Facilitators - Stephanie Davies, WMnet

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Using the Becta Self Review Framework for school
improvement
Facilitators - Stephanie Davies, WMnet Steve
Pincher, Birmingham LA Geoff Turrell, Athena
EAZ
Course organiser
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Using the Becta Self Review Framework for school
improvement

• The course objectives are to
• develop greater understanding of the self-review
  framework as a school improvement tool
• greater understanding of the self-review process,
  interpretation of level descriptions and what
  makes a good commentary
• show how self-review can be used as part of
  change management
• use self-review to identify areas of further
  development and support

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Programme - morning

• 930 am Welcome and introduction to course
• 935 am The impact of ICT
• 950 am The future of ICT
• 1005 am Activity One Needs, wants and
  wishes
• 1030 am Looking at the SRF
• 1040 am Tea / Coffee break
• 1055 am Activity Two Element 3,
  Learning Teaching
• 1125 am Approaches to the SRF in your school
• 1135 am Finding your way with the SRF -
  video
• 1210 am Activity 3 So-so analysis
• 1230 pm Lunch

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Programme - afternoon

• 115 am Activity 4 - Element 3 Aspirations
• 150 pm Self review commentary
• 205 pm Activity 5 - Looking at commentary
• 215 pm Coffee break
• 230 pm Activity 6 - Exemplars
• 245 pm The ICT Mark assessment and
  accreditation
• 255 pm Activity 7 Top level Where to next
  analysis
• 310 pm Next steps and close of
  course Evaluation forms completed
• 325 pm www / ebi / evaluation
• 335 pm End of day

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• What is the impact of technology on schools?

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Evidence of impact

• Some subject results improve by half a grade as
  a result of pupil use of technology for subject
  learning.
• ImpaCT2 (2003)
• Gains equivalent to a terms progress in KS2
  English and KS3 science. In GCSE Science the
  gains represented over 50,000 pupils moving from
  grade D to C. In GCSE Design and Technology
  10,000 pupils moving from D to C.
• Broadband evaluation (2005)
• Schools making good use of connectivity
  demonstrated better improvement than other
  schools in five or more A-Cs at GCSE on
  average a 4.4 increase in the year following the
  implementation of broadband.

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Evidence of impact

• ICT Test Bed final report 2006
• Underperforming schools that develop their
  e-maturity improve results at a faster rate than
  other institutions.
• Significant improvement in percentage of five or
  more A-Cs and five or more A-Cs including Maths
  and English GCSEs relative to comparators.
• The ICT Test Bed project evaluation included
  and involved practitioners in action research.

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Ofsted success for ICT Mark schools

• Schools accredited with the ICT Mark are
  considerably more likely to be rated
  outstanding in all five measures.
• Four times more likely to be rated as
  outstanding in the overall effectiveness of the
  school category (ICT Mark schools 40, national
  primary 9, national secondary 10)
• Three times more likely to be rated as
  outstanding in the Achievement and standards
  category (ICT Mark schools 31, national
  primary 8, national secondary 9)
• Three times more likely to be rated as
  outstanding in the Leadership and management
  category (ICT Mark schools 42, national
  primary 11, national secondary 12)
• Four times more likely to be rated as
  outstanding in the Teaching and learning
  category (ICT Mark schools 29, national
  primary 7, national secondary 5)

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Ofsted reports on ICT Mark schools

• The large majority of Ofsted reports on ICT Mark
  schools contain positive comments in relation to
  a number of ICT areas, including
• Use of interactive whiteboards
• Development of pupils ICT skills
• The use of ICT to raise attainment
• Investment and level of ICT resources
• Planning, assessment and pupil profiling using
  ICT
• Teachers ICT skills
• ICT raising pupil confidence and
• ICT leading to involvement in community events.

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Example quotes from Ofsted reports

• The considerable investment in ICT, including
  whiteboards in every classroom, and a good number
  of computers and other technology, has had an
  outstanding impact on pupils progress.
• The use of information and communication
  technology and the provision of tasks relevant to
  children's ages and interest have helped those
  who were reluctant to write to achieve well.
• Standards in information and communication
  technology (ICT) areexceptionally high. Pupils
  become very confident and independent in using
  technology in a wide variety of contexts.
• The school has sought to meet local needs by
  joining a programme to provide families with
  computers to help pupils with their homework.
  This useful initiative is strongly supported by
  parents, who can see portfolios of the childrens
  work in all subjects via the internet.
• The use of computers to assist learning is
  excellent and students extend their work using
  the schools independent learning network which
  provides homework tasks as well as additional
  information.

