1. The Netherlands Inspectorate of Education
INVOLVING THE UNINVOLVED: HOW ABOUT PUPILS at RISK in the DUTCH INSPECTION FRAMEWORK ?
Agnes Vosse
Miriam Baltussen
Ben de Goei
Fije Hooglandt
Piet van de Pol
September 28th
Haarlem – Carlton

2. The Netherlands Inspectorate of Education
Is it possible to identify Whether a mainstream school provides GOOD education for PUPILS at RISK with the Dutch FRAMEWORK? YES / NO
Agnes Vosse
Miriam Baltussen
Ben de Goei
Fije Hooglandt
Piet van de Pol
September 28th
Haarlem – Carlton

3. Dutch - Framework - Mainstream
The Netherlands Inspectorate of Education
Quality aspects 1. Outcomes 2. Curriculum 3. Learning Time 4. School climate/environment 5. Educational practice 6. Modified Provision 7. Pupils’ assessment and support 8. Additional provision/guidance 9. Quality Framework

4. Dutch - Framework - Mainstream
The Netherlands Inspectorate of Education
1. Outcomes 1.1 * The results of the pupils at the end of primary school are at least at the level that may be expected based on the characteristics of the pupil population * The results of the students for Dutch language and mathematics during the schoolperiod are at least at the level that may be expected based on the characteristics of the pupil population Pupils with special needs make progress according to their capacities.

5. Dutch - Framework - Mainstream
The Netherlands Inspectorate of Education
Quality aspects 1. Outcomes 2. Curriculum 3. Learning Time 4. School climate/environment 5. Educational practice 6. Modified Provision 7. Pupils’ assessment and support 8. Additional provision/guidance 9. Quality Framework

6. Quality Framework (Mainstream & Special Education)
The Netherlands Inspectorate of Education
Quality Framework (Mainstream & Special Education)
Outcomes
Is the school Outcome-oriented?
Does the school analyse the Outcomes?
Is the analysis on school level and classroom level?
The school is aware of the educational needs of its population?
Curriculum
Does the school offer extra language curriculum for pupils who need this?

7. Outcomes in Mainstream
The Netherlands Inspectorate of Education
Outcomes in Mainstream
Important factor of school quality
On each level: school, group, individual
Focus on Outcome-oriented approach of Inspectorate
Schools are also supposed to focus on gifted pupils (to prevent underachieving)
Annual risk analysis of all schools’ (based on outcomes)

8. RISK ANALYSIS in Mainstream Annual –continuing - procedure
The Netherlands Inspectorate of Education
RISK ANALYSIS in Mainstream Annual –continuing - procedure
Outcomes on school level with norms for risk
Primary detection based on the average school scores (compared to similar populations)
Annual risk analysis for outcomes at the end of school
Low results? (over a period of 3 years)  
Further investigation with outcomes during school (year 3, 4 & 5 = class 1, 2, 3)
Still/also a risk?   school visit

9. WHEN TO VISIT A SCHOOL in Mainstream
The Netherlands Inspectorate of Education
WHEN TO VISIT A SCHOOL in Mainstream
What type of visits:
Risk visit as a result of risk analysis
4-years visit
Special themes
Visits for Annual report
Final visit after school improvement process

10. School visit always includes (Mainstream)
The Netherlands Inspectorate of Education
School visit always includes (Mainstream)
Outcomes (inspection norms for results at the end and during the school period)
Pupils’ Assessment & Support / Provision (no norms for Pupils at Risk)
   How to judge if the school performs up
to standards for Pupils at Risk of Underachieving

11. PUPILS AT RISK (Mainstream)
The Netherlands Inspectorate of Education
PUPILS AT RISK (Mainstream)
If schools exclude pupils from the assessment at the
end of the school in year 8 ->
Outcomes indicator 1.4: ‘Pupils with special needs make progress according to their capacities’
Individual Educational Plan (IEP) requirements
School formulates realistic Progression Goals
School designs the Learning Path linked to an
Established Completion Level, related to an established Exit Destination
Does the school follow the progression, according to the goals
Do the pupils make progression as expected?

12. Dutch - Framework - Mainstream
The Netherlands Inspectorate of Education
JUDGING if the school performs satisfying for PUPILS at RISK of UNDERACHIEVING
Judging the indicator:
Norm: sufficient development in 80% (roughly)
Not always possible to judge (not sufficient tests moments for measuring progress
Individual progression (1.4) is NO NORM INDICATOR
Bottlenecks
The more IEP’s we see, the better we judge (sharper) (Especially in Primary and Special Education)
In other sectors the judgement is much milder
Interrater reliability between inspectors
Focus on ‘average outcomes’: don’t we overlook the schools that are weak for pupils at risk?

13. How about specific situations?
The Netherlands Inspectorate of Education
How about specific situations?
Example School ‘Horizon’
Indicator
1. Outcomes at the end & during school period (1.1 & 1.2)
sufficient
1. Pupils with special needs make progress according to their capacities (1.4)
insufficient
6. Modified Provision (in classroom) 4 indicators:
lesson content, instruction, processing task, learning time
7. Pupils’ assessment and support (Norm indicator):
* The school uses a comprehensive system of standardized
tools and procedures for monitoring the performance and
development of the pupils.
8. Additional provision/guidance (Norm indicator):
* The school provides the support in a systematic and planned
manner.

14. Other dilemmas (1) IEP’s – Inspectorates
The Netherlands Inspectorate of Education
Other dilemmas (1)
IEP’s – Inspectorates
For Inspection a legal document, for schools enormous workload
From 2012 progression goals are legally required, (indicator 1.4)
What about the feasibility of the plans?
Is the inspection able to assess the effectiveness of the additional provision?
Do we have a complete image of the support system?
Do we combine all relevant information to get the picture?
How about social risks like bullying or other unsafe stuations?

15. Other dilemmas (2) Schools Did the school assess the problems in time?
The Netherlands Inspectorate of Education
Other dilemmas (2)
Schools
Did the school assess the problems in time?
Does the school have enough expertise to give the support?
Does the school assess the effect of the support?
Are there criteria for success?
Is the support system embedded in the school system?
Are there criteria for the external chain of support?

16. CONCLUSIONS Pupils at risk in mainstream
The Netherlands Inspectorate of Education
CONCLUSIONS
Pupils at risk in mainstream
Outcomes and yearly risk-analysis (cognitive)
Inspection & school trend: outcome-oriented approach, at school level, but also group & individual level
All school visits (after risk-analysis) ánd 4-years-visit ánd theme visit: always judgements on provision included;
Provision is norm-indicator (but will not lead to a poor judgement for the school on its own)
Inspection has no criteria for outcomes for pupils at risk
Near future with new legislation: Passend Onderwijs  Zorgplicht (duty for providing Fitting Education for each child, also handicapped)

17. PUPILS AT RISK (Mainstream)
The Netherlands Inspectorate of Education
PUPILS AT RISK (Mainstream)
Do we identify whether a mainstream school provides GOOD education for PUPILS at RISK with the Dutch FRAMEWORK ?