Post on 04-Jan-2016
Facilitators - Stephanie Davies, WMnet
Steve Pincher, Birmingham LA
Geoff Turrell, Athena EAZ
Using the Becta Self Review Framework for school improvement
Course organiser:
The course objectives are to:
1. develop greater understanding of the self-review framework as a school improvement tool
2. greater understanding of the self-review process, interpretation of level descriptions and what makes a good commentary
3. show how self-review can be used as part of change management
4. use self-review to identify areas of further development and support
Using the Becta Self Review Framework for school improvement
What is the impact of technology on
schools?
Evidence of impactSome subject results improve by half a grade as a result of pupil use of technology for subject learning.
ImpaCT2 (2003)• Gains equivalent to a term’s progress in KS2 English and KS3
science. In GCSE Science the gains represented over 50,000 pupils moving from grade D to C. In GCSE Design and Technology – 10,000 pupils moving from D to C.
Broadband evaluation (2005)• Schools making good use of connectivity demonstrated better
improvement than other schools in five or more A*-Cs at GCSE – on average a 4.4% increase in the year following the implementation of broadband.
Evidence of impactICT Test Bed final report 2006• Underperforming schools that develop their e-maturity
improve results at a faster rate than other institutions.
• Significant improvement in percentage of five or more A*-Cs and five or more A*-Cs including Maths and English GCSEs relative to comparators.
The ICT Test Bed project evaluation included and involved practitioners in action research.
Ofsted success for ICT Mark schoolsSchools accredited with the ICT Mark are considerably more likely to be rated ‘outstanding’ in all five measures.
• Four times more likely to be rated as ‘outstanding’ in the overall effectiveness of the school category (ICT Mark schools: 40%, national primary: 9%, national secondary: 10%)
• Three times more likely to be rated as ‘outstanding’ in the Achievement and standards category (ICT Mark schools: 31%, national primary: 8%, national secondary: 9%)
• Three times more likely to be rated as ‘outstanding’ in the Leadership and management category (ICT Mark schools: 42%, national primary: 11%, national secondary: 12%)
• Four times more likely to be rated as ‘outstanding’ in the Teaching and learning category (ICT Mark schools: 29%, national primary: 7%, national secondary: 5%)
Ofsted reports on ICT Mark schools
The large majority of Ofsted reports on ICT Mark schools contain positive comments in relation to a number of ICT areas, including:
• Use of interactive whiteboards;• Development of pupils ICT skills;• The use of ICT to raise attainment;• Investment and level of ICT resources;• Planning, assessment and pupil profiling using ICT;• Teachers ICT skills;• ICT raising pupil confidence; and• ICT leading to involvement in community events.
Example quotes from Ofsted reports
“The considerable investment in ICT, including whiteboards in every classroom, and a good number of computers and other technology, has had an outstanding impact on pupils’ progress.”
“The use of information and communication technology and the provision of tasks relevant to children's ages and interest have helped those who were reluctant to write to achieve well.”
“Standards in information and communication technology (ICT) areexceptionally high. Pupils become very confident and independent in using technology in a wide variety of contexts.”
“The school has sought to meet local needs by joining a programme to provide families with computers to help pupils’ with their homework. This useful initiative is strongly supported by parents, who can see portfolios of the children’s work in all subjects via the internet.”
“The use of computers to assist learning is excellent and students extend their work using the school’s independent learning network which provides homework tasks as well as additional information.”
Learners of the future –today…
Reinforce Transform
Mat
urity
and
effe
ctiv
enes
s
Developing
Implementing
Strategic
Systematic
Mature
Harnessing technology to enhance educationHarnessing technology to enhance education
Application of technology
Sch
oo
l im
pro
vem
ent
Eve
ry C
hild
Mat
ters
Schools work on this……… to get this….. by harnessing technology
Enhance
Self-review framework
Reinforce Transform
Mat
urity
and
effe
ctiv
enes
s
Developing
Implementing
Strategic
Systematic
Mature
Harnessing technology to enhance educationHarnessing technology to enhance education
Application of technology
Sch
oo
l im
pro
vem
ent
Eve
ry C
hild
Mat
ters
Schools work on this……… to get this….. by harnessing technology
Enhance
Self-review framework
The merging of two environments?The merging of two environments?
