Go for the upper edge of your comfort zone HM Inspectorate of Education.
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Transcript of Go for the upper edge of your comfort zone HM Inspectorate of Education.
![Page 1: Go for the upper edge of your comfort zone HM Inspectorate of Education.](https://reader035.fdocuments.in/reader035/viewer/2022070410/56649f225503460f94c3b736/html5/thumbnails/1.jpg)
Go for the upper edge of yourcomfort zone
HM Inspectorate of Education
![Page 2: Go for the upper edge of your comfort zone HM Inspectorate of Education.](https://reader035.fdocuments.in/reader035/viewer/2022070410/56649f225503460f94c3b736/html5/thumbnails/2.jpg)
•Teachers keep encouraging me by saying nice things and helping me when I’m stuck. (Pupil)
•I want to do really well so I can be an actress (Pupil)
•It’s teaching young people about not being happy with less than the best. (Teacher)
Ethos - voices
•We’re never satisfied. We’re ambitious. We always want to do better. (Headteacher)
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What kind of school do we want?
HM Inspectorate of Education
•Inclusive school•Integrated community school•Health promoting school•Eco-school•Active school•Specialist school•School of ambition
An excellent one!
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HM Inspectorate of Education
Young people should become
successful learnersconfident individualseffective contributorsresponsible citizens
Curriculum review
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HM Inspectorate of Education
So that young people are:•safe•fulfilled and valued•healthy•successful in achieving•active•respected and responsible•included
With a moral dimension!
Vision statement for children
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How good is our ethos?
Three simple questionsHow good are we?How do we know?What are we going to do about it?
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Scale of goodness
Excellent
Very good
Good
Adequate
Weak
Unsatisfactory
“Good is not good enough”
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Improving quality of service and outcomes
QIs
EIsPIs
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Broad approaches - evolution
Effectiveness or improvement
Improving School Effectiveness
Excellence
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Your fired!
Core business
People
Leadership
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Your fired up!
Learning
Relationships
Leadership for
learning
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Shift in emphasis over time
Input
Process
Outcome/Impact
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Educationist view
Input = commitment of leaders and people
Process = directing this to the core work
Outcome = success for all learners
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Overall model – how good are we?
Whatdo
we achieve?
Do all learners achieve
all they can?
How good are
things like learning, teaching,ethos?
Do we leadfor learning?
Do we do theright things anddo things right?
Can we do better?
Success Work Commitment
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HM Inspectorate of Education
•Respect and caring for self (physically, mentally, emotionally & spiritually)
•Respect and caring for others (interdependency and respect for diversity)
•A sense of social responsibility (social coherence, awareness of social mores)
What are ethos outcomes - relationships?
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What are ethos outcomes - wellbeing?
HM Inspectorate of Education
•School climate is significantly associated with protective factors (active coping, stress management, healthy normative beliefs), the prevalence of functional complaints and medicine consumption in individual schools
•Being contented, healthy and successful
•Excellence is when social capital becomes cultural and economic capital
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Only those who will risk going too far can possibly find out how far one can go
T S Elliot
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What does a school with an ethos of excellence do?
HM Inspectorate of Education
•works hard and has fun: knows the bottom line about learning
•focuses determinedly on success for all, involves the young people in deciding what success is and celebrates it
•creates a positive view of the future
•has agreed and spelled out the highest expectations to young people, staff and parents
•has well-developed leaders at all levels
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A school with an ethos of excellence also
HM Inspectorate of Education
•involves parents and knows and acts on their views
•makes collaboration a way of life and accepts and builds on other professionals’ views
•puts learning for all at the heart of its professional activity
•values all those who help children learn
•is happy, healthy and safe and well-developed relationships based on mutual respect and responsibility
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Certe, toto, sentio nos in kansate non iam adesse