1 Case study 1: A large training focused school cluster Background

ANNEX C OF THE EVALUATION OF THE SCHOOL BASED SUPPLY CLUSTER MODEL PROJECT SOCIAL

RESEARCH NUMBER: 50/2019 PUBLICATION DATE: 12/11/2019

https://gov.wales/sites/default/files/statistics-and-research/2019-11/evaluation-school-based-supply-cluster-

model-project.pdf

Case study 1: A large training focused school cluster

Background

The first supernumerary teacher started working across the Cardiff cluster in April 2018,

with another nine teachers starting in September 2018 – all were undertaking their NQT

(newly-qualified teacher) year, all successfully completed this by July 2019.

The management and delivery model adopted remained the same for both years of the

Project, with additional local authority funding supporting the absence management

procedures, this post has been the main point of contact for the supernumerary teachers.

A shared Outlook calendar was used to manage the teachers allocation between schools,

deployed by Fitzalan High School (the cluster lead school). The primary trained teachers

were allocated according to their skillset and the ‘best fit’ for a particular school, but if

another school needed cover there was capacity to be able to allocate a teacher. All

supernumerary teachers also received a booklet containing the procedures for each of the

primary schools. This positively impacted consistency across the cluster.

Cardiff cluster

Allocation and role

Impact

10 schools

10 teachers

Cluster lead large

city secondary

school

Each teacher worked across

3 schools each term;

experiencing all 10 schools (1

secondary and 9 primaries)

during the project.

Teachers primarily covered

teachers to work on school

improvement plans, secondly

school cluster events, thirdly

sickness.

One afternoon each week all

cluster teachers trained

together at Fitzalan High

School (the cluster lead

school).

Having consistency with the same people

worked well, the cluster schools were keen

to employ the cluster teachers. It worked

well because the cluster teachers ‘mark

the work and deliver any follow up work’;

they liaise with the class teacher –

‘whereas someone from an agency, would

just appear and go again’.

Training delivered

 There is a strong teacher training ethos in the cluster lead school with training delivered

across the cluster; there are opportunities for NQTs and teaching assistants to lead

workshops or training in their area of expertise.

 The cluster lead school is an NQT Aspire school, with a team delivering to primary and

secondary staff.

 All supernumerary teachers participated in training every Wednesday afternoon at the cluster

lead school, this contributed to them ‘feeling part of the school’.

 The supernumerary teachers also participated in all the inset training at the cluster lead

school.

 They have also been able to attend a range of CPD (continuing professional development)

opportunities offered by the cluster primary schools.

‘The most successful aspect of

the project has been the quality of

teaching and learning across the

phases, and standards as a

whole.’ (Cluster lead)

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Strengths

Challenges

 Training together means all supernumerary teachers

received ‘the same message in terms of expectations,

and quality of teaching and learning and that has been

really impactful’.

 They all understand the new curriculum - the philosophy

behind it and how different schools are implementing it.

 The supernumerary teachers have had opportunities to

share and collaborate with each other during training.

 Training is regular and planned, and not ad hoc as

opposed to agency supply teachers who receive very little

training.

 In order to provide

opportunity for

supernumerary teachers

to complete medium term

planning and

assessment, they

needed to be allocated to

schools on longer term

projects.

This project has been a more ‘supportive way

for these NQTs to start their career; teaching

in a range of schools, meeting all sorts of

different children. The cluster teachers have

been able to teach across phases in one

year – some teachers have never done that

in a career’.

(cluster school headteacher)

‘There’s a whole group of

people you are going through

your NQT stuff together and

that wasn’t the case before –

you were on your own.’

(supernumerary teacher)

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RESEARCH NUMBER: 50/2019 PUBLICATION DATE: 12/11/2019

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model-project.pdf

Case study 2: Special Educational Needs cover

Background

One supernumerary teacher started working across the cluster in Nov 2017. The teacher

completed their NQT (newly qualified teacher) induction during the first year of the Project.

The management and delivery model adopted remained very similar for both years of the

Project. The teacher provided cover for a long-term absence for four days at the cluster lead

school (Maes Ebbw School), spending the fifth day at the other cluster school (Ysgol Bryn

Derw) (the allocation was determined by the size of the schools). The supernumerary

teacher’s role at the cluster school varied; PPA (planning, preparation and assessment)

cover for the same class at the beginning changing to covering a range of classes for PPA

from Spring 2019.

