1. National Association of Head Teachers’ Conference 28 February 2013 Inspection and Improvement: sharing in the inspection process Aims: To share with stakeholders the process and impact of inspection To examine the contributions of internal and external evaluation to school improvement To consider how the ongoing development of inspection reflects the needs of learners and schools.

2. 10.00 am – 11.00 am Role and purpose of inspection in promoting improvement Noelle Buick Intention into practice Gillian Boyd ETI Brendan Gillan Brookfield Special School Paula Jordan Sperrinview Special School Break 11.00 am - 11.20 am 11.20 am - 12.30 pm Together Towards ImprovementAchievement and Standards Brian Currie Leading for Improvement John Anderson Inspection and Improvement Karen Caulfield ETI Kay Rafferty St Rose’s Dominican College 12.30 pm - 12.45 pm Development of inspection Faustina Graham 12.45 pm - 1.00 pm Plenary and Questions

3. The Role of Inspection in Promoting Improvement Noelle Buick Chief Inspector Education and Training Inspectorate

4. The purpose of inspection is to promote the highest possible standards of learning, teaching and achievement throughout the education, training and youth sectors.

5. The ten principles which underpin ETI’s inspection process Inspection will:  promote improvement;  focus on the provision for learners and their achievements and standards;  take a user perspective;  be proportionate to risk;  encourage self-evaluation leading to improvement;  be evidence-based;  be transparent, sharing the criteria used for evaluation;  be open about the processes involved;  have regard to value for money; and  be continuously reviewed based on experience, post- inspection evaluations and feedback.

6. Intention into Practice case-study Gillian Boyd ETI Brendan Gillan Brookfield Special School Paula Jordan Associate Assessor Sperrinview Special School

7. Discussion questions What would you do as a Principal to support your staff towards inspection? Are there any additional ways ETI can support that work?

8. Achievements and Standards Brian Currie Managing Inspector Primary Education

9. Breadth of Evaluation Direct observation of learning and teaching; children’s and pupils’ books and e-folders; discussion with the children and pupils; school’s own internally-arranged assessment outcomes; staff and parent questionnaires discussions with teachers statutory assessment outcomes at KS 1, 2 and 3; GCSE and A level analysis.

10. Underpinned within “Together Towards Improvement” (TTI) Evaluate the extent to which children/pupils: make good progress and achieve full potential; achieve in line with benchmarked performance; are well-motivated, enthusiastic, involved in setting high expectations for their own success; acquire skills, knowledge and understanding systematically; attain good standards in literacy, numeracy and ICT within and across the curriculum; are able to apply their learning in range of contexts; acquire and develop dispositions, skills and capabilities for life-long learning; meet their full potential regardless of gender, social, ethnic, linguistic and educational background.

11. High Quality Learning through High Quality Teaching The key determinants of very good or outstanding teaching: the quality and extent of the children’s/pupils’ LEARNING; ALL children/pupils achieve as well as could be expected – addressing the individual need for all levels of ability; and Developing the capacity of the children/pupils to learn.

12. Leading for Improvement John Anderson Managing Inspector Post-Primary Education

13. The effectiveness of leadership and management in raising achievement and supporting all learners strategic leadership and clear direction from SLT and governors action to promote improvement at all levels through effective self-evaluation leading to improvement –in the quality of learning and teaching and –the standards attained by the learners the culture of self-evaluation at all levels curriculum planning; equality of opportunity and access the development and deployment of staff to meet the needs of all the learners management of links, partnerships and resources, including the budget

14. Preparing Principals to be effective leaders. ETI Review. 2009-2012

15. STRENGTHS principals with a clear vision for the future development of the school which is agreed and ‘bought into’ by all of the staff a vision, supported by appropriate strategies in a SDP, which is a working document contributed to by all, through a rigorous and regular review and self-evaluation process distributed leadership being practised to maximise and develop the expertise of the staff, hence building capacity for development and improvement across the school a relentless pursuit of high standards and achievements for all children through highly effective learning and teaching a robust, rigorous and well embedded processes and procedures for assessing and tracking all the progress of all of the children.