Virtual
MIS
e-portfolio
learning platform
content
communities
personalised space
communication
Built
teachinghalls
resources
staff
storage
dining
toilets
circulation
plant
walls
kitchen
social
admin
personal
Built
teachinghalls
resources
staff
storage
dining
toilets
circulation
plant
walls
kitchen
Virtual
MIS
e-portfolio
learning platform
content
communities
personalised space
communicationsocial
admin
personal
?
The merging of two environments?The merging of two environments?
The self-review framework supporting change and improvement
?
?
?
?
?
?
Self-review and complex changeSelf-review and complex change
FrustrationFrustration
Slow ChangeSlow Change
ConfusionConfusion
False StartsFalse Starts
AnxietyAnxiety
VisionVision SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans EvaluationEvaluation
Adapted from:Ambrose: Managing Complex Change; 1987Thousand and Villa; 2002
VisionVision IncentivesIncentives ResourcesResources Action PlansAction Plans EvaluationEvaluation
Vision Skills Resources Action Plans Evaluation
VisionVision SkillsSkills IncentivesIncentives Action PlansAction Plans EvaluationEvaluation
Vision Skills Incentives Resources Evaluation
UncertaintyUncertainty
Skills Incentives Resources Action Plans Evaluation
Action PlansAction PlansResourcesResourcesSkillsSkillsVisionVision IncentivesIncentives
The self-review framework has been developed to help schools
evaluate and remove uncertainty
Reinforce Transform
Mat
urity
and
effe
ctiv
enes
s
Developing
Implementing
Strategic
Systematic
Mature
Harnessing technology to enhance educationHarnessing technology to enhance education
Application of technology
Sch
oo
l im
pro
vem
ent
Eve
ry C
hild
Mat
ters
Schools work on this……… to get this….. by harnessing technology
Enhance
Self-review framework
What impact have initiatives had?What impact have initiatives had?
The gap between the best and the worst is unacceptably wide and
increasing.
In the most outstanding examples, ICT is starting to have a pervasive impact on the way teachers teach
and children learn.
As yet the government’s aim for ICT to become embedded in the work of schools is a reality in only a small
minority of schools.
Mat
urity
and
effe
ctiv
enes
s
Understanding and confidence through self-reviewUnderstanding and confidence through self-review
Schools evaluate their progression….
Self-review framework
All good schools should be here
Some schools will be here
Where are you?
Where are you?
• Working on effective use of technology
• Getting school improvement
Developing
Implementing
Strategic
Systematic
Mature
15% - 20%
Concentrating on outcomes for learnersConcentrating on outcomes for learners
• greater choice and opportunity for learning• learners to be better motivated, involved and engaged in
their learning• to help every child, young person and adult learner to
have even greater success and achievement• learning to be more exciting, relevant and fun
• and we want learning online to be safe and secure
“…take the discussion out of the technology world and place it firmly in the world of
learners and learning”
Self-review framework
A jointly developed framework of standards describing progression through a model of institutional maturity in the use of ICT.
ICT Mark
An agreed set of standards, within the self-review framework, indicating that technology is being harnessed effectively and efficiently.
Actions supported by the leadership team determine improvement outcomes
..rather than actions changing the learning environment.
Schools tend to focus actions on staff and equipment….
The 8 self-review elements working togetherThe 8 self-review elements working together
Impact on the Learner
The curriculum
Extending opportunities for
learning
Learning and teaching
Assessment
Leadership and management
Professional development(People resource)
Resources
The Self-review framework and Every Child Matters.The Self-review framework and Every Child Matters.
