Transcript Slide 1

Primary School Improvement Partners
Monday 6 July 2009
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Aims for the day
• To reflect on summer term visits, identifying
strengths and areas for development.
• To gain information and knowledge about
changes to inspection, Devon data and
RAISEonline.
• To be confident to undertake and report on Visits
1 and 2 in the autumn term.
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Feedback
National Strategies:
• Reports from a sample of schools are
comprehensive, evaluative and include a clear
summary of each school’s agreed challenges.
Governors:
• Annual reports are accessible and concise.
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Even better if….
• Evaluate the school’s analyses rather than carry
out the analyses for the school
• Focus on satisfactory schools and those with
satisfactory capacity to improve
• Being rigorous about the school’s capacity to
improve.
• Securing effective risk management.
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Reflections on Visit 4
• What examples of good practice have you
identified in the school’s analysis of school selfevaluation in relation to leadership and
management and overall effectiveness?
• Where have you provided support and challenge
to improve the quality of self-evaluation or
worked with the school to identify next steps for
school improvement?
• What might be indicators of the impact of your
work?
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Changes to the Ofsted Framework
September 2009
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Rationale for Change
Issues of concern:
• Narrowing the gap
• Outcomes for vulnerable groups/needs of
underachieving groups
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During the Inspection
• No more than 2 days of inspection on site (no
more RTI’s)
• Greater engagement with senior staff; joint
observations; involvement in team meetings
when appropriate
• More classroom observations; a focus on the
achievement of different groups of pupils
• Some discussions with staff, governors, school’s
partners
• Observations of varying length; feedback to staff
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The main difference between section 5 inspections
and the new Framework
• The framework of judgements (the evaluation
schedule) is new.
• Many of the areas for judgements are similar to
section 5 but have been re-organised under
different headings or given a different emphasis
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Differences and Similarities (1)
• Overall effectiveness remains the most important grade and sums
up the school’s outcomes for pupils, its provision and its capacity to
improve.
• Outcomes for individuals and groups of pupils is a new grade
which brings together the separate judgements about outcomes,
including outcomes in the EYFS (or sixth form).
• Capacity to improve has an enhanced status and includes an
evaluation of improvement since the last inspection, the quality of
the school’s self-evaluation and the effectiveness of the current
leadership and management in bringing about sustained
improvement.
• Recommendations are more focused on specific aspects which are
hindering the school’s improvement (to a higher grade). It may
include specific (agreed) targets
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Differences and Similarities (2)
• The categories for special measures and notice
to improve remain the same.
• There is no section on personal development.
Many of these strands are now organised under
ECM outcomes.
• Outcomes: how well are pupils doing taking
account of any variations? This is a new heading
which signals the emphasis to be given to
individuals and different groups by exploring
variations in performance in all outcomes.
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Differences and Similarities (3)
• How well do pupils achieve and enjoy their learning is
the most important of the outcomes; it is a summary
grade which captures the pupils’ learning, progress and
their attainment.
• The word attainment is used to mean academic
standards, distinguishing it from ‘standards’, which can
be about any outcome (e.g. standards of behaviour)
• The judgement on the quality of learning and pupils’
progress takes account of past progress, current
progress and crucially, the learning seen in classrooms.
• The learning and progress of pupils with learning
difficulties and/or disabilities highlights the importance
attached to this groups.
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Differences and Similarities (4)
• The quality of teaching captures how well teaching
promotes learning, progress and enjoyment for all pupils.
• There is a separate judgement: The use of assessment
to support learning. This takes into account how well
assessment is used to meet the needs of all pupils. It
includes teachers’ knowledge of prior learning to inform
planning; marking and other feedback to ensure that
pupils understand how they can improve their work.
• The judgement on curriculum includes provision through
partnership and refers to subjects, courses, enrichment
and other activities (extended schools provision)
• The judgement on care, guidance and support no longer
includes the use of assessment.
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Differences and Similarities (5)
• The key grade under leadership and management is
called: The effectiveness of leadership and management
in communicating ambition and driving improvement.
This judgement captures essential features of leadership
and management at all levels including: motivating staff
and pupils; the use of challenging targets; monitoring
and analysis of outcomes and provision; the quality of
improvement planning and review.
• The leadership and management of teaching and
learning is new
• Equality of opportunity remains the same.
• The strand on safeguarding procedures now requires an
evaluative judgement, not simply a yes/no.
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Differences and Similarities (6)
• A much higher status is given to governance by
focusing on its effectiveness…in challenging and
supporting the school to tackle weaknesses
decisively….
• The judgement on the school’s relationship with
parents…….is new
• The focus on partnerships is enlarged to include
promoting learning in addition to well-being.
• Community cohesion remains the same
• Value for money remains the same.
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New Self-Evaluation Form (SEF)
• …….will mirror the judgements in the evaluation
schedule
• …will encourage concise evaluation
• ……will have only one question for each strand
of the evaluation schedule.
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Changes to Part A of the SEF
• Judgements will come at the beginning of each section.
• The minimum detail is needed to support the grade
• Brief explanation of the main reasons for making
judgements
• If the school is close to a grade boundary explain why
the other grade was not selected
• Avoid description – focus on impact
• Four point grading system will remain the same
• New SEFs will be pre-populated with commentary from
previous SEF (where feasible)
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What the new SEF will look like
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The Quality of Teaching
Briefly list your major reasons for
deciding on this grade. If you judge
that the school is close to a
boundary, briefly say why you did
not select the other grade.
