Regional Vocabulary Geirfa Rhanbarthol

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

2. Regional VocabularyGeirfa Rhanbarthol System Leaders / Arweinwyr System Lead Practitioners / YmarferwyrArweiniol Lead Practitioners of Numeracy and Literacy / Ymarferwyr Arweiniol Llythrennedd a Rhifedd

3. 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

5. Category names / Enwau’rcategorïau • Good and outstanding schools no change • Schools Causing Concern no change • Ysgolion da a rhagoroldim newid • Ysgolionsy’nachosiconsyrn / peripryderdim newid

6. 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’

7. Category names / Enwau’rcategorïau • ‘Developing schools’ ‘Schools needing to improve outcomes for learners’ • ‘Ysgolionsy’ndatblygu’ ‘Ysgolionsyddangengwelladeilliannauiddysgwyr’

9. 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).

10. 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

11. 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

12. School Self-Assessment / Hunan-asesiadYsgol

13. School Self-assessment / Hunan-asesiadYsgol

14. Continued / Parhad

15. 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

16. 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

17. Autumn Visit / YmweliadyrHydref

18. Example Foundation Phase target setting sheet

19. Example KS2 & KS3 target setting sheets

20. Example KS4 target setting sheet

22. 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