1. Facilitators - Stephanie Davies, WMnet Steve Pincher, Birmingham LA Geoff Turrell, Athena EAZ Using the Becta Self Review Framework for school improvement Course organiser:

2. The course objectives are to: 1.develop greater understanding of the self-review framework as a school improvement tool 2.greater understanding of the self-review process, interpretation of level descriptions and what makes a good commentary 3.show how self-review can be used as part of change management 4.use self-review to identify areas of further development and support Using the Becta Self Review Framework for school improvement

3. Programme - morning 9:30 am – Welcome and introduction to course 9:35 am – The impact of ICT 9:50 am – The future of ICT 10:05 am – Activity One Needs, wants and wishes 10:30 am – Looking at the SRF 10:40 am –Tea / Coffee break 10:55 am – Activity Two Element 3, Learning & Teaching 11:25 am–Approaches to the SRF in your school 11:35 am –Finding your way with the SRF - video 12:10 am –Activity 3 – So-so analysis 12:30 pm–Lunch

4. Programme - afternoon 1:15 am –Activity 4 - Element 3 Aspirations 1:50 pm –Self review commentary 2:05 pm – Activity 5 - Looking at commentary 2:15 pm– Coffee break 2:30 pm – Activity 6 - Exemplars 2:45 pm – The ICT Mark assessment and accreditation 2:55 pm – Activity 7 Top level ‘Where to next’ analysis 3:10 pm– Next steps and close of course Evaluation forms completed 3:25 pm– www / ebi / evaluation 3:35 pm– End of day

5. What is the impact of technology on schools?

6. Evidence of impact Some subject results improve by half a grade as a result of pupil use of technology for subject learning. ImpaCT2 (2003) Gains equivalent to a term ’ s progress in KS2 English and KS3 science. In GCSE Science the gains represented over 50,000 pupils moving from grade D to C. In GCSE Design and Technology – 10,000 pupils moving from D to C. Broadband evaluation (2005) Schools making good use of connectivity demonstrated better improvement than other schools in five or more A*-Cs at GCSE – on average a 4.4% increase in the year following the implementation of broadband.

7. Evidence of impact ICT Test Bed final report 2006 Underperforming schools that develop their e-maturity improve results at a faster rate than other institutions. Significant improvement in percentage of five or more A*-Cs and five or more A*-Cs including Maths and English GCSEs relative to comparators. The ICT Test Bed project evaluation included and involved practitioners in action research.

8. Ofsted success for ICT Mark schools Schools accredited with the ICT Mark are considerably more likely to be rated ‘outstanding’ in all five measures. Four times more likely to be rated as ‘outstanding’ in the overall effectiveness of the school category (ICT Mark schools: 40%, national primary: 9%, national secondary: 10%) Three times more likely to be rated as ‘outstanding’ in the Achievement and standards category (ICT Mark schools: 31%, national primary: 8%, national secondary: 9%) Three times more likely to be rated as ‘outstanding’ in the Leadership and management category ( ICT Mark schools: 42%, national primary: 11%, national secondary: 12%) Four times more likely to be rated as ‘outstanding’ in the Teaching and learning category (ICT Mark schools: 29%, national primary: 7%, national secondary: 5%)

9. Ofsted reports on ICT Mark schools The large majority of Ofsted reports on ICT Mark schools contain positive comments in relation to a number of ICT areas, including: Use of interactive whiteboards; Development of pupils ICT skills; The use of ICT to raise attainment; Investment and level of ICT resources; Planning, assessment and pupil profiling using ICT; Teachers ICT skills; ICT raising pupil confidence; and ICT leading to involvement in community events.

10. Example quotes from Ofsted reports “The considerable investment in ICT, including whiteboards in every classroom, and a good number of computers and other technology, has had an outstanding impact on pupils’ progress.” “The use of information and communication technology and the provision of tasks relevant to children's ages and interest have helped those who were reluctant to write to achieve well.” “Standards in information and communication technology (ICT) are exceptionally high. Pupils become very confident and independent in using technology in a wide variety of contexts.” “The school has sought to meet local needs by joining a programme to provide families with computers to help pupils’ with their homework. This useful initiative is strongly supported by parents, who can see portfolios of the children’s work in all subjects via the internet.” “The use of computers to assist learning is excellent and students extend their work using the school’s independent learning network which provides homework tasks as well as additional information.”

