NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER.

NEW RELATIONSHIP WITH SCHOOLS

AAIA NATIONAL CONFERENCESEPTEMBER 2004

MIKE VINER

Pat yourselves on the Pat yourselves on the back!back!

• Statements of Attainment – OUT!Statements of Attainment – OUT!

• Formative and Summative Formative and Summative Assessment – EXPLAINED!Assessment – EXPLAINED!

• Assessment for Learning – Assessment for Learning – INTEGRAL!INTEGRAL!

……NOW PAT YOURSELF NOW PAT YOURSELF AGAIN!AGAIN!

•Real improvement in Real improvement in standards ONLY standards ONLY possible if it takes place possible if it takes place at classroom level – at classroom level – PROVEN!PROVEN!

THE ‘NEW’ REFORMSTHE ‘NEW’ REFORMS

•FIVE YEAR STRATEGY FOR FIVE YEAR STRATEGY FOR CHILDREN & LEARNERS, CHILDREN & LEARNERS, including the New including the New Relationship with SchoolsRelationship with Schools

•EVERY CHILD MATTERS and EVERY CHILD MATTERS and •CHANGE FOR CHILDRENCHANGE FOR CHILDREN

Inspection

Profile

Single Conversation

SIP

Communication

Data

Self-evaluation


Inspection


Current systemCurrent system New systemNew system

6-10 weeks notice 6-10 weeks notice 2-5 days notice2-5 days notice

Large inspection teams Large inspection teams visiting for around a weekvisiting for around a week

Small teams visiting for no Small teams visiting for no more than 2 days more than 2 days

6 year interval6 year interval maximum 3 year intervalmaximum 3 year interval

Collection of a wealth of Collection of a wealth of information - extensive use information - extensive use of lesson observation of lesson observation

Focus on core systems and key Focus on core systems and key outcomes - self-evaluation outcomes - self-evaluation evidence at the heart of the evidence at the heart of the inspection inspection

Inspections usually conducted Inspections usually conducted by Registered Inspectorsby Registered Inspectors

HMI leading many inspections HMI leading many inspections and involved in all and involved in all inspectionsinspections

Detailed reportsDetailed reports Short, sharp reports with Short, sharp reports with clearer recommendations clearer recommendations for improvementfor improvement

Schools required to prepare a Schools required to prepare a separate post-inspection separate post-inspection action plan action plan

Schools feed their intended Schools feed their intended actions into the School actions into the School Development PlanDevelopment Plan

Various categories of schools Various categories of schools causing concern – Special causing concern – Special Measures, Serious Measures, Serious weaknesses, weaknesses, Underachieving and Underachieving and Inadequate 6Inadequate 6thth forms forms

Rationalised system with two Rationalised system with two categories – Special categories – Special Measures and Measures and Improvement NoticeImprovement Notice

NEW RELATIONSHIP WITH SCHOOLSINSPECTION

Self-evaluation


NEW RELATIONSHIP WITH NEW RELATIONSHIP WITH SCHOOLSSCHOOLS

SELF EVALUATIONSELF EVALUATION• no single modelno single model• new SEF; updated at least once p.a.new SEF; updated at least once p.a.• simple guidelinessimple guidelines

1.1. focus on learningfocus on learning22 telling evidencetelling evidence3.3. benchmarking against best comparable schoolsbenchmarking against best comparable schools4.4. involvement of whole schoolinvolvement of whole school5.5. integration with school systems – planning, pm, cpdintegration with school systems – planning, pm, cpd6.6. lead to actionlead to action

• open market for other instrumentsopen market for other instruments

NEW RELATIONSHIP WITH NEW RELATIONSHIP WITH SCHOOLSCHOOL SELF EVALUATION FORMSELF EVALUATION FORM

How well do pupils achieve?How well do pupils achieve? How do you know? What are you doing to improve?How do you know? What are you doing to improve?

How well are pupils’ personal qualities How well are pupils’ personal qualities developed?developed? How do you know? What are you doing to improve?How do you know? What are you doing to improve?

What is the quality of provision?What is the quality of provision? How do you know? What are you doing to improveHow do you know? What are you doing to improve??

How good are leadership and How good are leadership and management?management? How do you know? What are you doing to improve?How do you know? What are you doing to improve?

How effective is the school overall?How effective is the school overall? How do you know? What are you doing to improve?How do you know? What are you doing to improve?

