Improvement through Self-Assessment 2014 - 2015 Christine Wilks 4th June 2015

(2) Welcome Outline of the session Housekeeping Introductions and experience of SAR/QIP Expectations Action planning Accessible at: Learninharrow.org.uk ACFL Template layout & presentation.

(3) Objectives Identify 2 advantages of a SAR. 2. Identify 4 sources you might tap into to complete the SAR process. An introduction to performance data and making evaluative judgements. 4. Compare Good, Bad & Ugly Ofsted reports. 5. Evaluate a sample SAR report.

(4) Common Inspection Framework CIF The Common Inspection Framework for further education and skills was devised by her Majesty’s Chief Inspector in line with the Education and Inspections Act 2006. The CIF comprises the principal criteria that inspectors must consider when inspecting every education and training provider.

(5) What is Self-assessment? A tool for improvement – how well did we do and how can we improve? Process should focus on actions which improve outcomes for learners. Led by the needs of the organisation. Judgements should be based on reliable evidence.

(6) Why self-assess & plan improvements? Improve the learning experience and the outcomes for learners. Support your organisation’s priorities and monitor progress in meeting them. Focus on the continuous task of raising quality. Critical theme for risk assessment. Essential tool for future planning.

(7) Self-assessment To be fully effective self-assessment must clearly evaluate: Where you were Where you are Where you are going

(8) Activity 1 - Group think? What sources might you tap into when carrying out self-assessment of your provision? Jot down as many as you can in 5 minutes.

(9) Advantages of the SAR process Significant aid to Ofsted compliance. Identifies strengths and weaknesses. Focuses attention on outcomes for learners. Encourages staff to buy-in (feel valued). Provides a benchmark for performance. Shapes next year’s curriculum offer.

(10) Advantages of the SAR process Stimulates the capture and use of data. Forces the application of the learner voice in curriculum planning. Concentrates attention on the impact on learners. Supports grant applications. Common ground for professional dialogue.

(11) How to identify Strengths and Areas for Improvement Eg: Proposed strength – “Every learner has an induction and learning plan.” Question: If every learner did not have an induction and learning plan would this be an area for improvement? Answer: Yes. This is a norm and not a key strength. If the opposite of whatever is claimed is an Area for Improvement …THEN…what is claimed cannot be a strength but a norm.

(12) Activity 2 - Norm or Strength? Tutor promotes change in behaviour previously restricted by learned cultural norms. Tutor completes ILP for Learners. Tutor uses creative activity sheets. Tutor sets and marks homework for every class. Students have opportunities to go on cultural trips. Tutor embeds ICT. Learners are made to feel safe and are aware of safeguarding procedures. Learners make good progress. Tutor promotes healthy living and lifestyles. Tutors maintain an accurate register.

(13) Ofsted Reports Good, Bad & Ugly How do the reports match with your organisation? What outstanding features could you also achieve? Are the identified strengths true strengths? Are there any common themes?

(14) Application of data Headline data 3 year trends Achievement gaps Use of benchmarks Review of data Judgements on data

(15) Data continued . . . Data must be valid & reliable. Capture soft data outcomes. Record unexpected outcomes. Quantitative – learner success rates or numbers enrolled. Qualitative - feedback from learners throughout their learning journey. Use both historic & current data. Full range eg Observation (OTLA) results.

(16) Evaluative & judgement statements Using the correct words to describe the judgement you have made. Matching the judgement statement to the SAR grade. Ensuring the judgement as finally phrased is evidence based – can you justify? Aligning the judgements with the QIP

(17) Evaluating teaching & learning The key factor in judging the effectiveness of teaching and assessment is the impact on learning: Outcomes Attainment Progress Learning activities in the broadest sense.

(18) Group Activity – evaluate sample SAR Identify at least 2 key strengths and AFIs from your report. What evidence is there that the judgements in the report are data based? Evaluate what is good and bad and why. Make recommendations for the QIP. What assumptions can you make about the quality of provision in terms of the wider outcomes for learners? What grade would you allocate and why? What further exploration would be needed?

(19) Summary SAR is a process designed to drive improvement SAR is a reflective process turning experience into learning SAR results should inform future curriculum offer SAR is most efficient where all members of staff buy-in to the process The quality of underpinning data is key Impact on learners is always a focus of effort

(20) SAR Sources of guidance Ofsted CIF 2012 Ofsted Handbook for inspection of Further Education and Skills 2014 LSIS Self-assessment and Improvement Planning 2010 Learninharrow.org.uk http://archive.excellencegateway.org.uk/page.aspx?o=EE3B1097-ED4A-4B7C-9C9D-4EC0533C72CE