11. Learners of the future –today…

12. ReinforceTransform Maturity and effectiveness Developing Implementing Strategic Systematic Mature Harnessing technology to enhance education Application of technology School improvement Every Child Matters Schools work on this……… to get this….. by harnessing technology Enhance Self-review framework

13. ReinforceTransform Maturity and effectiveness Developing Implementing Strategic Systematic Mature Harnessing technology to enhance education Application of technology School improvement Every Child Matters Schools work on this……… to get this….. by harnessing technology Enhance Self-review framework

17. The merging of two environments? Virtual MIS e-portfolio learning platform content communities personalised space communication Built teaching hall s resources staff storage dining toilets circulation plant walls kitchen social admin personal

18. Built teaching hall s resources staff storage dining toilets circulation plant walls kitchen Virtual MIS e-portfolio learning platform content communities personalised space communication social admin personal ? The merging of two environments?

19. The self-review framework supporting change and improvement

20. ? ? ? ? ? ? Self-review and complex change Frustration Slow Change Confusion False Starts Anxiety Vision Skills Incentives Resources Action Plans Evaluation Adapted from: Ambrose: Managing Complex Change; 1987 Thousand and Villa; 2002 Vision Incentives Resources Action Plans Evaluation VisionSkillsResourcesAction PlansEvaluation Vision Skills Incentives Action Plans Evaluation Vision SkillsIncentives Resources Evaluation Uncertainty SkillsIncentivesResourcesAction PlansEvaluation Action Plans Resources Skills Vision Incentives The self-review framework has been developed to help schools evaluate and remove uncertainty

21. ReinforceTransform Maturity and effectiveness Developing Implementing Strategic Systematic Mature Harnessing technology to enhance education Application of technology School improvement Every Child Matters Schools work on this……… to get this….. by harnessing technology Enhance Self-review framework

22. What impact have initiatives had? The gap between the best and the worst is unacceptably wide and increasing. In the most outstanding examples, ICT is starting to have a pervasive impact on the way teachers teach and children learn. As yet the government’s aim for ICT to become embedded in the work of schools is a reality in only a small minority of schools.

23. Maturity and effectiveness Understanding and confidence through self-review Schools evaluate their progression…. Self-review framework All good schools should be here Some schools will be here Where are you? Working on effective use of technology Getting school improvement Developing Implementing Strategic Systematic Mature 15% - 20%

24. Concentrating on outcomes for learners greater choice and opportunity for learning learners to be better motivated, involved and engaged in their learning to help every child, young person and adult learner to have even greater success and achievement learning to be more exciting, relevant and fun and we want learning online to be safe and secure “…take the discussion out of the technology world and place it firmly in the world of learners and learning”

25. Self-review framework A jointly developed framework of standards describing progression through a model of institutional maturity in the use of ICT. ICT Mark An agreed set of standards, within the self- review framework, indicating that technology is being harnessed effectively and efficiently.

26. Actions supported by the leadership team determine improvement outcomes..rather than actions changing the learning environment. Schools tend to focus actions on staff and equipment…. The 8 self-review elements working together Impact on the Learner The curriculum Extending opportunities for learning Learning and teaching Assessment Leadership and management Professional development (People resource) Resources

27. The Self-review framework and Every Child Matters. Be Healthy Element 5. Professional Development Element 6. Resources Be Safe Enjoy & Achieve Positive Contribution Economic Well-being Element 1. Leadership and Management Element 2. The Curriculum Element 7. Extending Learning Opportunities Element 4. Assessment Element 3. Learning and Teaching Element 8. Impact on Pupil Outcomes

28. Take for example Access Access is available to all appropriate users – anytime ? – anywhere ? – with any device ? Fundamental (need) Added Value (want) Excellence (wish) What does this look like to a learner, teacher and other groups of stakeholders?

29. Activity 1 Needs, Wants and Wishes Look at each of the eight elements of the Self Review Framework and indicate for each: What would you need, want or wish each one? Think outside the box - your big ideas for education in your school (not necessarily ICT). How will this involve technology?

