Presentation on theme: "David Taylor Formerly Director of Inspection, Ofsted"— Presentation transcript:
1 David Taylor Formerly Director of Inspection, Ofsted Quality Assurance through School Self-Evaluation: the role of External Review and InspectionDavid TaylorFormerly Director of Inspection, Ofsted
2 Structure of presentation Quality Assurance and Self-EvaluationWorking with schools on self-evaluation
3 Quality Assurance (QA) and School Self-Evaluation (SSE) Assurance and controlThe place of SSE in a QA system
4 What is school self-evaluation? Self-evaluation is the process by which a school is able to look critically at itself in order to improve further the quality of its provision and its performance.
5 SCHOOL SELF-EVALUATION: the 3-step process What are we going to do next?How do we know?How good is our school?Through self-evaluation, a school is asking questions of itself which probe thoroughly all aspects of quality.
6 Promoting School Improvement (1) Self-evaluation aims to promote school improvement by seeking:To inform improvement planningall staff are, or should be, involved in improvement planningimprovement planning must have standards of achievement, quality of teaching and quality of learning as high priorities;monitoring and evaluation are indispensable parts of the improvement planning cycle;schools need to integrate a programme of self-evaluation into their improvement planning.
7 Promoting School Improvement (2) Self-evaluation aims to promote school improvement by seeking:- To promote effective learning and raise standardsall pupils are learners and should take part in self-evaluation;good teachers are good learners; they continually ask questions of their own practice to improve provision;different people learn best in different ways;teachers need to know how their pupils learn best;school managers need to know what makes members of staff effective learners and therefore effective professionals;parents/carers and governors have a key role in supporting learning
8 Promoting School Improvement (3) Self-evaluation aims to promote school improvement by seeking:- To encourage a climate of professional trustself-evaluation is most effective when the process is transparent;everyone is part of the self-evaluation process; no-one hides behind status;positive outcomes for teachers and pupils are evident and people have faith in the process;good practice is celebrated in more than one way.
10 Improving schools’ self-evaluation Improved training in leadership and managementMore available dataGrowing use of external performance indicatorsEffective use of classroom observationUnderstanding how to carry out self-evaluation
11 Involving all staff in planning and self-evaluation Staff should:Understand the planning and evaluation processHave ownership of itFocus on pupils’ attainments and experiencesEngage in appropriate professional developmentReview their approaches to teaching and learning
12 Internal and external: complementary roles SSE: event or process?Which comes first?Frameworks and criteriaTraining and development
13 Working with schools on self-evaluation Preparing for self-evaluationData collection and data analysisUnderstanding how to evaluateCollecting evidenceSecuring trustSelf-evaluation and staff appraisal
14 Six ‘acid tests’ for effective SSE Is the SSE based on a good range of convincing evidence?Does the SSE identify the most important questions about how well the school serves its pupils?How well does the school compare with similar schools and use such comparative data?Does the SSE include the views of key groups, especially parents, pupils and wider community?Is SSE integrally linked to key management systems?Does SSE lead to action to achieve he school’s longer-term improvement goals?
15 A focus on learning outcomes (1) Taking responsibility for learningGood features:LearnersKnow their most effective ways of learningCan apply themselves to learning effectivelySustain concentrationAppreciate what they need to do to make progress
16 A focus on learning outcomes (2) LearnersPlan sensibly how they will achieve their learning goalsSeek appropriate help in working towards their goalsShow initiative and take responsibilityWork well without supervisionReview their progress and adjust their learning as necessary
17 A focus on learning outcomes (3) Taking responsibility for learningShortcomings:Learners:Have limited awareness of how they learn bestPlan inadequately to address deficienciesRely too much on others for assurance and supportAre easily distracted
18 A focus on learning outcomes (4) Learners:Do not work well without direct supervisionAre too compliant and passiveWork too slowlySeek the direction of the teacher too readilyAre uncertain about their own progress.
19 A focus on effective leadership action (1) Leadership has consistently been shown as the key factor in determining the success of a school.Leaders who seek to transform their schools tend to:Have self-knowledge and clarity about values and commitmentFocus on developing people, and empowering them to bring about a shared vision which produces good learning outcomes for pupilsBe found operating at all levels in the school, not just the senior management team
20 A focus on effective leadership action (2) Leaders who seek to transform their schools tend to:Encourage, manage and sustain school improvementManage the organisation well, respond to change effectively and welcome greater school autonomy and innovationEnsure that there is an unvarying focus on improving teaching and learning
21 A focus on effective leadership action (3): Take early, firm intervention to secure effective leadership and managementEstablish and implement systems to identify key priorities for improvement through effective data management, ie:Gathering, analysing and presenting data on pupils’ achievementUsing the data to identify good practiceSurveying the opinions of staff and studentsGaining the commitment of staff
22 A focus on effective leadership action (4): Focus on dealing with issues in a staged manner, with measures to ensure early success, eg:Developing pride and self-esteemTargeting specific under-performance, while developing long-term improvement strategiesImproving attendance, punctuality, uniform-wearing
23 A focus on effective leadership action (5): Focus on teaching and learning:Establishing a set of core behavioursRe-skilling teachers in their repertoire of teaching methodsImplementing a firm and consistent policy on behaviour (around the site as well as in classrooms)Supporting and building on models of excellent teachingEstablishing collaborative working as a way of improving teachers’ practice
24 A focus on effective leadership action (6) Introduce models of leadership and teaching quality:Building effective leadership teams throughout the schoolBringing in new staff with developing teaching skills (eg Advanced skills teachers)Coaching staff to develop their teaching skills
25 1. Characteristics of the School Context of school and learnersSchool aims
26 2. Views of Learners, Parents/Carers and other Stakeholders How are views gathered?What do they say about provision?How are findings shared?What action is taken?
27 3. Achievement and Standards What are the standards achieved? Are there significant trends?Are there any underachieving groups?How do you know?What action do you intend to take?
28 4. Personal development and well-being (‘Every Child Matters’ outcomes) Learners should :Be healthyBe safeEnjoy their learning and achieveMake a positive contribution to the communityBe prepared for the future and for their economic well-being
29 5. Quality of provision How effective are teaching and learning? Do the curriculum and other activities meet the needs and interests of learners?How well are learners cared for, guided and supported?
31 6. Leadership and Management How effectively do leaders and managers set a clear direction?How effective is performance monitoring?How well are equal opportunities and inclusion promoted?What is the adequacy of staffing, resources and accommodation?How effective are links with other providers and agencies?How effective are Governors?
32 7. Overall effectiveness and efficiency The extent of improvement since the previous inspection?Is there sufficient capacity for further improvement?What steps are being taken to improve provision?
33 Some key questions for discussion Suppose you were a person such as a ‘school improvement partner’, how would you set about working with a school on SSE?How does a school inspection/review gain evidence of the effectiveness of SSE?What should happen if the inspection/review disagrees strongly with the results of the SSE?How far should SSE go in incorporating the views of students, parents and the wider community?How should schools develop the skills of evaluating lessons and outcomes for students?
34 Some conclusionsInspection/review and SSE should complement each other and dovetail closely, using related:FrameworksCriteriaData sourcesEffective SSE has clear goals, clear evaluation of teaching and learning and of leadership and managementThe whole school community should be involved in SSEInspection has much to offer in developing and improving the quality of SSE.