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NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER.

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Presentation on theme: "NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER."— Presentation transcript:

1 NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER

2 Pat yourselves on the back! Statements of Attainment – OUT!Statements of Attainment – OUT! Formative and Summative Assessment – EXPLAINED!Formative and Summative Assessment – EXPLAINED! Assessment for Learning – INTEGRAL!Assessment for Learning – INTEGRAL!

3 …NOW PAT YOURSELF AGAIN! Real improvement in standards ONLY possible if it takes place at classroom level – PROVEN!Real improvement in standards ONLY possible if it takes place at classroom level – PROVEN!

4 THE ‘NEW’ REFORMS FIVE YEAR STRATEGY FOR CHILDREN & LEARNERS, including the New Relationship with SchoolsFIVE YEAR STRATEGY FOR CHILDREN & LEARNERS, including the New Relationship with Schools EVERY CHILD MATTERS andEVERY CHILD MATTERS and CHANGE FOR CHILDRENCHANGE FOR CHILDREN

5 Inspection Profile Single Conversation SIP Communication Data Self- evaluation NEW RELATIONSHIP WITH SCHOOLS

6 Inspection NEW RELATIONSHIP WITH SCHOOLS

7 Current system New system 6-10 weeks notice 2-5 days notice Large inspection teams visiting for around a week Small teams visiting for no more than 2 days 6 year interval 6 year interval maximum 3 year interval maximum 3 year interval Collection of a wealth of information - extensive use of lesson observation Focus on core systems and key outcomes - self-evaluation evidence at the heart of the inspection Inspections usually conducted by Registered Inspectors HMI leading many inspections and involved in all inspections Detailed reports Short, sharp reports with clearer recommendations for improvement Schools required to prepare a separate post-inspection action plan Schools feed their intended actions into the School Development Plan Various categories of schools causing concern – Special Measures, Serious weaknesses, Underachieving and Inadequate 6 th forms Rationalised system with two categories – Special Measures and Improvement Notice NEW RELATIONSHIP WITH SCHOOLS INSPECTION

8 Self- evaluation NEW RELATIONSHIP WITH SCHOOLS

9 NEW RELATIONSHIP WITH SCHOOLS SELF EVALUATION no single modelno single model new SEF; updated at least once p.a.new SEF; updated at least once p.a. simple guidelinessimple guidelines 1.focus on learning 2telling evidence 3.benchmarking against best comparable schools 4.involvement of whole school 5.integration with school systems – planning, pm, cpd 6.lead to action open market for other instrumentsopen market for other instruments

10 NEW RELATIONSHIP WITH SCHOOL SELF EVALUATION FORM How well do pupils achieve? How do you know? What are you doing to improve? How do you know? What are you doing to improve? How well are pupils’ personal qualities developed? How do you know? What are you doing to improve? How do you know? What are you doing to improve? What is the quality of provision? How do you know? What are you doing to improve ? How do you know? What are you doing to improve ? How good are leadership and management? How do you know? What are you doing to improve? How do you know? What are you doing to improve? How effective is the school overall? How do you know? What are you doing to improve? How do you know? What are you doing to improve?

11 Profile NEW RELATIONSHIP WITH SCHOOLS

12 NEW RELATIONSHIP WITH SCHOOLS School Profile Better information for parents - more accessibleBetter information for parents - more accessible Four page document, printed and on the web – standardised format for all schoolsFour page document, printed and on the web – standardised format for all schools Easy for schools to produce – a reduced burdenEasy for schools to produce – a reduced burden Statistical elements pre-populated by the DfESStatistical elements pre-populated by the DfES –Data on pupil achievement, value-added, attendance –Ofsted’s comments and ratings Narrative provided by the schoolNarrative provided by the school –Ethos and values, inclusion, links with wider community, curriculum breadth and depth, development priorities, response to Ofsted

13 How do we care for our pupils? [content written by the school] This section is for schools to describe how they promote pupils’ well-being, health, enjoyment and positive contribution to school life, and prepare them for the future. This could include information about out-of-hours support, links with health and social care, reflecting cultural and social diversity, and taking pupils’ views into consideration. How do we work with parents and the community? [content written by the school] This section is where the school can describe its links with the wider community to which it belongs. This could include the educational community, through partnerships and collaboration, or the wider social community, by encouraging parents and others to take part in the life of the school. What do pupils learn about? How do we work with parents and the community? What are our plans for the future? Ofsted’s view of our school How do we teach our pupils? How do we care for our pupils? SCHOOL PROFILE

14 SIP NEW RELATIONSHIP WITH SCHOOLS

15 School Improvement Partners in secondary schools:in secondary schools: –mainly experienced headteachers, working part time out of school or on secondment –others with senior education experience in primary schools, drawn from the range of professionals who are already supporting primary schoolsin primary schools, drawn from the range of professionals who are already supporting primary schools “critical friends”, skilled in diagnosis of schools’ needs, and in building schools’ capacity“critical friends”, skilled in diagnosis of schools’ needs, and in building schools’ capacity accountable to Local Education Authorityaccountable to Local Education Authority local and national back uplocal and national back up

