2. 2 Primary School Improvement Partners Monday 6 July 2009

3. 3 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.

4. 4 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.

5. 5 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.

6. 6 Reflections on Visit 4 What examples of good practice have you identified in the school’s analysis of school self- evaluation 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?

7. 7 Changes to the Ofsted Framework September 2009

8. 8 Rationale for Change Issues of concern: Narrowing the gap Outcomes for vulnerable groups/needs of underachieving groups

9. 9 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

10. 10 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

11. 11 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

12. 12 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.

13. 13 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.

14. 14 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.

15. 15 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.

16. 16 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.

17. 17 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.

18. 18 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)

19. 19 What the new SEF will look like

20. 20 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.

21. 21 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.

22. 22 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.

23. 23 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

24. 24 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

25. 25 COMMUNITY COHESION Teaching, learning and Curriculum Equality and Excellen ce Engagement and Ethos The Global Community Community of Britain Community in which the school is located School Community The school’s contribution can be grouped under these headings The different scales or geographical dimensions of community The different social dimensions of community

26. 26 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.

27. 27 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.

28. 28 Primary National Strategy Update on specific programmes Target setting Specific triggers

29. 29 Annual programme of visits 2009 - 2010

30. 30 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

31. 31 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?

32. 32 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

33. 33 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.

34. 34 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.

35. 35 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.

36. 36 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.

37. 37 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.

38. 38 Updates and next steps Autumn term quality assurance processes Confirming next steps Issues Evaluation forms

39. 39 Next Devon CPD day Tuesday 8 December 2009 Tiverton Hotel