30. Self-review - people planning improvement Review practice not technology Focus on evaluating whole school improvement not auditing technology implementation Review your actions and progress as well as practice Use review to establish a consensus involving: –All staff –Pupils' views and insights –Other stakeholders

31. http://matrix.ncsl.org.uk

40. 1.Do you have a whole school plan for the use of ICT across the curriculum? Is it being implemented / followed? Is it appropriate? Does it include differentiation? 2.What about the use of ICT to support teaching? What contribution does it make? Element 3 Learning and Teaching

41. 3.Are pupils encouraged to use ICT independently? 4.Are ICT resources available to pupils on a flexible basis? 5.Do pupils have opportunities to talk about their use of ICT? 6.Who identifies what ICT should be used across the curriculum? 7.How is evidence of attainment collected and shared between classes and other schools? 8.Are teachers encouraged to identify and try out new approaches? Element 3Learning and Teaching

42. Activity 2 First pass of Element 3: Learning and teaching Look at element 3 ‘learning and teaching’ - Where are you? (20 minutes)

43. Thinking about activity 2 In which areas do you need to engage the wider staff and school to use the SRF effectively for school improvement? How might you approach self review in your school?

44. Starting points for self-review What are the current challenges and changes facing the schools you work with or support?

45. Starting points for self-review Raising achievement Procurement Total cost of ownership Building Schools for the Future Computers for Pupils Learning Platforms Managed learning environments E-safety Engaging parents Truancy Workforce development Curriculum development 14-19 agenda Every Child Matters Personalising learning Behaviour Recruitment Could progress and improvement be made in any of these areas without a review of how technology is being used and harnessed?

46. What is it all about? “The self-review framework isn’t just about ICT and, interestingly, that is a key factor of its success. It focuses the mind on the whole spectrum of school development.” Steve Gater – Headteacher, Walker Technology College, Newcastle

47. Self-review benefits and outcomes Where are you in your whole school improvement and ICT development How does your school compare with others What are your schools aspirations What does good look like in your school How will your school progress further What actions will your school leaders prioritise Where might your school need support

48. A few possible approaches to self-review One lead person reviews all elements The leadership team reviews and completes the framework School staff work in teams to complete each element All staff work together to review an element The leadership team or staff teams provide feedback to all staff The person feeds back to the leadership team Views of all staff, pupils, governors and community are obtained through discussion, contributions are made to the review commentary and a consensus is reached on the levels achieved All staff contribute to discussion and form a consensus Staff work together on each element in turn All staff work on identifying the actions that need to be taken to progress to higher levels of maturity. Responsibilities and accountabilities are agreed with the leadership team and actions become part of the school improvement plan

49. a school might find many different ways for using the self- review framework from looking across all the elements, as part of an audit or assessment of where they are, to focussing on particular aspects of particular elements. However, whatever a single schools approach is to self- review there may be advantages to sharing resources, procurement or development with other schools.

50. Watch the video Watch the video and think about how you would implement the self-review framework in your school. Finding your way with the self-review framework This is a DVD produced to help schools find their way through the self-review framework. It comprises an introduction, providing an overview of the framework and the benefits of using the online tool, and six filmed case studies of schools who have successfully engaged with the self-review framework.

51. Approach to self-review and complex change What will be the approach to self-review in your school Who will be involved in reviewing each element and deciding on actions Identify the benefits and outcomes your school and staff want from the process What time and resources are required for your approach to review What actions need to be taken to make the review successful Decide how often actions and progress will be evaluated Confusion Frustration Slow Change False Starts Anxiety Uncertainty Skills Incentives Resources Action Plans Evaluation Vision Adapted from: Ambrose: Managing Complex Change; 1987 Thousand and Villa; 2002

52. Since the launch …. Over 9000 schools using the framework Interesting patterns of use emerging Most used element: Leadership and Management Most used on Mondays but also used Sundays! Peak time 3:00 – 4:00 pm What do teachers do after the pupils have gone home?

53. The self-review process … “The process has been very extensive and comprehensive, enabling both ICT leaders and subject leaders to engage with, and reflect upon, all aspects of ICT.” Balwant Baines – Head of Student Achievement, Westwood School “Much of the process was about confirming and celebrating strengths and highlighting areas for development.” Steve Gator – Headteacher, Walker Technology College “It has generated discussions within the leadership team which was very healthy and allowed us to reach a decision about where we are” Gina O’Connor – Headteacher, Walker Technology College

54. The self-review framework and Ofsted ’ s SEF Achievement and standards Personal development and well-being The quality of provision Leadership and management Overall effectiveness and efficiency SRF SEF Leadership and Vision Curriculum Teaching and learning Assessment Professional Development Resources Extended learning Impact on pupil outcomes

55. Changes to the SEF that recognise the role of ICT The revisions to SEFs include the following: 3a – the extent to which information and communication technology (ICT) capability and other key skills enable learners to improve the quality of their work and make progress. 4b – the extent to which learners adopt safe and responsible practices in using new technologies, including the Internet. 4e – through the development of literacy, numeracy, information and communication technology, enterprise capability, economic and business understanding and financial capability.

