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

1. Supporting the use of the Becta Self Review Framework in Schools Facilitators - Stephanie Davies, WMnet Steve Pincher, Birmingham LA Geoff Turrell, Athena EAZ Course organiser:

2. Supporting the use of the Becta Self Review Framework in Schools The course objectives are to: • develop greater understanding of the self-review framework and assessment • shared understanding of the descriptions and levels of the framework • stimulate discussion about self-review commentary and evidence • use self-review to identify areas of further development and support

3. Programme - morning 9:30 amWelcome and introduction to course 9:40 am Session One; The self-review framework 10:00 am Activity One; Review of example self-review 10:20 am Session Two; School approaches to using self-review 10:40 am Activity Two; Review of school using video material 11:10 am Coffee break 11:20 am Session Three; support and advice for progression 11:40 am Activity Three; Self-review role play – creating a commentary 12:15 am Lunch

4. Programme -afternoon 1:15 pmPreparing for support visit 1.45 pmSchool/support providerdiscussions 2:15 pm Activity Three plenary 2:25 pm Session Four; ICT Mark assessment and accreditation 2.45 pm Coffee break 3:00 pm Activity Four; Review of exemplar resources 3:30 pm Next steps and close of course; Evaluation forms 3.45 pm End of day

5. Supporting the use of the Becta Self Review Framework in Schools Session One The self-review framework Are schools using technology effectively? Supporting complex change The self-review framework Review and improvement

6. “Technology is an essential and inescapable part of 21st Century living and learning. All aspects of school life are enhanced and enabled with technology.” “Learning, Teaching and Managing with ICT” Funding Guidance for Schools and Local Authorities 2006- 2007

7. Achieving change – A key turning point….. Moving Towards e-Learning in Schools and FE Colleges: Models of Resource Planning at the Institution Level PricewaterhouseCoopers LLP - Dec 2004

8. 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.

9. 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 ? Confusion ? Anxiety ? Slow Change ? Frustration ? False Starts ? Uncertainty Adapted from:Ambrose: Managing Complex Change; 1987 Thousand and Villa; 2002

10. Mature – systematic use of technology results in effective and efficient practice that enhances education – ‘e-confidence’ • Systematic – common practice and systems are emerging from a strategic approach. • Strategic – strategies and planning are in place to develop whole institutional practice. • Implementing – technology is starting to be applied by individuals or in small targeted ways. • Developing – technology may be there but no strategies are in place to make effective use of it. Maturity and effectiveness

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

12. Understanding and confidence through self-review Mature Some schools will be here Self-review framework • School improvement • Effective use of technology Where are you? Systematic Maturity and effectiveness All good schools should be here Strategic Where are you? Implementing Developing Schools evaluate their progression….

13. “…take the discussion out of the technology world and place it firmly in the world of learners and learning” 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

14. 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.

15. 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 self-review elements working together Impact on the Learner Professional development (People resource) Resources Leadership and management

16. 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

17. Sources of self-review commentary Planning documents Discussions Data and analysis Observations

18. There are enough ICT resources to make a contribution to the current practice in learning, teaching and school organisation. L3 The school is well equipped with a good range of ICT resources and these are sufficient to make a significant impact on learning, teaching and school organisation. L2 Commentary - improvement across all elements Example - 7a-2 Element 7 – Resources Strand a) – Provision Aspect 2 – Sufficiency of provision L3 Might link to learning and teaching (element 3) commentary L2 Commentary might also describe improvement and link to impact on pupil outcomes (element 8)

19. Supporting the use of the Becta Self Review Framework in Schools Activity One Review of self-review commentary • In groups take it in turns to comment on whether the self-review commentary: • Indicates that the level recorded has been reached • Reveals areas of development or support

20. Supporting the use of the Becta Self Review Framework in Schools Session Two School approaches to the self-review framework The benefits and outcomes of self-review Different approaches to self-review A real example of a school approach Self-review as part of complex change

21. 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

22. 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

23. 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

24. 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: what key messages you would give to schools about using the self-review framework.

