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

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

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

15. (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. (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. (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. (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. (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. (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
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