1. Quality Assurance in UK schools and universities
EXPECT TO ACHIEVE
Quality Assurance in UK schools and universities
There are common issues that confront schools and universities

2. The Times Educational Supplement
EXPECT TO ACHIEVE
The Times Educational Supplement
16th September 2011
How to deal with ineffective teaching?
“Decimate to accelerate: How dealing with the bottom tenth of teachers would improve education out of all recognition”
However confident educational leaders are in the UK, they are concious of the phone call from OfSTED to state that they are about to be inspected. Howeber good the internal quality assurance is, there is a nervous anticipation in the approach of most leaders to the external holding to account. Under our latest framework, some leaders may breathe more easily as the need to cut public expenditure has lead to targetting external quality assurance on schools that have not been deemed outstanding. Some headteachers have received a letter telling them that the phone call will not come. One of the issues of external inspection in the UK is the rhythm it imposes on change. Although the notice given by the phone call has been reduced to a few days or in some instnaces a few hours, the 3 year timescale in which all schools are inspected leads to an element of preparation and a expectation. The challenge for staff is to build internal systems that promote consistent performance and improvement and that are rigorous enough to incorporate external inspection without breaking stride. Leaders know their data and therefore can predict the outcome. Nothing should come as a surprise. The most successful schools embed evaluation and include all staff in looking at data. Teachers are aware of expectation and should have their own evaluation triangulated.

3. Quality Assurance and recruitment Entry into the profession
EXPECT TO ACHIEVE
Quality Assurance and recruitment
Entry into the profession
Entry into a school
Skills – add resilience to the list
What is the quality of the selection procedure?
However confident educational leaders are in the UK, they are concious of the phone call from OfSTED to state that they are about to be inspected. Howeber good the internal quality assurance is, there is a nervous anticipation in the approach of most leaders to the external holding to account. Under our latest framework, some leaders may breathe more easily as the need to cut public expenditure has lead to targetting external quality assurance on schools that have not been deemed outstanding. Some headteachers have received a letter telling them that the phone call will not come. One of the issues of external inspection in the UK is the rhythm it imposes on change. Although the notice given by the phone call has been reduced to a few days or in some instnaces a few hours, the 3 year timescale in which all schools are inspected leads to an element of preparation and a expectation. The challenge for staff is to build internal systems that promote consistent performance and improvement and that are rigorous enough to incorporate external inspection without breaking stride. Leaders know their data and therefore can predict the outcome. Nothing should come as a surprise. The most successful schools embed evaluation and include all staff in looking at data. Teachers are aware of expectation and should have their own evaluation triangulated.

4. Quality Assurance and recruitment Personal statement
EXPECT TO ACHIEVE
Quality Assurance and recruitment
Personal statement
Qualifications/experience
Tests
Presentation
Interview
Criminal record check
Health check
However confident educational leaders are in the UK, they are concious of the phone call from OfSTED to state that they are about to be inspected. Howeber good the internal quality assurance is, there is a nervous anticipation in the approach of most leaders to the external holding to account. Under our latest framework, some leaders may breathe more easily as the need to cut public expenditure has lead to targetting external quality assurance on schools that have not been deemed outstanding. Some headteachers have received a letter telling them that the phone call will not come. One of the issues of external inspection in the UK is the rhythm it imposes on change. Although the notice given by the phone call has been reduced to a few days or in some instnaces a few hours, the 3 year timescale in which all schools are inspected leads to an element of preparation and a expectation. The challenge for staff is to build internal systems that promote consistent performance and improvement and that are rigorous enough to incorporate external inspection without breaking stride. Leaders know their data and therefore can predict the outcome. Nothing should come as a surprise. The most successful schools embed evaluation and include all staff in looking at data. Teachers are aware of expectation and should have their own evaluation triangulated.

