Transcript Document

Involving the
uninvolved
Dr Gill Robinson, Chief Inspector, Education Scotland
In Scotland today, at age 5, the gap between
children from the most advantaged and most
disadvantaged families is already:
6-13 months in problem-solving ability
11-18 months in expressive vocabulary
Source: Bradshaw, P. (2011) Growing Up in Scotland (2011) Changes in child
cognitive ability in the pre-school years Edinburgh; Scottish Government
Average tariff score for school leavers, by
decile of area deprivation (SIMD)
600
500
400
300
SCOTLAND
200
100
0
1
2
3
Most deprived
4
5
6
7
8
9
Least deprived
10
Missing out: a national issue
New inspection framework
• Self-evaluation is the starting point. It
includes evaluation of arrangements to
support those at risk of underachievement
• Quality indicators used:
– Improvements in performance
– Learners’ experiences
– The curriculum
– Meeting learning needs
– Improvements through self-evaluation
inspections suggest few critically underperforming
schools but substantial numbers are ‘coasting’
Scotland - ALL Schools QI Summary
April 2008 to March 2011
Schools = 984
100%
Excellent
80%
Very Good
60%
Good
40%
Satisfactory
Weak
20%
Unsatisfactory
0%
Improvements Learners
in
experiences
performance.
Meeting
learning
needs
QIs
The
curriculum
Improvement
through selfevaluation
Context 1:
Curriculum reform 3-18
Context 2: Reinvigoratedteacher
professionalismand conditions
• Getting the right people, in the right numbers
• Career-long education for teachers
• Learning for leadership at all levels
• Conditions
– Flexibility; regular review against standards; local decision making
Sharing findings
to support improvement
• ‘Improving Scottish
Education’
• Specialised reports
• Presentations
• Involvement in
national committees
• Professional policy
advice
Count us in (2010): key findings
•
Staff have high expectations for the achievement
of all learners.
•
Teachers create a positive climate for learning
and provide learners with experiences that take
good account of their individual needs,
•
Staff work to identify and overcome barriers to
learning quickly.
•
Staff are alert to any vulnerabilities and changes
in demeanour.
•
Information is shared fully and swiftly.
•
Key staff involve the child or young person and
their parents in discussions about their
circumstances and what can be done to help.
•
Staff work effectively together and with external
partners to try to overcome barriers.
•
The impact of intervention is evaluated.
•
The views of learners and stakeholders are
gathered, respected, and taken into account.
•
Data is analysed to check whether all children
and young people are progressing well.
Education Scotland’s contributions to tackling
underachievement will include: