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Children, Schools and Young People’s Framework

Children, Schools and Young People’s Framework. SIAMS Training Tuesday 17 September 2013. Introduction to the day. The purpose of the training is to help you to: understand the principles that underpin the new evaluation schedule understand the structure of the schedule

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Children, Schools and Young People’s Framework

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  1. Children, Schools and Young People’s Framework SIAMS Training Tuesday 17 September 2013

  2. Introduction to the day • The purpose of the training is to help you to: • understand the principles that underpin the new evaluation schedule • understand the structure of the schedule • Identify the changes for schools • Know how to access information about SIAMS inspections

  3. Q. Why Change? • A. To address issues • Mind the Gap – Ofsted and SIAMS • More than Caring and Sharing – ‘Outstanding’ judgements • A clear distinction between good and outstanding • The importance of RE in both VA and VC schools

  4. Why Change? • A. To raise aspirations • Ensuring the centrality and Christian distinctiveness of worship • Securing the effectiveness of RE – especially the teaching of Christianity • Ensuring that values are distinctively Christian • Requiring leaders to articulate and embed a distinctive Christian vision

  5. Q. What has changed? • A. The shape of the evaluation schedule • Evaluation statements • These are the areas that inspectors must explore. • Evidence gathered for each statement contributes to a single judgement on the core question.

  6. . • Using the grade descriptors • The grade descriptors are now presented as a list of bullet points rather than a grid. Schools and Inspectors should decide which grade is the ‘best fit’. • The descriptors for inadequate do not work on a ‘best fit’ basis.

  7. Q. What has changed? • A. The content of the Evaluation Schedule • 1. Main additions • Overall Effectivenesssection • Supplementary guidance on Methodist and Anglican tradition and practice • RE in a VC school • Achievement (progress) • Attendance and exclusion

  8. 3. Key vocabulary • SIAMS Statutory Inspection of Anglican and Methodist Schools • Core (not key) questions • ‘Best fit’ • it is likely some criteria will be met both above and below the grade • 3 single word grades retained • outstanding, good and satisfactory • no place for conditional grades such as good with outstanding features • the descriptors for the grade of inadequate do not work on a ‘best fit’ basis

  9. The Inspection ProcessThe impact of the new schedule on inspection practice • Pre-inspection evidence – consistency and fairness • Inspectors request from the school • The SEF, SIAMS Supporting Evidence document, SEES • The inspector accesses independently • School website • Most recent SIAMS and Ofsted reports – from Ofsted and NS websites • Provided by the Diocese • Data on school performance Send the SIB to school 24 hours prior to inspection*

  10. Additional evidence on the day • To be requested during the phone call to the headteacher: • school’s own tracking data including Raise on Line on current performance, attendance and exclusion data – request discussion with appropriate member of SLT • RE and worship files – planning; evaluations; assessments; observations • school improvement plan • relevant policies • a selection of pupils’ RE books.

  11. Check points – The Timetable • initial meeting with headteacher to discuss the SIB • regular updates for the headteacher • a learning walk • Joint observations of RE lessons in KS1 & 2 with headteacher • Observation of Collective Worship (headteacher leading) • at least one meeting with a group of students • a midday summary to reshape the inspection with headteacher • scrutiny of data with senior leader • discussion with foundation governors • time to prepare the formal feedback

  12. Looking at data • The school makes available current information and this forms the basis of a dialogue with the inspector. • standards and progress for groups and cohorts • attendance • exclusions and incidents of poor behaviour

  13. Summary of Key Points • A distinctively Christian understanding of shared human values • Achievement (progress) • RE in a VC school (as part of Core Question 1) • Focus on the teaching of Christianity • An explicitly Christian vision expressed by senior leaders and understood by all stakeholders

  14. The explicitly Christian nature of worship • The role of governors in strategic planning and monitoring of the school’s Christian character

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