1. www.ednet.co LASH Residential Supporting Schools (Preparing for Ofsted) Jane Holmes Senior School Improvement Officer

2. www.ednet.co Session Overview Introduction Big Picture Concerns Influence Purpose and focus of actions Feedback

3. www.ednet.co Big Picture New Ofsted framework New curriculum New exams New assessment New Team Member Same leaders, same staff, same children!!

4. IMPACT OF CHANGE

5. www.ednet.co Activity On a post-its (one for each!), write all the things that are currently of concern to you, are impacting on your job as school leader, making it difficult or are barriers to improvement.(As many as you can, don’t over think, go with your gut, big or small, internal or external) Emerging themes?

6. Concern Vs influence Zone of concern

7. www.ednet.co Activity (con) Now decide which zone to place each of you post-its. Put them where they go.

8. www.ednet.co Ofsted 2015 concern V influence Few inspections and few reports. No pattern to identify. Individual experiences plus gossip and speculation. Extension to time frames. Possible backlog (HT sharing profiles and experiences at training) Difficult to predict if in “the window” “Assessment information” may not be data Structured and systematic approach to lines of enquiry and summary evidence base. Second phase of recruitment. Sign off Jan to April (2,063>1301>981>474)

9. www.ednet.co Informed Influence? Focus on aspects you can influence, that will clearly be an area of priority and have skill set to deliver. Attendance Good in a day Departmental leadership development Transition

10. www.ednet.co Why Attendance? Profile and priority raised in the new framework On-going issue in the city. Could be limiting for schools aiming for outstanding (affects all) Safeguarding. Regional Advisor

11. www.ednet.co How Attendance? Joint work with the EWS service manager for co- ordinated approach with school improvement focus. Network 25 th November, single agenda item “Data” “Deep dives” starting with priority school identified by 2015 data. (3 this half term to start, on-going) Quality Mark pilot (2 schools, development meeting) Development of CPD package to support QM modules.

12. www.ednet.co Why “Good in a Day?” New Section 8 1 day HMI led inspections for Good schools. Shorter time scale to present evidence, has to be in place and accessible. New challenge. Significant numbers of Liverpool schools have good judgement, but have experienced a dip in outcomes. So leadership case will need to be strong and convincing. Recent experience of school inspections of all remits.

13. www.ednet.co How “Good in a Day?” Discussion with HT about needs. Programme draft put together and to Principal officer. Supporting materials developed. Designed to be a menu of activities tailored to school. Priority schools, based on previous inspection dates and vulnerability. 1 school this half term.

14. www.ednet.co Why Departmental Leadership development? Middle leadership key driver for school improvement. Often an AFI at Ofsted. Identified by schools at challenge board and SIP visits. Core subject specialism, Ofsted experience and quick engagement in work with schools to start to gain respect of HT.

15. www.ednet.co How Departmental Leadership development Department Identified as priority by school and in outcomes. New or changed leadership roles. Planned to be a collaborative and developmental experience for the leadership of the department. 2 days process and report to SLT with clear actions. 2 this half term.

16. www.ednet.co Why Transition Speech of HMCI KS3 the wasted years. Most able Catch up funding New curriculum and assessment without levels.(Year 7 2016) Assessment commission report. Primary HT, SSIO and Improvement Lead.

17. www.ednet.co How Transition? Primary experience and resources. NCA tools and Raise Focus on academic transition. Ideas for discussion and feedback:  Quality mark?  Pilot project?  Minimum “standards” for Liverpool around evidence based best practice?  Focus on training and resources for all?

18. Next steps Express an interest in any of the packages covered. (some schools will be prioritised by need for some, but will try to offer to all over time.) Review resources and order if felt to support transition. Feedback on proposals and resources. Transition development feedback Anything else?

19. Links https://www.gov.uk/government/publications/flawed-inspections-ofsted-related-protocol https://www.gov.uk/government/speeches/hmcis-monthly-commentary-october-2015 https://www.gov.uk/government/publications/key-stage-3-the-wasted-years https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013 https://www.gov.uk/guidance/what-maintained-schools-must-publish-online https://www.gov.uk/government/publications/constitution-of-governing-bodies-of-maintained-schools#history http://www.clerktogovernors.co.uk/publication-of-governors-details-and-the-register-of-interests/ http://eastwickschools.uk/the-governing-body/ http://asfaonline.org/governors https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report https://www.gov.uk/government/collections/national-curriculum-assessments-2016-sample-materials https://www.raiseonline.org/documentlibrary/ViewDocumentLibrary.aspx