Invitation to Tender

Invitation to Tender for Derby City Oracy Programme Delivery

July 2019

The Governing Body of Hardwick Primary School are inviting you to tender for a contract for the provision of a fully delivered Oracy Programme, in line with the schools’ requirements and specifications as described in this document. Hardwick have been designated as the lead school and will be managing this project on behalf of schools in Derby and Derby Opportunity Area.

Contractors must provide details of the service they propose to carry out in their Tender submission. Contractors can present their information in whatever format they choose.

Should Contractors be unsure of any part of the Tender documents, they can put their query in writing to Aisha Awaan a.awaan@hardwick.derby.sch.uk at least 5 days before the date fixed for the receipt of Tender submissions.

Requirements of the Oracy Programme

The programme will be aimed at developing the current provision and building on the work to support speech, language and communication in the early years through the TALK Derby project. The TALK Derby project is based upon the Balanced System Scheme for Schools and Settings®, which is a whole system approach developed by Better Communication CIC to improving outcomes for children and young people across the range of speech, language and communication needs. As such it will focus on developing provision in 20 target schools across KS1, KS2 and KS3.

The delivery method should be modelled around the established approach to the Derby School Improvement CPD programmes that are making significant improvements within phonics, reading, writing and EAL in the primary phase ie. a blended approach using the following strategies:

  • Overall programme engagement for participants lasting 6-9 months in duration
  • Cohort size of about 20 schools
  • 4-6 high quality training events for oracy leaders and, ideally, a second colleague
  • An approach that can be adapted to support a selected age-range
  • Support for in-school improvement work through initial audit of practice and outcomes
  • Participating schools receive specialist support for their in-school ‘change’ work
  • The programme supports the deployment and development of oracy SLEs, working in partnership with local Teaching Schools
  • Potential opportunities for additional participants from each school to engage with elements of the programme
  • Significant optional opportunities for joint problem-solving, case study visits and practice exchange
  • A network of professional learning complements the main programme.

Following a baseline audit the programme needs to build and improve provision in the following areas:

  • Physical – Voice and Body Language
  • Linguistic – Vocabulary and Language
  • Cognitive – Structure, Summarising and Reasoning
  • Social and Emotional – Listening, Confidence and Awareness

Building upon an initial audit, schools on the programme will be supported to develop and implement an improvement strategy and strengthen oracy leadership and a whole school approach. Within this approach, schools should be encouraged to consider:

  • How to help pupils to make their learning explicit through verbal expression
  • How to match the oral language activities to learners’ current stage of development, so that it extends their learning and connects with the curriculum
  • The training that the adults involved should receive to ensure they model and develop pupils’ oral language skills
  • How to ensure that pupils talk about their learning and interact with each other effectively

The programme will be expected to:

  • Develop classroom teachers as expert practitioners
  • Empower middle and senior leaders to lead change within their setting and
  • Create a legacy of hub schools with the knowledge and expertise to sustain lasting impact.

Central to the programme will be the requirement to develop an Oracy Leaders Programme that supports participants to become specialists in oracy, equipped with the knowledge and skills to lead this innovative pedagogy across their school. Oracy Leaders will be trained and supported to:

  • Engage critically with the research surrounding good practice in oracy, applying this in their own setting to support the learning outcomes of their students
  • Develop an understanding of what this looks like in practice in order to strengthen classroom practice
  • Evaluate current oracy provision in the school through observation and analysis, then use these findings to develop a whole-school action plan
  • Undertake an Impact Project to identify and develop best practice in classrooms, becoming familiar with theories of whole-school change to ensure sustained and long lasting impact
  • Lead in-house oracy CPD and staff development to embed oracy across the whole school
  • Join a wider network of educational leaders working at the forefront of a movement to raise the status of oracy in schools across the UK

The following features have been identified as being attractive within effective programmes and provision:

a)      An Oracy Skills Framework that provides an appropriate and effective structure to support the design, review and refinement of the school’s oracy curriculum. It effectively underpins the development of an assessment tool which supports diagnostic and formative assessment in oracy and tracking of students' progress.

b)      An Oracy curriculum - A curriculum model is presented that provides sound foundations for the development of oracy skills with particular strengths in supporting persuasive talk and talk for presentational purposes as well as in formal contexts. A cognitive strand, including provision for exploratory talk, is also provided to emphasise the need to address oracy within a diverse range of informal as well as formal contexts and explore the appropriateness of talk to context.

