INVESTORS IN PEOPLE

REPORT

for
Ysgol Babanod T. Gwynn Jones

Prepared by:

Michael Moore, Investors in People Assessor

On behalf of:

Investors in People Wales

Tyr Afon
Bedwas
Caerphilly
CF83 8WT

Email:

iipops@wales.gsi.gov.uk

Report date:

February 2015

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Contents

1. Summary

2. Assessment Objectives

3. Strengths and Areas of Good Practice

4. Opportunities for Continuous Improvement

5. Outcome

6. Continuous Development Plan

Appendices
Appendix A:

Overview of Evidence Requirements met

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1.

Summary

Ysgol Babanod T. Gwynn Jones was reviewed against the Investors in People core
Standard on the 11th February 2015, when the organization was found to be meeting all
the requirements of the Standard and accreditation with Investors in People was
awarded on this date.
Under the leadership of a new Head Teacher supported by the Board of Governors, the
school has gone through a huge amount of change during the last 4 years, aimed at
modernizing the culture and transforming the performance. This has inevitably been
difficult for many staff members with processes, procedures and culture embedded in the
school being overhauled and transformed. Great strides were made but an Estyn
Inspection in the summer of 2014 identified further areas of improvement. This acted as
a further stimulus for the developing management team to make further changes which
have been agreed with and embraced by all staff members.
The result has been the development of a focused school strategy and action plan,
further strengthening and development of the management team, significant leadership
delegation, continued development of the people strategy and culture, and a great deal
of work for the whole team. The school now exhibits the very best practice in strategic
planning, leadership, staff commitment to learning, involvement, recognition,
engagement, empowerment, team spirit, mutual respect and support, and commitment
to continuous improvement. At the same time a priority focus and the guiding light is to
do the best for the children. This is reflected in notice fixed to the front of the staff room
door as follows:
If a child cannot learn by the way we teach, we will teach in a way a child can
learn

Michael Moore
Investors in People

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2.

Assessment Objectives & Findings

At during the planning stage of the assessment, it was agreed that the school wishes to
understand its achievement of the following objectives:

Promote and encourage ownership by all staff

Empower all people
Encourage team working
Improve transparency
Encourage mutual support
Reinforce delegated leadership
Seek feed-back on changes

2.1 Promote and encourage ownership by all staff

During the last 4 years the new Head Teacher has worked to encourage the ownership
of roles and responsibilities by all of the staff regardless of seniority or role. This
represents a major change from the previous management style and culture and has
been a learning curve for the staff. There is clear evidence that all staff members have
embraced the opportunity and developed a strong sense of ownership of their areas of
responsibility. Such ownership is a reflection of the culture of trust, involvement and
engagement which has been developed, and is significantly contributing to the
engagement, enthusiasm, contribution and happiness of the staff.
It is recommended that the management team continue to promote and develop full
ownership by staff members as a key strategy to further develop the involvement,
engagement and confidence.

2.2 Empower all people

Empowerment is of course closely linked to ownership and this has been a key strand of
the development of the people strategy and perhaps the most significant change
compared with the previous practice in the school. The evidence gathered from staff
members clearly demonstrates that without exception all staff members have been
empowered to shape, make decisions and take action within their areas of responsibility
and within clearly understood parameters. At the same time there is confidence that
advice and support is freely available from team leaders if required. This has clearly
been a liberating experience for all staff members, has built up a strong culture of trust, a
feeling of being valued and recognized, and significantly motivated staff members. This
is resulting in a significant increase in contribution by all staff members to the
achievement of the school strategies and objectives.
This is a major achievement for the school and it is recommended that empowerment
remains solidly at the heart of the people strategy and that the management team
continue to promote, encourage and coach to further build the confidence and
contribution made by all staff members.

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2.3 Encourage team working

It is clear from talking to staff members that historically the school did not operate as a
team and that at best there were a number of teams within the organization which did
not relate to each other. It is very clear that today this situation has been dramatically
transformed and that without exception all staff members see themselves as one
cohesive team, the primary objective of which is to do the very best for the children in
their care. The one team culture extends throughout the school including teachers,
teaching assistants, supervisory assistants, breakfast club staff, catering staff and
administration, including part time staff. This one team culture has been helped by the
introduction of a degree of job rotation within the school.
The consequence of this is the development of a strong team spirit, pride in the school, a
wish to contribute to the whole school, and enthusiasm to mutually support and assist
each other. This further contributes to the engagement, enthusiasm and well being of all
staff members.
A strong cohesive team spirit and approach is crucial to the long term success of any
organization and the management team is urged to continue to nurture and develop this,
building on the excellent achievement so far.

2.4 Improve transparency

The organisation has moved from a culture with limited sharing to a position of open
culture and as far as practical total transparency. Staff members freely described their
knowledge and understanding of the school strategies, activities and issues. They talked
about regular team meetings, notice boards and information boards which keep them
informed and up to date with plans, activities, events and issues. Staff members feel
there are no secrets and that they are kept fully informed and involved in all aspects of
the life of the school. This is reinforcing the development of trust and enhancing staff
members feeling of being valued and rewarded for their efforts.
It is recommended that the management team continue to develop transparency in all
aspects as it contributes significantly to team spirit, engagement, happiness and
enthusiasm. It allows staff members to enhance their contribution to the achievement of
whole school objectives and the school wellbeing.

2.5 Encourage mutual support

There is clear evidence that staff members freely provide mutual support and
encouragement to each other as a matter of course. Staff members talked about how
they valued the contributions and support made by other team members, and this
extends right through the school embracing both teaching and non teaching staff. There
is a strong culture of respect for each other and the roles they fulfil, with a good
understanding that it is the commitment and contribution of all staff members which will
allow the school to achieve its objectives. This mutual support culture is also significantly
contributing to staff well being and happiness, which can only have a positive impact on
the children well being, happiness and achievement. It is also contributing to the
retention of loyal staff members.

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It is recommended that the management team continue to foster and encourage a

culture of mutual support and advice, focusing on leading by example in this respect,
and coaching and encouraging new employees to this effect.

2.6 Reinforce delegated leadership

A key objective for the Head Teacher has been to delegate leadership to team leaders.
This has necessitated the appointment and development of team leaders, training and
coaching of these leaders, and the effective devolution of areas of responsibility. Team
leaders spoke with enthusiasm about the opportunities they had been offered, their
appointment, and clearly describing their roles and responsibilities which are substantial.
The Head Teacher has provided one to one coaching for team leaders and provided the
team leaders with professional leadership training opportunities which have been very
well received. Team leaders talked about how they were empowered and were able to
take control of their areas of responsibility, making decisions and taking appropriate
action. At the same time regular team leader meetings provide support and
encouragement and all team leaders described how the Head Teacher was always
available to give encouragement, support and advice. Other staff members accurately
described the role of their team leaders and how they valued their contributions.
This is a major achievement for the school and will greatly contribute to the achievement
of the school objectives and the development of a highly effective team. It is
recommended that the Head Teacher and team leaders continue to develop delegated
leadership, taking the opportunity to develop succession planning as an integral part of
the process.

2.7 Seek feed-back on changes

Under the leadership of the new Head Teacher, the school has gone through significant
structural, operational and cultural change during the last 4 years. This was necessary
because it was felt that the school was not achieving its full potential and had not kept
pace with the changing environment in which it operates. Change is always challenging
and inevitable some people find it harder to accept than others. Some of the staff readily
admit that they found some of the changes difficult to accept and embrace, others
expressed the view that the changes were overdue and they welcomed them. All said it
had been hard work and challenged how they worked and their management of time.
Without exception all now agree that the changes have greatly improved how the school
operates, how they operate, leadership, their involvement, engagement, commitment,
empowerment and contribution. Above all they believe the changes have greatly
benefitted and continue to benefit the children. Staff members are happy and feel valued
and rewarded. They recognize the value of the changes, embraced them, and are ready
for more although perhaps at a more sustainable, less intensive rate.
As the management team fully understands, the school will have to continue to evolve
and change as the world around it changes. This is crucial as the school is engaged in
developing the citizens of tomorrow. The staff are now used to change and ready for
more, so it is recommended that the management team continue to seek out and
develop improvements, capitalizing on this position.
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3.

Strengths and Areas of Good Practice

The key strengths and areas of good practice highlighted by the assessment are:

Clear school strategies and plans in place

Good whole team understanding of the strategies and plans

Clear leadership and management development strategy

Strong open and very positive culture

Strong sense of involvement and engagement by all staff

All staff feel recognized and valued

Inspirational leadership provided by the Head Teacher

Excellent team leadership by example

Focus on the children and doing the best for them

Strong one team culture

Ideas and suggestions encouraged, welcomed and adopted where possible

All staff members feel appropriately empowered in their roles

Frequent individual and team thanks delivered by the Head Teacher and
team leaders

Staff members greatly value their position. Quotes include:

o
o
o
o

This is a great place to work

I am very happy here
Its fantastic here
Happy staff results in happy children

Opportunities for career development being made available to all,

encouraged and supported

The Head Teacher encourages and exploits individual strengths of staff

members

Regular team meetings and feed-back

Strong team spirit

Staff can have fun at work: We have a giggle in the staff room

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The value of changes understood and embraced

Significant change successfully shared and implemented

Development of team leaders

Wow Walks newly introduced to encourage team members to observe,

feed-back upon and share each others ideas and best practice

Class job rotation

Mutual trust and respect

Welcoming of new staff members and the induction process

Strategic leadership

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4.