16. AREAS for IMPROVEMENT The school leaders, staff and governors need to: develop further the strategic leadership at all levels (in approximately one in four schools); in particular, at the middle management level improve the quality of evaluation to ensure it is rigorous and inclusive and leads to measurable and discernible improvements in learning and teaching improve the quality of the school development planning process (in one in three post-primary schools).

17. 17 Effective actions to promote improvement distinguish between: –an enabling action and –an outcome so what was the purpose of the action? use measurable success measures data asks questions – what are your answers? don’t just describe – evaluate and refer to the evidence –How do you know? causes and actions can be grouped report historically self-evaluation is yours: not ETI’s so, be open, frank, specific and precise

18. Inspection and Improvement case-study Karen Caulfield ETI Kay Rafferty Head of Mathematics St Rose’s Dominican College

19. Men's best successes come after their disappointments. Henry Ward Beecher

20. Standard Inspection of St Rose’s Dominican College April 2010 Overall Evaluation of Mathematics The quality of the provision for mathematics is inadequate.

21. Strengths the good relationships between the teachers and the pupils in the majority of the lessons observed; the enthusiasm and ability of the pupils to engage in learning and work collaboratively when given the opportunity; and the good start made to using quantitative data to track the progress of individual pupils.

22. Areas Requiring Improvement the need to improve the inadequate standards achieved by the pupils, particularly those in public examinations; the need to improve the provision for most pupils in mathematics by ensuring that the learning and teaching strategies are matched to their abilities, needs and interests; and

23. Areas Requiring Improvement (Cont’d) the need for the head of department to focus sharply on agreeing, monitoring and refining the departmental strategies required to effect improvement in the provision for, and the standards achieved in, mathematics.

24. What happened next? Interim follow-up inspection visits undertaken in January and in April 2011 On both visits, there was evidence of improving leadership, learning and teaching.

25. Follow-up Inspection March 2012 The quality of the provision for mathematics is very good. Significant improvements in: –leadership; –learning & teaching; and –standards.

26. Impact on GCSE mathematics outcomes (all pupils entered) 20092013 Predicted Difference A* - C11.0%34.4%+ 23.4% A* - D29.8%64.0%+34.2% A* - E45.2%92.2%+47.0%

27. Key actions which effected improvement Leadership Positive attitude and high aspirations of HoD Mentoring of HoD by a member of SLT and Principal Attendance of HoD at middle management courses Effective data collation and analysis to baseline pupils, set targets, track progress and identify underachievement at an early stage Continuous monitoring and evaluation of all aspects of the provision

28. Learning and Teaching Visits to see very good/outstanding practice in other schools Raised expectations of what the pupils could achieve Active learning and effective use of ICT Sharing of good practice through classroom visits and formal and informal discussion Consistent implementation of departmental policies Regular consultation with pupils on learning

29. Going forward HoD contributing to whole school improvement Happier teachers and pupils Improved attitude towards mathematics and raised levels of confidence amongst the pupils Improved achievements and standards Sharing the experience with other schools

30. It isn't where you came from; it's where you're going that counts.” (Ella Fitzgerald)

31. Discussion question What do you do currently – and what two things could you do, or do better, as a principal: to engage your SLT and MM purposefully in internal evaluation as a basis for improvement; so that inspection is used to better effect as a contribution to improvement in your school?

32. The Development of Inspection Faustina Graham Assistant Chief Inspector Schools’ Directorate

33. Continuous improvement of inspection taking account of education reform keeping accountability in balance with ETI’s long- standing improvement agenda working more collaboratively with schools keeping the School Development Plan central ensuring we work with the whole school, whilst sampling provision and practice keeping any administrative requirement on the school in proportion continuous improvement of reporting and writing.