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

Outline of the presentation  key messages from the framework  where does out-of-hours learning fit  impact on self-evaluation Extended schools and out of hours learning – 2009 inspection framework

Schools – key role  Schools’ key role is to promote their pupils’ achievement and to help them to realise their potential as learners  Schools also have a statutory duty to promote the well- being of their pupils  Schools should have the capacity to make a bigger difference in closing gaps, especially for pupils from low income families  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  ‘going it alone is no longer an option’  ‘a curriculum which engages pupils in challenging, relevant and enjoyable learning’  ‘an imaginative and personalised curriculum’  curriculum is a particular strength in secondary.  where primary curriculum is outstanding there are significant strengths in arts, modern foreign languages, sport and music  link between high attendance and engaging pupils in a wide range of exciting opportunities beyond the classroom

Extended services make a positive difference:  improved motivation and self-esteem  improved achievement  increased attendance and improved behaviour  more engaged parents  greater willingness to adopt healthy lifestyles  better community access to local services Extended services contribution to school improvement

Ofsted surveys – some key findings  substantial improvements to the personal well-being and achievement of pupils  effective schools had integrated extended services and school improvement planning, with clear focus on outcomes  family learning programmes had considerable impact on the achievement of children and adults Some areas for further development  systematic monitoring arrangements for progress and progression were underdeveloped (family learning)  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)  positive impact on enjoyment and well-being  improved self-confidence  raised attainment levels, e.g. literacy, numeracy, science

Extended school surveys – impact of out of hours learning (2009)  impact on retaining students’ interests and motivation to learn  changed pupils’ attitudes to learning  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  a sharper focus on outcomes for children and young people  a strong emphasis on teaching and learning  a deeper analysis of the capacity of school leaders to bring about improvement

School inspection framework  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  A specific judgement is made on the extent to which the curriculum meets pupils’ needs  guidance/Browse-all-by/Education-and- skills/Schools/Supplementary-guidance-and-resources guidance/Browse-all-by/Education-and- skills/Schools/Supplementary-guidance-and-resources

 Ofsted judges outcomes not process  Inspection evidence indicates what can contribute to high quality outcomes  Strong focus on equalities Ofsted inspection of schools

Impact of extended services on outcomes Some examples  achievement  attendance  behaviour  healthy lifestyles  contribution of pupils

Learning outside the classroom (2008) Survey points to impact that ‘hands on’ activities have on  achievement  standards  motivation  personal development  behaviour

Provision – teaching and learning Possible questions for schools to ask of themselves  what impact does additional learning activity, e.g. out of hours learning have on teaching and learning in the classroom?  how do opportunities for out of hours learning help pupils become independent and creative learners?  how does it help pupils to become reflective, ask questions and problem solve?

What other questions may be important to ask?

 Well planned, motivating and broad curricula correlate with high inspection grades and achievement The impact of the curriculum

Provision – curriculum  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  how well the different aspects of the curriculum contribute to all outcomes for pupils  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  questioning  debate  experimentation  pupil choices about presentation and which avenues to investigate  critical reflection lead to enjoyment, challenge, confidence, personal achievement and higher standards.

Partnerships and out of hours learning Questions for schools to ask of themselves:  extent and effectiveness of the school’s partnership activity to promote learning and well-being  how well the partnership provides value for money  what particular partnership-based services are provided for pupils, parents and the community and what difference are they making?  why is the partnership developing these particular plans and are these sufficiently focussed on improving outcomes for pupils?

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  The most effectively led and managed included learning outside the classroom activity as an integral part of a well-planned, effective curriculum  Out of hours learning and extended services make a direct contribution to school improvement planning  Self-evaluation can point to the direct impact of extended services and out of hours learning on outcomes  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  what is the impact on outcomes, provision and leadership?  is there consistent and regular evaluation of the quality and effectiveness of partners’ contributions and their accountability?  how well are extended services and out of hours developments linked with school improvement planning?

Learning outside the classroom (2008)  Schools felt they knew the value of learning outside the classroom activity …  … but few evaluated this rigorously  little analysis of take-up, inclusion or quality of extra curricular activities

 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  evaluate the quality of learning outside the classroom to ensure that it has maximum impact on learners’ achievement, personal development and well-being  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 points to consider – how to

 Extended services and out of hours learning can make a tangible difference to outcomes for pupils, parents and carers  Partnerships inside and outside school can enhance learning opportunities and impact on outcomes  Schools need to have effective systems in place to monitor and evaluate the impact of these developments  Schools will be judged on how effective they are at providing for those who are potentially the most vulnerable and disadvantaged. Some key messages

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 Last word: from one very high achieving school’s survey inspection

Thank you for your attention