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Learners of the future today
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Harnessing technology to enhance education
Enhance
Reinforce
Transform
Application of technology
Self-review framework
Mature
Maturity and effectiveness
School improvementEvery Child Matters
Systematic
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology
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Harnessing technology to enhance education
Enhance
Reinforce
Transform
Application of technology
Self-review framework
Mature
Maturity and effectiveness
School improvementEvery Child Matters
Systematic
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology
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If this is how learners use technology....
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...what should our vision be like? ...how
extensive should our planning be?
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The future - now! from ipods to implants cheap,
fashionable, wearable, inescapable...
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The merging of two environments?
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The merging of two environments?
Built
Virtual
halls
teaching
e-portfolio
dining
staff
?
MIS
admin
circulation
learning platform
toilets
social
communication
walls
resources
personalised space
plant
storage
content
kitchen
personal
communities
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• The self-review framework supporting change and
  improvement

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Self-review and complex change
The self-review framework has been developed to
help schools evaluate and remove uncertainty
?
Confusion
?
Anxiety
?
Slow Change
?
Frustration
?
False Starts
?
Uncertainty
Adapted fromAmbrose Managing Complex Change
1987 Thousand and Villa 2002
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Harnessing technology to enhance education
Enhance
Reinforce
Transform
Application of technology
Self-review framework
Mature
Maturity and effectiveness
School improvementEvery Child Matters
Systematic
Strategic
Implementing
Developing
Schools work on this to get this.. by
harnessing technology
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What impact have initiatives had?
In the most outstanding examples, ICT is starting
to have a pervasive impact on the way teachers
teach and children learn.
As yet the governments aim for ICT to become
embedded in the work of schools is a reality in
only a small minority of schools.
The gap between the best and the worst is
unacceptably wide and increasing.
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Understanding and confidence through self-review

• Working on effective use of technology
• Getting school improvement

Some schools will be here
Self-review framework
Mature
Where are you?
Maturity and effectiveness
Systematic
All good schools should be here
15 - 20
Strategic
Where are you?
Implementing
Developing
Schools evaluate their progression.
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Concentrating on outcomes for learners

• greater choice and opportunity for learning
• learners to be better motivated, involved and
  engaged in their learning
• to help every child, young person and adult
  learner to have even greater success and
  achievement
• learning to be more exciting, relevant and fun
• and we want learning online to be safe and
  secure
• take the discussion out of the technology world
  and place it firmly in the world of learners and
  learning

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Self-review framework

• A jointly developed framework of standards
  describing progression through a model of
  institutional maturity in the use of ICT.

ICT Mark
An agreed set of standards, within the
self-review framework, indicating that technology
is being harnessed effectively and efficiently.
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The 8 self-review elements working together
Impact on the Learner
Professional development (People resource)
Resources
Leadership and management
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The Self-review framework and Every Child Matters.
Element 1. Leadership and Management
Element 5. Professional Development
Element 6. Resources
Element 2. The Curriculum
Element 4. Assessment
Element 7. Extending Learning Opportunities
Element 3. Learning and Teaching
Element 8. Impact on Pupil Outcomes
Be Healthy
Be Safe
Enjoy Achieve
Positive Contribution
Economic Well-being
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Take for example Access

• Access is available to all appropriate users
• anytime ?
• anywhere ?
• with any device ?
• Fundamental (need)
• Added Value (want)
• Excellence (wish)
• What does this look like to a learner, teacher
  and other groups of stakeholders?

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Activity 1

• Needs, Wants and Wishes

• Look at each of the eight elements of the Self
  Review Framework and indicate for each What
  would you need, want or wish each one?
• Think outside the box - your big ideas for
  education in your school (not necessarily ICT).
• How will this involve technology?

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Self-review - people planning improvement

• Review practice not technology
• Focus on evaluating whole school improvement not
  auditing technology implementation
• Review your actions and progress as well as
  practice
• Use review to establish a consensus involving
• All staff
• Pupils' views and insights
• Other stakeholders

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http//matrix.ncsl.org.uk
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Element 3 Learning and Teaching

• Do you have a whole school plan for the use of
  ICT across the curriculum?
• Is it being implemented / followed?
• Is it appropriate?
• Does it include differentiation?
• What about the use of ICT to support teaching?
• What contribution does it make?

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Element 3 Learning and Teaching

1. Are pupils encouraged to use ICT independently?
2. Are ICT resources available to pupils on a
   flexible basis?
3. Do pupils have opportunities to talk about their
   use of ICT?
4. Who identifies what ICT should be used across the
   curriculum?
5. How is evidence of attainment collected and
   shared between classes and other schools?
6. Are teachers encouraged to identify and try out
   new approaches?

