MYA

134 Hope students attended Primary sessions

50 LJMU 3rd year students attended reading cafe

Hope Students completing task

Evaluations from ROAR


To ensure appropriate opportunities for employment and skills for all Liverpool Learners Timeframe: 2 year programme

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People responsible:


1 Facilitate cross phase group of senior school leaders to consider employment and skills

Elaine Rees / Sharon Carden

Strategic group set up to oversee this objective

Group meets termly with good representation

Minutes shared with executive board

Any careers strategy developed aligns with Careers Hub

Appropriate progression routes in place for young people

1. Strategic group to be set up in March 18

2. Managerial Associations to nominate representatives in Spring 18

3. Termly meetings

1. Terms of reference written and approved at board

2. Managerial Associations nominate representatives

3. Sharon Carden invited to chair group

4. Group to meet termly5. Promote Gatsby

benchmarks6. Align group with

Careers Hub7. Meet with HE/FE and

Chamber of Commerce to discuss progression routes

Managerial Associations

Governors’ Forum Enterprise Advisor Careers Hub

Terms of reference written and approved

Strategic group set up

Group meets termly

Minutes shared with executive board

Progression routes are clear

2 Ensure appropriate support for SEND pupils and supported internships

Elaine Rees / ALSSH Headteachers

SEND pupils are appropriately supported on leaving school

Greater range and number of appropriate placements available for SEND pupils

SEND pupils have better access to FE

1. Discuss current support and identify gaps with ALSSH in Spring 19

2. Discuss appropriate placements for SEND pupils with Chamber of Commerce and LCC in Summer 19

1. Audit of current practice undertaken

2. Future needs identified

3. Conversations held with business and LCC

ALSSH Chamber of

Commerce LCC FE

Audit published Action plan

written SEND pupils

better supported on leaving school

Greater range and number of appropriate placements available for SEND pupils

3 To broker opportunities for children and young people to engage meaningfully with the world of work

Liverpool Promise / MayorLCEP: Alice Demba

Regular business breakfasts run for schools and local employers

Schools have established links with local businesses

5 Liverpool schools

1. Launch of business breakfasts in Autumn 17

2. Business breakfasts to run twice a year

3. Shaping Futures to fund schools Jan-May 18

1. Businesses contacted by the Mayor’s Office

2. Liverpool Promise Director set up first business breakfast

3. Secondary schools

Mayor’s Top 100 Businesses

LCC Colette O’Brien Venues Shaping Futures

11 schools attended

15 businesses attended

Regular breakfasts set up

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matched with cultural organisations for insight into cultural jobs/skills

invited to first breakfast

4. Relationships brokered between schools and businesses

5. Broaden the offer to all schools

6. Shaping Futures agreed to fund transport for 5 schools

7. Employment & skills task team set up as part of LCEP

5 Liverpool Schools took part in cultural skills programme

Three LCEP Employment & Skills task team meetings held and plan for engagement drafted

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To increase opportunities for children and young people to take part in quality art and cultural experiences through engaging the local arts and cultural sector with schools



People responsible:


1 Coordinate the work of the LCEP

Alice Demba Task teams are effective in supporting the LCEP strategy

Each task team has a defined action plan that is measurable

Task teams feed effectively into the steering group

Young people contributing to the work of the LCEP

Positive messages shared

1. Task team leaders to be appointed by June 18

2. Action plans to be in place by December 18

3. Action plans approved by steering group in March 19

4. Young people recruited by July 18

5. Celebration event held in October 18

6. Agree evaluation by March 19

1. Recruit task team leaders

2. Set terms of reference for the task teams

3. Task team action plans produced

4. Budget aligned to action plans

5. Steering group approves plans

6. Recruit 6 young leaders

7. Issue contracts8. Set up payment

systems9. Showcase successful

programmes of work10. Evaluate impact

Arts organisations Schools City council Steering group Task teams Young people Curious Minds Arts Council Funding

Three task teams set up

Consistent action plans in place

Steering group meets termly with wide representation

7 young people recruited

Voice of young people clearly heard

Successful celebration event held

2 Create Digital Platform Alice Demba / Surface Impression

Successfully appoint a company to design the Digital Platform

Digital Platform created and widely in use

1. Agree brief by April 182. Put out to tender by May

183. Interviews in June 184. Hold branding and design

workshops in July/September 18

5. Work with cultural organisation to upload offers in Autumn 18

6. User test workshops held in Spring 19

7. Digital Platform launched in April 19

1. Agree a tender2. Advertise widely3. Shortlist applicants4. Interview applicants5. Issue contract6. Develop a project plan7. Hold design workshops8. Upload content9. Hold testing workshop 10. Feedback

incorporated into final version

11. Launch Digital Platform

12. Ongoing maintenance

Schools Cultural

organisations Funding Surface Impression Venues

8 applications received

Contract issued to successful applicant

Timescales met No of hits Feedback from

schools, children and young people

Up to date information evident

3 Fund Cultural Alice Demba / Raise funds to support 1. Secure funding from 1. Write bid to Gwen Funding Funding received

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Education programmes Task Team Leads

specific programmes Curriculum resources

produced and on website Partnerships strengthened

between schools and arts and cultural organisations

60 young people from disadvantaged backgrounds access new art and cultural experiences

Successful network meetings to share good practice

Increase number of young people gaining Arts Award

Meet Arts Council target of 20% of schools with Artsmark

Gwen Appleton Trust to run Cultural Citizens by July 18

2. Run Cultural Citizens in 3 schools across 18/19

3. 12 schools complete programme with arts organisations by Summer 18

4. Targeted network meetings held termly

5. Hold Arts Award festival in October 18

6. Artsmark total to be reached by March 18

Appleton Trust2. Secure schools

engagements3. Recruit arts mentors4. Set up payment

systems5. Create an approved

project schedule6. Report to Gwen

Appleton Trust7. Case studies and

curriculum resources submitted and uploaded to website

8. Hold network meetings

9. Run Arts Award festival

10. Promote and support Artsmark

Venues Arts and cultural

partners Schools

57 young people involved in Cultural Citizens

11 schools completed programmes and resources

Wider impact through shared resources

19 network meetings held

42 young people achieved Arts Award

46% of schools on Artsmark journey, 15 awarded a level

4 Ensure effective communication with schools

Alice Demba / Nicola Alexander / Surface Impression / Task Team Leads

Termly newsletter produced

Schools clearer over arts offer

Arts offer appropriate to school curriculum

Regular e-bulletins Termly task teams and

network meetings with strong school and arts sector representation

Every school has a nominated cultural champion

LLP website and Digital Platform widely used

1. Newsletter distributed before each half term

2. Regular e-bulletins written

3. Task team meetings held termly

4. Network meetings held termly

5. Digital Platform launched in April 19

1. Newsletter written and distributed

2. E-bulletins written and distributed

3. Task team meetings held

4. Network meetings held

5. Managerial Associations kept up to date

6. Schools to nominate cultural champions

7. Steering group ensures communications are in place

8. Schools regularly consulted over curriculum offer

Schools Arts organisations Steering group Task teams Managerial

Associations Surface Impression

Metavalue evaluation feedback from schools &cultural organisations

Cultural champion/named contact in 108 of 177 schools (61%)

Website analytics Minutes of

meetings 187 attendances

at meetings

Next steps:18

Board to consider new strategic plan for 2019-21 Final sign off of current plan by October board Evaluate Reading Festival at and after event Run Dragon’s Den Run Maths Party Supply summer schools with book boxes Evaluate summer schools Approve budget for 2019-20

19

liverpool learning partnership€¦ · web viewthe strategic plan has been rewritten to provide...

Documents