Improvement through Self-Assessment 2014 - 2015

1. Improvement through Self-Assessment 2014 - 2015 Christine Wilks 4th June 2015

2. (2) Welcome • Outline of the session • Housekeeping • Introductions and experience of SAR/QIP • Expectations • Action planning • Accessible at: Learninharrow.org.uk • ACFL Template layout & presentation.

3. (3) Objectives • Identify 2 advantages of a SAR. 2. Identify 4 sources you might tap into to complete the SAR process. • An introduction to performance data and making evaluative judgements. 4. Compare Good, Bad & Ugly Ofsted reports. 5. Evaluate a sample SAR report.

4. (4) Common Inspection FrameworkCIF • The Common Inspection Framework for further education and skills was devised by her Majesty’s Chief Inspector in line with the Education and Inspections Act 2006. • The CIF comprises the principal criteria that inspectors must consider when inspecting every education and training provider.

5. (5) What is Self-assessment? • A tool for improvement – how well did we do and how can we improve? • Process should focus on actions which improve outcomes for learners. • Led by the needs of the organisation. • Judgements should be based on reliable evidence.

6. (6) Why self-assess & plan improvements? • Improve the learning experience and the outcomes for learners. • Support your organisation’s priorities and monitor progress in meeting them. • Focus on the continuous task of raising quality. • Critical theme for risk assessment. • Essential tool for future planning.

7. (7) Self-assessment To be fully effective self-assessment must clearly evaluate: • Where you were • Where you are • Where you are going

8. (8) Activity 1 - Group think? • What sources might you tap into when carrying out self-assessment of your provision? • Jot down as many as you can in 5 minutes.

9. (9) Advantages of the SAR process • Significant aid to Ofsted compliance. • Identifies strengths and weaknesses. • Focuses attention on outcomes for learners. • Encourages staff to buy-in (feel valued). • Provides a benchmark for performance. • Shapes next year’s curriculum offer.

10. (10) Advantages of the SAR process • Stimulates the capture and use of data. • Forces the application of the learner voice in curriculum planning. • Concentrates attention on the impact on learners. • Supports grant applications. • Common ground for professional dialogue.

11. If the opposite of whatever is claimed is an Area for Improvement …THEN…what is claimed cannot be a strength but a norm. Eg: Proposed strength – “Every learner has an induction and learning plan.” Question: If every learner did not have an induction and learning plan would this be an area for improvement? Answer: Yes. This is a norm and not a key strength. (11) How to identify Strengths and Areas for Improvement

12. (12) Activity 2 - Norm or Strength? • Tutor promotes change in behaviour previously restricted by learned cultural norms. • Tutor completes ILP for Learners. • Tutor uses creative activity sheets. • Tutor sets and marks homework for every class. • Students have opportunities to go on cultural trips. • Tutor embeds ICT. • Learners are made to feel safe and are aware of safeguarding procedures. • Learners make good progress. • Tutor promotes healthy living and lifestyles. • Tutors maintain an accurate register.

13. (13) Ofsted Reports Good, Bad & Ugly • How do the reports match with your organisation? • What outstanding features could you also achieve? • Are the identified strengths true strengths? • Are there any common themes?

14. (14) Application of data • Headline data • 3 year trends • Achievement gaps • Use of benchmarks • Review of data • Judgements on data

15. (15) Data continued . . . • Data must be valid & reliable. • Capture soft data outcomes. • Record unexpected outcomes. • Quantitative – learner success rates or numbers enrolled. • Qualitative - feedback from learners throughout their learning journey. • Use both historic & current data. • Full range eg Observation (OTLA) results.

16. (16) Evaluative & judgement statements • Using the correct words to describe the judgement you have made. • Matching the judgement statement to the SAR grade. • Ensuring the judgement as finally phrased is evidence based – can you justify? • Aligning the judgements with the QIP

17. (17) Evaluating teaching & learning The key factor in judging the effectiveness of teaching and assessment is the impact on learning: • Outcomes • Attainment • Progress • Learning activities in the broadest sense.

18. (18) Group Activity – evaluate sample SAR • Identify at least 2 key strengths and AFIs from your report. • What evidence is there that the judgements in the report are data based? • Evaluate what is good and bad and why. • Make recommendations for the QIP. • What assumptions can you make about the quality of provision in terms of the wider outcomes for learners? • What grade would you allocate and why? • What further exploration would be needed?

19. (19) Summary • SAR is a process designed to drive improvement • SAR is a reflective process turning experience into learning • SAR results should inform future curriculum offer • SAR is most efficient where all members of staff buy-in to the process • The quality of underpinning data is key • Impact on learners is always a focus of effort

20. (20) SAR Sources of guidance • Ofsted CIF 2012 • Ofsted Handbook for inspection of Further Education and Skills 2014 • LSIS Self-assessment and Improvement Planning 2010 • Learninharrow.org.uk • http://archive.excellencegateway.org.uk/page.aspx?o=EE3B1097-ED4A-4B7C-9C9D-4EC0533C72CE