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Regional Vocabulary Geirfa Rhanbarthol

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Regional Support, Challenge and Intervention Framework RSCIF / FfCHYRh Fframwaith Cymorth Her ac Ymyrraeth Rhanbarthol. Regional Vocabulary Geirfa Rhanbarthol. System Leaders / Arweinwyr System Lead Practitioners / Ymarferwyr Arweiniol

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Presentation Transcript
slide1

Regional Support, Challenge and Intervention Framework RSCIF / FfCHYRhFframwaithCymorth Her ac YmyrraethRhanbarthol

regional vocabulary geirfa rhanbarthol
Regional VocabularyGeirfa Rhanbarthol

System Leaders / Arweinwyr System

Lead Practitioners / YmarferwyrArweiniol

Lead Practitioners of Numeracy and Literacy / Ymarferwyr Arweiniol Llythrennedd a Rhifedd

outlining amendments amlinellu newidiadau
Outlining amendments / Amlinellunewidiadau
  • Category names
  • Change in emphasis
  • School self-assessment
  • The recording sheet
  • Ladder of Support and Intervention
  • Enwaucategorïau
  • Newidpwyslais
  • Hunan-asesiadyrysgol
  • Y daflengofnodi
  • YsgolCefnogaeth ac Ymyrraeth
category names enwau r categor au
Category names / Enwau’rcategorïau
  • Good and outstanding schools no change
  • Schools Causing Concern no change
  • Ysgolion da a rhagoroldim newid
  • Ysgolionsy’nachosiconsyrn / peripryderdim newid
category names enwau r categor au1
Category names / Enwau’rcategorïau
  • ‘Coasting / underperforming schools’ ‘schools needing to improve aspects of leadership and / or provision’
  • ‘Ysgolionsy’ntanberfformio / gorffwysareurhwyfau’ ‘ysgolionsyddangengwellaagweddau o arweinyddiaeth a / neudarpariaeth’
category names enwau r categor au2
Category names / Enwau’rcategorïau
  • ‘Developing schools’

‘Schools needing to improve outcomes for learners’

  • ‘Ysgolionsy’ndatblygu’

‘Ysgolionsyddangengwelladeilliannauiddysgwyr’

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Outcomes

  • 1.1Standards
  • 1.1.1 Results and trends in performance compared with national averages, similar providers and prior attainment
  • 1.1.2 Standards of groups of learners
  • 1.1.3 Achievement and progress in learning
  • 1.1.5 Welsh language
  • 1.2Wellbeing
  • 1.2.1 Attitudes to keeping healthy and safe
  • 1.2.2 Participation and enjoyment in Learning (with particular emphasis on attendance)
  • Making a judgement forLearner Outcomes
  • A judgement is made against each of the 6 quality indicators.
  • The 6 judgements are then averaged to arrive at an overall ‘best fit’ judgement by applying the following considerations:
  • the overall judgement cannot be higher than the judgement for the main driver / lead indicator
  • only one of the other 5 judgements can be below the grade awarded as the overall judgement
  • to reflect current inspection practice, the judgement on well being cannot be better than adequate if the school has consistently poor attendance when benchmarked against similar schools
  • The judgement for learner outcomes will be further informed by the school’s band according to the national banding model (secondary schools only).
slide10

Capacity to Improve

KQ2 Provision

2.1 Learning experiences

2.1.1 Meeting the needs of learners, employers/community

2.1.2 Provision for skills

2.2 Teaching

2.2.1 Range and quality of teaching approaches

2.2.2 Assessment of and for learning

2.3 Care, support and guidance

2.3.3 Safeguarding arrangements

2.3.4 Additional Learning Needs

KQ3 Leadership

3.1 Leadership

3.1.1 Strategic direction and the impact of leadership

3.2 Improving Quality

3.2.1 Self-evaluation, including listening to learners and others

3.2.2 Planning and securing improvement

3.3 Partnership Working

3.3.1 Strategic partnerships

3.4 Resource Management

3.4.1 Management of staff and resources

slide11

Making a judgement for Capacity to Improve

  • Judgements can be recorded on the RSCIF recording sheet (Appendix 1)
  • A judgement is made against each of the 11 quality indicators and progress from the last inspection as listed above.
  • The 11 judgements are then averaged to arrive at an overall ‘best fit’ judgement by applying the following considerations:
  • the overall judgement cannot be higher than the judgement for 3.1.1 Strategic direction and the impact of leadership
  • of the other 10 judgements, weighting should be given to 2.2.1 Range and quality of teaching approaches
  • no more than two judgements can be below the grade awarded as the overall judgement
ladder of support and intervention ysgol cefnogaeth ac ymyrraeth
Ladder of Support and Intervention / YsgolCefnogaeth ac Ymyrraeth
  • Graduated programme of support and intervention according to category
  • Regionally defined minimum of school entitlement
  • Capacity to deliver has been modelled against 58 fte System Leaders within RISIS
  • Use of commissioned school to school support
  • Lead Practitioner support
  • Rhaglengraddedig o gefnogaeth ac ymyrraethi bob categori
  • Lleiafswm o hawl a haeddiantwedieiddiffinio’nrhanbarthol
  • Capasitiiweithredu’rrhaglenwedieifodeluynerbyn y 58 fte o Arweinwyr System o fewn RISIS
  • Defnydd o gymorthysgoliysgolwedieigomisiynu
  • CymorthganDdarparwyrArweiniol
workshop gweithdy
Workshop / Gweithdy

On your tables:

  • divide the ‘Ladder of Support and Intervention’ into sections
  • each person read their section in detail and summarise the main points to the table.

Areichbyrddau:

  • rhannwchyr ‘YsgolCymorth ac Ymyrraeth’ ymysgeichgilydd
  • darllenwcheich darn ynfanwl a chrynholi’rcynnwysi’rgweddill
categorisation letter llythyr categoreiddio
Categorisation letter / Llythyrcategoreiddio
  • Aiming for consistency
  • Clarity of the message
  • Agreed priorities for improvement
  • Governors
  • De-personalise
  • ERW letterhead
  • Anelu at gysondeb
  • Eglurder y neges
  • Blaenoriaethaucytunargyfergwelliant
  • Llywodraethwyr
  • Di-bersonoli
  • Llythyrpennawd ERW
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