1. Inset - St George's Primary, Bourton - Self Review Framework 16th May 2007 Ian Brewer

2. The National Perspective
The Background
The creation
The online tool
The national standard
What we do have is the compelling moral and business case – why would you not make this a priority and deprive learners of opportunity?
For all its excitement, the world of technology can be a daunting place.
It has its own language, its own enthusiasms.
We in Becta want to take the discussion out of the technology world and place it firmly in the world of learners and learning.
We want to concentrate on outcomes for learners
Our key audience is not the so-called ‘early adopters’, the vital enthusiasts who lead every phase of technological change. They are of course very important to us.
Our key audience is the great mass of school and college leaders who perhaps do not share the same knowledge and confidence, and tolerance when things don’t quite work, and have to make difficult judgements to make about the place of technology in a world of competing priorities for time and resources.
So we need a simple, more direct way of challenging and supporting our school leaders.

3. Where are we with ICT?
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.
Reasons for the need to use ICT in school improvement
Ofsted report shows ……
Need to emphasize the widening gap between those that do and those that don't
As yet the government’s aim for ICT to become embedded in the work of schools is a reality in only a small minority.

4. Achieving change - How far have we got?
Spectrum of e-enablement by schools type
Late adopters
Ambivalent
Enthusiastic
e-enabled
Sample size (N)
Primary schools 7%
44%
39%
10%
118
Secondary schools
11%
41%
34%
14% 85
Special schools
16%
35%
33% 43
All schools and colleges
13%
36%
40%
345
Considering the billions of £ invested in last 10 years small % of schools making best use of ICT
These figures 2004 but estimates now are still about max
Meaning 85% of schools are not using ICT effectively.. at November 2004
More optimistic now – 20% mark – see Becta research information
Source: DfES/PwC

5. Wouldn’t it be good to agree…
What ‘good’ looks like
in key areas of development
using a common language across partners
with a wider range of shared resources
illustrated with exemplars and case studies
with effective self-review tools
allowing clear progression
supporting action planning for the future
So – we need to have a frame on which to deal with the challenges
The ‘frame’ needs to be focused on the issues and approaches evidence and practice tells us will work
… and wouldn’t it be good if those 120+ who can legitimately offer ICT related advice into a school use a common language and frame…

6. Dimensions of change Vision Skills Incentives Resources Action Plans
Jacqueline S. Thousand & Richard A. Villa
Managing Complex Change; 2001
Vision
Skills
Incentives
Resources
Action Plans
Success
Skills
Incentives
Resources
Action Plans
Confusion
Vision
Incentives
Resources
Action Plans
Anxiety
Vision
Skills
Resources
Action Plans
Slow Change
Vision
Skills
Incentives
Action Plans
Frustration
Watch this slide build to understand more.
To make changes 5 things need to be in place, if one missing leads to pink results
Becta thought about how we can put all 5 bits in place
Vision needed for successful change
Skilled workforce otherwise get anxiety – reference whiteboards going in but no training leads to anxiety
Need incentives, teachers need to understand what’s in it for them and their pupils
Resources needed otherwise frustrations all recognise this from past when resources were not so reliable
Action plans crucial to ensure people keep on track, keep going as milestones/deadlines set.
Vision
Skills
Incentives
Resources
False Starts

7. Managing Complex Change
Vision
Skills
Incentives
Resources
Action Plans
Evaluation
Confusion
Skills
Incentives
Resources
Action Plans
Evaluation
Vision
Incentives
Resources
Action Plans
Evaluation
Anxiety
Vision
Skills
Resources
Action Plans
Evaluation
Slow Change
Vision
Skills
Incentives
Action Plans
Evaluation
Frustration
Vision
Skills
Incentives
Resources
Evaluation
False Starts
Action Plans
Resources
Skills
Vision
Incentives
Uncertainty
Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001
Adapted by M Blows (2006)

8. Developing the framework
A model for self-review and guiding towards maturity
Developed and supported by all partner agencies
100 professionals contributed to its development
Connects with the model of self-evaluation led by Ofsted
Launched April 2006
Accessed via an online self review tool which offers additional facilities
Contains the national standard for ICT and enables progress towards and application for the ICT Mark
So – the framework does exist
Its about maturity and developed in real partnership – mention Strategies.
Not developed by dwellers in Ivory Towers – teachers, heads, Advisers and experts from these organisations
Now available to ALL schools in England, Northern Ireland and in pilot in Wales

9. Developing the framework
Element 1: Leadership and Management
NCSL
Element 2: Curriculum
Strategies
Element 3: Learning and Teaching
Becta
Element 4: Assessment
QCA
Element 5: Professional Development
TDA
Element 6: Extending Opportunities for Learning
Element 7: Resources
Element 8: Impact on pupil outcomes
Ofsted
Developed with agencies, different agencies tool lead on different elements as appropriate – ensuring up to date policy and priority links and the alignment of approaches and resources