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Activity 2

• First pass of Element 3 Learning and teaching

Look at element 3 learning and teaching -
Where are you? (20 minutes)
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Thinking about activity 2

• In which areas do you need to engage the wider
  staff and school to use the SRF effectively for
  school improvement?
• How might you approach self review in your
  school?

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Starting points for self-review

• What are the current challenges and changes
  facing the schools you work with or support?

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Starting points for self-review

• Raising achievement
• Procurement
• Total cost of ownership
• Building Schools for the Future
• Computers for Pupils
• Learning Platforms
• Managed learning environments
• E-safety
• Engaging parents
• Truancy
• Workforce development
• Curriculum development
• 14-19 agenda
• Every Child Matters
• Personalising learning
• Behaviour
• Recruitment

Could progress and improvement be made in any of
these areas without a review of how technology is
being used and harnessed?
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What is it all about?

• The self-review framework isnt just about ICT
  and, interestingly, that is a key factor of its
  success. It focuses the mind on the whole
  spectrum of school development.
• Steve Gater Headteacher, Walker Technology
  College, Newcastle

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Self-review benefits and outcomes

• Where are you in your whole school improvement
  and ICT development
• How does your school compare with others
• What are your schools aspirations
• What does good look like in your school
• How will your school progress further
• What actions will your school leaders prioritise
• Where might your school need support

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A few possible approaches to self-review
One lead person reviews all elements
The leadership team reviews and completes the
framework
School staff work in teams to complete each
element
All staff work together to review an element
The leadership team or staff teams provide
feedback to all staff
The person feeds back to the leadership team
All staff contribute to discussion and form a
consensus
Views of all staff, pupils, governors and
community are obtained through discussion,
contributions are made to the review commentary
and a consensus is reached on the levels achieved
Staff work together on each element in turn
All staff work on identifying the actions that
need to be taken to progress to higher levels of
maturity. Responsibilities and accountabilities
are agreed with the leadership team and actions
become part of the school improvement plan
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• a school might find many different ways for using
  the self-review framework from looking across all
  the elements, as part of an audit or assessment
  of where they are, to focussing on particular
  aspects of particular elements.
• However, whatever a single schools approach is to
  self-review there may be advantages to sharing
  resources, procurement or development with other
  schools.

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Finding your way with the self-review
framework This is a DVD produced to help schools
find their way through the self-review framework.
It comprises an introduction, providing an
overview of the framework and the benefits of
using the online tool, and six filmed case
studies of schools who have successfully engaged
with the self-review framework.

• Watch the video and think about how you would
  implement the self-review framework in your
  school.

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Approach to self-review and complex change
What will be the approach to self-review in your school
Who will be involved in reviewing each element and deciding on actions
Identify the benefits and outcomes your school and staff want from the process
What time and resources are required for your approach to review
What actions need to be taken to make the review successful
Decide how often actions and progress will be evaluated
Confusion
Vision
Anxiety
Skills
Slow Change
Incentives
Frustration
Resources
False Starts
Action Plans
Uncertainty
Evaluation
Adapted fromAmbrose Managing Complex Change
1987 Thousand and Villa 2002
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Since the launch.
Most used element Leadership and Management

• Over 9000 schools using the framework
• Interesting patterns of use emerging

Peak time 300 400 pm What do teachers do
after the pupils have gone home?
Most used on Mondays but also used Sundays!
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The self-review process

• The process has been very extensive and
  comprehensive, enabling both ICT leaders and
  subject leaders to engage with, and reflect upon,
  all aspects of ICT. Balwant Baines Head of
  Student Achievement, Westwood School
• Much of the process was about confirming and
  celebrating strengths and highlighting areas for
  development. Steve Gator Headteacher, Walker
  Technology College
• It has generated discussions within the
  leadership team which was very healthy and
  allowed us to reach a decision about where we
  are Gina OConnor Headteacher, Walker
  Technology College

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The self-review framework and Ofsteds SEF
SEF
SRF
Leadership and Vision Curriculum Teaching and
learning Assessment Professional
Development Resources Extended
learning Impact on pupil outcomes
Achievement and standards Personal development
and well-being The quality of
provision Leadership and management Overall
effectiveness and efficiency
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Changes to the SEF that recognise the role of ICT

• The revisions to SEFs include the following
• 3a the extent to which information and
  communication technology (ICT) capability and
  other key skills enable learners to improve the
  quality of their work and make progress.
• 4b the extent to which learners adopt safe and
  responsible practices in using new technologies,
  including the Internet.
• 4e through the development of literacy,
  numeracy, information and communication
  technology, enterprise capability, economic and
  business understanding and financial capability.