Newport cluster

Allocation and role

Impact

2 schools

1 teacher

Four days a week in the larger

cluster lead school covering a

long-term sickness.

The fifth day in the smaller

school – releasing a range of

teachers to complete reviews

and to allow for the expertise

of the cluster teacher to be

shared with more staff.

It has been possible to plan ahead – with

the specific curriculum focus that is

needed, this has allowed the main

teacher to hand over some responsibility

for a particular subject area.

Contrasting staffing requirements between mainstream and Special schools

Agency supply teachers are not indemnified to be able to use

specific training qualifications such as ‘team teach, handling’

in the Special school. As a result there can be supply

teachers in classes unable to ‘move and handle’, even

though they are trained; this means there is more workload

on the other members of staff in the class.

Such an issue would not be so pressing for a mainstream

school, but for a Special school, there is a greater demand to

move pupils, toilet visits etc., such ‘demands on staff can be

draining’. In this cluster the supernumerary teacher has been

signed off by the headteacher to use such techniques, as she

is employed by the school.

The teaching assistants (TAs)

understand the routines and

systems better than an irregular

supply cover teacher would, with

the teacher needing to take the

lead from them as they know the

children. Unless a teacher is in a

classroom consistently as the

‘teacher’ in a Special school, the

teacher has to take the lead from

the TAs as they know the

children.

The young people have had a

massively good deal out of having

access to [the supernumerary

teacher]. This would not have been

the case with a supply, as [the

teacher] has planned for the future.

(Cluster lead)

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RESEARCH NUMBER: 50/2019 PUBLICATION DATE: 12/11/2019

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model-project.pdf

Staffing challenges

A teacher’s ability to ‘step in and click with a class’ is different in

a Special school. For example, the supernumerary teacher

spent a two week block at the other cluster school. There was a

negative impact on the pupils and class team at the cluster lead

school - it is difficult to explain the situation to the learners. A

more regular weekly pattern can suit learners better; with the

supernumerary teacher spending the same day each week at

the other cluster school, and the lessons delivered in their

absence by a Level 4 HLTA (Higher Level Teaching Assistant)

each week.

However, on the other hand consistency may not be as critical

as in mainstream, when there is only one adult in a class – a

Special school class can have eight children and four adults, if

there is a change in the teacher there can still be a level of

consistency from the support staff.

‘The challenge for the sector is

knowledge of the individual

children and the knowledge of

the way a school works – this is

more important than whether

you have a certificate that says

you are a qualified teacher.

Parents want to know that

someone who knows their child

and understands the needs of

their child is in front of their

child’.

(cluster school headteacher)

A higher staff to

student ratio possible

Learners

Supernumerary

teacher

Schools

Consistency

helped to plan

for learners

Routines and

team well-

established

Learners’ anxieties

managed

Learners more

prepared for

adulthood

Consistency helped

parents’ anxiety

about how their child

deals with change

Confidence

and skills

developed while

covering

classes with

challenging

behaviour

Responsibility taken on for

some curriculum planning

Examples of

good practice

observed

during visits to

‘best practice

schools’ during

professional

development

Techniques and strategies

shared between schools

consistency

and clarity for

support staff

The skill and

confidence of support

staff has improved

Handling and

movement tasks

shared with the

supernumerary teacher

Support staff

trained by the

supernumerary

teacher

Support for assessment

and levelling

processes,(internal

moderation), provided by

the supernumerary teacher

Parents

Parents understood

the teaching methods

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RESEARCH NUMBER: 50/2019 PUBLICATION DATE: 12/11/2019

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model-project.pdf

Case study 3: A large cluster with a smaller number of supernumerary teachers

Background

There are two supernumerary teachers working in the Wrexham cluster. The cluster schools initially

looked at the number of children on role in each school in the cluster and worked out a percentage

allocation which equated to a number of days of supply cover to which each school was entitled per

term; there was some flexibility within this allocation. All of the NQT (newly-qualified teacher)’s

observations were completed in Ysgol Heulfan (the cluster lead school), where they were most

familiar with pupils and school policies such as behaviour management routines. Often, the

supernumerary teachers were used to release staff to focus on school-level priorities such as

professional development and particular projects. Some of the cluster schools have used the

supernumerary teachers’ time on a regular basis e.g. the same day per week. The supernumerary

teachers have also been involved in extra-curricular activities. The cluster finds that it is not

particularly practical to use the supernumerary teachers for sickness cover, which is too ad hoc. The

supernumerary teachers have been in high demand within the cluster.

