Lightening the load of SEF writing by using S-QED

1. Lightening the load of SEF writing by using S-QED A day for Head Teachers and senior leaders facilitated by Alistair Shaw

2. Intentions To provide an insight into effective and efficient SEF writing using the S-QED model. To support SEF writers in using the model in response to a key SEF question. To provide an update on key changes of practice and emphasis in the revised Ofsted framework.

3. Structure for the day Intentions and overview Essential ingredients of a good SEF Changes to Inspection framework from September 2009 The S-QED model SEF examples Lunch Using S-QED to support the writing of a SEF section - workshop

4. What makes a good SEF? What would you expect to see / not see? Discuss in groups then be ready to feedback key points.

5. Inspection framework changes 4 new critical limiting judgements Safeguarding Equality & diversity Capacity to improve Achievement* Increased emphasis on standards Achievement for all pupils - attainment and progress Emphasis on narrowing the gap for vulnerable pupils Improved SEF Increased classroom observations Increased proportion of re-inspections of satisfactory schools

6. Key features Promoting improvement based on diagnosis of strengths and weaknesses Evaluating achievement and wider well-being of pupils (as a whole and as different groups) and how the school ensures that all pupils succeed, including those most at risk Evaluating learning and teaching How well schools promote equal opportunity and tackle discrimination Check procedures for safeguarding Effectiveness of partnership with other providers to promote better outcomes for pupils

7. Key features (continued) High proportion (60%) of on-site inspection time in classrooms. Learning walks Will also track �vulnerable� pupils � seen as �a good way into understanding the school�s effectiveness�. (The notion that the school�s effectiveness is revealed by its work with the most vulnerable) Foster engagement of Head, staff and governors in process so understand judgements (partnership not collaboration) Gather, analyse and take into account the views of parents and pupils Standard -2 days,

8. Ofsted Documents www.ofsted.gov.uk Forms and guidance �Education and skills� � Schools Side menu - - Inspection resources Guidance for inspectors of schools

9. Frequency of inspections Will vary according to result of previous inspection and an annual assessment of subsequent performance Earlier inspection will be triggered by: Annual performance data Safeguarding or welfare concerns OfSTED has received & investigated a complaint 10% sample of good/outstanding provision to provide balanced data for HMCI annual report Part of a �statutory hard federation� No up-to-date submitted version of the SEF

10. Previous Ofsted judgements Good/ outstanding If no inspection within 3 years OfSTED will publish an interim assessment (checked with school). Satisfactory Inspection within 3 years Significant proportion (40%) of these will receive monitoring visits (no notice) to check on their progress in between full inspections. Revised arrangements from January 2010. Inadequate / Notice to improve / Special Measures Receive monitoring visits (no notice) and are re-inspected within a specific period

11. SEF � 7 �prime� judgements Outcomes: how well are pupils doing? Pupils� attainment (ROL suggests... Plus attainment on entry) Quality of pupils� learning & their progress Quality of learning for pupils with SEN/ LDD & their progress Pupils achievement and the extent to which they enjoy their learning The extent to which pupils feel safe Pupils� behaviour (revision for O/S grade from Jan �10) The extent to which pupils adopt healthy lifestyles The extent to which pupils contribute to the school & wider community Pupils� attendance The extent to which pupils develop workplace and other skills that will contribute to their future economic well-being? The extent of pupils� spiritual, moral, social and cultural development?

12. Quality of provision How effective is provision? Quality of teaching Use of assessment to support learning Extent to which the curriculum meets pupils� needs, including through partnerships? Effectiveness of care, guidance & support How effective are leadership & management? Embedding ambition and driving improvement L&M of teaching & learning The GB in challenging & supporting the school so that weaknesses are tackled decisively & statutory responsibilities met The school�s engagement with parents and carers Partnerships in promoting learning and well-being The school promotes equal opportunity & tackles discrimination Safeguarding procedures The school promotes community cohesion The school deploys resources to achieve VfM

13. Leadership and management How effective are leadership & management? Embedding ambition and driving improvement L&M of teaching & learning The governing body in challenging & supporting the school so that weaknesses are tackled decisively & statutory responsibilities met The school�s engagement with parents and carers Partnerships in promoting learning and well-being The school promotes equal opportunity & tackles discrimination Safeguarding procedures The school promotes community cohesion The school deploys resources to achieve value for money

14. The 4 limiting judgements Some aspects will have limiting grades ..... grades which contribute to and affect other judgements If a limiting grade is judged to be inadequate the school�s overall effectiveness is likely to be inadequate The 4 limiting judgements are: Achievement* Safeguarding Equality & diversity Capacity to improve

15. Limiting Judgements

16. Community Cohesion School community Community where the school is located UK community and globally To fulfil its duty a school should focus on 3 strands Faith Ethnicity & culture Socio-economic factors Demonstrate that ..... You understand the context of your own Community ..... You have planned and taken an appropriate set of actions �.. and these actions have had an evident impact Look at grade descriptors in The evaluation schedule for schools Must be a high priority � led by Head and SLT Human rights Diversity of culture Celebration of faiths Local neighbourhood support � generational work RE PSHE Citizenship Assemblies Skills of participations and responsible action � school and wider community School supporting the community and how the community might support the school and the curriculum Quality tracking, monitoring and evaluation of minority ethnic groups � white British, mixed race, minority ethnic, EAL, travellers � interventions and support Partnerships with faith groups, community groups, support agenciesMust be a high priority � led by Head and SLT Human rights Diversity of culture Celebration of faiths Local neighbourhood support � generational work RE PSHE Citizenship Assemblies Skills of participations and responsible action � school and wider community School supporting the community and how the community might support the school and the curriculum Quality tracking, monitoring and evaluation of minority ethnic groups � white British, mixed race, minority ethnic, EAL, travellers � interventions and support Partnerships with faith groups, community groups, support agencies

17. The S-QED model 4 parts:- Specify the reason (focus / evidence) Quantify the evidence to underpin the focus Evaluate the impact of the actions that have been taken, establishing the differences made Determine the next steps to be adopted.

18. Pupil behaviour Extracts from current SEF Example 1 � what works well / how could it be improved? Examples 2 (pupil behaviour) and 3 (governance) � how S-QED looks in reality

19. Using S-QED to structure your SEF Using the evidence you have brought connected with assessment, use the model to structure your first draft in answer to the question: How effectively is assessment used to inform learning? Support, moderate, critique and improve through collaboration.

20. Plenary and evaluations The learning from today has been... What I am going to do next is... The day could be improved further by...