Preparing for InspectionNov 2013

Primary QIO team

Aims

To provide an overview of the revised Inspection framework.

To share clear expectations regarding documentation and the self evaluation summary.

To share effective practice.

What’s changed? Doing with rather than to Fewer schools - now 240 previously 400 Reduced notification - 2 weeks Pilot of unannounced !! Use of the self evaluation summary paper

for scoping meeting (Mon pm). Provides areas for focused attention.

3 key questions with related QIs

Clear expectation that schools will: Work in partnership with HMIe to develop open and

constructive dialogue. Provide information to ensure HMIe can report

accurately, fairly and reliably. Work with HMIe to minimise disruption, stress and

bureaucracy. Draw any concerns about process to attention

promptly. Understand HMIe will visit classes and talk to staff

and partners about all key issues relating to school life.

Previously ‘Preparation Fortnight’The ‘box’ has arrived.

• Issue questionnaires (info comes with box)• Provide documentation required in advance( 6 working days)including-•Completed self evaluation summary, class timetables, etc• Prepare all other documentation required forInspection week• Prepare staff,pupils•Set up meetings etc

Preparation before ……the ‘box’ has arrived.

• Key documentation required all organised•Visit from QIO and QIO manager topractice talking through your Self Evaluation, review evidence, visit a few classes,receive feedback

Task OneRead the list of documentation required in advance and for the actual Inspection week. ( appendix 3)Appendix 4 - other documentation required

Use a 1 -3 system to evaluate how prepared you currently are

One - Major preparation required

Two - Slight tweaking to be ready

Three - Ready now!

(See copies of 8,9,10,11,12 in pack)

Key document -Self Evaluation summary

Quest. 1 : How well do young people learn andachieve? (QI 1.1Attainment & Achievement, 2.1 Learners’ Experiences)

Quest. 2 : How well does the school supportchildren to develop and learn?(QI 5.1 Curriculum, 5.3 Meeting Learning Needs)

Quest. 3 : How does the school improve the qualityof its work?(QI 5.9 Self Evaluation)

Self evaluation summary No more than 3 pages of A4 sent to HMIE 6 days before Stick to the ‘high ground’ As evaluative as possible- not a descriptive commentary Identify strengths and aspects for development Examples of good or innovative practice Where are you improving? How do you know? What are the key sources of evidence to underpin

improvements? How do you priorities areas for improvement? Must link to Increased expectations from HMIE

Remember ……

7 characteristics for successful implementation ofCurriculum for Excellence• clear plan based on self evaluation• good quality support for CPD• staff are working with increasing confidence with the Es andOs and know how to use these in taking a coherent approachto learning, teaching and assessment• effective arrangements to assess and track progress• strong and secure achievement in literacy and numeracy• effective partnerships and involving parents• good leadership at all levels with vision for outcomes ofchange.

And ….

6 entitlements• coherent curriculum from 3 to 18• broad general education• senior phase• develop skills for learning, life and work• personal support and challenge• support in moving into positive destination

Q. 1 : How well do young people learn and achieve?

1.1 Improvements in performance

• standards of attainment over time• overall quality of learners’ achievement• impact of the school improvement plan• includes strong and secure achievementin literacy and numeracy, skills for learning,life and work

and …2.1 Learners’ ExperiencesThe extent to which learners are motivated andactively involved in their own learning anddevelopment.• quality/depth of engagement with learning in and out ofclass - increased responsibilities• the way staff engage with learners• how the school takes account of learners’ views - not justabout what they learn but how.• development of learners’ skills and awareness ofstrengths and needs

Learners’ experiences contd.

• Aifl- sharing learning intentions, success criteria• active learning approaches• opportunities for paired, group, collaborative work• effective questioning• peer and self assessment• involvement in identifying next steps• personal learning planning• genuine personalisation of learning• staff who can reflect on and evaluate their own practice

Q. 2 :How well does the school support young people to develop and learn?

5.1 Curriculum (increased expectations)••Rationale and design principles - impact, progression •The curriculum as a whole - 4 contexts•Planning for continuity and progression through the BGE•Planning is streamlined and not overly bureaucratic •• Curriculum development work•• Literacy, Numeracy and HWB across learning•Developing realistic and manageable approaches to assessing progress and achievement across all curriculum areas•• Transitions•• Skills for learning, life and work•Partnerships•Profiling process including P7 profiles

and ……

5.3 Meeting Learning Needs• tasks, activities and resources in lessons• differentiation, personalisation, pace and challenge, choice• identification of learning needs• roles of teachers and other staff• meeting and implementing the requirements of legislation

Q.3 : How well does the school improve the quality of its work?

5.9 Improvement through self evaluation (increased expectations)‘Inward, Outward, Forward’• how well does the school know itself?• is there a coherent, strategic approach to improvement across school?•is there leadership at all levels and genuine staff empowerment?•is there a high priority being given to rigorous monitoring of learning and teaching?• is there a clear sense of direction? and is this reflected at all levels?

and ……

• is there commitment to self evaluation?

• impact of PRD and career long professional learning ?•use of new GTC standards ?

• rigorous and systematic reflection ?

• responding to staff, parents, partners, learners ?

• joined up approach ?•effective arrangements to assess and track progress and achievement though the BGE

• IMPACT of the above

Task Two - Preparing for self evaluation

Individual•Choose one question and, thinking of your SQIP, notedown the points that you would want to discuss ata self evaluation meeting. Stick to the ‘high ground’, be evaluative anddetail where examples can be found.

Pairs• Take 5 minutes to discuss each others self evaluation(see exemplars in pack)

Next steps

Gather all documentation requiredVisit before Feb/Summer/Oct. Proposed dates will be negotiated with your QIO

Proposed format- self evaluation, visits to classes, review of documentation, feedback and discussion with SMT

Follow up meeting - 13th FEB (3.30)- please being along documentation gathered and be prepared to share and discuss

Any questions/comments?