Wrexham cluster

Allocation and role

Impact

8 schools

2 teachers

An online calendar is used to book the

teachers’ time, with allocation roughly

decided by pupil numbers. Schools

tend to book their supply cover weeks

in advance and in most cases, the

teachers are used to release staff to

focus on school-level priorities such

as professional development and

particular projects. Some schools

book a teacher on a regular schedule.

Teachers are also involved in extra-

curricular activities.

The project has allowed cluster

schools to raise standards within

schools, focusing on school

improvement priorities to a

greater extent than they might

otherwise manage. The teachers

have built good relationships with

colleagues and have benefitted

from a wider range of professional

learning, observing good practice

and experience of extra-curricular

activities.

Making the most of available Supernumerary teacher time

For this pilot project, the cluster decided to trial employing two supernumerary teachers across the

eight schools. The schools judged this to have been correct for a pilot, but of course it has meant

that schools needed to ensure their limited time with the supernumerary teachers was used to best

effect. As such, the cluster schools have made sure they allow supernumerary teachers to deliver

meaningful lessons while providing cover. They have planned and delivered lessons across upper

Key Stage 2 and lower Key Stage 3, for example delivering weekly sessions on literacy, numeracy

and science. They have also been involved in extra-curricular activities; one has supported an after-

school football club and they have attended a residential course with pupils. They have also been

involved in Forest School and one has provided valuable support in the cluster lead school’s

resource provision. The supernumerary teachers were given two weeks of planning time at the start

of the project and in September 2018 to ensure they could deliver valuable lessons while providing

cover. Learners emphasised that they find the lessons just as enjoyable and that the supernumerary

teachers bring new teaching approaches, resources and games to the classroom.

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Using cover for specific school improvement priorities

The supernumerary teachers have primarily been used to release staff to focus on school

development priorities. For example, using the supernumerary teacher cover:

 For staff to work on a formative assessment project (run by the regional education consortium).

 For staff to work on levelling pupils’ work and building portfolios.

 To focus on monitoring of standards of pupils’ work and to monitor subject areas (it is usually

challenging for them to release staff for such activities). This school also noted that using the

supernumerary teachers in this has allowed them to continue to improve following an Estyn

monitoring period, focusing on developing pupil learning and raising standards.

 To release middle managers, each of which have been allocated a priority from the School

Improvement Plan to progress during this non-contact time.

Higher

quality of

teaching.

New techniques and

approaches introduced

into the classroom.

Consistency

of learning

across lessons.

Improved

moderation

and

standardisation

within schools.

Improved school

standards.

Supernumerary teachers know learners

and behavioural policies, can manage

behaviour appropriately.

Learners

Schools

Scheduled time

and responsibility

to progress

school priorities.

Continuity of

moderation

and marking.

Good

relationships

between

supernumerary

teachers and

other staff.

The greatest value of the project has been the

ability for school to regularly utilise [the teacher]

for internal moderation and standardisation of

work within school. This has allowed SLT

(school leadership team) and subject leaders to

continually monitor and raise standards of

teaching and learning.

The teachers know the pupils, staff and routines

of the school which help them to deliver lessons

effectively. Pupil behaviour has been better as

the teachers understand individual pupils’

needs; this has meant the pupils respond well

towards them. Teaching and learning in class

has remained at a high standard even when we

have to release teachers from their classes.

ANNEX C OF THE EVALUATION OF THE SCHOOL BASED SUPPLY CLUSTER MODEL PROJECT SOCIAL

RESEARCH NUMBER: 50/2019 PUBLICATION DATE: 12/11/2019

https://gov.wales/sites/default/files/statistics-and-research/2019-11/evaluation-school-based-supply-cluster-

model-project.pdf

Case study 4: A Welsh-medium cluster

Background

The Neath Port Talbot cluster has piloted different ways of apportioning teachers' time over

the duration of the project. Initially, a specific apportionment was set aside for each school

but this arrangement did not respond effectively to the needs of schools as they arose.

