1. Section 48
Welcome

2. New National System in operation from Easter 2018 in our Diocese
Section 48 inspections take place under section 48 of the Education act and also Canon law (Mainly )
New National System in operation from Easter 2018 in our Diocese

3. The framework is changing
At present
New framework
Outcomes with regard to Catholic Life
Provision (includes RE and Prayer Life)
Leadership (includes RE and Prayer Life)
Catholic Life (Includes provision and leadership)
Religious Education (Includes provision and leadership)
Prayer Life of school (Includes provision and leadership)

4. Reasons for changes RE Repetition Leadership throughout all areas
Sixth form Colleges
Move towards a more unified framework

5. As always Canon Law applies:
803: Formation and education in a Catholic school must be based on the principles of Catholic doctrine, -whole curriculum has to reflect the distinctive nature of the school
806: Those who are in charge of Catholic schools are to ensure, under the supervision of the local Ordinary, that the formation given in them is, in its academic standards, at least as outstanding as that in other schools in the area- -general results matter

6. Unique to our Diocese
A Future Full of Hope
Chaplaincy
Partnership

7. There are still descriptor paragraphs for each grade in each category but these are examples only. They are not meant to be definitive or exhaustive

8. Catholic Life
The extent to which pupils contribute to and benefit from the Catholic Life of the school
The quality of provision for the Catholic Life of the school
How well leaders and governors promote, monitor and evaluate the provision of the Catholic Life of the School

9. Charity work/common Good Pupil Leadership and voice
The extent to which pupils contribute to and benefit from the Catholic Life of the school
Empathy
Behaviour
Belonging
Charity work/common Good
Chaplaincy
Pastoral Care
PSHE
Pupil Leadership and voice

10. The quality of provision for the Catholic Life of the school
The school’s mission statement;
the extent to which the school makes its Catholic identity and ethos explicit through the learning environment, chaplaincy and community cohesion;
the quality of the pastoral care shown to all members of the community, both pupils and staff;
the extent to which the school promotes standards of behaviour that reflect Gospel values and how effectively it develops positive relationships between all members of the school community;
the quality of Personal, Social, Health and Economic education (PSHE), Relationships and Sex Education (RSE) and Spiritual and Moral education.

11. How well leaders and governors promote, monitor and evaluate the provision for the Catholic Life of the school
the extent to which leaders offer models of good practice as leaders of Catholic Life.
how well leaders and governors implement improvement in respect of the Catholic Life of the school; (based on their monitoring and evaluation)
how well leaders and governors ensure that the whole curriculum contributes to pupils’ spiritual, moral, and vocational development. (this will include things like: The Environment, chaplaincy, PSHE)
How well Leaders and governors implement the Diocesan Pastoral Vision for the Diocese and its strategy for schools.

12. Overarching Questions for Leadership
What do you know?
How do you know what everyone else know?
How do you communicate your vision and model it?
How do you evaluate practice?

13. Religious Education
How well pupils achieve and enjoy their learning in RE
The quality of teaching, learning and assessment
How well Leaders and governors promote, monitor and evaluate the provision for RE

14. Engagement/enthusiasm
How well pupils achieve and enjoy their learning in RE
Engagement/enthusiasm
Behaviour
Progress
Challenge
Know how to improve
Fulfil Outcomes of RE

15. The quality of teaching, learning and assessment
Teacher knowledge
Teaching techniques used effectively (questioning for example)
Effective use of resources
Expectations/Feedback etc
Planning linked to assessment

16. Use of data and the accuracy and impact of this.
How well Leaders and governors promote, monitor and evaluate the provision for RE
Bishops’ Conference requirements (All of them! – time/key posts/curriculum directives including need to teach other faiths )
Use of data and the accuracy and impact of this.
Effective subject leader (How do you know?)
Evidence of effective monitoring, evaluation and impact of planning linked to these
Engagement with diocese

17. On the other hand!
Maybe Not Like This!

18. Prayer life of School
How well pupils respond to, and participate in, the prayer life of the school
The quality of provision
How well leaders and governors promote, monitor and evaluate the provision for the prayer life of the school

19. Engagement/understanding Voluntary activities
How well pupils respond to, and participate in, the prayer life of the school
Pupil Leadership
That it is Prayer!
Engagement/understanding
Voluntary activities
Effects (Transformation/spiritual & moral)

20. The quality of provision
Central to life of school – given priority (time/resources/)
Knowledge of staff /training of pupils
Planned opportunities to engage with community (Parents/carers, parish, diocese, other faith communities)
Planned to be inclusive
Planned opportunities to develop understanding of Catholic traditions

21. Leaders model good practice Training provided for staff (impact)
How well leaders and governors promote, monitor and evaluate the provision for the prayer life of the school
Promote, monitor, evaluate and understand the impact of what the school is doing
Leaders model good practice
Training provided for staff (impact)
Engage with diocese

22. Outstanding (1)
Each of the following must be at least Good and two must be Outstanding:
The Catholic Life of the school
Religious Education
The Prayer Life of the School
Good (2)
Each of the following must be at least Good:
Requires Improvement (3)
Each of the following must be at least Requires Improvement:
Inadequate (4)
The overall effectiveness of the school in providing Catholic education is likely to be Inadequate if any of the following are Inadequate: