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Section 48. Framework Schedule Self evaluation Time out Inspection Documentation. Education Act 2005. Report on: any denominational education given to pupils the content of the school's collective worship and may Report on:

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Section 48

  • Framework

  • Schedule

  • Self evaluation

  • Time out

  • Inspection

  • Documentation


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Education Act 2005

Report on:

  • any denominational education given to pupils

  • the content of the school's collective worship

    and may Report on:

  • the spiritual, moral, social and cultural development of pupils at the school.


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NBRIA Framework (National Board of Religious Inspectors and Advisers)

Catholic schools are part of the mission of

the Church. They are challenged by the gospel

to affirm their pupils’ basic goodness, to

promote their dignity and to develop their gifts

to the full. Schools are challenged to educate

people to live responsibly for the fullness of

life that God wills for each of us.


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The Catholic community recognises

the importance of school self-

evaluation as a continuous process

that is complemented from time to

time by external inspection.


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Schedule

  • The overall effectiveness of the school

  • The Catholic life of the school

  • Religious Education


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1. The overall effectiveness of the school

  • the effectiveness of the provision of Catholic education in meeting the needs of learners,

  • the effectiveness of any steps taken to promote improvement since the last inspection,

  • the school’s capacity to make further improvements.


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2. The Catholic life of the school

  • How effective are leadership and management in developing the Catholic life of the school?

  • How good is the quality of Collective Worship?


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The Catholic life of the school:(a) How effective are leadership and management in developing the Catholic life of the school?

  • how well the governing body fulfils its role in relation to the school’s Catholic foundation

  • how effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality care and education

  • the quality of the leadership of the headteacher and senior staff in leading and developing the Catholic life of the school

  • how effectively leadership at all levels in the school promotes learners’ spiritual and moral development

  • the impact of the involvement of the chaplaincy team on the work of the school

  • how effectively leadership at all levels promotes the school’s contribution to social cohesion

  • how effectively the Catholic life of the school is monitored and evaluated


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The Catholic life of the school:(b) How good is the quality of CW?

  • the frequency and quality of the provision for prayer, Collective Worship and liturgical life of the school

  • learners’ response to the school’s provision

  • how well Collective Worship contributes to the spiritual and moral development of the learners


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3. Religious Education

  • How well do learners achieve in RE?

  • How effective are teaching and learning in RE?

  • How well does the RE curriculum meet the needs and interests of learners?

  • How effective are leadership and management in raising achievement and supporting all learners in RE?


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Religious Education:(a)How well do learners achieve in RE?

  • learners’ success in achieving challenging targets including qualifications and learning goals, with trends over time and any significant variations between groups of learners

  • the standards of learners’ work

  • learners’ progress relative to their prior attainment and potential, with any significant variations between groups of learners

  • the extent to which learners enjoy their work

  • the behaviour of learners

  • learners’ spiritual, moral, social and cultural development

  • the extent to which learners contribute to the school and broader community


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Religious Education: (b) How effective are teaching and learning in RE?

  • how well teaching is used to meet learners’ needs and curriculum requirements

  • the suitability and rigour of assessment in planning, monitoring and informing learners’ progress

  • the identification of, and provision for, additional learning needs

  • the involvement of parents and carers in their children’s learning and development


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Religious Education: (c) How well does the RE curriculum meet the needs and interests of learners?

  • the extent to which the Religious Education curriculum matches learners’ aspirations and potential, building on prior attainment and experience

  • how far the Religious Education curriculum meets external requirements and is responsive to local circumstances

  • the extent to which learners are gaining a knowledge and developing an understanding of the teachings, beliefs, values and way of life of other world faiths

  • the suitability of family life and sex education, education in personal relationships and citizenship education

  • the extent to which the curriculum in Religious Education contributes to the spiritual and moral development of the learners


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Religious Education:(d) How effective are leadership and management in raising achievement and supporting all learners in RE?

  • how effectively subject leaders in Religious Education lead and support their staff

  • how effectively performance in Religious Education is monitored and improved through quality assurance and self-assessment

  • how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential

  • the adequacy and suitability of staff to ensure that learners are well taught

  • the adequacy and suitability of learning resources and accommodation

  • how effectively and efficiently resources are deployed to achieve high standards

  • the effectiveness with which governors discharge their responsibilities


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Self Evaluation Guidelines

  • focus on learning

  • integration with school systems –development/improvement planning, performance management, continuing professional development

  • telling evidence

  • benchmarking against comparable schools

  • involvement of whole school

  • lead to action


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SEF48

The SEF48 is a summative document,

intended to record the outcomes of your

ongoing process of rigorous self-evaluation. As

such, it should be an accurate diagnostic

document with all conclusions fully supported by

the evidence. It should indicate key strengths,

areas being developed and what needs to be

tackled to effect improvement.