Secondly, a flexible system of allowing schools to use teachers at short notice for the supply

of illness or emergency was piloted. This system caused a burden for Ysgol Gymraeg

Ystalyfera Bro Dur, which organised teachers' time. The cluster has now established a

process of apportioning teachers' time to support the schools' improvement plans (taking

into account a sensible number of days for each school). Ysgol Gymraeg Ystalyfera Bro

Dur’s bursar keeps records of the supply teachers' time. Cluster schools try to provide their

needs to the lead school a month in advance, and the bursary provides a fortnightly

schedule.

Overall, the supply teachers have worked across Key Stages. The current system has

allowed a good balance between the needs of schools and the needs of supply teachers

themselves.

Neath Port Talbot

cluster

Allocation and role

Impact

10 schools

5 teachers

The cluster has trialled

different approaches to

allocation, starting with an

equal and regular split

between schools, moving

to a completely flexible on-

demand approach and

then finally settling on

using the teachers to

support school

improvement priorities

across the cluster. The

teachers generally work

across key stages and are

allocated periods for

planning together.

Schools have used the teachers to release

staff to focus on school improvement, for

example collaborative planning for the new

curriculum. The teachers are familiar with

schools’ policies, approach and strategies,

including the Welsh Language Charter. The

project has provided consistent Welsh-

medium supply cover, which is often very

difficult to secure.

Usually, when you leave work for

supply teachers, it isn’t always

completed, or not to the standard you

want, and you have to re-do it – this

hasn’t happened. (Translation)

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model-project.pdf

Specific benefits for Welsh-medium

cluster schools

The Welsh-medium schools regularly face

challenges in recruiting suitable supply staff

through external agencies, able to teach

through the medium of Welsh to a high

standard. It is not uncommon for schools to

make use of non-Welsh speaking supply

teachers, when faced with a lack of other

options. Supernumerary teachers address

these supply challenges, ensuring schools can

access Welsh-medium supply regularly and

with less difficulty.

Supernumerary teachers are familiar with the

school’s Welsh-language policies, projects and

approaches. For example, they have been

able to work in-line with the schools’ Welsh

Language Charter strategy and adopt or

develop appropriate resources.

They have understood and supported the

school’s focus on Welsh language and literacy,

using the same drills and language formats as

other teachers. For example, one

supernumerary teacher reported that running

Speaking and Listening sessions with learners

was a specific performance objective for them.

Benefits the Project has offered to

supernumerary teachers

The teachers have received time for joint planning at the

start and end of term. During this time, they have

successfully created resources, shared teaching

methodologies and focused on school-level priorities.

The salary offered through this project is more stable than

the normal supply salary, though still less stable that a

permanent teaching post. Teachers benefit from the

status of being a teacher with permanent roles. They have

access to the training available for other teachers,

including specific courses on themes such as ASD

(autism spectrum disorder) and safeguarding in different

schools.

They have also been invited to join school communities,

participate in social events and create relationships with

co-workers. The early years of teaching can be very

challenging and feeling part of the community, and having

necessary support, has a positive impact on the well-

being of NQT (newly-qualified teacher) and supply

teachers.

They have been able to gain experience across different

key stages (for example, a secondary-trained teacher

gained some experience in Foundation Phase). They are

now ‘better teachers’, demonstrated through the

performance management processes.

Supernumerary

teachers are better

prepared for cross-

sectoral teaching.

Supernumerary teachers

sharing practice and

techniques across their

schools.

Consistency

in lesson

planning and

delivery.

Release of staff to

focus on collaborative

planning for new

curriculum.

Supernumerary

teachers have gained

permanent

employment.

Colleagues are able to

leave meaningful work

for learners to

complete in their

absence.

Release of

staff to prepare

termly

monitoring.

Consistency in

lesson

planning and

delivery.

Improved learner behaviour as they

become familiar with the

supernumerary teachers.