Be Healthy
Element 5. Professional Development
Element 6. Resources
Be SafeEnjoy
& Achieve
Positive Contribution
Economic Well-being
Element 1. Leadership and Management
Element 2. The Curriculum
Element 7. Extending Learning Opportunities
Element 4. Assessment
Element 3. Learning and Teaching
Element 8. Impact on Pupil Outcomes
Take for example Access
Access is available to all appropriate users – anytime ?– anywhere ? – with any device ?
• Fundamental (need)• Added Value (want) • Excellence (wish)
What does this look like to a learner, teacher and other groups of stakeholders?
Activity 1
Needs, Wants and Wishes
Look at each of the eight elements of the Self Review Framework and indicate for each: What would you need, want or wish each one?
•Think outside the box - your big ideas for education in your school (not necessarily ICT). •How will this involve technology?
Self-review - people planning improvementSelf-review - people planning improvement
• Review practice not technology
• Focus on evaluating whole school improvement not auditing
technology implementation
• Review your actions and progress as well as practice
• Use review to establish a consensus involving:
– All staff
– Pupils' views and insights
– Other stakeholders
http://matrix.ncsl.org.uk
1. Do you have a whole school plan for the use of ICT across the curriculum?
• Is it being implemented / followed?
• Is it appropriate?
• Does it include differentiation?
2. What about the use of ICT to support teaching?
• What contribution does it make?
Element 3 Learning and Teaching
3. Are pupils encouraged to use ICT independently?
4. Are ICT resources available to pupils on a flexible basis?
5. Do pupils have opportunities to talk about their use of ICT?
6. Who identifies what ICT should be used across the curriculum?
7. How is evidence of attainment collected and shared between classes and other schools?
8. Are teachers encouraged to identify and try out new approaches?
Element 3 Learning and Teaching
Activity 2
First pass of Element 3: Learning and teaching
Look at element 3 ‘learning and teaching’ - Where are you? (20 minutes)
Thinking about activity 2
• In which areas do you need to engage the wider staff and school to use the SRF effectively for school improvement?
• How might you approach self review in your school?
Starting points for self-reviewStarting points for self-review
What are the current challenges and changes facing the schools you work with or support?
Starting points for self-reviewStarting points for self-reviewRaising achievementProcurementTotal cost of ownershipBuilding Schools for the FutureComputers for PupilsLearning PlatformsManaged learning environmentsE-safetyEngaging parentsTruancyWorkforce developmentCurriculum development14-19 agendaEvery Child MattersPersonalising learningBehaviourRecruitment
Could progress and improvement be made in any of these areas without a review of how technology is being used and harnessed?
What is it all about?What is it all about?
“The self-review framework isn’t just about ICT and, interestingly, that is a key factor of its success. It focuses the mind on the whole spectrum of
school development.”
Steve Gater – Headteacher, Walker Technology College, Newcastle
Self-review benefits and outcomesSelf-review benefits and outcomes
• Where are you in your whole school improvement and ICT development
• How does your school compare with others• What are your schools aspirations• What does good look like in your school• How will your school progress further• What actions will your school leaders prioritise• Where might your school need support
A few possible approaches to self-reviewA few possible approaches to self-review
One lead person reviews all elements
The leadership team reviews and
completes the framework
School staff work in teams to
complete each element
All staff work together to review
an element
The leadership team or staff teams provide feedback to all staff
The person feeds back to the
leadership team
Views of all staff, pupils, governors and community are obtained through discussion, contributions are made to the review
commentary and a consensus is reached on the levels achieved
All staff contribute to discussion and form a consensus
Staff work together on each element in
turn
All staff work on identifying the actions that need to be taken to progress to higher levels of maturity. Responsibilities and accountabilities are agreed with the leadership team and
actions become part of the school improvement plan
a school might find many different ways for using the self-review framework from looking across all the elements, as part of an audit or assessment of where they are, to focussing on particular aspects of particular elements.
However, whatever a single schools approach is to self-review there may be advantages to sharing resources, procurement or development with other schools.
Watch the video and think about how you would implement the self-review
framework in your school.
Finding your way with the self-review frameworkFinding your way with the self-review framework
This is a DVD produced to help schools find their way through the self-review framework.
