LASH Residential
Supporting Schools (Preparing
for Ofsted)
Jane Holmes
Senior School Improvement Officer
www.ednet.co
Session Overview
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Introduction
Big Picture
Concerns
Influence
Purpose and focus of actions
Feedback
www.ednet.co
Big Picture
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New Ofsted framework
New curriculum
New exams
New assessment
New Team Member
Same leaders, same staff, same children!!
www.ednet.co
IMPACT OF CHANGE
Activity
• On a post-its (one for each!), write all the things
that are currently of concern to you, are
impacting on your job as school leader, making it
difficult or are barriers to improvement.(As many
as you can, don’t over think, go with your gut, big
or small, internal or external)
• Emerging themes?
www.ednet.co
Concern Vs influence
Zone of
concern
Activity (con)
• Now decide which zone to place each of you
post-its.
• Put them where they go.
www.ednet.co
Ofsted 2015
concern V influence
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Few inspections and few reports. No pattern to identify.
Individual experiences plus gossip and speculation.
Extension to time frames.
Possible backlog (HT sharing profiles and experiences at
training)
Difficult to predict if in “the window”
“Assessment information” may not be data
Structured and systematic approach to lines of enquiry
and summary evidence base.
Second phase of recruitment. Sign off Jan to April
(2,063>1301>981>474)
www.ednet.co
Informed Influence?
• Focus on aspects you can influence, that will
clearly be an area of priority and have skill set to
deliver.
• Attendance
• Good in a day
• Departmental leadership development
• Transition
www.ednet.co
Why Attendance?
• Profile and priority raised in the new framework
• On-going issue in the city.
• Could be limiting for schools aiming for
outstanding (affects all)
• Safeguarding.
• Regional Advisor
www.ednet.co
How Attendance?
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Joint work with the EWS service manager for coordinated approach with school improvement focus.
Network 25th November, single agenda item “Data”
“Deep dives” starting with priority school identified
by 2015 data. (3 this half term to start, on-going)
Quality Mark pilot (2 schools, development meeting)
Development of CPD package to support QM
modules.
www.ednet.co
Why “Good in a Day?”
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New Section 8 1 day HMI led inspections for Good
schools.
Shorter time scale to present evidence, has to be in
place and accessible. New challenge.
Significant numbers of Liverpool schools have good
judgement, but have experienced a dip in outcomes.
So leadership case will need to be strong and
convincing.
Recent experience of school inspections of all remits.
www.ednet.co
How “Good in a Day?”
• Discussion with HT about needs.
• Programme draft put together and to Principal
officer.
• Supporting materials developed.
• Designed to be a menu of activities tailored to
school.
• Priority schools, based on previous inspection
dates and vulnerability.
• 1 school this half term.
www.ednet.co
Why Departmental
Leadership development?
• Middle leadership key driver for school
improvement.
• Often an AFI at Ofsted.
• Identified by schools at challenge board and SIP
visits.
• Core subject specialism, Ofsted experience and
quick engagement in work with schools to start
to gain respect of HT.
www.ednet.co
How Departmental
Leadership development
• Department Identified as priority by school and
in outcomes.
• New or changed leadership roles.
• Planned to be a collaborative and developmental
experience for the leadership of the department.
• 2 days process and report to SLT with clear
actions.
• 2 this half term.
www.ednet.co
Why Transition
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Speech of HMCI
KS3 the wasted years.
Most able
Catch up funding
New curriculum and assessment without
levels.(Year 7 2016) Assessment commission
report.
• Primary HT, SSIO and Improvement Lead.
www.ednet.co
How Transition?
• Primary experience and resources. NCA tools and
Raise
• Focus on academic transition.
Ideas for discussion and feedback:
 Quality mark?
 Pilot project?
 Minimum “standards” for Liverpool around
evidence based best practice?
 Focus on training and resources for all?
www.ednet.co
Next steps
• Express an interest in any of the packages covered. (some
schools will be prioritised by need for some, but will try to offer
to all over time.)
• Review resources and order if felt to support transition.
• Feedback on proposals and resources.
• Transition development feedback
• Anything else?
Links
https://www.gov.uk/government/publications/flawed-inspections-ofsted-related-protocol
https://www.gov.uk/government/speeches/hmcis-monthly-commentary-october-2015
https://www.gov.uk/government/publications/key-stage-3-the-wasted-years
https://www.gov.uk/government/publications/the-most-able-students-an-update-on-progress-since-june-2013
https://www.gov.uk/guidance/what-maintained-schools-must-publish-online
https://www.gov.uk/government/publications/constitution-of-governing-bodies-of-maintained-schools#history
http://www.clerktogovernors.co.uk/publication-of-governors-details-and-the-register-of-interests/
http://eastwickschools.uk/the-governing-body/
http://asfaonline.org/governors
https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report
https://www.gov.uk/government/collections/national-curriculum-assessments-2016-sample-materials
https://www.raiseonline.org/documentlibrary/ViewDocumentLibrary.aspx