Transcript John Kennedy - HMI Adviser for Extended Schools, Ofsted

Raising standards, improving lives
The new school inspection
framework – ‘out of hours’
learning
John Kennedy
Her Majesty’s Inspector
The national Children’s University annual
Conference 6 December 2010
Extended schools and out of hours
learning – 2009 inspection framework
Outline of the presentation
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key messages from the framework
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where does out-of-hours learning
fit
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impact on self-evaluation
Schools – key role
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Schools’ key role is to promote their pupils’ achievement
and to help them to realise their potential as learners
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Schools also have a statutory duty to promote the wellbeing of their pupils
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Schools should have the capacity to make a bigger
difference in closing gaps, especially for pupils from low
income families
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Much of this work is enhanced through the delivery of
effective extended services and a rich curriculum,
including out of hours learning
Ofsted’s recent annual report
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‘going it alone is no longer an option’
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‘an imaginative and personalised curriculum’
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link between high attendance and engaging pupils in a
wide range of exciting opportunities beyond the
classroom
‘a curriculum which engages pupils in challenging,
relevant and enjoyable learning’
curriculum is a particular strength in secondary.
where primary curriculum is outstanding there are
significant strengths in arts, modern foreign languages,
sport and music
Extended services contribution to
school improvement
Extended services make a positive
difference:
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improved motivation and self-esteem
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more engaged parents
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better community access to local
services
improved achievement
increased attendance and improved
behaviour
greater willingness to adopt healthy
lifestyles
Ofsted surveys – some key findings
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substantial improvements to the personal well-being and
achievement of pupils
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effective schools had integrated extended services and school
improvement planning, with clear focus on outcomes
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family learning programmes had considerable impact on the
achievement of children and adults
Some areas for further development
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systematic monitoring arrangements for progress and progression
were underdeveloped (family learning)
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need for greater communication / continuity between primary /
secondary
Ofsted surveys – extended services
 Extended schools – a report on early
developments 2005
 Extended services in schools and children's
centres 200
 How well are they doing? 2008
 Good practice in extended schools 2009
 Family learning 2009
Extended school surveys – impact of
out of hours learning (2008)
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positive impact on enjoyment and well-being
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improved self-confidence
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raised attainment levels, e.g. literacy, numeracy,
science
Extended school surveys – impact of
out of hours learning (2009)
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impact on retaining students’ interests and
motivation to learn
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changed pupils’ attitudes to learning
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impact on school improvement
Flexibility and ingenuity of staff were essential for
success
Pause for thought and
discussion – personal
reflections based on
experience
Current school inspection framework
The new school inspections have been designed to have
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a sharper focus on outcomes for children and young
people
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a strong emphasis on teaching and learning
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a deeper analysis of the capacity of school leaders to
bring about improvement
School inspection framework
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Inspectors are asked to consider how far all aspects of
the provision and the school’s partnerships (which
includes any extended services) are raising standards
and promoting learning and well-being
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A specific judgement is made on the extent to which
the curriculum meets pupils’ needs
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http://www.ofsted.gov.uk/Ofsted-home/Forms-andguidance/Browse-all-by/Education-andskills/Schools/Supplementary-guidance-and-resources
Ofsted inspection of schools
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Ofsted judges outcomes not
process
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Inspection evidence indicates what
can contribute to high quality
outcomes
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Strong focus on equalities
Impact of extended services on
outcomes
Some examples
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achievement
attendance
behaviour
healthy lifestyles
contribution of pupils
Learning outside the classroom (2008)
Survey points to impact that ‘hands on’
activities have on
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achievement
standards
motivation
personal development
behaviour
Provision – teaching and learning
Possible questions for schools to ask of
themselves
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what impact does additional learning activity, e.g.
out of hours learning have on teaching and
learning in the classroom?
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how do opportunities for out of hours learning
help pupils become independent and creative
learners?
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how does it help pupils to become reflective, ask
questions and problem solve?
What other questions may be
important to ask?
The impact of the curriculum
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Well planned, motivating and
broad curricula correlate with high
inspection grades and
achievement
Provision – curriculum
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the extent to which a broad and balanced curriculum
is designed and modified to meet the needs of
individuals and groups of pupils, including, for
example, when provided through extended services
and specialist school provision
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how well the different aspects of the curriculum
contribute to all outcomes for pupils
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the extent to which the curriculum has been extended
and improved through collaboration with other schools
and organisations
The value of learning outside the classroom
 memorable activities lead to memorable
learning
 the place where activities happened often
add to their value
 learning is ‘real’ and deep
Learning: creative approaches
that raise standards 2010
Good teaching and curriculum design that encourage
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questioning
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critical reflection
debate
experimentation
pupil choices about presentation and which avenues
to investigate
lead to enjoyment, challenge, confidence, personal
achievement and higher standards.
Partnerships and out of hours learning
Questions for schools to ask of themselves:
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extent and effectiveness of the school’s partnership
activity to promote learning and well-being
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how well the partnership provides value for money
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why is the partnership developing these particular
plans and are these sufficiently focussed on improving
outcomes for pupils?
what particular partnership-based services are
provided for pupils, parents and the community and
what difference are they making?
Outstanding curriculum
Memorable experiences… rich opportunities
for high quality learning… may be at the
forefront of successful, innovative curriculum
design…customised to changing needs of
individuals and groups… highly tailored
programmes… highly coherent and relevant…
promoting outstanding outcomes
Good curriculum
Well organised, imaginative opportunities for
learning… broad range of experiences…
adjusted effectively to meet needs…
activities have a high take up across groups
and are much enjoyed
Leadership and management
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The most effectively led and managed included learning
outside the classroom activity as an integral part of a
well-planned, effective curriculum
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Out of hours learning and extended services make a
direct contribution to school improvement planning
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Self-evaluation can point to the direct impact of extended
services and out of hours learning on outcomes
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Schools can show the impact on one or more of the
following: achievement, behaviour and safety, teaching
and learning, leadership and management
Self-evaluation
Basic questions to address
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what is the impact on outcomes, provision and
leadership?
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is there consistent and regular evaluation of the
quality and effectiveness of partners’ contributions and
their accountability?
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how well are extended services and out of hours
developments linked with school improvement
planning?
Learning outside the classroom (2008)
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Schools felt they knew the value of learning
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… but few evaluated this rigorously
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little analysis of take-up, inclusion or
quality of extra curricular activities
outside the classroom activity …
Some points to consider – how to
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ensure curriculum planning includes sufficient
well-structured opportunities for all learners to
engage in learning outside the classroom as a key,
integrated element of their experience
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evaluate the quality of learning outside the
classroom to ensure that it has maximum impact
on learners’ achievement, personal development
and well-being
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ensure equal and full access for all learners to
learning outside the classroom by monitoring
participation in activities by different groups of
learners and removing any barriers.
Some key messages
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Extended services and out of hours learning can make a
tangible difference to outcomes for pupils, parents and
carers
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Partnerships inside and outside school can enhance
learning opportunities and impact on outcomes
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Schools need to have effective systems in place to
monitor and evaluate the impact of these developments
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Schools will be judged on how effective they are at
providing for those who are potentially the most
vulnerable and disadvantaged.
Last word: from one very high
achieving school’s survey inspection
Primary education is not just about targets and
results in league tables, nor is it simply a
preparatory step for secondary school; it is
much more than that. We want children to
have a memorable experience that
encourages and inspires them to achieve in
life and to aim to exceed their potential. I'm
convinced that if you provide an innovative,
creative curriculum that encourages children
there's no need for cramming, no need for
teaching to the test. That kind of approach
will achieve those results. Headteacher
Thank you for your attention