25. 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

26. Supporting the use of the Becta Self Review Framework in Schools Activity Two Review of school using video material • View the video of a school talking about ICT practice • Discuss what elements of the self-review are relevant • Watch the video again • Agree on FIVE questions to ask the schools head teacher

27. Supporting the use of the Becta Self Review Framework in Schools Session Three Self-review and school improvement Online self-review, guidance and action planning Starting points for self-review Getting best value from harnessing technology School improvement and support

28. The self-review process… • “The process has been very extensive and comprehensive, enabling both ICT leaders and subject leaders to engage with, and reflect upon, all aspects of ICT.” Balwant Baines – Head of Student Achievement, Westwood School • “Much of the process was about confirming and celebrating strengths and highlighting areas for development.” Steve Gator – Headteacher, Walker Technology College • “It has generated discussions within the leadership team which was very healthy and allowed us to reach a decision about where we are” Gina O’Connor – Headteacher, Walker Technology College

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

35. Since the launch…. Most used element: Leadership and Management • Over 8000 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!

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

37. 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?

38. Consultancy Advice Brokering a range of services to provide best value Achieving best value Becta self-review framework Exemplars of practice Online action plans Framework contractsBest value procurement National Digital Infrastructure Self-supporting improvement Aggregated procurement

39. Consultancy Advice Brokering a range of services to provide best value CHALLENGING effectiveness and efficiency of outcomes Becta self-review framework Exemplars of practice Online action plans Framework contractsBest value procurement National Digital Infrastructure Self-supporting improvement Aggregated procurement

40. The self-review framework and Ofsted’s SEF SEF SRF Leadership and Vision Curriculum Teaching and learning Assessment Professional Development Resources Extended learning Impact on pupil outcomes Achievement and standards Personal development and well-being The quality of provision Leadership and management Overall effectiveness and efficiency

41. Changes to the SEF that will recognise the role of ICT The revisions to SEFs expected include the following: • 3a – the extent to which information and communication technology (ICT) capability and other key skills enable learners to improve the quality of their work and make progress. • 4b – the extent to which learners adopt safe and responsible practices in using new technologies, including the Internet. • 4e – through the development of literacy, numeracy, information and communication technology, enterprise capability, economic and business understanding and financial capability.

42. Ofsted and ICT - quotes • With regard to OFSTED’s “formal” attitude to ICT – S5 inspectors no longer look at subjects but ICT is looked at in relation to the ECM agenda. • We have a duty to ensure that all students are able to make a valuable contribution to society & this is impossible to achieve if we do not ensure that students develop and apply their ICT capability effectively in their everyday lives. • Through the ICT subject inspection visits we look closely at curriculum. Unfortunately our evidence indicates that not all students receive their entitlement to ICT, particularly in Key Stage 4. Whilst the majority of schools provide a qualification in ICT, not all students choose to study for one. • Schools need to map, monitor and where appropriate, supplement students’ ICT experiences to ensure full coverage of the statutory programmes of study. Cathy Morgan - HMI, Ofsted

43. 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

44. Consultancy Advice Brokering a range of services to provide best value COMPARING practice, effectiveness and efficiency Becta self-review framework Exemplars of practice Online action plans Framework contractsBest value procurement National Digital Infrastructure Self-supporting improvement Aggregated procurement

47. Consultancy Advice Brokering a range of services to provide best value CONSULTATION, facilitation and supporting tools Becta self-review framework Exemplars of practice Online action plans Framework contractsBest value procurement National Digital Infrastructure Self-supporting improvement Aggregated procurement

48. A difficult balance CONSULTATION Functionality Impact Build Quality Funding Specifications Technology accounts for about 10% of the funding for new buildings but funding is a constraint. What are the fundamental qualities of functionality, impact and build quality that the specifications need to describe to get best value?

49. CONSULTATIONQuality Indicators – F.A.V.E. • Fundamental (need) – the aspects that are basic and essential in order to ensure ICT fulfils its potential as such are objectively measurable. • Added Value (want) – these aspects will enhance the ICT’s usefulness and pleasure value. These factors are desirable and would be beneficial to the embedding of the ICT. • Excellence (wish) – these make the ICT transform the experience of learning, teaching and being in the building. These factors make the ICT exceptional.

50. ICT Quality Indicators - Old ideas / New terms Learners Workforce Parents Community Character & innovation Access Integrated digital environments Use IMPACT Delight Venustas Commodity Utilitas FUNCTIONALITY Performance Scalability Environmental Sustainability Interoperability Firmness Firmitas BUILD QUALITY Vitruvius & Wootton Design Quality Indicators ICT Quality Indicators