NEW INSPECTION MODEL

1. NEW INSPECTION MODEL Inspections will begin on Monday afternoon Five QIs to be reported on, by use of evaluations 1₁ Improvements in performance 2₁ Learners’ experiences 5₁ The curriculum 5₃ Meeting learning needs 5₉ Improvement through self evaluation Day one will start with Headteacher presentation on school self evaluation

2. Inspection Administrator (IA) • HMIe office contact • Inspection administration and planning Managing Inspector (MI) • Overall responsibility for the inspection and management of the inspection team • Leads and plans inspection activities • May have specific subject-based and/or ‘meeting needs’ role • Responsible for coordinating team findings • Responsible for feedback and reporting • Keeper of the RIF (or allocated to DMI) • Present for the whole inspection

3. Deputy Managing Inspector (DMI) • Supports the MI in planning and ensuring smooth running of inspection week • May have specific subject-based and/or ‘meeting needs’ role • Keeper of the RIF (if allocated by MI) • Present for the whole inspection Secondary team members • Carry out inspection activities • Focus on impact on pupils of CLD and wider partnerships • Usually have subject-based and wider curriculum/learning teaching role • Present up to four days

4. Health & Nutrition Inspector(sample of inspections) • In a sample of inspections, a Health and Nutrition Inspector is part of the team to consider the impact of the Schools (Health Promotion and Nutrition) (Scotland) Act 2007 • Present for two days Lay member • Looks at the school’s links and partnerships with parents and its community • Contributes widely across QIs • Normally present on Tuesday and sometimes Wednesday

5. Special Unit inspector • Focus on special unit provision • Normally present Tuesday to Thursday • Links closely with meeting needs core team role (normally CT1 or MI) Nursery HMI/AA • In some all through schools

6. What will the final report look like Sections: • Description of the school • Particular strengths of the school • Examples of good practice • How well do young people learn and achieve? achievement 1₁ 2₁ Learning 5₁ 5₃ • How well do staff work with others to support young people’s learning? 5₁ and 5₃ PEPs and CSPs • Are staff and young people actively involved in improving their community? 5₉ • Does the school have high expectations of all young people? Deals with ethos, accessibility, anti-bullying, health and well-being, equality and diversity • Does the school have a clear sense of direction? QIs in Key Area 9 • Follow through decisions … QI judgements

7. Departmental Inspection Activities Monday pm/Tuesday am – opening engagement with PT • PT outlines departmental self evaluation and improvement plan Tuesday–Thursday: • Engagement with pupils including focus groups • Sampling of coursework • Lesson visits – in direct response to what has been highlighted by PT and to illustrate 1₁ • Professional dialogue - ½ hour end of Tuesday • Not all teachers will be observed • Not an inspection – an engagement at subject level • No QI evaluations for departments • Meeting with department at end of Wednesday • Sharing of findings of strengths and areas of development

8. Self Evaluation What are the purposes of self evaluation? A To help schools get to know themselves better B Identify an agenda for improvement C Promote well considered innovation Self evaluation is not an end in itself and the outcomes are clearly more Important than anything else

9. Self evaluation possibilities • Variety of approaches • The use of Q.I.s • Links with departments – regular attendance at departmental meetings • Annual STACS review and follow-on in the classroom monitoring • SMT interventions and support to subject departments • Q.I.E. surveys to parents, pupils and staff • Use of such surveys to affect a number of improvements and communication • Evaluations of subject departments and pupil support • Sharing of experiences e.g. of AIFL strategies • Evaluation of communication and system used • Opportunities to discuss attainment not only in National Exams but also in S1 and S2

10. Evaluation of achievement opportunities and successes for the pupils • Comparative school data to be available to all departments and staff • Opportunities for all staff to be made aware of whole school attainment • Training of SMT in assessment of learning and teaching • Classroom monitoring visits which are evaluative and indicate next steps • Standards and quality reports should be evaluative as well as informative • Opportunities to evaluate teachers’ plans and course materials across the ability range • Policies and guidelines should be evaluated as to how and why they are created • Are minutes of meetings effective and useful? • Do we evaluate the effectiveness of our reporting system and our communication with parents?

11. Progress reports on improvement plans will need to be checked against what has actually happened • Self evaluation is the responsibility of every member of staff, not just promoted members • How good are our opportunities for the leadership of learning? • How well are the youngsters encouraged to be leaders of learning? • Evaluations should indicate strengths and areas for improvement • Have we embarked on an exercise of self evaluation in relation to the 4 capacities? • Have we evaluated the effectiveness of the curriculum for all pupils?

12. QI 5.9 Improvement through Self Evaluation • School CFE audit done on the basis of JTE dimensions – mapping the school provision • 2 PTs did presentation on implications of CFE draft outcomes • School striving to do better – strong feature. Everything evaluated with a view to improvement • Vision – wants a school that staff and pupils want to come to • Outstanding commitment of staff, total buy-in to ‘motivating effect of use of praise which permeates the school’. Staff involved in the full range of activities • Monitoring system: in contect of early start to SG. Took the system out of PTs’ hands and gave it to CTs, across the department. Observation schedules used by CTs who lead monitoring for the department, with a direct link to SMT. (Empowered staff) To empower pupils – full involvement of pupil body. Questionnaire process.