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Self-evaluation makes an important

contribution to inspections. It provides the

school and the inspectors with a means of

ensuring that inspection covers matters of

potential significance to the school. Schools

are strongly encouraged to update their

self-evaluation form on an annual basis.


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Judgement Grades

  • Outstanding

  • Good

  • Satisfactory

  • Inadequate



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Inspection

The purpose of inspection is to assist

the school in its continuing work of self-

evaluation through the identification of

particular strengths, of areas requiring further

improvement, and of progress made since the

last inspection.


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The inspection should be understood in the

context of self-evaluation and must include,

as well as the effectiveness of leadership and

management in developing the Catholic life of

the school, the provision and standards

achieved in curriculum Religious Education.


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Inspectors will make considerable use of

your SEF48 when discussing their

arrangements for inspection. The impact of

your self-evaluation in helping to bring about

improvement will be a major factor in their

judgements about the effectiveness of your

leadership and management and your capacity to

improve in the future.


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What has gone?

  • Questionnaire for Parents

  • Pre-inspection meeting for Parents

  • Pre-inspection meeting for Governors

  • Pre-inspection visit to the school

  • Request for mountains of ‘evidence’

  • Old judgement grades 1-7

  • Summary Report

  • Post-inspection feedback to Governors(?)

  • Post-inspection Action Plan


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What is new?

  • Pre-inspection letter to Parents

  • Request for SEFs, previous S23 Report, School DP & Subject DP

  • Pre-inspection analysis (PIA)

  • Inspector’s time in school (no more than 1½ days Primary / 2½ days Secondary)

  • Briefing at beginning of Day 1

  • Fewer lesson observations

  • Opportunity for shared observations at the school’s request

  • Less likelihood of extensive work scrutiny

  • Oral feedback at the end of inspection

  • Shorter Report (1500 words)

  • New judgement grades 1-4

  • Report posted on Diocesan website


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Pre inspection

  • The school is asked to contact the S48 Co-ordinator by e-mail when they are notified of the S5 (Ofsted) inspection: joe.ginty@dioceseofleeds.org.uk

  • S48 Co-ordinator will contact school by ‘phone to confirm approximate date of S48 inspection, name the S48 inspector & ascertain the availability of the documents required by the S48 inspector

  • The S48 inspector will contact the school to confirm dates and arrange discussion with the Headteacher or nominated representative


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Day one

  • Meet – HT, RE Co-ordinator/ HOD

  • Share PIA

  • Inspection strategy focusing on evidence collection


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Evidence

  • Lesson observation (possibly shared)

    • 30 mins

    • 10 mins across groups

    • Not all teachers observed

  • Work scrutiny (possibly in lessons and/or sample)

  • Discussion

    • Pupils

    • Staff

    • Governor(s)

    • Parents

    • Others

  • Tracking school processes

  • Joining meetings – school council, staff etc

  • Analysing learners’ records e.g. SEN

  • Sharing & celebrating Acts of Worship


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Obtain views

  • Learners – does the school seek & act upon their views?

  • Parents/carers – does the school seek & act upon their views?

  • Clergy/Chaplain & others involved in the Catholic life & work of the school if they wish to be interviewed


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Feedback – HT & RE Coordinator/HOD

  • Inspection findings discussed during inspection process

  • Leadership Team feedback at the end of the inspection


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Report

  • Max 1500 words

  • Draft e-mailed to the school within 5 working days from the end of the inspection - check factual accuracy

  • Draft to be returned to the inspector within 1 working day

  • Within 7 working days from the end of the inspection report sent to Proof Reader by inspector

  • Report then returned to inspector

  • Inspector sends Report to DBI

  • School receive hard copy & electronic version within 15 working days of end of inspection from DBI

  • Schools have 5 working days after receipt to distribute report to parents & carers

  • Report posted on Diocesan website & copy sent to CES


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www.dioceseofleeds.org.uk

Education

Catechesis and RE Service (Cares)

Schools

Section 48


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Section 48 Pages

  • Section 48 Home

  • DBI

  • Inspectors

  • Documentation

  • Contact

  • Reports


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Documentation

http://www.dioceseofleeds.org.uk/cares/schools/section_48/documentation.php

  • Framework and Schedule

  • SEF48 & Guidance

  • Inspection documentation