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One possible way of completing the new SEF
1. Identify key words and/or concepts in the wording of
the bullet point – ‘what inspectors should evaluate’.
2. Decide on an initial provisional grade based on your
general view of the school’s performance.
3. Underline key words in the grade descriptor for your
provisional grade.
4. Make a bullet point of evidence you have which is
relevant to those key words. Give measurable
indicators of success wherever possible.
5. Ask: Does the provisional grade still look right? Look at
the descriptors above and below your grade to confirm
your judgement.
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An example: the effectiveness of governance
Inspectors should evaluate:
• how well governors fulfil their statutory
responsibilities
• how effectively governors help to shape the
direction of the school
• how rigorously governors challenge and support
leaders and managers, holding them to account
for tackling weaknesses and further improving
outcomes for all pupils.
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The governing body has the capacity to meet the school’s
needs and is influential in determining the strategic
direction of the school. Governors are rigorous in
ensuring that pupils and staff are safe and discharge
their statutory duties effectively. They are fully and
systematically involved in evaluating the school. Their
relationships with staff are constructive and they show
determination in challenging and supporting the school in
tackling weaknesses and so bringing about necessary
improvements. Governors have clear systems for
seeking the views of parents and pupils and
mechanisms for acting on these.
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Expectations for SIPs
• There is no expectation schools will have
completed the new SEF by September.
• Schools should consider with their SIP a
planned approach to moving towards completion
of the new SEF
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Risk Management by SIPs
Alert LA to schools:
• potentially vulnerable to an Ofsted category
• showing little or no improvement, or, in some
instances, deterioration, particularly in schools
deemed satisfactory
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COMMUNITY COHESION
The different social
dimensions of
community
Engagement
and Ethos
•The Global Community
•Community of Britain
•Community in which the
school is located
•School Community
Equality
and
Excellen
ce
Teaching,
learning
and
Curriculum
The school’s contribution
can be grouped under
these headings
The different scales or geographical
dimensions of community
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Community cohesion - consider
The school’s:
• analysis of its own community and learners’ needs.
• strategy for engaging with a range of community groups
beyond the school and immediate community
• an evaluation of the school's work across religious,
ethnic and socio-economic strands
• equal opportunities for all to succeed by removing
barriers to access and participation in learning and wider
activities,
• eliminating variations in outcomes for different groups
and gaps in performance are closing.
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HMI evaluation of Ofsted reports
• Judgements too generous due to narrow focus
of inspection
• Focus has mainly been on school ethos/ local
links - there are particular weaknesses in
equality/excellence and links to
teaching/learning/curriculum
• There are insufficient links made between the
attainment of different groups and community
cohesion provision.
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Primary National Strategy
• Update on specific programmes
• Target setting
• Specific triggers
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Annual programme of visits 2009 - 2010
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Preparation for Visit 1
This visit includes:
• Section 1: Key outcomes of the visit
• Section 2: Progress since the last visit
• Section 3: Outcomes
• LA area of focus: Safeguarding
• Section 4: Progress towards statutory targets
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Preparation for Visit 1
Using the agenda and reporting
In your groups:
• Consider the prompts to support the visit, the
preparation you will need to do and differences
in this cycle.
• Using the support for writing the report, are you
clear about the expectations for writing and the
structure of the report?
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Preparation for Visit 2
Headteacher performance management
Support and guidance, available in your handbook
(Working Practices 10 – 13):
• Guidance – roles and responsibilities
• Guidance - for SIPs
• PM requirements – information for SIPs
• Identifying strengths and areas for development
in the headteacher performance management
process
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Preparation for Visit 2
Headteacher performance management
The process (1)
The SIP:
• Receives documentation prior to the meeting.
• Writes the preliminary advice and sends to
appointed governors/headteacher prior to the
meeting.
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Preparation for Visit 2
Headteacher performance management
The process (2)
On the review date, the SIP:
• Holds a pre-meeting with the headteacher
• Holds a pre-meeting with appointed governors
• Provides advice and support at the performance
review meeting
• With the appointed governors and headteacher,
evaluates the school’s performance review
process.
• Provides the evaluation form.
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Preparation for Visit 2
Headteacher performance management
The process (3)
Following the review meeting, the SIP:
• Drafts the review statement
• Drafts the objectives for 2009 – 2010
• Sends these to the appointed governors and
headteacher
• Completes the visit report and emails to the
headteacher, chair of governors and managing
adviser.
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Preparation for Visit 2
Headteacher performance management
Report forms to be used:
• Preliminary advice from the SIP to appointed governors
• Draft review statement
• Draft statement of objectives
Note: The above are confidential to the SIP and school.
They are not to be sent to the managing adviser and will
not be logged on the visit note data base.
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Preparation for Visit 2
Headteacher performance management
• Report forms to be used:
• Visit 2 – record of visit
Note: This brief report is to be emailed to the
adviser for feedback, then emailed to the
headteacher, chair of governors and adviser to
meet expected timescales.
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Updates and next steps
• Autumn term quality assurance processes
• Confirming next steps
• Issues
• Evaluation forms
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Next Devon CPD day
Tuesday 8 December 2009
Tiverton Hotel
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