c)      Oracy in every lesson - The commitment to promote oracy across the curriculum, and in every lesson, ensures that staff and students possess and utilise a shared language for oracy and are familiar with a range of approaches for organising, promoting and reviewing talk. Students have opportunities to use talk within a diverse range of motivating contexts and for different purposes.

d)      Whole school oracy culture - The multi-stranded approach is taken to embed oracy across the school which is effective in generating commitment from students and staff.

e)      Oracy Assessment Toolkit - The Oracy Assessment Toolkit provides a useful tool for measuring students' oracy skills along with a range of support materials to be used following training.

Initially it is proposed that a year’s Oracy Leadership Programme is provided for 20 self-nominating schools who:

a)      Are making a strong leadership commitment to the development of oracy within their schools to improve pupil outcomes across the curriculum, especially in English and Maths and to improve social mobility.

b)      Will support the key role of a nominated Oracy Leader to participate in the programme and also to engage in an associated oracy professional learning network with other schools.

c)      Have an interest in contributing to on-going oracy work in Derby beyond the funded year of the programme to work with other schools and key organisations to extend the principles and processes of the approach.

d)      Potentially, support the development of Oracy SLEs (Specialist Leaders of Education) in Derby and future work with Teaching Schools to promote oracy improvement through school-to-school support.

In this way, the year’s OA investment will not only provide some direct improvements within the 20 initial schools, but will contribute to a sustainable approach to improve oracy in the city beyond.

Contractors are invited to visit the school to find out more, and are referred to the school’s websites as follows:

https://www.hardwickprimaryschoolderby.co.uk

 

Technical Requirements

The Contractor is required to:

  • Present a proposal for their service, including information on how they propose to maximise uptake through the provision of the service.
  • Provide a proposal for the provision of a high quality service.
  • Give assurances with regard to their qualifications to carry out the service.
  • Outline their quality control procedures.
  • Provide the school with an outline of the duties of the school and responsibilities of the Contractor.
  • Provide testimonials and details of two referees to assure the School that they have the relevant experience and track record to provide the service.

 The Contractor may:

  • Provide to the school, for consideration, any additional information or terms (which must be fair and even- handed), which they wish to include.

Implementation of the project

Contractors must satisfy the school of their ability to provide the service set out and must make their costings clear to the school. The school is looking for an initial contract term of 1 year.

Schools Rights

The school reserves the right to:

  • Waive or change the requirements of this Invitation to Tender from time to time, without prior notice being given by the School.
  • Seek clarification or review the Tenderer's submission.
  • Disqualify any Tenderer that is guilty of serious misrepresentation in relation to its Tender.
  • Withdraw this Invitation to Tender at any time, or to re-invite Tenders on the same or any alternative basis.

Terms and Conditions of Tender

  • The Tender Documents submitted by the Contractor are, and shall remain, the property of the school.
  • It is the responsibility of Contractors to obtain for themselves at their own expense, all information necessary for the preparation of their Tenders. Information supplied by the school (whether in these Tender Documents or otherwise) is supplied for general guidance in the preparation of the Tenders. Contractors must satisfy themselves by their own investigations with regard to the accuracy of any such information and no responsibility is accepted by the school for any inaccurate information obtained by Contractors. This exclusion does not extend to any fraudulent misrepresentation made by or on behalf of the school.
  • Tenders must be submitted for the supply of all the requirements specified.
  • The Contractor shall regard all information supplied by the school in connection with this Invitation to tender as confidential, except that such information may be disclosed for the purpose of obtaining quotations necessary for the preparation of the Tender.
  • Tenderers are responsible for ensuring that no conflicts of interest exist between the Tenderer, its advisers and the school or Multi-Academy Trust. Any Tenderer who fails to comply with this requirement may be disqualified from the procurement process at the discretion of the school.
  • Requests for information received following the procurement process shall be considered on a case-by-case basis.
  • The school shall treat all Tenderers' responses as confidential during the procurement process.

Tender Procedure

The Tender timetable is set out below:

 Action

 Date

Issue Invitation to Tender Document

1st July 2019

Deadline for the submission of tenders

15th July 2019

Contract Award Confirmed

22nd July 2019

Proposed Contract Start Date

1st September 2019

One set of Tender documents should be delivered to the office of Hardwick Primary School in a sealed envelope for the attention of ‘Aisha Awaan, Oracy Project Leader', by no later than 3.30pm on Monday 15th July 2019. The tender submission should also be emailed to the following email address, marked CONFIDENTIAL: a.awaan@hardwick.derby.sch.uk

Please note:

  • Sealed envelopes are to be marked with "Tender for the Supply of Derby City Oracy Programme"
  • The school will not bear any responsibility for the loss of any tender documentation.
  • The school will not consider requests for extension of the closing date and time specified

Evaluation of Tender

  • The Tender Documentation is designed to provide Contractors with the opportunity to demonstrate to the school that they have the ability to provide the services and to demonstrate how they intend to carry out the service.
  • Tenders will be evaluated and graded having regard to price, quality, customer service, proposed terms and conditions of suppliers, training and any other matters which the school consider relevant.
  • Any further elements you can offer will be considered.
  • Tenders will be examined by the school, and a tender may be accepted. The school is not bound to accept the lowest, or any, tender.

The weightings to be used are as follows:

  • Price                    20%
  • Non Price           80%

Price (20%)

20% of the marks have been allocated to price. Tenderers are required to provide a detailed cost matrix, further information. Price scores will be calculated as follows:

  • The calculation will be carried out on the following basis.  The lowest price bid will score 100% of available marks.  All other bids will then score 100% of available marks less the percentage of available marks by which their price exceeds the lowest bid.  All bids that are 100% or more in excess of the lowest bid shall score a zero for price.
  • For clarity, an example has been provided below;

Supplier

Price

Difference to Lowest Bid

Percentage Score

Supplier A

£100

0

100%

Supplier B

£120

20

80%

Supplier C

£150

50

50%

Supplier D

£200

100

0%

Please note that we cannot accept tenders greater than £20,000

We also reserve the right to remove any bids that we consider to be unrealistic and unviable given the requirements of this programme.

Quality (80%)

The quality of the tenderers bids will be calculated by the assigning of a score to each of the criteria shown below and the basis of the score will be as follows;

Score

Description

4

Exceptional. Demonstrates strengths, no errors, weaknesses or omissions and exceeds expectations in some or all respects.

3

Good. The standard of response fully meets requirements.

2

Satisfactory. The response is acceptable but with some minor reservations. 

1

Poor. The response is deficient in certain areas where the details of relevant response require the reviewer to make assumptions.

0

Rejected. Response is unacceptable or non-existent, or there is a failure to properly address any issue.


The table below provides an overview of the scoring matrix

SUMMARY

Maximum points

PRICE AWARD CRITERIA

 

Commercial terms – The cost to provide the services

20

PRICE MAX 20 POINTS

20

NON PRICE AWARD CRITERIA

 

Tenderers are required to respond describing how their service meets the requirements outlined in the Invitation to Tender.  It is vital that Tenderers give satisfactory assurances by responding to the following questions below and that they will have the ability of both managing the contract effectively and maintaining records of the business carried out under this contract.

 

Q1. What experience do you have of delivering programmes like this?

20

Q2. What would be your proposed solution and how would you implement the programme?

30

Q3. How you will work with Hardwick Primary School to ensure they are supported  in                    in managing the programme?

10

Q4. How would you support the monitoring and evaluation of the programme?

20

NON-PRICE MAX 80 POINTS

80

BASIS OF AWARD IS TO THE HIGHEST SCORING

 


Successful Contractor

The successful Contractor will be informed in writing and the school’s written acceptance will form a binding agreement between the school and the successful Contractor. The decision of the school will be final.

Contract Period

One year.

The anticipated service commencement date is 1/9/19.

Contracting Authority

The Governing Body of Hardwick Primary School will be the contracting authority. Derby Diocesan Academy Trust (DDAT) is supporting the procurement process.

Contact Details

Mrs Aisha Awaan

Email: a.awaan@hardwick.derby.sch.uk

Hardwick Primary School

Dover Street

Derby

DE23 6QP

Tel: 01332 272249

Email: admin@hardwick.derby.sch.uk