Inspection 2012-13

1. Inspection 2012-13 S48 Diocesan Inspection and Catholic life DIOCESAN EDUCATION SERVICE

2. Agenda • The changes in the 2012 Framework • What we have found from the new inspection process • Evaluation of the school’s Catholic life DIOCESAN EDUCATION SERVICE

3. Framework 2012 3 main areas DIOCESAN EDUCATION SERVICE

4. The inspection process DIOCESAN EDUCATION SERVICE

5. Two parts to inspection • Inspection – effectiveness of the school judged by validation of the school’s self evaluation • Survey – gathering of thematic and subject evidence DIOCESAN EDUCATION SERVICE

6. Judgements • Inspectors will not directly make judgements about the school, about the quality of RE and Catholic life • They will seek to validate the school’s judgements about itself • This will be by • evaluating the SSE (SEF) • Testing aspects of it in school through observations, interviews, work scrutiny DIOCESAN EDUCATION SERVICE

7. Reporting Report will be written with two sections • Quality of the school self evaluation • Judgements about the rest of the required elements in the framework in conformity with the school’s own judgements if the self evaluation is judged to be reliable DIOCESAN EDUCATION SERVICE

8. Implications for governors Inspectors will have a very short time available for talking to governors – meeting needs to be focused: • How are governors fulfilling their canonical responsibilities for RE and Catholic life – in current climate, defence of Catholic education? • Governors’ role in school self evaluation: • Knowledge of strengths and needs of Catholic life • Knowledge of quality and outcomes from RE • How do Governors know – responsibility for oversight and approval of SSE • Need for complete openness in self evaluation DIOCESAN EDUCATION SERVICE

9. How practice of self evaluation might improve • Most SSEs produced carefully, but some showing signs of haste – especially where there is a new head who has not been left any documentation • Best practice is collaboration between senior team and RE subject leader in producing SSE with involvement of governors: • A few schools leave all to RE subject leader and HT does not take responsibility for Catholic life • Some governors not familiar with SSE • Schools doing a lot of self evaluation – very encouraging. Purpose of the inspections now is to help with improvement DIOCESAN EDUCATION SERVICE

10. Guidance on self evaluation • Click on the icon below DIOCESAN EDUCATION SERVICE

11. Guidance in the Framework The extent to which pupils contribute to and benefit from the Catholic life of the school: descriptors Pupils lead and take responsibility for shaping activities with a religious character, in the school and the wider community. Their contribution to school self evaluation in respect of the Catholic life of the school is significant. They are proud of their backgrounds and beliefs and have a strong sense of personal worth. They show an ability to listen, to give thanks, to forgive and be forgiven. They express their own views and beliefs with reasoned confidence and reflect on how the teaching of Jesus and the Church informs, influences and motivates themselves and others. They value and respect the Catholic tradition of the school and its links with the parish community(ies). They treat others with high levels of respect and know acutely that their behaviour always has consequences. They understand that they are called to a life of service and they seek justice for all within and beyond the school community. They take full responsibility for themselves and their actions. Pupils welcome the challenge of questions of meaning and purpose and are able to offer their own answers to such questions DIOCESAN EDUCATION SERVICE

12. Guidance in the Framework • the extent to which pupils participate in evaluating the Catholic life and the mission of the school; • the extent to which pupils value and respect themselves and others as created equal; • how well pupils take on positions of responsibility and leadership in the Catholic life of the school and in the wider community; • the extent to which pupils participate in activities which enable them to engage with their faith communities; • the extent to which pupils are able to reflect on how religious beliefs inform, influence and inspire themselves and others in their lives • the extent to which they engage with and respond to questions about the meaning and purpose of life  • how well pupils’ understanding of vocation is developing • how well pupils recognise that they are called to a life of service to others and to God DIOCESAN EDUCATION SERVICE

13. Evaluating Catholic life • A whole school issue for which HT and Governors are responsible • It involves all staff and all subjects • It is not just about worship and RE • It is about mission, communion, spiritual, moral and vocational development • It is about developing the virtues and Catholic values See the guidance materials on the DES website – more currently being developed DIOCESAN EDUCATION SERVICE

14. DES website – www.bdes.org.uk DIOCESAN EDUCATION SERVICE

15. Questions inspectors ask: Catholic life • How accurate and reliable are the school’s judgements? • Does the school have effective processes for monitoring and evaluation of Catholic life and collective worship? • Is evaluation a normal part of all school activities? • Does evaluation lead to improvement planning or are the links not yet clear cut? • Are clear priorities for Catholic life and collective worship established and are plans well supported by time scales and success criteria? Is the SIP manageable? • Do evaluation and planning lead to improved provision for and outcomes from pupils? • Are all staff and governors involved in evaluating Catholic life and collective worship? How? • Does the school know how to evaluate Catholic life formally? • Is the distinction made between Catholic life and RE? • Does the school have sufficient understanding of SMV in order to monitor and evaluate it? DIOCESAN EDUCATION SERVICE

16. How do you evaluate Catholic life? Issues • No data – evaluation not quantitative • Qualitative monitoring and evaluation is harder • Danger: evaluation is reduced to ticking boxes Key approach A process of formal reflection DIOCESAN EDUCATION SERVICE

17. Reflection • Define Catholic ethos or Catholic life • Identify the process by which it will be monitored and evaluated: • When? e.g. one inset day and two staff meetings • What information will be gathered prior to the inset and meetings – e.g. about quality of collective worship? • What resources will be used to assist in reflection? DIOCESAN EDUCATION SERVICE

18. Definition – an example Click on the icon below DIOCESAN EDUCATION SERVICE

19. Resources • Audit of spiritual life • Pupils and Catholic ethos • Characteristics of a Catholic school These look like tick boxes, but they are intended as starting points for reflective discussion DIOCESAN EDUCATION SERVICE

20. Catholic curriculum Examples of key questions For the teacher Where can I find God in this subject? For the pupils What does God want me to be? DIOCESAN EDUCATION SERVICE

21. Coming change in s48 inspection DFE has sent a letter to CES suggesting: • Schools judged by dioceses to be good or better should be inspected every 5 years • Those judged to be satisfactory or worse to be inspected every 3 years or more frequently by agreement Significance: this will break the link between s5 and s48 inspections – more info will follow DIOCESAN EDUCATION SERVICE