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

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pro

vem

ent

Eve

ry C

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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