Facilitators - Stephanie Davies, WMnet Steve Pincher, Birmingham LA Geoff Turrell, Athena EAZ

1. Using the Becta Self Review Framework for school improvement Facilitators - Stephanie Davies, WMnet Steve Pincher, Birmingham LA Geoff Turrell, Athena EAZ Course organiser:

2. Using the Becta Self Review Framework for school improvement The course objectives are to: • develop greater understanding of the self-review framework as a school improvement tool • greater understanding of the self-review process, interpretation of level descriptions and what makes a good commentary • show how self-review can be used as part of change management • use self-review to identify areas of further development and support

3. What is the impact of technology on schools?

4. Evidence of impact Some subject results improve by half a grade as a result of pupil use of technology for subject learning. ImpaCT2 (2003) • Gains equivalent to a term’s progress in KS2 English and KS3 science. In GCSE Science the gains represented over 50,000 pupils moving from grade D to C. In GCSE Design and Technology – 10,000 pupils moving from D to C. Broadband evaluation (2005) • Schools making good use of connectivity demonstrated better improvement than other schools in five or more A*-Cs at GCSE – on average a 4.4% increase in the year following the implementation of broadband.

5. Evidence of impact ICT Test Bed final report 2006 • Underperforming schools that develop their e-maturity improve results at a faster rate than other institutions. • Significant improvement in percentage of five or more A*-Cs and five or more A*-Cs including Maths and English GCSEs relative to comparators. The ICT Test Bed project evaluation included and involved practitioners in action research.

6. Ofsted success for ICT Mark schools Schools accredited with the ICT Mark are considerably more likely to be rated ‘outstanding’ in all five measures. • Four times more likely to be rated as ‘outstanding’ in the overall effectiveness of the school category (ICT Mark schools: 40%, national primary: 9%, national secondary: 10%) • Three times more likely to be rated as ‘outstanding’ in the Achievement and standards category (ICT Mark schools: 31%, national primary: 8%, national secondary: 9%) • Three times more likely to be rated as ‘outstanding’ in the Leadership and management category (ICT Mark schools: 42%, national primary: 11%, national secondary: 12%) • Four times more likely to be rated as ‘outstanding’ in the Teaching and learning category (ICT Mark schools: 29%, national primary: 7%, national secondary: 5%)

7. Ofsted reports on ICT Mark schools The large majority of Ofsted reports on ICT Mark schools contain positive comments in relation to a number of ICT areas, including: • Use of interactive whiteboards; • Development of pupils ICT skills; • The use of ICT to raise attainment; • Investment and level of ICT resources; • Planning, assessment and pupil profiling using ICT; • Teachers ICT skills; • ICT raising pupil confidence; and • ICT leading to involvement in community events.

8. Example quotes from Ofsted reports “The considerable investment in ICT, including whiteboards in every classroom, and a good number of computers and other technology, has had an outstanding impact on pupils’ progress.” “The use of information and communication technology and the provision of tasks relevant to children's ages and interest have helped those who were reluctant to write to achieve well.” “Standards in information and communication technology (ICT) areexceptionally high. Pupils become very confident and independent in using technology in a wide variety of contexts.” “The school has sought to meet local needs by joining a programme to provide families with computers to help pupils’ with their homework. This useful initiative is strongly supported by parents, who can see portfolios of the children’s work in all subjects via the internet.” “The use of computers to assist learning is excellent and students extend their work using the school’s independent learning network which provides homework tasks as well as additional information.”

9. Learners of the future –today…

10. Harnessing technology to enhance education Enhance Reinforce Transform Application of technology Self-review framework Mature Maturity and effectiveness School improvementEvery Child Matters Systematic Strategic Implementing Developing Schools work on this……… to get this….. by harnessing technology

11. Harnessing technology to enhance education Enhance Reinforce Transform Application of technology Self-review framework Mature Maturity and effectiveness School improvementEvery Child Matters Systematic Strategic Implementing Developing Schools work on this……… to get this….. by harnessing technology

12. If this is how learners use technology....

13. ...what should our vision be like? ...how extensive should our planning be?

14. The future - now! from ipods to implants cheap, fashionable, wearable, inescapable...

15. Built Virtual halls teaching e-portfolio dining staff MIS admin circulation learning platform toilets social communication walls resources personalised space plant storage content kitchen personal communities The merging of two environments?

16. The merging of two environments? Built Virtual halls teaching e-portfolio dining staff ? MIS admin circulation learning platform toilets social communication walls resources personalised space plant storage content kitchen personal communities

17. The self-review framework supporting change and improvement

18. Vision Skills Incentives Resources Action Plans Evaluation Skills Incentives Resources Action Plans Evaluation Vision Incentives Resources Action Plans Evaluation Vision Skills Resources Action Plans Evaluation Vision Skills Incentives Action Plans Evaluation Vision Resources Skills Incentives Evaluation Vision Skills Incentives Resources Action Plans Self-review and complex change The self-review framework has been developed to help schools evaluate and remove uncertainty ? Confusion ? Anxiety ? Slow Change ? Frustration ? False Starts ? Uncertainty Adapted from:Ambrose: Managing Complex Change; 1987 Thousand and Villa; 2002

19. Harnessing technology to enhance education Enhance Reinforce Transform Application of technology Self-review framework Mature Maturity and effectiveness School improvementEvery Child Matters Systematic Strategic Implementing Developing Schools work on this……… to get this….. by harnessing technology

20. What impact have initiatives had? In the most outstanding examples, ICT is starting to have a pervasive impact on the way teachers teach and children learn. As yet the government’s aim for ICT to become embedded in the work of schools is a reality in only a small minority of schools. The gap between the best and the worst is unacceptably wide and increasing.

