Briefing on the Revised Diocesan Framework for Self-Review and Validation Spring 2014

1. Briefing on the Revised Diocesan Framework for Self-Review and ValidationSpring 2014

2. Agenda • Diocesan Self-Review • What is still the same, what are the key changes and how can we best implement them? • Validation • What is still the same, what are the key change, and how can we best prepare for validation? • When is a school likely to be validated? How much notice will be given? What support is available? • Measuring Attainment and Progress in RE

3. Diocesan Self-Review – what will remain the same? • Virtually everything! • Regular cycle of review.  • Process of gathering and considering evidence, agreeing key strengths and areas for development for each section.  • Evaluating evidence against level descriptions to arrive at a best fit judgement.  • Involvement of all key groups in the school.  • Final ratification by governing body. 

4. Diocesan Self-Review – so, what is changing? • Move from ‘satisfactory’ judgement to ‘requires improvement’. • A2: Leadership and Management becomes its own section - D1 • Re-ordering of Section B • B1: Attainment and Progress in RE • B2: Quality of Teaching in RE • B3: Leadership and Management of RE • New Section E: Overall Effectiveness

5. Diocesan Self-Review – so, what is changing? • Introduction of an overall judgement. • Introduction of limiting factors. • B3: Leadership and Management of RE • D: Leadership and Management • E: Overall Effectiveness

6. Diocesan Self-Review – implementing the changes • Move current document onto new framework. • Ensure relevant staff are aware of key changes, particularly governors, and in particular the new ‘requires improvement’ level descriptors and the limiting factors. • Continue through your normal cycle of review, ideally, this would be one section per term. • End of the review cycle consider sections D and E. • Ensure you have robust RE data. • The above may need to be accelerated if you believe your school is due a validation within the next 12 months.

8. Validation – what is still the same? • Lots! • Notice given and some negotiation regarding the actual date.  • Pre-visit, approximately a week before the validation.  • Discussion of the school’s self-review process and outcomes.  • School’s own findings to be the starting point.  • Parental survey.  • Negotiation with the school on the timetable for the day.  • Feedback given on all observations.  • Headteacher kept updated as the day proceeds.  • Team willing to consider additional evidence presented. 

9. Validation – so what is changing? • Greater involvement of key staff in validation. • Application of limiting factors. • Report format. • Parents’ Questionnaire. Validation – how can you best prepare? • Do what you’ve always done! • Ensure your self-review systems are robust, regularly updated and the outcomes shared. • Familiarise yourself with key diocesan documents. • For the validation itself, take ownership and make sure the team see all you want them to!

10. Validation – when will it happen? • Ofsted and validation. • Five year cycle. • Notice will be given the ½ term preceding the term a school is due its validation. • Support

11. Other changes • Monitoring visits. • Annual submission of data. • Annual submission of diocesan self-review judgements.

13. Measuring Attainment and Progress in RE Primary Schools • ‘A complete picture’ • Planning • Teaching and learning- key questions/differentiation • Marking • Identifying next steps in the learning process • Assessment against levels of attainment • Evidence in RE books/spiritual journals/Big Questions books/class books. • Progress across year group

14. Role of the RE Leader • Be prepared for conversation • Attendance at RE cluster meeting and RE leaders’ days • Portfolio of levelled work • Data tracking