It comprises an introduction, providing an overview of the framework and the benefits of using the online tool, and six filmed case studies of schools who have successfully engaged with the self-review framework.
Approach to self-review and complex Approach to self-review and complex changechange
What will be the approach to self-review in your school
Who will be involved in reviewing each element and deciding on actions
Identify the benefits and outcomes your school and staff want from the process
What time and resources are required for your approach to review
What actions need to be taken to make the review successful
Decide how often actions and progress will be evaluated
ConfusionConfusion
FrustrationFrustration
Slow ChangeSlow Change
False StartsFalse Starts
AnxietyAnxiety
UncertaintyUncertainty
SkillsSkills
IncentivesIncentives
ResourcesResources
Action PlansAction Plans
EvaluationEvaluation
VisionVision
Adapted from:Ambrose: Managing Complex Change; 1987Thousand and Villa; 2002
Since the launch….Since the launch….
• Over 9000 schools using the framework
• Interesting patterns of use emerging
0
100
200
300
400
500
600
700
800
900
1000
Element 1
Element 2
Element 3
Element 4
Element 5
Element 6
Element 7
Element 8
34 36 32 45 39 111310
1246
2387 2394
2904
25712761
2885
4390
4990
1751
1008 9491076
981
633
305
970
500
1000
1500
2000
2500
3000
3500
4000
4500
5000
Most used element: Leadership and Management
Most used on Mondays but also used Sundays!
Peak time 3:00 – 4:00 pm What do teachers do after the pupils have
gone home?
The self-review process…The self-review process…
• “The process has been very extensive and comprehensive, enabling both ICT leaders and subject leaders to engage with, and reflect upon, all aspects of ICT.” Balwant Baines – Head of Student Achievement, Westwood School
• “Much of the process was about confirming and celebrating strengths and highlighting areas for development.” Steve Gator – Headteacher, Walker Technology College
• “It has generated discussions within the leadership team which was very healthy and allowed us to reach a decision about where we are” Gina O’Connor – Headteacher, Walker Technology College
The self-review framework and Ofsted’s SEFThe self-review framework and Ofsted’s SEF
Achievement and standards
Personal development and well-being
The quality of provision
Leadership and management
Overall effectiveness and efficiency
SRF
SEFLeadership and Vision
Curriculum
Teaching and learning
Assessment
Professional Development
Resources
Extended learning
Impact on pupil outcomes
Changes to the SEF that recognise the Changes to the SEF that recognise the role of ICTrole of ICT
The revisions to SEFs include the following:
• 3a – the extent to which information and communication technology (ICT) capability and other key skills enable learners to improve the quality of their work and make progress.
• 4b – the extent to which learners adopt safe and responsible practices in using new technologies, including the Internet.
• 4e – through the development of literacy, numeracy, information and communication technology, enterprise capability, economic and business understanding and financial capability.
Getting everyone involved
• There are a number of tools you can use to get even the reluctant to take part in the review, visioning and action planning processes
Brown paper and post-its
Give everyone post-its and fat pens
• Frees people from feeling intimidated
• Everyone’s contribution valued equally
Five whys
• Allows you to identify problems and issues at a deeper levele.g. why are the video cameras not used?
• Also useful to identify what you want from a changee.g. why do we need a V.L.E.?
Five whys
So-So AnalysisTeachers’ planning, use and evaluation
Learning with
ICT Leadership of learning &
teaching
What’s working?
What’s
So-So?
Challenges
Prioritisation tool
Activity 3
So-So analysis
Thinking about your school, quickly jot down the areas within the three strands that you think are:
•Working well
•So-So
•Challenges
Some things to think about….
E-safety – a key aspect (1c-4)1. Now part of the SEF and a requirements for all schools 2. Policies and practice should be about security and safety 3. Leadership and management should reflect policies and
practice 4. With onset of extended schools policies and procedures
should reflect adult and community use. 5. Becoming more the responsibility of the school to engage
parents in the e-safety agenda through policies and discussions
6. Many schools are looking towards monitoring network activity by the use of ‘forensic type’ software
7. School policies should be looking at dealing with cyber bullying as well as security issues. Dcsf guidelines available on 25th September 2007.