56. Getting everyone involved There are a number of tools you can use to get even the reluctant to take part in the review, visioning and action planning processes

58. Brown paper and post-its Give everyone post-its and fat pens Frees people from feeling intimidated Everyone’s contribution valued equally

59. Five whys Allows you to identify problems and issues at a deeper level e.g. why are the video cameras not used? Also useful to identify what you want from a change e.g. why do we need a V.L.E.?

60. Five whys

61. So-So Analysis Teachers’ planning, use and evaluation Learning with ICT Leadership of learning & teaching What’s working? What’s So-So? Challenges

62. Prioritisation tool

63. Activity 3 So-So analysis Thinking about your school, quickly jot down the areas within the three strands that you think are: Working well So-So Challenges

64. Some things to think about….

65. E-safety – a key aspect (1c-4) 1.Now part of the SEF and a requirements for all schools 2.Policies and practice should be about security and safety 3.Leadership and management should reflect policies and practice 4.With onset of extended schools policies and procedures should reflect adult and community use. 5.Becoming more the responsibility of the school to engage parents in the e-safety agenda through policies and discussions 6.Many schools are looking towards monitoring network activity by the use of ‘forensic type’ software 7.School policies should be looking at dealing with cyber bullying as well as security issues. Dcsf guidelines available on 25th September 2007. The soft content review will address some of these emerging issues and guidance will be updated.

66. Leadership, vision and organisational management ( key aspects 1a-1; 1b-3; 1b-6; 1c-4; 3c-1; 5a-3; 6a-2; 6b-2) Is ICT embedded in the school vision and consistent with wider aims and aspirations? Is there an agreed whole school approach to the use of ICT in learning and teaching? Are there sustainable strategies, actions and professional development involving all staff? Are there clear and understood policies for e-safety? Is there an understanding of the access and equity issues for extending learning beyond the school?

67. Provision; quality and range of ICT use (key aspects 2a-2; 4a-1; 3a-2; 5b-1; 6b-3; 7a-1; 7b-2) How is pupil ICT capability assessed and recorded across the school? Is the use of ICT systematically planned across all subjects? How has technology been used to meet the needs of pupils with special needs? Where has ICT been used to reflect the schools vision? How has ICT been used to engage parents with communication? How is effective technical support provided?

68. Demonstrating impact on learning and teaching (key aspects 3a-6; 3b -3; 3c-4; 2b-1; 4a -2; 7a-2; 8a-2; 8c-1) Where does the school believe ICT has had the greatest impact? How is effective practice evaluated and shared by staff? What areas of development have the school identified? Does the school have information that demonstrates that disadvantaged pupils make progress in ICT? Are pupils aware of key issues in using web-based information and resources?

69. Vision and aspirations What are you aspirations for how technology might be used to support wider school aims and learning environment. Pedagogy and teaching strategies Curriculum development Assessment for learning Extending opportunities for learning Parental engagement

70. Activity 4 Your aspirations Revisit element 3 (Activity 2) – You can choose one strand from element 3 or look across them all. What level do you aspire to in each aspect? Use the results from activity 1 (needs wants and wishes) to inform your choices. What evidence would you hope to have in place in three years time? Share your aspirations with other group on your table

71. Turning a vision into reality subjective objective needwant brief / output spec wish vision statements Educational vision

72. ICT Quality Indicators FUNCTIONALITY IMPACT BUILD QUALITY Design Quality Indicators ICT Quality Indicators Access Integrated digital environments Use Learners Workforce Parents Community Character & innovation Performance Scalability Environmental Sustainability Interoperability

73. Functionality Impact Build Quality Funding Specification led by vision not funding Specifications Technology accounts for about 10% of the funding for new buildings but funding is a constraint. If specifications are closer to your ICT Quality Indicators then you are more likely to achieve your vision.