21. Understanding and confidence through self-review • Working on effective use of technology • Getting school improvement Some schools will be here Self-review framework Mature Where are you? Maturity and effectiveness Systematic All good schools should be here 15% - 20% Strategic Where are you? Implementing Developing Schools evaluate their progression….

22. Concentrating on outcomes for learners • greater choice and opportunity for learning • learners to be better motivated, involved and engaged in their learning • to help every child, young person and adult learner to have even greater success and achievement • learning to be more exciting, relevant and fun • and we want learning online to be safe and secure “…take the discussion out of the technology world and place it firmly in the world of learners and learning”

23. Self-review framework A jointly developed framework of standards describing progression through a model of institutional maturity in the use of ICT. ICT Mark An agreed set of standards, within the self-review framework, indicating that technology is being harnessed effectively and efficiently.

24. The curriculum Learning and teaching Assessment Extending opportunities for learning ..rather than actions changing the learning environment. Schools tend to focus actions on staff and equipment…. Actions supported by the leadership team determine improvement outcomes The 8 self-review elements working together Impact on the Learner Professional development (People resource) Resources Leadership and management

25. The Self-review framework and Every Child Matters. Element 1. Leadership and Management Element 5. Professional Development Element 6. Resources Element 2. The Curriculum Element 4. Assessment Element 3. Learning and Teaching Element 7. Extending Learning Opportunities Element 8. Impact on Pupil Outcomes Be Healthy Be Safe Enjoy & Achieve Positive Contribution Economic Well-being

26. Take for example Access Access is available to all appropriate users • anytime ? • anywhere ? • with any device ? • Fundamental (need) • Added Value (want) • Excellence (wish) What does this look like to a learner, teacher and other groups of stakeholders?

27. Activity 1 Needs, Wants and Wishes • Look at each of the eight elements of the Self Review Framework and indicate for each: What would you need, want or wish each one? • Think outside the box - your big ideas for education in your school (not necessarily ICT). • How will this involve technology?

28. Self-review - people planning improvement • Review practice not technology • Focus on evaluating whole school improvement not auditing technology implementation • Review your actions and progress as well as practice • Use review to establish a consensus involving: • All staff • Pupils' views and insights • Other stakeholders

29. http://matrix.ncsl.org.uk

38. Element 3 Learning and Teaching • Do you have a whole school plan for the use of ICT across the curriculum? • Is it being implemented / followed? • Is it appropriate? • Does it include differentiation? • What about the use of ICT to support teaching? • What contribution does it make?

39. Element 3 Learning and Teaching • Are pupils encouraged to use ICT independently? • Are ICT resources available to pupils on a flexible basis? • Do pupils have opportunities to talk about their use of ICT? • Who identifies what ICT should be used across the curriculum? • How is evidence of attainment collected and shared between classes and other schools? • Are teachers encouraged to identify and try out new approaches?

40. Activity 2 First pass of Element 3: Learning and teaching Look at element 3 ‘learning and teaching’ - Where are you? (20 minutes)

41. Thinking about activity 2 • In which areas do you need to engage the wider staff and school to use the SRF effectively for school improvement? • How might you approach self review in your school?

42. Starting points for self-review What are the current challenges and changes facing the schools you work with or support?

43. Starting points for self-review Raising achievement Procurement Total cost of ownership Building Schools for the Future Computers for Pupils Learning Platforms Managed learning environments E-safety Engaging parents Truancy Workforce development Curriculum development 14-19 agenda Every Child Matters Personalising learning Behaviour Recruitment Could progress and improvement be made in any of these areas without a review of how technology is being used and harnessed?

44. What is it all about? “The self-review framework isn’t just about ICT and, interestingly, that is a key factor of its success. It focuses the mind on the whole spectrum of school development.” Steve Gater – Headteacher, Walker Technology College, Newcastle

45. Self-review benefits and outcomes • Where are you in your whole school improvement and ICT development • How does your school compare with others • What are your schools aspirations • What does good look like in your school • How will your school progress further • What actions will your school leaders prioritise • Where might your school need support

46. A few possible approaches to self-review One lead person reviews all elements The leadership team reviews and completes the framework School staff work in teams to complete each element All staff work together to review an element The person feeds back to the leadership team The leadership team or staff teams provide feedback to all staff All staff contribute to discussion and form a consensus Views of all staff, pupils, governors and community are obtained through discussion, contributions are made to the review commentary and a consensus is reached on the levels achieved Staff work together on each element in turn All staff work on identifying the actions that need to be taken to progress to higher levels of maturity. Responsibilities and accountabilities are agreed with the leadership team and actions become part of the school improvement plan

47. a school might find many different ways for using the self-review framework from looking across all the elements, as part of an audit or assessment of where they are, to focussing on particular aspects of particular elements. However, whatever a single schools approach is to self-review there may be advantages to sharing resources, procurement or development with other schools.

48. Finding your way with the self-review framework This is a DVD produced to help schools find their way through the self-review framework. It comprises an introduction, providing an overview of the framework and the benefits of using the online tool, and six filmed case studies of schools who have successfully engaged with the self-review framework. Watch the video and think about how you would implement the self-review framework in your school.

49. Approach to self-review and complex change Vision Confusion Skills Anxiety Incentives Slow Change Resources Frustration Action Plans False Starts Evaluation Uncertainty Adapted from:Ambrose: Managing Complex Change; 1987 Thousand and Villa; 2002

50. Since the launch…. Most used element: Leadership and Management • Over 9000 schools using the framework • Interesting patterns of use emerging Peak time 3:00 – 4:00 pm What do teachers do after the pupils have gone home? Most used on Mondays but also used Sundays!