10. Strategy in place Nothing in place Coherence Made a start Aspirational
Leadership and management
Curriculum
Learning and teaching
Assessment
Professional Development
Extending opportunities for learning
Resources
Impact on pupil outcomes 5 4 3 2 1
Coherence
Strategy in place
Nothing in place
Made a start
Aspirational
5 levels
1 high, 5 low
Level 5 requested by schools wanting a low benchmark, foot on the ladder
Level 4 about areas schools are only just beginning to develop – extended learning for some
Level 3 have agreed a strategy and developing this
Level 4 coherence when that policy is know and followed by all staff, all staff singing from the same sheet
Aspirational schools keen on this level as it helps them set their vision where they want to be in 1/3/5 years time
E-Mature

11. 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”
What we do have is the compelling moral and business case – why would you not make this a priority and deprive learners of opportunity?
For all its excitement, the world of technology can be a daunting place.
It has its own language, its own enthusiasms.
We in Becta want to take the discussion out of the technology world and place it firmly in the world of learners and learning.
We want to concentrate on outcomes for learners
Our key audience is not the so-called ‘early adopters’, the vital enthusiasts who lead every phase of technological change. They are of course very important to us.
Our key audience is the great mass of school and college leaders who perhaps do not share the same knowledge and confidence, and tolerance when things don’t quite work, and have to make difficult judgements to make about the place of technology in a world of competing priorities for time and resources.
So we need a simple, more direct way of challenging and supporting our school leaders.

12. Using the Self-review Framework ” The school reality”
- Where are we? - Where do we want to be? - How do we get there?
Brief description of the school
360 + pupils always oversubscribed
3 form entry
Strong reputation, high standards, some issues with achievement in maths.
Me and my background, 2 headships and all the ICT stuff

13. Private Pondering ……
The structure? School priorities? What did we already know?
………… and your gut reaction!
Time to consider the structure and format of the whole SRF
Considered how this fits with existing priorities and how it can be used to support school improvement plans
Obvious that there were things I had not taken into consideration and amazingly how little ICT was actually in the whole school development plan in spite of it being such a massive area for us.
What, who, when, how
ICT Mark was a great incentive to deal with this, competitive area, high parental pressure on pupils and the school, quality marks viewed favourably by the school community.
I knew it was more useful than this. Refer to 5 aspects vision, skills, incentives, resources and action plans.

14. 1. 2. 3. 4. 5. ICT Manager Element 8. and HT
Assimilation to the ICT Mark.
ICT Manager
and HT 2.
Element 2.
Curriculum Development
Curriculum
Development
Team 3.
Elements 3 and 4.
Learning and Teaching, focus on assessment.
All staff 4.
Element 7 and 1
Network development and other resources.
Strategic
ICT Team
Five ways forward
ICT Mark – quick wins, engage ICT Manager and familiarise her with the SRF
Curriculum Development Teams across the school, 1 member of staff from each year team looking at planning for ICT capability across the curriculum, shared at planning meetings in PPA time – as info from other curriculum groups, maths and English.
All staff involved in this. Learning and teaching was a major focus following the installation of whiteboards. Lots of CPD after school sessions and training days Assessment and the use of digital technology to support assessment as well as assessment processes and target setting across the whole school
Strategic Team: ICT Manager, shadow ICT manager, Network Manager, Finance Officer, ICT Governor all looking at strategic planning to support sustainability and development.
Well, I knew that the learning platform agenda was on the way so began planning with network amanger and other key local Head Teacher colleagues about a way forward for our cluster of schools. 5.
Element 6
Extending Learning Opportunities.
Network
Manager
and HT

15. Element 6 Extending Learning Opportunities
Element 6 Extending Learning Opportunities. Awareness and Understanding:
Do we all understand the importance of ICT in extending learning opportunities and how this can impact on raising standards?
Art we aware of pupils’ and families’ access to ICT and seeks opportunities to provide alternative access?
Are we aware of the communities ICT needs and is seeking to involve external partners?
What use do our pupils presently make of ICT at home?

16. Element 6 Extending Learning Opportunities
Element 6 Extending Learning Opportunities. Planning and implementation:
Do we have a planned whole school approach to extending opportunities?
Are extended activities are integrated with pupils’ learning in school?
Do parents and the community have access the school’s ICT based learning resources and other curriculum and school data?

17. the following report which highlights some interesting stats on the gap between what parents think their children are doing and what children are actually doing! Also a free guide for parents.
ICM survey sponsored by NCH and Tesco Telecoms:
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Get I.T.? Got I.T.! Good! - a family guide to getting to grips with technology featuring Dick and Dom.

18. A Useful School Improvement Tool ….. a model for change management …..
What else do we need to consider?
Where do we want to be as a whole school?
How are we going to get there?
The SRF has it all,
every dimension of change,
each step identified along the journey
Appropriate actions to support improvement
Guidance to improve.
Transferable to any area of improvement

19. The Elements of the self-review framework
The curriculum
Impact on the
Learner
Professional
development
Learning & teaching
Assessment
Resources
Extending
Opportunities
for Learning
Returning to Mikes diagram:
Making a difference and improving learner achievement is what we are about
Recap: Impact on the learner is the reason that we use ICT in schools.
This effectiveness of the impact of ICT on the learner is directly affected by four elements:
curriculum, learning and teaching, assessment and extending learning.
These four elements are reliant on well developed and robust resources (infrastructure and software) as well as people (professional development).
The vision and the implementation for the whole system is underpinned by the leadership and management.
Leadership and management

20. A Useful Self Evaluation Tool
Working through it became clear that these supported other areas of work
Agreement about levels and what is considered to be good
What good looks like
Evidence of improvement over time and the impact of actions.
Opportunity to gain a quality mark.
Provides accurate information for the SEF
…….. and ………..
Sharpens the focus of existing practice
Where are we?

21. The Self-review Framework and Ofsted
Provision:
The curriculum
Standards
and
Achievement
Provision:
Learning & teaching
Provision:
Professional development
Provision:
Assessment,
care guidance and support
Provision:
Resources
Personal
Development
and Well-being
Provision:
Extending Opportunities
for Learning
Impact on the learner - STANDARDS AND ACHIEVEMENT.
Curriculum, learning and teaching, assessment and extending learning resources professional development. - PROBVISION
Leadership and management – LEADERSHIP AND MANAGEMENT
The way everything happens, the attitude of the staff, pupils and parents all provides evidence for Personal Development and well being.
The process for gathering information required in the SRF fits the SEF
Leadership and Management

22. The Self-review Framework and Every Child Matters.
Element 1.
Leadership and Management
Element 5.
Professional Development
Element 6.
Resources
Element 2.
The Curriculum
Element 4.
Assessment
Element 3.
Learning and Teaching
Element 7.
Extending Learning Opportunities
Element 8. Impact on Pupil Outcomes
It also feeds into the evidence for ECM agenda
Be Healthy
Be Safe
Enjoy
&
Achieve
Positive
Contribution
Economic
Well-being

23. Outcomes from using the self-review framework
More questions
Supporting me to move and take action - shifting things from the ‘too hard basket’
Pupil standards improved
Teacher confidence and cohesion
Clearer plans for succession and sustainability
System for evaluating our effectiveness
Information for SEF
Transferable questions to apply to other areas of school development.
Future developments highlighted.

24. What is it all about?
“SRF 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
Focus on whole school spectrum NOT just ICT

25. Assistant head, Gilberd School, Colchester
What is it all about?
“…we didn’t have to do anything extra – it gave us a clear focus and pointers for future development.”
Assistant head, Gilberd School, Colchester
Focus on whole school spectrum NOT just ICT

26. Benefits of the process
“The SRF … has enabled all the staff, not just the ICT specialists, to understand where we are going strategically. It has brought us together and consolidated the whole vision for the school.”
Roger Whittall – Headteacher, Westwood School, Coventry
..and this helps focus on the wider role ICT plays as part of good leadership strategies in school

28. Intro to online tool, explain layout 5 level descriptors with a best fit decision. And ICT Mark logo.

31. Please make your selection...
Level Five
Level Four
Level Three
Level Two
Level One

33. Please make your selection...
Level One
Level Two
Level Three
Level Four
Level Five

35. Please make your selection...
Level One
Level Two
Level Three
Level Four
Level Five

37. Please make your selection...
Level One
Level Two
Level Three
Level Four
Level Five

39. Please make your selection...
Level One
Level Two
Level Three
Level Four
Level Five

40. Online survey tool
 Click here to complete  SRF curriculum survey

43. Celebrating success
Hence the development of the ICT Mark – a national standard for ‘what good looks like’ in schools
Some press cuttings from Local papers about schools who have been awarded the ICT Mark

44. ?Questions ?? Questions??? Questions ????
There are many things that we just don’t know Which way next, where shall we go? Making decisions is really tough We know we are good but are we good enough?
Too many initiatives the way’s not clear OFSTED, SIPs , ECM .. Oh dear A bit of help wouldn’t go amiss Please help us to see a solution to this.
Clear the way for the framework it’s a helpful tool It tells us what's good as a general rule It tells us where next and what to consider It gives us a plan and helps us deliver
We dream of a less frustrating time No more rubber gloves to clean up the grime No more knitting of fog is required We’re clear in out thoughts and thoroughly inspired.

45. Links between SRF and SEF
Leadership and management
Curriculum
Learning and teaching
Assessment
Professional Development
Resources
Extended learning
Impact on pupil outcomes
Achievement and standards
Personal development and well-being
The quality of provision
Leadership and management
Overall effectiveness and efficiency