Opportunities for Continuous Improvement

The school is encouraged to consider the following suggestions for continuous

improvement:

4.1 Fully implement all changes

So enthusiastic were some of the staff members regarding the changes made that they
identified some changes started but not yet completed. They are keen that these
changes be fully implemented. It is recommended that all change processes be regularly
reviewed and prioritized to ensure all are completed at an appropriate time scale and
that all staff members are kept informed of the time scale. This indicates an enthusiasm
for continuous change that the management team is encouraged to exploit.

4.2 Team celebration

The team has experienced significant change which has inevitably put pressure on their
professional and private lives, but have successfully embraced and adopted. It is
recommended that opportunities to celebrate the substantial team achievement be taken
to fully recognize the staff contributions. The Investors in People Award could be an
excellent opportunity, and hopefully the coming Estyn Inspection will be another.
4.3 More of the same
The quote above from one staff member accurately sums up the opinion of all staff
members. They very much like the management style, culture, focus on the children, and
changes made. They want the management team to continue develop the school in the
way that they have been successfully doing.

4.4 Maintain the focus on the children

There is a passion among all staff members to do the very best for the children in their
charge. Some are concerned that increasing focus on delivering the curriculum and
measuring outputs could detract from this objective. It is recommended that the
management team reinforce the children focus as a primary objective and develop
processes in a way that this focus is maintained whilst achieving curriculum and output
objectives (which of course in an ideal world should be the same).

4.5 Work life balance

Some staff members feel this has been negatively impacted by all the changes. It is
recommended that the management team regularly review this important area and
develop strategies to ensure all can enjoy a reasonable balance to ensure the retention
of staff members.

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4.6 Thirst for learning

Staff members indicated an enthusiasm for learning which is well supported by the Head
Teacher and management team. Some members talked about learning needs which had
been suggested / identified but not yet fulfilled. From discussions with the Head Teacher
it is evident that this is due to financial and time limitations.
It is recommended that all outstanding learning needs be identified, agreed and a
strategy and timetable for implementation shared so no one feels forgotten.

4.7 Investors in People Framework

The IiP Framework contains a large number of topics which the school may like to
consider developing so as to continue to enhance the people strategy with the following
benefits:

Further enhancing the involvement and participation of staff

Further building professionalism
Continuing to build the school reputation
Attract the best recruits
Continuously transforming school performance

Working with the Framework will add value and greatly support the achievement of the
business objectives.

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5.

Outcome

Having carried out the assessment process in line with the quality assurance guidelines
monitored by Investors in People Cymru / Wales, I conclude that Ysgol Babanod T.
Gwynn Jones is now accredited as Investors in People. Achieving and maintaining the
Standard represents a true commitment to your employees and demonstrates that you
have a solid foundation of good practice.
Accreditation is valid for 3 years but within the revised approach to working with
Investors in People, a follow up review is required within 18 months of your last
assessment visit. This review provides a point of measure for your progress against
areas of continuous improvement and the ongoing impact of Investors in People on your
organization. This interaction is flexible, and can be customized to your needs aiming to
add value at a minimum cost.
Investors in People Wales will keep in contact with you to support your preparation for
this activity.

Assessor Signature
On behalf of Investors in People Wales

Date of next interim Review:

12th February 2015

July 2016

Date of three year Review deadline: February 2018

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Investors in People - continuous improvement plan

The following template can be used to identify how the organization intends to address development areas identified during the
Investors in People assessment and detailed within this report.
Organization Name:

Ysgol Babanod T. Gwynn Jones

Area for development

(identified in assessors report)

Date of next interim Review:

Action proposed

July 2017

By when

By whom

Investors in People Wales, Tyr Afon, Bedwas, Caerphilly, CF83 8WT

iipops@wales.gsi.gov.uk

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APPENDIX A: Assessment Evidence Requirements Results

Please use the key to refer to all the evidence requirements covered in this assessment.
37/391
additional 26
additional 76
additional 126

Key:

= the Standard
= Bronze
= Silver
= Gold

Selected
Not applicable

Evidence Requirement

Total number of evidence requirements met at this assessment: 37

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29

Indicator
4
5

10

Depending on whether the organisation has formal staff representatives

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