Preparing for Inspection Nov 2013

1. Primary QIO team Preparing for InspectionNov 2013

2. To provide an overview of the revised Inspection framework. To share clear expectations regarding documentation and the self evaluation summary. To share effective practice. Aims

3. Doing with rather than to Fewer schools - now 240 previously 400 Reduced notification - 2 weeks Pilot of unannounced !! Use of the self evaluation summary paper for scoping meeting (Mon pm). Provides areas for focused attention. 3 key questions with related QIs What’s changed?

4. Work in partnership with HMIe to develop open and constructive dialogue. Provide information to ensure HMIe can report accurately, fairly and reliably. Work with HMIe to minimise disruption, stress and bureaucracy. Draw any concerns about process to attention promptly. Understand HMIe will visit classes and talk to staff and partners about all key issues relating to school life. Clear expectation that schools will:

5. • Issue questionnaires (info comes with box) • Provide documentation required in advance( 6 working days)including- Completed self evaluation summary, class timetables, etc • Prepare all other documentation required for Inspection week • Prepare staff,pupils Set up meetings etc Previously ‘Preparation Fortnight’The ‘box’ has arrived.

6. • Key documentation required all organised Visit from QIO and QIO manager to practice talking through your Self Evaluation, review evidence, visit a few classes,receive feedback Preparation before ……the ‘box’ has arrived.

7. Read the list of documentation required in advance and for the actual Inspection week. ( appendix 3) Appendix 4 - other documentation required Use a 1 -3 system to evaluate how prepared you currently are One - Major preparation required Two - Slight tweaking to be ready Three - Ready now! (See copies of 8,9,10,11,12 in pack) Task One

8. Quest. 1 : How well do young people learn and achieve? (QI 1.1Attainment & Achievement, 2.1 Learners’ Experiences) Quest. 2 : How well does the school support children to develop and learn? (QI 5.1 Curriculum, 5.3 Meeting Learning Needs) Quest. 3 : How does the school improve the quality of its work? (QI 5.9 Self Evaluation) Key document -Self Evaluation summary

9. No more than 3 pages of A4 sent to HMIE 6 days before Stick to the ‘high ground’ As evaluative as possible- not a descriptive commentary Identify strengths and aspects for development Examples of good or innovative practice Where are you improving? How do you know? What are the key sources of evidence to underpin improvements? How do you priorities areas for improvement? Must link to Increased expectations from HMIE Self evaluation summary

10. 7 characteristics for successful implementation of Curriculum for Excellence • clear plan based on self evaluation • good quality support for CPD • staff are working with increasing confidence with the Es and Os and know how to use these in taking a coherent approach to learning, teaching and assessment • effective arrangements to assess and track progress • strong and secure achievement in literacy and numeracy • effective partnerships and involving parents • good leadership at all levels with vision for outcomes of change. Remember ……

11. 6 entitlements • coherent curriculum from 3 to 18 • broad general education • senior phase • develop skills for learning, life and work • personal support and challenge • support in moving into positive destination And ….

12. 1.1 Improvements in performance • standards of attainment over time • overall quality of learners’ achievement • impact of the school improvement plan • includes strong and secure achievement in literacy and numeracy, skills for learning, life and work Q. 1 : How well do young people learn and achieve?

13. 2.1 Learners’ Experiences The extent to which learners are motivated and actively involved in their own learning and development. • quality/depth of engagement with learning in and out of class - increased responsibilities • the way staff engage with learners • how the school takes account of learners’ views - not just about what they learn but how. • development of learners’ skills and awareness of strengths and needs and …

14. • Aifl- sharing learning intentions, success criteria • active learning approaches • opportunities for paired, group, collaborative work • effective questioning • peer and self assessment • involvement in identifying next steps • personal learning planning • genuine personalisation of learning • staff who can reflect on and evaluate their own practice Learners’ experiences contd.

15. 5.1 Curriculum (increased expectations) •Rationale and design principles - impact, progression The curriculum as a whole - 4 contexts Planning for continuity and progression through the BGE Planning is streamlined and not overly bureaucratic • Curriculum development work • Literacy, Numeracy and HWB across learning Developing realistic and manageable approaches to assessing progress and achievement across all curriculum areas • Transitions • Skills for learning, life and work Partnerships Profiling process including P7 profiles Q. 2 :How well does the school support young people to develop and learn?

16. 5.3 Meeting Learning Needs • tasks, activities and resources in lessons • differentiation, personalisation, pace and challenge, choice • identification of learning needs • roles of teachers and other staff • meeting and implementing the requirements of legislation and ……

17. 5.9 Improvement through self evaluation (increased expectations) ‘Inward, Outward, Forward’ how well does the school know itself? is there a coherent, strategic approach to improvement across school? is there leadership at all levels and genuine staff empowerment? is there a high priority being given to rigorous monitoring of learning and teaching? is there a clear sense of direction? and is this reflected at all levels? Q.3 : How well does the school improve the quality of its work?

18. • is there commitment to self evaluation? • impact of PRD and career long professional learning ? use of new GTC standards ? • rigorous and systematic reflection ? • responding to staff, parents, partners, learners ? • joined up approach ? effective arrangements to assess and track progress and achievement though the BGE • IMPACT of the above and ……

19. Individual •Choose one question and, thinking of your SQIP, note down the points that you would want to discuss at a self evaluation meeting. Stick to the ‘high ground’, be evaluative and detail where examples can be found. Pairs • Take 5 minutes to discuss each others self evaluation (see exemplars in pack) Task Two - Preparing for self evaluation

20. Next steps Gather all documentation required Visit before Feb/Summer/Oct. Proposed dates will be negotiated with your QIO Proposed format- self evaluation, visits to classes, review of documentation, feedback and discussion with SMT Follow up meeting - 13th FEB (3.30)- please being along documentation gathered and be prepared to share and discuss

21. Any questions/comments?