5. Quality assuring teaching and learning in school
EXPECT TO ACHIEVE
Quality assuring teaching and learning in school
Making clear the link between external and internal quality control
Outcomes of external quality assurance are dependent partly on the rigour of internal processes – Kristensen 2010 “Has External Quality Assurance Actually Improved Quality in Higher Education Over the Course of 20 Years of the 'Quality Revolution'?” in Quality in Higher Education July 2010
However confident educational leaders are in the UK, they are concious of the phone call from OfSTED to state that they are about to be inspected. Howeber good the internal quality assurance is, there is a nervous anticipation in the approach of most leaders to the external holding to account. Under our latest framework, some leaders may breathe more easily as the need to cut public expenditure has lead to targetting external quality assurance on schools that have not been deemed outstanding. Some headteachers have received a letter telling them that the phone call will not come. One of the issues of external inspection in the UK is the rhythm it imposes on change. Although the notice given by the phone call has been reduced to a few days or in some instnaces a few hours, the 3 year timescale in which all schools are inspected leads to an element of preparation and a expectation. The challenge for staff is to build internal systems that promote consistent performance and improvement and that are rigorous enough to incorporate external inspection without breaking stride. Leaders know their data and therefore can predict the outcome. Nothing should come as a surprise. The most successful schools embed evaluation and include all staff in looking at data. Teachers are aware of expectation and should have their own evaluation triangulated.

6. How do I know the quality of education in my school?
EXPECT TO ACHIEVE
Internal
How do I know the quality of education in my school?
Self evaluation- lesson observation s, data, asking children/parents, comparison of outcomes for whole school and key groups
Write the self-evaluation document
However confident educational leaders are in the UK, they are concious of the phone call from OfSTED to state that they are about to be inspected. Howeber good the internal quality assurance is, there is a nervous anticipation in the approach of most leaders to the external holding to account. Under our latest framework, some leaders may breathe more easily as the need to cut public expenditure has lead to targetting external quality assurance on schools that have not been deemed outstanding. Some headteachers have received a letter telling them that the phone call will not come. One of the issues of external inspection in the UK is the rhythm it imposes on change. Although the notice given by the phone call has been reduced to a few days or in some instnaces a few hours, the 3 year timescale in which all schools are inspected leads to an element of preparation and a expectation. The challenge for staff is to build internal systems that promote consistent performance and improvement and that are rigorous enough to incorporate external inspection without breaking stride. Leaders know their data and therefore can predict the outcome. Nothing should come as a surprise. The most successful schools embed evaluation and include all staff in looking at data. Teachers are aware of expectation and should have their own evaluation triangulated.

7. Waiting for the phone call
EXPECT TO ACHIEVE
External
Waiting for the phone call
Consistent performance, continuous improvement
Staff emotions
Awareness of rhythm of school year
However confident educational leaders are in the UK, they are concious of the phone call from OfSTED to state that they are about to be inspected. Howeber good the internal quality assurance is, there is a nervous anticipation in the approach of most leaders to the external holding to account. Under our latest framework, some leaders may breathe more easily as the need to cut public expenditure has lead to targetting external quality assurance on schools that have not been deemed outstanding. Some headteachers have received a letter telling them that the phone call will not come. One of the issues of external inspection in the UK is the rhythm it imposes on change. Although the notice given by the phone call has been reduced to a few days or in some instnaces a few hours, the 3 year timescale in which all schools are inspected leads to an element of preparation and a expectation. The challenge for staff is to build internal systems that promote consistent performance and improvement and that are rigorous enough to incorporate external inspection without breaking stride. Leaders know their data and therefore can predict the outcome. Nothing should come as a surprise. The most successful schools embed evaluation and include all staff in looking at data. Teachers are aware of expectation and should have their own evaluation triangulated.

8. What do we do with the information?
EXPECT TO ACHIEVE
What do we do with the information?
Quality assurance driving the change process.
Importance of organisational culture
Plowright 2007 Self-evaluation and OfSTED inspection- Developing an Integrative Model of School Improvement in Educational Management Administration & Leadership: SAGE