1 section 48 framework schedule self evaluation time out inspection documentation
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Section 48
FrameworkScheduleSelf evaluationTime out InspectionDocumentation
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Report on:1. any denominational education given to
pupils 2. the content of the school's collective
worshipand may Report on:3. the spiritual, moral, social and cultural
development of pupils at the school.
Education Act 2005
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NBRIA Framework (National Board of Religious Inspectors and Advisers)
Catholic schools are part of the mission ofthe Church. They are challenged by the gospelto affirm their pupils’ basic goodness, topromote their dignity and to develop their giftsto the full. Schools are challenged to educatepeople to live responsibly for the fullness oflife that God wills for each of us.
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The Catholic community recognisesthe importance of school self-evaluation as a continuous processthat is complemented from time totime by external inspection.
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Schedule
1. The overall effectiveness of the school
2. The Catholic life of the school
3. Religious Education
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1. The overall effectiveness of the school
a. the effectiveness of the provision of Catholic education in meeting the needs of learners,
b. the effectiveness of any steps taken to promote improvement since the last inspection,
c. the school’s capacity to make further improvements.
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2. The Catholic life of the school
a. How effective are leadership and management in developing the Catholic life of the school?
b. 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
a. How well do learners achieve in RE?
b. How effective are teaching and learning in RE?
c. How well does the RE curriculum meet the needs and interests of learners?
d. 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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SEF48The SEF48 is a summative document,intended to record the outcomes of yourongoing process of rigorous self-evaluation. Assuch, it should be an accurate diagnosticdocument with all conclusions fully supported bythe evidence. It should indicate key strengths,areas being developed and what needs to betackled to effect improvement.
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Self-evaluation makes an importantcontribution to inspections. It provides theschool and the inspectors with a means ofensuring that inspection covers matters ofpotential significance to the school.
Schoolsare strongly encouraged to update theirself-evaluation form on an annual basis.
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Judgement Grades
1. Outstanding2. Good3. Satisfactory4. Inadequate
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Time out
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Inspection
The purpose of inspection is to assistthe school in its continuing work of self-evaluation through the identification ofparticular strengths, of areas requiring furtherimprovement, and of progress made since thelast inspection.
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The inspection should be understood in thecontext of self-evaluation and must
include,as well as the effectiveness of leadership
andmanagement in developing the Catholic
life ofthe school, the provision and standardsachieved in curriculum Religious
Education.
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Inspectors will make considerable use ofyour SEF48 when discussing theirarrangements for inspection. The impact ofyour self-evaluation in helping to bring aboutimprovement will be a major factor in theirjudgements about the effectiveness of yourleadership and management and your
capacity toimprove 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: [email protected]
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 DBIInspectorsDocumentationContactReports
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Documentation
http://www.dioceseofleeds.org.uk/cares/schools/section_48/documentation.php
Framework and Schedule
SEF48 & Guidance
Inspection documentation
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Thank you!