Profile



School ProfileSchool Profile• Better information for parents - more Better information for parents - more

accessible accessible • Four page document, printed and on the web – Four page document, printed and on the web –

standardised format for all schoolsstandardised format for all schools• Easy for schools to produce – a reduced Easy for schools to produce – a reduced

burdenburden• Statistical elements pre-populated by the DfESStatistical elements pre-populated by the DfES

– Data on pupil achievement, value-added, attendanceData on pupil achievement, value-added, attendance– Ofsted’s comments and ratings Ofsted’s comments and ratings

• Narrative provided by the schoolNarrative provided by the school– Ethos and values, inclusion, links with wider Ethos and values, inclusion, links with wider

community, curriculum breadth and depth, community, curriculum breadth and depth, development priorities, response to Ofsteddevelopment priorities, response to Ofsted

How do we care for our pupils? [content written by the school]

This section is for schools to describe how they promote pupils’ well-being, health, enjoyment and positive contribution to school life, and prepare them for the future.

This could include information about out-of-hours support, links with health and social care, reflecting cultural and social diversity, and taking pupils’ views into consideration. How do we work with parents and the community?

[content written by the school]

This section is where the school can describe its links with the wider community to which it belongs.

This could include the educational community, through partnerships and collaboration, or the wider social community, by encouraging parents and others to take part in the life of the school.

What do pupils learn

about?

How do we work with parents and the community?

What are our plans for the

future?

Ofsted’s view of our

school

How do we teach our pupils?

How do we care for our

pupils?

SCHOOL PROFILE

SIP



School Improvement PartnersSchool Improvement Partners• in secondary schools:in secondary schools:

– mainly experienced headteachers, working part mainly experienced headteachers, working part time out of school or on secondmenttime out of school or on secondment

– others with senior education experienceothers with senior education experience• in primary schools, drawn from the range of in primary schools, drawn from the range of

professionals who are already supporting primary professionals who are already supporting primary schoolsschools

• ““critical friends”, skilled in diagnosis of schools’ critical friends”, skilled in diagnosis of schools’ needs, and in building schools’ capacityneeds, and in building schools’ capacity

• accountable to Local Education Authority accountable to Local Education Authority • local and national back uplocal and national back up


• Trials in 63 secondary schools in 6 Trials in 63 secondary schools in 6 LEASLEAS

• 28 SIPs 28 SIPs – 10 serving heads in their own LEAs10 serving heads in their own LEAs– 7 serving heads in other LEAs7 serving heads in other LEAs– 5 former or seconded heads5 former or seconded heads– 8 LEA school improvement staff8 LEA school improvement staff

School Improvement Partners

Single Conversation


NEW RELATIONS WITH NEW RELATIONS WITH SCHOOLSSCHOOLS

The Single ConversationThe Single Conversation

• school self-evaluation

• benchmarking data

• national priorities

• local priorities

• inspection evidence

• Improvement Grant

1. Moderate the school’s self-evaluation

2. Agree priorities for future improvement

3. Agree targets

4. Sign off School Improvement Grant

5. Identify external support needed,

6. Start head-teacher’s performance appraisal

• school’s plan

• targets

• networks

• support

Inputs Outputs

Data


Principles (“the Protocol…..”)Principles (“the Protocol…..”)::• Collect once, use many timesCollect once, use many times• Collection and sharing of data should be fully automatedCollection and sharing of data should be fully automated• Value added must exceed burden of collectionValue added must exceed burden of collection• Data must support personalised learning and school improvementData must support personalised learning and school improvement

SpecificationSpecification::• The 4 Common Basic Data Sets (CBDS): The 4 Common Basic Data Sets (CBDS): Pupil Adult School LEAPupil Adult School LEA

ContextContext::• Suppliers agree to meet common standards enabling data exchange Suppliers agree to meet common standards enabling data exchange • Minimum specification for hardware and connection to internet Minimum specification for hardware and connection to internet • Secure exchange of data between schools and LEAsSecure exchange of data between schools and LEAs

NEW RELATIONSHIP WITH SCHOOLSData collection from schools

By 2006: • core CBDS held at all four levels - Pupil Adult School LEA• Annual School Census extended from Pupil Level (PLASC) to A, S and L• single annual programme of data collection with published timetable• most other surveys requiring data regularly from all schools dropped• data managed and shared through a coherent set of databases

Communication


NEW RELATIONSHIP WITH SCHOOLSNEW RELATIONSHIP WITH SCHOOLSOnline OrderingOnline Ordering

