Transcript Insert Title

Aims
The DfE has identified the need to support before and
after school settings to increase the range of quality
learning opportunities.
This partnership is to support schools and Voluntary
and Community Sector (VCS) providers to work
together, ensuring a more vibrant market and a wider
range of providers of high-quality extracurricular
learning opportunities in order to meet that need.
QiSS & ContinYou
QiSS has provided the overarching framework
and will administer the recognition scheme
ContinYou will provide the on-going
organisational support.
Aims
Modify
Activity
Evaluate
Activity – 5 minutes
In small groups consider:

Why should organisations quality assure?

What are the specific benefits to your organisation?

Use a DfE QA National framework

Supports government agenda’s – e.g. closing the
gap/targeting the disadvantaged

Demonstrates consideration of aims/helps align
aims – impact measure

Can measure a return on investment/aid in financial
planning

Marketing/contacts
• Sophisticated systems to ensure that the issues
facing every pupil are known, tailor-made support is
provided and failure is never seen as an option
• A high profile approach to promoting better
attendance and setting high standards of behaviour
and consistency followed by all staff at the school
• Investments in developing partnerships with parents
that enhance parents’ ability to support their children’s
learning
• A rich diet of extra-curricular activities to engage
students’ wider interests
(Ofsted 2011, Annual report: 50)
It does this through:
 the development of local networks
 support structures
 a developmental framework
 a progressive recognition scheme

identifying common principles across sectors

offering strategies based on state of the art
knowledge about learning

providing a framework of standards

offering methods and sources of support

leading to recognition and endorsement of quality
 Self
evaluation based on the ELO
 Recognition
of quality through peer
scrutiny
 Dissemination
of good practice built
into the procedures
- Emerged Good practice in this category will
illustrate aspects of well-run study
support in which a visitor would expect
to find clarity of purpose and coherent
planning and provision. A clear link is
demonstrated between needs and
purposes.
- EstablishedGood practice in this category will
demonstrate a commitment to continuing
improvement and increasing ownership
by young people. This includes the
ability to be self critical, to address
weaknesses and build on strengths.
Provision will include links with the
community.
- AdvancedGood practice in this category will
represent the leading edge of study
support practice, involving young people
and wider community in goal setting,
planning and tutoring. There will be
conviction, confidence and expertise to
train and to lead others and to become a
national centre of excellence.

Familiarising yourself with the self- evaluation
process

Thinking about how well you are doing and
recognising what you are not doing

Identifying the sorts of evidence you have available
or could provide

The table shows areas to be explored and themes
from the ELO document
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The table below shows some initial areas to be explored and discussed
and how some of the themes of the ELO might be used to develop the
thinking further.
INITIAL AREAS TO
CONSIDER
RELATING TO:
RESPONSES
THEMES IN ELO
What activities do we provide and
why?
Activities and purposes
Record responses
1.
8.
Clear Purposes
Developing programmes
How did we find out what was needed
and decide what to offer?
Needs and planning
Record responses
2.
8.
Finding out what’s needed
Developing programmes
Who is coming to which activities and
who is not coming? What do we know
about the reasons for participation and
non-participation?
Participation
Record responses
3.
4.
7.
A distinct ethos for learning
Empowering children and young
people
Communicating effectively
Who is leading activities and what
resources are available?
Staffing and resources
Record responses
6.
9.
Effective resourcing
Identifying leaders
How do we tell if we are making a
difference by extending learning
opportunities?
What are our hopes and plans for
developing ELOs?
Monitoring and evaluation
Record responses
4.
Record responses
12.
10.
Empowering children and young
people
Measuring the difference
Getting the best from leaders of
learning
Developing partnerships
Managing improvement
Clear purposes
Planning, development and purposes
again
11.
14.
1.
The best way to start is to answer the questions above off the top
of your head. This will leave you with a number of “don’t knows”.
Asking others and looking at documents will provide some of the
answers.
Make a note of your initial self- Link into the relevant themes of
evaluative responses
the framework. Use the first
few ‘Questions to Ask’ from
each theme to guide the next
stage of thinking and planning.
The process is cyclical and
developmental.
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Activity:
First Steps, first thoughts
Clear
purpose
Setting
priorities
and action
planning
Gap
Analysis
Audit
Collecting
the
information
Search Engine:
‘QiSS online action planning tool’
http://elo.qissnationaldatabase.org.uk/Secure/Login.
aspx?ReturnUrl=%2fAudit%2f
i. Log in (username – email address and password
supplied by QiSS)
ii. Complete self assessment individually/as a team
iii. Print out action plan
iv. Complete and return action plan to QiSS
v. Receive certification/logo
vi. Publicize and celebrate!!!!
(Ask QiSS/ContinYou for guidance, if needed)
Remember QA is an on-going process
First Steps Exemplars
Website:
www.canterbury.ac.uk/qiss
Email:
[email protected]
Telephone:
01227 86 3656
Ian Durrant
[email protected]
Anthony Kirkbride
[email protected]