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NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER Pat yourselves on the back! • Statements of Attainment – OUT! • Formative and Summative Assessment – EXPLAINED! • Assessment for Learning – INTEGRAL! …NOW PAT YOURSELF AGAIN! • Real improvement in standards ONLY possible if it takes place at classroom level – PROVEN! THE ‘NEW’ REFORMS • FIVE YEAR STRATEGY FOR CHILDREN & LEARNERS, including the New Relationship with Schools • EVERY CHILD MATTERS and • CHANGE FOR CHILDREN NEW RELATIONSHIP WITH SCHOOLS Data Selfevaluation Communication Single Conversation Inspection SIP Profile NEW RELATIONSHIP WITH SCHOOLS Inspection NEW RELATIONSHIP WITH SCHOOLS INSPECTION Current system New system 6-10 weeks notice 2-5 days notice Large inspection teams visiting for around a week Small teams visiting for no more than 2 days 6 year interval maximum 3 year interval Collection of a wealth of information extensive use of lesson observation Focus on core systems and key outcomes - self-evaluation evidence at the heart of the inspection Inspections usually conducted by Registered Inspectors HMI leading many inspections and involved in all inspections Detailed reports Short, sharp reports with clearer recommendations for improvement Schools required to prepare a separate post-inspection action plan Schools feed their intended actions into the School Development Plan Various categories of schools causing concern – Special Measures, Serious weaknesses, Underachieving and Inadequate 6th forms Rationalised system with two categories – Special Measures and Improvement Notice NEW RELATIONSHIP WITH SCHOOLS Selfevaluation NEW RELATIONSHIP WITH SCHOOLS SELF EVALUATION • no single model • new SEF; updated at least once p.a. • simple guidelines 1. 2 3. 4. 5. 6. focus on learning telling evidence benchmarking against best comparable schools involvement of whole school integration with school systems – planning, pm, cpd lead to action • open market for other instruments NEW RELATIONSHIP WITH SCHOOL SELF EVALUATION FORM How well do pupils achieve? How do you know? What are you doing to improve? How well are pupils’ personal qualities developed? How do you know? What are you doing to improve? What is the quality of provision? How do you know? What are you doing to improve? How good are leadership and management? How do you know? What are you doing to improve? How effective is the school overall? How do you know? What are you doing to improve? NEW RELATIONSHIP WITH SCHOOLS Profile NEW RELATIONSHIP WITH SCHOOLS School Profile • Better information for parents - more accessible • Four page document, printed and on the web – standardised format for all schools • Easy for schools to produce – a reduced burden • Statistical elements pre-populated by the DfES – Data on pupil achievement, value-added, attendance – Ofsted’s comments and ratings • Narrative provided by the school – Ethos and values, inclusion, links with wider community, curriculum breadth and depth, development priorities, response to Ofsted SCHOOL PROFILE What do pupils learn about? How do we teach our pupils? How do we care for our pupils? How do we care for our pupils? How do we work with parents and the community? What are our plans for the future? Ofsted’s view of our school [content written by the school] This section is for schools to describe how they promote pupils’ well-being, health, enjoyment and positive contribution to school life, and prepare them for the future. This could include information about out-of-hours support, links with health and social care, reflecting cultural and social diversity, and taking pupils’ views into consideration. How do we work with parents and the community? [content written by the school] This section is where the school can describe its links with the wider community to which it belongs. This could include the educational community, through partnerships and collaboration, or the wider social community, by encouraging parents and others to take part in the life of the school. NEW RELATIONSHIP WITH SCHOOLS SIP NEW RELATIONSHIP WITH SCHOOLS School Improvement Partners • in secondary schools: – mainly experienced headteachers, working part time out of school or on secondment – others with senior education experience • in primary schools, drawn from the range of professionals who are already supporting primary schools • “critical friends”, skilled in diagnosis of schools’ needs, and in building schools’ capacity • accountable to Local Education Authority • local and national back up NEW RELATIONSHIP WITH SCHOOLS School Improvement Partners • Trials in 63 secondary schools in 6 LEAS • 28 SIPs – – – – 10 serving heads in their own LEAs 7 serving heads in other LEAs 5 former or seconded heads 8 LEA school improvement staff NEW RELATIONSHIP WITH SCHOOLS Single Conversation NEW RELATIONS WITH SCHOOLS The Single Conversation Inputs • school selfevaluation Outputs 1. Moderate the school’s selfevaluation school’s plan 2. Agree priorities for future improvement • 3. Agree targets • networks • support • local priorities 4. Sign off School Improvement Grant • inspection evidence 5. Identify external support needed, • Improvement Grant 6. Start head-teacher’s performance appraisal • benchmarking data • national priorities • targets NEW RELATIONSHIP WITH SCHOOLS Data NEW RELATIONSHIP WITH SCHOOLS Data collection from schools Principles (“the Protocol…..”): • • • • Collect once, use many times Collection and sharing of data should be fully automated Value added must exceed burden of collection Data must support personalised learning and school improvement Specification: • The 4 Common Basic Data Sets (CBDS): Pupil Adult School LEA Context: • • • Suppliers agree to meet common standards enabling data exchange Minimum specification for hardware and connection to internet Secure exchange of data between schools and LEAs By 2006: • core CBDS held at all four levels - Pupil Adult School LEA • Annual School Census extended from Pupil Level (PLASC) to A, S and L • single annual programme of data collection with published timetable • most other surveys requiring data regularly from all schools dropped • data managed and shared through a coherent set of databases NEW RELATIONSHIP WITH SCHOOLS Communication NEW RELATIONSHIP WITH SCHOOLS Online Ordering • Online ordering service integrated with telephone, fax and email service – Anyone can browse, search, order or download a document • It replaces the monthly “Batch” by Dec 2004 – Introduces an email notification service to schools and heads – Enables role based marketing email to teachers and other registered users – Provides an electronic version of Spectrum – Includes management summaries for head teachers with key actions • Fully integrated with Prolog – A single view of orders whether placed via telephone or web – Displays the availability of stock NEW RELATIONSHIP WITH SCHOOLS : KEY ELEMENTS 1. An intelligent accountability framework 2. On-going school self-evaluation sharper edged, lighter touch inspection annual school profile Simplified school improvement process single conversation on school targets, priorities, support school improvement partner for every secondary school single process of self-evaluation and planning to satisfy external demands simplified DfES programmes and monitoring 3. Improved data and information systems online ordering system for all DfES documents central data demands aligned, so that data is collected once, used many times pre-populated school profile supplementing performance tables, replacing statutory annual report NEW RELATIONSHIP WITH SCHOOLS – HEADLINE TIMETABLE TRIALS YEAR (2004/05) autumn spring SIPs in place in 58 Trial Schools ROLLOUT YEAR (2005/06) summer autumn spring summer 1st tranche of LEAs go-live 2nd tranche of LEAs go-live 3rd tranche of LEAs go-live School Profile live in all schools “Dedicated Schools Budget” - Live Ofsted - new Inspection Framework Live Inspections commence under new arrangements NEW RELATIONSHIP WITH SCHOOLS IMPLICATIONS • heads leading reform • national training, accreditation, networking of SIPs • support better tailored to schools’ improvement priorities • clearer segmentation of schools NEW RELATIONSHIP WITH SCHOOLS POTENTIAL CLASHES 1. 2. 3. 4. 5. 6. Autonomy of school v needs of Ministers and DCSs Few indicators v many groups of at-risk children Outcomes v process Bespoke agendas for schools v national drives on “issues” Change blight Out of school children v schools’ priorities NEW RELATIONSHIP WITH SCHOOLS POTENTIAL REINFORCEMENT FOR ECM • inspection that focuses on key systems • self-evaluation that focuses on every child • profile that encourages schools to describe achievement, enjoyment, wellbeing, personal development • SIPs who can carry national and local (Children’s Trusts) priorities • scope via SIPs and National Strategies to tailor challenge/support precisely and vice versa …. • external help to “personalise the learning” • better targeting on need NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER