Primary National Strategy Evaluating inclusion © Crown Copyright 2005

The content of this presentation may be reproduced free of charge by schools and local education authorities provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: Crown copyright statement

© Crown Copyright 2005 Aims To support you in: developing the strategic management of inclusion; developing middle management skills as an inclusion coordinator, EMA coordinator or SENCO; understanding the importance of self- evaluation; understanding the process of self-evaluation. 1.1

© Crown Copyright 2005 The five stage model for school improvement How well are we doing? How well should we be doing? Taking action and reviewing What must we do to make it happen? What more can we aim to achieve? Cycle for school improvement 1.2

© Crown Copyright 2005 Why do we need to improve? Our shared desire is to achieve excellence and enjoyment of learning and therefore include more children Some groups and individuals are still at risk of underachievement There is a great deal of variability between schools There is an increasing body of evidence to show that some interventions will raise standards but they are not widely used 1.3

© Crown Copyright 2005 Our shared desire is to achieve excellence and enjoyment of learning for all children Some groups and individuals are still at risk of underachievement There is a great deal of variability between schools There is an increasing body of evidence to show that some interventions will raise standards but they are not widely used Why do we need to improve? 1.4

© Crown Copyright 2005 Why do we need to improve? Our shared desire is to achieve excellence and enjoyment of learning for all children Some groups and individuals are still at risk of underachievement There is a great deal of variability between schools There is an increasing body of evidence to show that some interventions will raise standards but they are not widely used 1.5

© Crown Copyright 2005 Activity 1: a quiz Do we know who is at risk of underachievement? 1.6

© Crown Copyright 2005 Why do we need to improve? Our shared desire is to achieve excellence and enjoyment of learning for all children Some groups and individuals are still at risk of underachievement There is a great deal of variability between schools There is an increasing body of evidence to show that some interventions will raise standards but they are not widely used 1.7

© Crown Copyright % % 60% 40% 20% 0% ABC D EFG H Schools Children attaining below level 3 at the end of Key Stage Below level 3Complex SENEAL

© Crown Copyright 2005 Why do we need to improve? Our shared desire is to achieve excellence and enjoyment of learning for all children Some groups and individuals are still at risk of underachievement There is a great deal of variability between schools There is an increasing body of evidence to show that some interventions will raise standards but are not widely used 1.9

© Crown Copyright 2005 Research on effective practice Effective use of NNS and NLS programmes Effective interventions in literacy and mathematics 1.10

© Crown Copyright 2005 Effective school self-evaluation sets agenda for improvement It answers key questions: – how well are we doing? – how well should we be doing? It informs school development It provides an opportunity to learn about the school and to organise change It allows each school to develop its own particular agenda It enables the school to check that it is meeting statutory requirements 1.11

© Crown Copyright 2005 Effective self-evaluation will be: systematic and rigorous; linked to CPD and the school’s performance management systems; led by and involving individuals who are willing and able to reflect critically on their own institution and think about the ways in which it might need to change; owned by the whole community. 1.12

© Crown Copyright 2005 Effective self-evaluation of inclusion should: build on the school’s self-evaluation cycle for all its pupils; focus additionally on specific aspects related to specific groups; include outcome measures related to attainment and achievement in its widest sense; include a focus on issues of admissions. 1.13

© Crown Copyright 2005 Activity 2: where are we now? How do you know about your effectiveness at the moment? What types of evidence do you draw on? What activities do you carry out that provide you with this evidence? 1.14

© Crown Copyright 2005 Activity 3: types of information What information could tell you how well you are doing: –in the school as a whole; –for groups at risk of underachievement; –for individuals? 1.15

© Crown Copyright 2005 Activity 4: case study Imagine that you are part of a steering group set up by the headteacher to self-evaluate inclusion Handout 1.3 gives you headline data which has been gathered Identify three key issues you may wish to pursue further Identify the best sources of evidence that will enable you to pursue these issues. 1.16

© Crown Copyright 2005 Ofsted evidence tree 1.17

© Crown Copyright 2005 How well should we be doing? Comparing ourselves with others National averages LEA statistics Evidence from research 1.18

© Crown Copyright 2005 Activity 5: evidence of effective inclusion Examine the list Tick those: – you already have in your school; – you already use in your school; – your school uses to determine its school improvement plan Rate each kind of evidence and assess how valuable it would be to help you to evaluate inclusion in your school (5 is very valuable, 1 is not very valuable) 1.19

© Crown Copyright 2005 Conclusion Inclusion is about the presence, participation and achievement of all children There is still a need for improvement in these areas Self-evaluation helps us to improve We need to use outcome measures, triangulated with other sources of information, and look for ‘best’ evidence 1.20

© Crown Copyright 2005 Outline of session Brief recap from session one Examining tools to help us self-evaluate Case study Next steps for our school 1.21

© Crown Copyright 2005 Brief recap The importance of school improvement The importance of self-evaluation The importance of using the best evidence 1.22

© Crown Copyright 2005 Considering external frameworks Index for Inclusion Primary National Strategy – SEN – EAL Learning for all Quality in education for all Challenge award LEA self-evaluation audits Ofsted – Handbook for inspecting nursery and primary schools – Evaluating educational inclusion 1.23

© Crown Copyright 2005 Using external frameworks to support self-evaluation Pros: – Gives a structure and tools to begin – Can provide a quick health check – Link to expectations of external bodies – Can be used to check compliance with statutory or LEA requirements – Suggests next steps forward – Allows some moderation of judgements and moderation between schools Cons: – Needs care to avoid becoming only a checking exercise – Can detract from staff taking ownership – Can determine outcomes – Can restrict aspiration or creative thinking – Cannot recognise the uniqueness of your school or setting 1.24

© Crown Copyright 2005 Ofsted’s questions How successful is the school? What should the school do to improve? How high are the standards achieved? How well are the pupils’ attitudes, values and other personal qualities developed? How effective is teaching and learning? How well does the curriculum meet pupils’ needs? How well are the pupils cared for, guided and supported? How well does the school work in partnership with parents, schools and the community? How effective is leadership and management? How good is the quality of education in areas of learning and subjects ? 1.25

© Crown Copyright 2005 Ofsted’s seven point judgement scale Excellent1 Worth disseminating beyond the school Very good2Worth sharing within the school Good3Worth reinforcing and developing Satisfactory4 Adequate, but scope for improvement Unsatisfactory5Needs attention Poor6Needs urgent attention Very poor7Immediate radical change needed 1.26

© Crown Copyright 2005 Ofsted’s four point judgement scale Grade 1 Outstanding Grade 2 Good Grade 3 Satisfactory Grade 4 Inadequate 1.27

© Crown Copyright 2005 Case study – the self-evaluation journey Read the case study Familiarise yourself with the Primary National Strategy self-evaluation grid Using a highlighter, plot this school on the self-evaluation grid provided Choose three areas that you feel the school should develop Develop an action plan using the proforma 1.28

© Crown Copyright 2005 Conclusion To support you in: developing the strategic management of inclusion; developing ‘middle management skills’ as an inclusion coordinator or SENCO; understanding the importance of self- evaluation; developing the process of self-evaluation. 1.29