13. Lesson observation process used. Learning and teaching monitored monthly. Whole school monitoring calendar – HT meeting on stacs, DHT follows up with improvement aspects, monitoring schedules etc. • Pupil focus groups – pupil voice – 10 pupils in each focus group representing each programme level. (Eng and Maths) Have informed improvements – they each keep a diary • Every member of staff has a minimum of 2 class observations a year, feedback and followed up. Improvement plan takes this across departments • Annual HGIOS survey, compared year on year. (All staff, % parents and pupils) • Strong reliance on SLWGs – chaired by teachers at any level, includes all staff. 5 this year – draft findings ready. 1. Promoting and raising achievement, 2. homework, 3. ICT, 4. Bullying, 5. monitoring and self-evaluation

14. QI 5.3 Meeting Learning Needs • Staff have bought in to inclusion and delivery • Strong team of assistants who are dedicated to pupils • Pupils at risk – registers as required. Will be added to intranet next session • Home-school partnership officer – very effective. Community police, educational psychologist – also very strong.

15. QI 5.1 The Curriculum • Teachers don’t have own rooms due to size of roll (e.g. 5 maths rooms but 11 teachers). Most rooms used 100% time • Many classes at maximum size • Curriculum review group this year to prepare for progressing from S3 SG • Developing S4-S6 curriculum in readiness for August 2009/10 • Course provided at all levels • College courses haven’t gone well – pupils preferred not to leave the school • Core skills (DHT on national body). IT embedded in S1/S2 core programming – Int 2 attained by almost all S2. Working with others locked into work experience (100%) with very good results (62%) at Int 2 and Int 1 (30%). Now offered at Higher (85% of pupils getting this award)

16. QI 2.1 Learners’ Experiences • Curricular and extra-curricular, all pupils need a balance of both • Pupil Support Teachers surveyed – very positive about the process. Like opportunity to deal with issues very quickly, like the overview of following pupils over time and getting to know them and working with them on a regular basis. Quite a few have gone on to do PSE course • Homework – survey (all parents with their children). Valued homework, not always using diaries, many parents wanted pupils kept in at lunchtime to do it, some wanted more homework. Draft policy now being developed. Surveys posted home to ensure all parents engaged • Enterprise – WEVE (Work Enterprise Vocational Education) First school in EA to do it. Very strong provision – professionally produced enterprise newsletters twice a year, to all partners. Now doing national pilot on enterprise QIs

17. 14th annual health fair this year (police, ambulance, brain gym, active area – rowing machines, fruit. Peak flow-height, blood pressure can be tested etc.) Very positive evaluations • S6 pupils sign a contract to contribute to the school – in a way that suits their skills (e.g. coaching/mentoring/Star pupils etc) • PT WEVE does an annual audit of all clubs and activities (over 50 at the moment). All S1 pupils required to be involved in something. Attendance activities monitored, and chased up. At the last trawl – every S1 pupil involved (This will spread through to S2 next session) • Responsibilities – prefects, roles, captains (29 in total, mainly S6, elected by pupils and staff)

18. QI 1.1 Improvements in Performance • Aug 2003: S2 start SG in maths and English. IT describes this as a no-lose scenario. If get Credit, then space to do 2 years to Higher. General levels at S3 – do Int2 at S4 – step to Higher. Foundation at S3 – don’t all manage Int1 so do Skills for Life and connection with Adult Learning. Strategy succeeded because of very close monitoring process – relentless. Involves many staff who are not PTs • Now SG all subjects in S2 • Maths in 2004 – compared to S3 – S3 did as well in first year, and better, but slip in 2007 due to staffing problems • Eng S5 group 2005 (old system – 37 Higher passes – A=2, B=14, C= 21). New system A=13, B=24, C=24, 61 Higher passes • Maths old system 1 year 6, 16, 8 = 30. New system 2 year 14, 17, 13 = 44 • Monitoring is a standard item on every SMG agenda meeting

19. Best attendance in EA (7.9%) Small hard core still • Motivating effect of praise. Strong D of E awards • Hearing impaired unit – 40 deaf pupils next year. Included fully in the life of the school, with support in classes as appropriate. Same high expectations, including school show and school sports • Very effective pupil support structure - every teacher is a pupil support tutor with 3 pupils from each year group (18 in total), and take them through the school. Pupils matched to teachers. Pupils with serious problems have the PTs. 50 pupil support tutors in the school now, house group teams, monthly meetings with head of house QA visit from EA last Autumn – sfl system came out very strongly • Exclusions – 0.06% and falling – way ahead of all other school in the EA • Leaver destinations 42% FT HE, 22% FT HE.