16 NEW RELATIONSHIP WITH SCHOOLS Trials in 63 secondary schools in 6 LEASTrials in 63 secondary schools in 6 LEAS 28 SIPs28 SIPs –10 serving heads in their own LEAs –7 serving heads in other LEAs –5 former or seconded heads –8 LEA school improvement staff School Improvement Partners

17 Single Conversation NEW RELATIONSHIP WITH SCHOOLS

18 NEW RELATIONS WITH SCHOOLS The Single Conversation school self- evaluation benchmarking data national priorities local priorities inspection evidence Improvement Grant 1.Moderate the school’s self- evaluation 2.Agree priorities for future improvement 3.Agree targets 4.Sign off School Improvement Grant 5.Identify external support needed, 6.Start head-teacher’s performance appraisal school’s plan targets networks support InputsOutputs

19 Data NEW RELATIONSHIP WITH SCHOOLS

20 Principles (“the Protocol…..”): Collect once, use many timesCollect once, use many times Collection and sharing of data should be fully automatedCollection and sharing of data should be fully automated Value added must exceed burden of collectionValue added must exceed burden of collection Data must support personalised learning and school improvementData must support personalised learning and school improvement Specification: The 4 Common Basic Data Sets (CBDS): Pupil Adult School LEAThe 4 Common Basic Data Sets (CBDS): Pupil Adult School LEA Context: Suppliers agree to meet common standards enabling data exchangeSuppliers agree to meet common standards enabling data exchange Minimum specification for hardware and connection to internetMinimum specification for hardware and connection to internet Secure exchange of data between schools and LEAsSecure exchange of data between schools and LEAs NEW RELATIONSHIP WITH SCHOOLS Data collection from schools By 2006: core CBDS held at all four levels - Pupil Adult School LEA Annual School Census extended from Pupil Level (PLASC) to A, S and L single annual programme of data collection with published timetable most other surveys requiring data regularly from all schools dropped data managed and shared through a coherent set of databases

21 Communication NEW RELATIONSHIP WITH SCHOOLS

22 NEW RELATIONSHIP WITH SCHOOLS Online Ordering Online ordering service integrated with telephone, fax and serviceOnline ordering service integrated with telephone, fax and service –Anyone can browse, search, order or download a document It replaces the monthly “Batch” by Dec 2004It replaces the monthly “Batch” by Dec 2004 –Introduces an notification service to schools and heads –Enables role based marketing to teachers and other registered users –Provides an electronic version of Spectrum –Includes management summaries for head teachers with key actions Fully integrated with PrologFully integrated with Prolog –A single view of orders whether placed via telephone or web –Displays the availability of stock

23 NEW RELATIONSHIP WITH SCHOOLS : KEY ELEMENTS 1.An intelligent accountability framework On-going school self-evaluation sharper edged, lighter touch inspection annual school profile 2.Simplified school improvement process single conversation on school targets, priorities, support school improvement partner for every secondary school single process of self-evaluation and planning to satisfy external demands simplified DfES programmes and monitoring 3.Improved data and information systems online ordering system for all DfES documents central data demands aligned, so that data is collected once, used many times pre-populated school profile supplementing performance tables, replacing statutory annual report

24 SIPs in place in 58 Trial Schools 1st tranche of LEAs go-live 2nd tranche of LEAs go-live 3rd tranche of LEAs go-live “Dedicated Schools Budget” - Live Ofsted - new Inspection Framework Live Inspections commence under new arrangements School Profile live in all schools autumnspringsummerautumnspringsummer TRIALS YEAR (2004/05)ROLLOUT YEAR (2005/06) NEW RELATIONSHIP WITH SCHOOLS – HEADLINE TIMETABLE

25 NEW RELATIONSHIP WITH SCHOOLS IMPLICATIONS heads leading reformheads leading reform national training, accreditation, networking of SIPsnational training, accreditation, networking of SIPs support better tailored to schools’ improvement prioritiessupport better tailored to schools’ improvement priorities clearer segmentation of schoolsclearer segmentation of schools

26 NEW RELATIONSHIP WITH SCHOOLS POTENTIAL CLASHES 1.Autonomy of school v needs of Ministers and DCSs 2.Few indicators v many groups of at-risk children 3.Outcomes v process 4.Bespoke agendas for schools v national drives on “issues” 5.Change blight 6.Out of school children v schools’ priorities

27 NEW RELATIONSHIP WITH SCHOOLS POTENTIAL REINFORCEMENT FOR ECM inspection that focuses on key systemsinspection that focuses on key systems self-evaluation that focuses on every childself-evaluation that focuses on every child profile that encourages schools to describe achievement, enjoyment, wellbeing, personal developmentprofile that encourages schools to describe achievement, enjoyment, wellbeing, personal development SIPs who can carry national and local (Children’s Trusts) prioritiesSIPs who can carry national and local (Children’s Trusts) priorities scope via SIPs and National Strategies to tailor challenge/support precisely and vice versa ….scope via SIPs and National Strategies to tailor challenge/support precisely and vice versa …. external help to “personalise the learning”external help to “personalise the learning” better targeting on needbetter targeting on need

28 NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER


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