The soft content review will address some of these emerging issues and guidance will be updated.
Leadership, vision and organisational management
(key aspects 1a-1; 1b-3; 1b-6; 1c-4; 3c-1; 5a-3; 6a-2; 6b-2)
• Is ICT embedded in the school vision and consistent with wider aims and aspirations?
• Is there an agreed whole school approach to the use of ICT in learning and teaching?
• Are there sustainable strategies, actions and professional development involving all staff?
• Are there clear and understood policies for e-safety?• Is there an understanding of the access and equity
issues for extending learning beyond the school?
Provision; quality and range of ICT use
(key aspects 2a-2; 4a-1; 3a-2; 5b-1; 6b-3; 7a-1; 7b-2)
• How is pupil ICT capability assessed and recorded across the school?
• Is the use of ICT systematically planned across all subjects?• How has technology been used to meet the needs of pupils
with special needs?• Where has ICT been used to reflect the schools vision?• How has ICT been used to engage parents with
communication?• How is effective technical support provided?
Demonstrating impact on learning and teaching
(key aspects 3a-6; 3b -3; 3c-4; 2b-1; 4a -2; 7a-2; 8a-2; 8c-1)
• Where does the school believe ICT has had the greatest impact?
• How is effective practice evaluated and shared by staff?• What areas of development have the school identified?• Does the school have information that demonstrates that
disadvantaged pupils make progress in ICT? • Are pupils aware of key issues in using web-based
information and resources?
Vision and aspirationsWhat are you aspirations for how technology might be used to support wider school aims and learning environment.
• Pedagogy and teaching strategies• Curriculum development• Assessment for learning• Extending opportunities for learning• Parental engagement
Activity 4Your aspirations
Revisit element 3 (Activity 2) – You can choose one strand from element 3 or look across them all.
•What level do you aspire to in each aspect? Use the results from activity 1 (needs wants and wishes) to inform your choices.
•What evidence would you hope to have in place in three years time?
• Share your aspirations with other group on your table
Turning a vision into realityTurning a vision into reality
subjective
objective
need want
brief / output spec
wish
vision statements
Educational vision
ICT ICT Quality IndicatorsQuality Indicators
FUNCTIONALITY
IMPACT
BUILD QUALITY
Design Quality Indicators
ICT Quality Indicators
Access
Integrated digital environments
Use
Learners
Workforce
Parents
Community
Character & innovation
Performance
Scalability
Environmental
Sustainability
Interoperability
FunctionalityImpact
Build QualityFunding
Specification led by vision not Specification led by vision not fundingfunding
Specifications
Technology accounts for about 10% of the funding for new buildings but funding is a constraint. If specifications are closer to your ICT Quality Indicators then you are more likely to achieve your vision.
Self Review Commentary
Sources of self-review commentarySources of self-review commentary
Planning documents
Data and analysis
Discussions
Observations
Schools tend to focus on documentation and data
Commentary - improvement across all Commentary - improvement across all elementselements
Example - 7a-2
Element 7 – ResourcesStrand a) – ProvisionAspect 2 – Sufficiency of provision
L3 Might link to learning and teaching (element 3) commentary
L2Commentary might also describe improvement and link to impact on pupil outcomes (element 8)
There are enough ICT resources to make a
contribution to the current practice in learning, teaching
and school organisation.
L3
The school is well equipped with a good range of ICT resources and these are
sufficient to make a significant impact on learning,
teaching and school organisation.
L2
Activity 5Looking at commentary
Look at commentary exemplar
•Does the commentary indicate that the recorded level has been achieved?
•Does the commentary reveal areas for further development?
Reflecting on Activity 5
what are the features of a good commentary?
– It is important to maintain or seek an objective view
Exemplars
Activity 6
Looking at exemplars
The exemplars are ‘Key aspects’ identified by Becta and its partners.
Exemplars provide illustrations of the sorts of practice you might find in a school at different levels within the framework.
