1. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk

2. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk THE OFSTED SEF & SCHOOL SELF-EVALUATION: Supporting Schools

3. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Objectives Know the emphases of Ofsted inspection – OIL – and the significance of recent and proposed changes Understand the implications for schools and school leaders – especially for self-evaluation Be able to support schools in meeting inspection

4. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Key Documents Ofsted inspects. A framework for all Ofsted inspections (March)

5. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk 4 LIMITING GRADES ACHIEVEMENT (Attainment + quality of learning and progress + quality of learning and progress of those with learning difficulties and/or disabilities) EQUALITY & DIVERSITY SAFEGUARDING CAPACITY TO IMPROVE

6. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk IN A LIMITING GRADE AREA INADEQUATE = OVERALL EFFECTIVENESS unlikely to be better than SATISFACTORY and likely to be UNSATISFACTORY SATISFACTORY = OVERALL EFFECTIVENESS unlikely to be better than GOOD and likely to be SATISFACTORY

7. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Key Documents Ofsted inspects. A framework for all Ofsted inspections (March) SEF for Summer Pilots & information about a new SEF: Q&A (May) Framework for the inspection of maintained schools in England from September 2009 (12 June) Conducting the inspection (16 June) Ofsted evaluation schedule (16 June)

8. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Self-evaluation needs to show that leaders know the strengths and weaknesses of the school that improvement priorities grow out of this knowledge that they are the right priorities and that they are being addressed with proper urgency that these priorities are resulting in better progress and rising standards

9. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk INPUTS KS Scores What they know Understand and Can Do Barriers to Achievement and Well-being PROVISION Teaching Assessment Curriculum Care, Guidance and Support OUTCOMES Achieve & enjoy Feel safe Behaviour Healthy lifestyles Community Attendance & punctuatlity Workplace & other skills SMSC LEADERSHIP & MANAGEMENT OVERALL EFFECTIVENESS

10. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Community Cohesion The context of the school  Faith  Ethnicity & Culture  Socio-economic As a minimum, contrast the school community with local and national communities

11. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Community Cohesion Plan and take an appropriate set of actions to promote it  Relate to understanding and analysis of the school’s context  Must include planned actions for outreach

12. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Community Cohesion Evaluate the impact of the actions in the areas of faith, culture and ethnicity, and socio-economic differences  Involve learners in the evaluation  Do learners have an understanding of common values?  How do they feel about working alongside people from different communities

13. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Community Cohesion Inadequate – school leaders have failed to complete one of the 3 steps Satisfactory – school has implemented the 3 main steps – demonstrates an awareness but limited evidence of impact Good - school makes a strong contribution to promoting community cohesion – engaging beyond the school and local community – learners engage with their peers from different ethnic and cultural, religious and non-religious and social backgrounds and understand that they share common values

14. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Community Cohesion Outstanding School has made an important and beneficial contribution to promoting community cohesion in its wider regions or even nationally Evaluation shows a significant impact on its own community Learners have a strong sense of common values, integrate actively with learners from other groups and are respectful of others’ differences Learners themselves make a strong contribution to the promotion of equalities and the elimination of prejudice and discrimination

15. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk The SEF How well do pupils behave?1234 Briefly list your major reasons for deciding on this grade. If you judge that the school is close to a grade boundary, briefly say why you did not select the other grade.

16. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Key Principles The SEF should reflect systematic evaluation of the school as it is be rooted in evidence of impact take account of the messages from data be convincing to a sceptical outsider

17. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Working-up the SEF Step 1 - What is the judgement about? Look at “What inspectors should evaluate.” Underline key words and phrases

18. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Working-up the SEF Step 2 - Make a provisional judgement based on what you know of the school’s performance

19. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Working-up the SEF Step 3 - Look at the grade descriptors for the provisional grade Underline the key words and phrases which describe the essential elements of a good school in terms of this judgement

20. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Working-up the SEF Step 4 - Make a bullet point list of the most pertinent evidence you have which is relevant to those key words and phrases do not include a lot of detail, but make references, if relevant, to where the supporting evidence is held.

21. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Working-up the SEF Step 5 - Look at the “Outline guidance” which relates to this judgement What evidence does this suggest that you need? Are there gaps – perhaps in you monitoring and evaluation of this area?

22. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Working-up the SEF Step 6 - Look at the descriptors above and below your provisional grade? Are the level descriptors for your provisional judgement the most appropriate? Confirm the judgement

23. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk PROPOSALS1  Proportionate inspection  Focus on vulnerable groups (equalities: narrowing the gap)  More emphasis on attainment  More time in classrooms  Increased emphasis on views of users (hard to reach)

24. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk  There will be a particular focus on identifying the extent of any variation between different groups  The existence of significant differences in the performance or participation of distinct groups will be given high priority  Inspection trails will pursue under-achieving groups: e.g. boys/girls; statemented and LDD; gifted and talented; particular ethnic groups; looked after children

25. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk PROPOSALS2  No notice  More involvement of Leadership Team  More overt value to ECM outcomes

26. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk The “Essence” of Inspection In essence, two questions are now asked by both schools themselves and inspectors: How good are the outcomes for pupils? How effective is the school in promoting them? HMCI’s Annual Report 2005/06

27. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk OUTCOMES: How well are pupils doing, taking account of any variation?1 *How well do pupils achieve and enjoy their learning? *To what extent do pupils feel safe? How well do pupils behave? To what extent do pupils adopt healthy lifestyles?

28. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk How good is the overall outcome for individuals and groups of pupils?2 To what extent do pupils contribute to the school and wider community? Pupils’ attendance and punctuality. How well do pupils develop workplace and other skills that will contribute to their future economic well-being? What is the extent of pupils’ spiritual, moral, social and cultural development?

29. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk PROVISION How effective is the provision? Teaching, Assessment Curriculum Care, guidance and support Judge this by …. OUTCOMES Achievement and enjoyment, Feel safe, Behaviour, Healthy lifestyles, Community contribution, Attendance, Workplace & other skills SMSC and how good they are

30. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk How effective is the provision The quality of teaching taking into account the use of assessment to support learning The extent to which the curriculum meets pupils’ needs, including, where relevant, through partnerships. The effectiveness of care, guidance and support

31. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk LEADERSHIP AND MANAGEMENT Judge this by the quality of the…. PROVISION Teaching, Assessment Appropriate curriculum Care, guidance and support as seen in its impact on… OUTCOMES Achievement and enjoyment, Feel safe, Behaviour, Healthy lifestyles, Community contribution, Attendance, Workplace & other skills SMSC

32. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Leadership and management: The contribution of all the staff with responsibilities, not just the headteacher, to identifying priorities, directing and motivating staff and running the school. “Common terminology used by inspectors” – included in current ‘pilot’ reports

33. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk How effective are leadership and management? 1 Effectiveness in embedding ambition and driving improvement taking into account the leadership and management of teaching and learning Effectiveness of the governing body in challenging and supporting the school so that weaknesses are tackled decisively and statutory responsibilities are met Effectiveness of the school’s engagement with parents and carers Effectiveness of partnerships in promoting learning and well-being

34. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk Leadership and management? 2 Effectiveness with which the school promotes equal opportunity and tackles discrimination. Effectiveness of safeguarding procedures Effectiveness with which the school promotes community cohesion Effectiveness of resource deployment to achieve value for money

35. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk * Capacity for sustained improvement

36. Hertfordshire LA, Supporting schools, June 2009 © keith.dennis@ascl.org.uk The school’s capacity for sustained improvement Takes into account track record self-evaluation at all levels use and impact of challenging targets effectiveness of current L & M Key points (in grade descriptors for satisfactory “trend” of improvement – “green shoots” are not enough accurate analysis systems are not “person dependent”