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Getting everyone involved

• There are a number of tools you can use to get
  even the reluctant to take part in the review,
  visioning and action planning processes

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Brown paper and post-its

• Give everyone post-its and fat pens
• Frees people from feeling intimidated
• Everyones contribution valued equally

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Five whys

• Allows you to identify problems and issues at a
  deeper levele.g. why are the video cameras not
  used?
• Also useful to identify what you want from a
  changee.g. why do we need a V.L.E.?

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Five whys
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So-So Analysis
Teachers planning, use and evaluation Learning with ICT Leadership of learning teaching
Whats working?
Whats So-So?
Challenges
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Prioritisation tool
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Activity 3

• So-So analysis

• Thinking about your school, quickly jot down the
  areas within the three strands that you think
  are
• Working well
• So-So
• Challenges

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• Some things to think about.

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E-safety a key aspect (1c-4)

• Now part of the SEF and a requirements for all
  schools
• Policies and practice should be about security
  and safety
• Leadership and management should reflect policies
  and practice
• With onset of extended schools policies and
  procedures should reflect adult and community
  use.
• Becoming more the responsibility of the school to
  engage parents in the e-safety agenda through
  policies and discussions
• Many schools are looking towards monitoring
  network activity by the use of forensic type
  software
• School policies should be looking at dealing with
  cyber bullying as well as security issues. Dcsf
  guidelines available on 25th September 2007.
• The soft content review will address some of
  these emerging issues and guidance will be
  updated.

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Leadership, vision and organisational management

• (key aspects 1a-1 1b-3 1b-6 1c-4 3c-1 5a-3
  6a-2 6b-2)
• Is ICT embedded in the school vision and
  consistent with wider aims and aspirations?
• Is there an agreed whole school approach to the
  use of ICT in learning and teaching?
• Are there sustainable strategies, actions and
  professional development involving all staff?
• Are there clear and understood policies for
  e-safety?
• Is there an understanding of the access and
  equity issues for extending learning beyond the
  school?

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Provision quality and range of ICT use

• (key aspects 2a-2 4a-1 3a-2 5b-1 6b-3 7a-1
  7b-2)
• How is pupil ICT capability assessed and recorded
  across the school?
• Is the use of ICT systematically planned across
  all subjects?
• How has technology been used to meet the needs of
  pupils with special needs?
• Where has ICT been used to reflect the schools
  vision?
• How has ICT been used to engage parents with
  communication?
• How is effective technical support provided?

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Demonstrating impact on learning and teaching

• (key aspects 3a-6 3b -3 3c-4 2b-1 4a -2
  7a-2 8a-2 8c-1)
• Where does the school believe ICT has had the
  greatest impact?
• How is effective practice evaluated and shared by
  staff?
• What areas of development have the school
  identified?
• Does the school have information that
  demonstrates that disadvantaged pupils make
  progress in ICT?
• Are pupils aware of key issues in using web-based
  information and resources?

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Vision and aspirations

• What are you aspirations for how technology
  might be used to support wider school aims and
  learning environment.
• Pedagogy and teaching strategies
• Curriculum development
• Assessment for learning
• Extending opportunities for learning
• Parental engagement

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Activity 4

• Your aspirations

• Revisit element 3 (Activity 2)
• You can choose one strand from element 3 or look
  across them all.
• What level do you aspire to in each aspect? Use
  the results from activity 1 (needs wants and
  wishes) to inform your choices.
• What evidence would you hope to have in place in
  three years time?
• Share your aspirations with other group on your
  table

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Turning a vision into reality
subjective
need
want
wish
objective
vision statements
brief / output spec
Educational vision
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ICT Quality Indicators
Learners Workforce Parents Community Character
innovation

• Access
• Integrated digital environments
• Use

IMPACT
FUNCTIONALITY
Performance Scalability Environmental Sustainabili
ty Interoperability
BUILD QUALITY
Design Quality Indicators ICT Quality Indicators
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Specification led by vision not funding
Specifications
Technology accounts for about 10 of the funding
for new buildings but funding is a constraint.
If specifications are closer to your ICT Quality
Indicators then you are more likely to achieve
your vision.
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Self Review Commentary
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Sources of self-review commentary
Planning documents
Discussions
Schools tend to focus on documentation and data
Data and analysis
Observations
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Commentary - improvement across all elements

• Example - 7a-2
• Element 7 Resources
• Strand a) Provision
• Aspect 2 Sufficiency of provision
• L3
• Might link to learning and teaching (element 3)
  commentary
• L2
• Commentary might also describe improvement and
  link to impact on pupil outcomes (element 8)

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Activity 5

• Looking at commentary

• Look at commentary exemplar
• Does the commentary indicate that the recorded
  level has been achieved?
• Does the commentary reveal areas for further
  development?