• Review the real exemplar provided for one aspect from element 3, ‘Ongoing critical evaluation’
• From your group experiences write a different exemplar for a level of your choice.
The ICT Mark
Why a framework and accreditation?Why a framework and accreditation?
• Within Building Schools for the Future (BSF) alone over £5 billion pounds will be spent on technology.
• After staffing, technology is the second greatest area of ongoing expenditure that a school has.
• How do parents and carers know that your school gives value for money?
1. How much does your school spend a year on technology?2. How do you demonstrate the value they are getting from this
investment?
The ICT Mark shows that a school makes strategic investment in technology.
Why be assessed?Why be assessed?
The self-review process allows all schools to identify where they believe they are but we know that some schools undervalue or overvalue themselves…
– Where is your school against nationally agreed benchmarks?– Does your school really know your areas of strength and weakness
compared to others?– Do you know which areas of investment and development will have the
greatest impact?– Can your school be confident that technology really is being used
effectively by all?
An ICT Mark assessment by an objective, experienced and accredited ICT Mark assessor would help provide your school with answers to these questions.
The assessment feedback is of value whether your school achieves the ICT Mark standard or not. (How much would it cost for a consultant to do the same analysis and provide feedback?)
What’s in it for your school?What’s in it for your school?
• Confidence in your self-review processes through external validation.
• Celebrating achievement and commitment of all staff with:certificates, badges, promotion, press releases, Becta website, etc.
• External recognition of whole school success with: pupils, parents , staff, governors, community, etc.
• A quality accreditation that is recognised by other national schemes and initiatives.
Host schools – The ICT Mark is part of the quality assurance process for schools offering hosting services for professional development courses.ICT Register – The ICT Mark can be used to apply for the ICT Register of schools providing services.ICT Excellence Awards –Schools being assessed for the ICT Mark may be considered for the prestigious ICT Excellence Awards
• A body of independently assessed evidence that will help your school through inspection processes.
Activity 7Top level review - where to go next?
Look at cut down version of all eight elements, using the poster.
1. Complete a ‘top level’ analysis of your school’s status for all strands.
2. Identify any areas or strands where there are areas for development.
3. Identify which element your school might review first.
General adviceGeneral advice
• Use the Self-review Framework to identify areas of development and actions that will lead to school improvement.– Where are you?– Where are you going?– How will you get there?– How will you know you are going the right way?
• Find out what support for the self-review framework and ICT Mark is available through your local authority or support provider.
What help is out there?
Advice and guidanceAdvice and guidance
Using technology safely in schools: an essential guide
Impact of ICT in schools: a landscape review
What is the self-review framework?
Ways to use the self-review framework
Making a difference with technology for learning: evidence for school leaders
“… of this process I hope the pupils actually have a better chance to use
ICT because the adults understand it better themselves”
Rob Hazelgrove - Headteacher, St Loys Primary School
By the end …By the end …
Homework!
Consider one element of the Self review Framework with other members of your staff.
A good starting point might be element 1 (Leadership & Management), which could be considered by the whole senior leadership team.
www.wmnet.org.uk/go/srf
Date of future training event
Thursday 1st November, Sandwell TDC
Further similar training opportunities are planned for the spring term. Details will appear on the WMnet Self review pages.
www.wmnet.org.uk/go/srf
Objectives of course - reviewObjectives of course - review
The course aims were to:
1. develop greater understanding of the self-review framework as a school improvement tool
2. greater understanding of the self-review process, interpretation of level descriptions and what makes a good commentary
3. show how self-review can be used as part of change management
4. use self-review to identify areas of further development and support
Have these aims been met?Have these aims been met?What do you need now?What do you need now?WWW / EBIWWW / EBIPlease complete evaluation forms.Please complete evaluation forms.
Stephanie Davies stephanie.davies@wmnet.org.uk
Steve Pincher stephen_J_pincher@birmingham.gov.uk
Supporting the use of the Becta Self Review Framework in Schools
Contacts
WWW / EBI