74. Self Review Commentary

75. Sources of self-review commentary Planning documents Data and analysis Discussions Observations Schools tend to focus on documentation and data

76. Commentary - improvement across all elements Example - 7a-2 Element 7 – Resources Strand a) – Provision Aspect 2 – Sufficiency of provision L3 Might link to learning and teaching (element 3) commentary L2 Commentary might also describe improvement and link to impact on pupil outcomes (element 8) There are enough ICT resources to make a contribution to the current practice in learning, teaching and school organisation. L3 The school is well equipped with a good range of ICT resources and these are sufficient to make a significant impact on learning, teaching and school organisation. L2

77. Activity 5 Looking at commentary Look at commentary exemplar Does the commentary indicate that the recorded level has been achieved? Does the commentary reveal areas for further development?

78. Reflecting on Activity 5 what are the features of a good commentary? –It is important to maintain or seek an objective view

79. Exemplars

82. Activity 6 Looking at exemplars The exemplars are ‘Key aspects’ identified by Becta and its partners. Exemplars provide illustrations of the sorts of practice you might find in a school at different levels within the framework. Review the real exemplar provided for one aspect from element 3, ‘Ongoing critical evaluation’ From your group experiences write a different exemplar for a level of your choice.

83. The ICT Mark

84. Why a framework and accreditation? Within Building Schools for the Future (BSF) alone over £5 billion pounds will be spent on technology. After staffing, technology is the second greatest area of ongoing expenditure that a school has. How do parents and carers know that your school gives value for money? 1.How much does your school spend a year on technology? 2.How do you demonstrate the value they are getting from this investment? The ICT Mark shows that a school makes strategic investment in technology.

85. Why be assessed? The self-review process allows all schools to identify where they believe they are but we know that some schools undervalue or overvalue themselves… –Where is your school against nationally agreed benchmarks? –Does your school really know your areas of strength and weakness compared to others? –Do you know which areas of investment and development will have the greatest impact? –Can your school be confident that technology really is being used effectively by all? An ICT Mark assessment by an objective, experienced and accredited ICT Mark assessor would help provide your school with answers to these questions. The assessment feedback is of value whether your school achieves the ICT Mark standard or not.(How much would it cost for a consultant to do the same analysis and provide feedback?)

86. What ’ s in it for your school? Confidence in your self-review processes through external validation. Celebrating achievement and commitment of all staff with: certificates, badges, promotion, press releases, Becta website, etc. External recognition of whole school success with: pupils, parents, staff, governors, community, etc. A quality accreditation that is recognised by other national schemes and initiatives. Host schools – The ICT Mark is part of the quality assurance process for schools offering hosting services for professional development courses. ICT Register – The ICT Mark can be used to apply for the ICT Register of schools providing services. ICT Excellence Awards–Schools being assessed for the ICT Mark may be considered for the prestigious ICT Excellence Awards A body of independently assessed evidence that will help your school through inspection processes.

87. Activity 7 Top level review - where to go next? Look at cut down version of all eight elements, using the poster. 1.Complete a ‘top level’ analysis of your school’s status for all strands. 2.Identify any areas or strands where there are areas for development. 3.Identify which element your school might review first.

88. General advice Use the Self-review Framework to identify areas of development and actions that will lead to school improvement. –Where are you? –Where are you going? –How will you get there? –How will you know you are going the right way? Find out what support for the self-review framework and ICT Mark is available through your local authority or support provider.

89. What help is out there?

91. Advice and guidance Using technology safely in schools: an essential guide Impact of ICT in schools: a landscape review What is the self-review framework? Ways to use the self- review framework Making a difference with technology for learning: evidence for school leaders

92. “… of this process I hope the pupils actually have a better chance to use ICT because the adults understand it better themselves” Rob Hazelgrove - Headteacher, St Loys Primary School By the end …

93. Homework! Consider one element of the Self review Framework with other members of your staff. A good starting point might be element 1 (Leadership & Management), which could be considered by the whole senior leadership team.

94. www.wmnet.org.uk/go/srf

95. Date of future training event Thursday 1 st November, Sandwell TDC Further similar training opportunities are planned for the spring term. Details will appear on the WMnet Self review pages. www.wmnet.org.uk/go/srf

96. Objectives of course - review The course aims were to: 1.develop greater understanding of the self-review framework as a school improvement tool 2.greater understanding of the self-review process, interpretation of level descriptions and what makes a good commentary 3.show how self-review can be used as part of change management 4.use self-review to identify areas of further development and support Have these aims been met? What do you need now? WWW / EBI Please complete evaluation forms.

97. Stephanie Davies stephanie.davies@wmnet.org.uk Steve Pincher stephen_J_pincher@birmingham.gov.uk Supporting the use of the Becta Self Review Framework in Schools Contacts

98. WWW / EBI