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Reflecting on Activity 5

• what are the features of a good commentary?
• It is important to maintain or seek an objective
  view

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Exemplars
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Activity 6

• Looking at exemplars

• The exemplars are Key aspects identified by
  Becta and its partners.
• Exemplars provide illustrations of the sorts of
  practice you might find in a school at different
  levels within the framework.
• Review the real exemplar provided for one aspect
  from element 3, Ongoing critical evaluation
• From your group experiences write a different
  exemplar for a level of your choice.

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The ICT Mark
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Why a framework and accreditation?

• Within Building Schools for the Future (BSF)
  alone over 5 billion pounds will be spent on
  technology.
• After staffing, technology is the second greatest
  area of ongoing expenditure that a school has.
• How do parents and carers know that your school
  gives value for money?
• How much does your school spend a year on
  technology?
• How do you demonstrate the value they are getting
  from this investment?
• The ICT Mark shows that a school
• makes strategic investment in technology.

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Why be assessed?

• The self-review process allows all schools to
  identify where they believe they are but we know
  that some schools undervalue or overvalue
  themselves
• Where is your school against nationally agreed
  benchmarks?
• Does your school really know your areas of
  strength and weakness compared to others?
• Do you know which areas of investment and
  development will have the greatest impact?
• Can your school be confident that technology
  really is being used effectively by all?
• An ICT Mark assessment by an objective,
  experienced and accredited ICT Mark assessor
  would help provide your school with answers to
  these questions.
• The assessment feedback is of value whether your
  school achieves the ICT Mark standard or
  not. (How much would it cost for a consultant to
  do the same analysis and provide feedback?)

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Whats in it for your school?

• Confidence in your self-review processes through
  external validation.
• Celebrating achievement and commitment of all
  staff with
• certificates, badges, promotion, press releases,
  Becta website, etc.
• External recognition of whole school success
  with pupils, parents , staff, governors,
  community, etc.
• A quality accreditation that is recognised by
  other national schemes and initiatives.
• Host schools The ICT Mark is part of the
  quality assurance process for schools offering
  hosting services for professional development
  courses.
• ICT Register The ICT Mark can be used to
  apply for the ICT Register of schools providing
  services.
• ICT Excellence Awards Schools being assessed
  for the ICT Mark may be considered for the
  prestigious ICT Excellence Awards
• A body of independently assessed evidence that
  will help your school through inspection
  processes.

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Activity 7

• Top level review - where to go next?

• Look at cut down version of all eight elements,
  using the poster.
• Complete a top level analysis of your schools
  status for all strands.
• Identify any areas or strands where there are
  areas for development.
• Identify which element your school might review
  first.

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General advice

• Use the Self-review Framework to identify areas
  of development and actions that will lead to
  school improvement.
• Where are you?
• Where are you going?
• How will you get there?
• How will you know you are going the right way?
• Find out what support for the self-review
  framework and ICT Mark is available through your
  local authority or support provider.

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What help is out there?
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Advice and guidance
Impact of ICT in schools a landscape review
What is the self-review framework?
Making a difference with technology for learning
evidence for school leaders
Using technology safely in schools an essential
guide
Ways to use the self-review framework
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By the end

• of this process I hope the pupils actually
  have a better chance to use ICT because the
  adults understand it better themselves
• Rob Hazelgrove - Headteacher, St Loys Primary
  School

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Homework!

• Consider one element of the Self review Framework
  with other members of your staff.
• A good starting point might be element 1
  (Leadership Management), which could be
  considered by the whole senior leadership team.

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www.wmnet.org.uk/go/srf
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Date of future training event

• Thursday 1st November, Sandwell TDC
• Further similar training opportunities are
  planned for the spring term. Details will appear
  on the WMnet Self review pages.
• www.wmnet.org.uk/go/srf

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Objectives of course - review

• The course aims were to
• develop greater understanding of the self-review
  framework as a school improvement tool
• greater understanding of the self-review process,
  interpretation of level descriptions and what
  makes a good commentary
• show how self-review can be used as part of
  change management
• use self-review to identify areas of further
  development and support
• Have these aims been met?
• What do you need now?
• WWW / EBI
• Please complete evaluation forms.

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Supporting the use of the Becta Self Review
Framework in Schools
Contacts
Stephanie Davies stephanie.davies_at_wmnet.org.uk Ste
ve Pincher stephen_J_pincher_at_birmingham.gov.uk
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WWW / EBI