Www.ednet.co LASH Residential Supporting Schools (Preparing for Ofsted) Jane Holmes Senior School...

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LASH Residential

Supporting Schools (Preparing for Ofsted)

Jane HolmesSenior School Improvement Officer

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Session Overview• Introduction• Big Picture• Concerns• Influence • Purpose and focus of actions• Feedback

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Big Picture

• New Ofsted framework• New curriculum• New exams• New assessment• New Team Member• Same leaders, same staff, same children!!

IMPACT OF CHANGE

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Activity• On a post-its (one for each!), write all the things

that are currently of concern to you, are impacting on your job as school leader, making it difficult or are barriers to improvement.(As many as you can, don’t over think, go with your gut, big or small, internal or external)

• Emerging themes?

Concern Vs influence

Zone of influence

Zone of concern

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Activity (con)• Now decide which zone to place each of you

post-its.• Put them where they go.

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Ofsted 2015concern V influence

• Few inspections and few reports. No pattern to identify. Individual experiences plus gossip and speculation.

• Extension to time frames.• Possible backlog (HT sharing profiles and experiences at

training)• Difficult to predict if in “the window”• “Assessment information” may not be data• Structured and systematic approach to lines of enquiry

and summary evidence base.• Second phase of recruitment. Sign off Jan to April

(2,063>1301>981>474)

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Informed Influence?• Focus on aspects you can influence, that will

clearly be an area of priority and have skill set to deliver.

• Attendance• Good in a day• Departmental leadership development• Transition

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Why Attendance?

• Profile and priority raised in the new framework• On-going issue in the city.• Could be limiting for schools aiming for

outstanding (affects all)• Safeguarding.• Regional Advisor

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How Attendance?• Joint work with the EWS service manager for co-

ordinated approach with school improvement focus.• Network 25th November, single agenda item “Data”• “Deep dives” starting with priority school identified by

2015 data. (3 this half term to start, on-going)• Quality Mark pilot (2 schools, development meeting)• Development of CPD package to support QM modules.

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Why “Good in a Day?”• New Section 8 1 day HMI led inspections for Good

schools.• Shorter time scale to present evidence, has to be in

place and accessible. New challenge.• Significant numbers of Liverpool schools have good

judgement, but have experienced a dip in outcomes. So leadership case will need to be strong and convincing.

• Recent experience of school inspections of all remits.

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How “Good in a Day?”• Discussion with HT about needs.• Programme draft put together and to Principal

officer.• Supporting materials developed.• Designed to be a menu of activities tailored to

school.• Priority schools, based on previous inspection

dates and vulnerability.• 1 school this half term.

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Why Departmental Leadership development?

• Middle leadership key driver for school improvement.

• Often an AFI at Ofsted.• Identified by schools at challenge board and SIP

visits.• Core subject specialism, Ofsted experience and

quick engagement in work with schools to start to gain respect of HT.

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How Departmental Leadership development

• Department Identified as priority by school and in outcomes.

• New or changed leadership roles.• Planned to be a collaborative and developmental

experience for the leadership of the department.• 2 days process and report to SLT with clear

actions.• 2 this half term.

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Why Transition• Speech of HMCI• KS3 the wasted years.• Most able• Catch up funding• New curriculum and assessment without levels.

(Year 7 2016) Assessment commission report.• Primary HT, SSIO and Improvement Lead.

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How Transition?• Primary experience and resources. NCA tools and

Raise• Focus on academic transition.Ideas for discussion and feedback: Quality mark? Pilot project? Minimum “standards” for Liverpool around

evidence based best practice? Focus on training and resources for all?

Next steps• Express an interest in any of the packages covered. (some

schools will be prioritised by need for some, but will try to offer to all over time.)

• Review resources and order if felt to support transition.

• Feedback on proposals and resources.

• Transition development feedback

• Anything else?

Links https://www.gov.uk/government/publications/flawed-inspections-ofsted-related-protocol

https://www.gov.uk/government/speeches/hmcis-monthly-commentary-october-2015

https://www.gov.uk/government/publications/key-stage-3-the-wasted-years

https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013

https://www.gov.uk/guidance/what-maintained-schools-must-publish-online

https://www.gov.uk/government/publications/constitution-of-governing-bodies-of-maintained-schools#history

http://www.clerktogovernors.co.uk/publication-of-governors-details-and-the-register-of-interests/

http://eastwickschools.uk/the-governing-body/

http://asfaonline.org/governors

https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report

https://www.gov.uk/government/collections/national-curriculum-assessments-2016-sample-materials

https://www.raiseonline.org/documentlibrary/ViewDocumentLibrary.aspx