• Online ordering service integrated with telephone, fax and email Online ordering service integrated with telephone, fax and email serviceservice– Anyone can browse, search, order or download a documentAnyone can browse, search, order or download a document

• It replaces the monthly “Batch” by Dec 2004 It replaces the monthly “Batch” by Dec 2004 – Introduces an email notification service to schools and headsIntroduces an email notification service to schools and heads– Enables role based marketing email to teachers and Enables role based marketing email to teachers and

other registered usersother registered users– Provides an electronic version of Spectrum Provides an electronic version of Spectrum – Includes management summaries for head Includes management summaries for head

teachers with key actionsteachers with key actions

• Fully integrated with Prolog Fully integrated with Prolog – A single view of orders whether placed via A single view of orders whether placed via

telephone or web telephone or web – Displays the availability of stock Displays the availability of stock

NEW RELATIONSHIP WITH NEW RELATIONSHIP WITH SCHOOLS : KEY ELEMENTSSCHOOLS : KEY ELEMENTS

1.1. An intelligent accountability frameworkAn intelligent accountability framework

On-going school On-going school self-evaluationself-evaluationsharper edged, lighter touch sharper edged, lighter touch inspectioninspectionannual schoolannual school profile profile

2.2. Simplified school improvement processSimplified school improvement process

single single conversationconversation on school targets, priorities, support on school targets, priorities, supportschool improvement school improvement partnerpartner for every secondary school for every secondary schoolsingle process of self-evaluation and single process of self-evaluation and planningplanning to satisfy to satisfy external demandsexternal demandssimplified simplified DfES programmesDfES programmes and monitoring and monitoring

3.3. Improved data and information systemsImproved data and information systemsonlineonline ordering system ordering system for all DfES documentsfor all DfES documentscentral central datadata demands aligned, so that data is collected once, demands aligned, so that data is collected once, used many timesused many timespre-populated school profile supplementing performance pre-populated school profile supplementing performance tables, replacing statutory annual reporttables, replacing statutory annual report

SIPs in place in 58 Trial Schools

1st tranche of LEAs go-live

2nd tranche of LEAs go-live

3rd tranche of LEAs go-live

“Dedicated Schools Budget” - Live

Ofsted - new Inspection Framework Live

Inspections commence under new arrangements

School Profile live in all schools

autumn spring summer autumn spring summer

TRIALS YEAR (2004/05) ROLLOUT YEAR (2005/06)

NEW RELATIONSHIP WITH SCHOOLS – HEADLINE TIMETABLE


IMPLICATIONSIMPLICATIONS

• heads leading reformheads leading reform• national training, accreditation, national training, accreditation,

networking of SIPsnetworking of SIPs• support better tailored to schools’ support better tailored to schools’

improvement prioritiesimprovement priorities• clearer segmentation of schoolsclearer segmentation of schools

NEW RELATIONSHIP WITH SCHOOLSNEW RELATIONSHIP WITH SCHOOLSPOTENTIAL CLASHESPOTENTIAL CLASHES

1.1. Autonomy of school v needs of Ministers Autonomy of school v needs of Ministers and DCSsand DCSs

2.2. Few indicators v many groups of at-risk Few indicators v many groups of at-risk childrenchildren

3.3. Outcomes v processOutcomes v process4.4. Bespoke agendas for schools v national Bespoke agendas for schools v national

drives on “issues”drives on “issues”5.5. Change blightChange blight6.6. Out of school children v schools’ Out of school children v schools’

prioritiespriorities


POTENTIAL REINFORCEMENT POTENTIAL REINFORCEMENT FOR ECMFOR ECM• inspection that focuses on key systemsinspection that focuses on key systems

• self-evaluation that focuses on every childself-evaluation that focuses on every child• profile that encourages schools to describe profile that encourages schools to describe

achievement, enjoyment, wellbeing, personal achievement, enjoyment, wellbeing, personal developmentdevelopment

• SIPs who can carry national and local (Children’s SIPs who can carry national and local (Children’s Trusts) prioritiesTrusts) priorities

• scope via SIPs and National Strategies to tailor scope via SIPs and National Strategies to tailor challenge/support precisely and vice versa ….challenge/support precisely and vice versa ….

• external help to “personalise the learning”external help to “personalise the learning”• better targeting on needbetter targeting on need


AAIA NATIONAL CONFERENCESEPTEMBER 2004

MIKE VINER

NEW RELATIONSHIP WITH SCHOOLS AAIA NATIONAL CONFERENCE SEPTEMBER 2004 MIKE VINER.

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