Post Ofsted Action Planning

1
Post Ofsted Action Planning Characteristics
of effective planning
2
Agenda

• Why plan?
• Areas for planning
• strategic, development, action
• Ways of structuring plans
• individual but federated
• single, holistic / integrated
• dual
• (strategic/development interconnected
  action plans)
• Features of plans
• establishing clarity
• use as management tool
• evaluation of impact

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Plans differences (1)

• Strategic
• long term
• extensive and enduring
• holistic
• in depth coverage of systems and procedures to
  guide strategic management

4
Plans differences (2)

• Development
• mid-term
• forward mapping of improvements
• incremental
• focuses on quality of provision

5
Plans differences (3)

• Action
• short term
• revised and refined fairly frequently
• ephemeral
• MQA
• whole course
• subject specific
• rectifies gaps / restrictions

6
Agenda

• Why plan?
• Areas for planning
• strategic, development, action
• Ways of structuring plans
• individual but federated
• single, holistic / integrated
• dual
• (strategic/development interconnected
  action plans)
• Features of plans
• establishing clarity
• use as management tool
• evaluation of impact

7
Consultation (1)

• Seeks to put power-relations in balance.
• Reduces risk of asymmetry of information across
  the partnership.
• Establishes common understanding of values,
  goals, nature of provision, systems and
  procedures.
• Contributes to ownership and team focus,
  thereby widening range of professional interest.
• Helps to make quality of provision a collegial
  matter.

8
Consultation (2)

• Increases efficiency across professional network.
• Gives proper weight to all stakeholders in
  reaching management decisions.
• May develop collective perspective on how best to
  resolve complex and multidisciplinary problems.
• Assists process of self-evaluation.

9
Mechanisms that help consultation (1)

• Well constructed and clearly understood
  partnership agreement.
• Update or briefing days at start of the training
  / academic year.
• Key outcomes from significant meetings
  communicated to all stakeholders.

10
Mechanisms that help consultation (2)

• Coherent and consistent messages in course /
  subject handbooks.
• Fully briefed tutors and mentors.
• Induction of new staff into partnerships
  expectations / procedures.
• Communication of rationale for the deployment of
  resources.

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Mechanisms that help consultation (3)

• Regular sharing of information e.g. tutors
  analysis of trainees progress with subject
  knowledge.
• Generic tasks across all training contexts.
• Use of course review meetings / review days.
• Judicious use of surveys, focus groups and
  advisory forums.

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Success criteria (1)

• Just what will have been achieved when the action
  or strategy has been implemented?
• First, clarify what is expected to emerge from
  the proposed changes.
• Second, use verbs or words that tend to reflect
  observable characteristics to help clarify
  intent.
• Third, add a quantitative indicator if this helps
  precision.
• Fourth, check for close relationship between
  issue to address, action(s) to take and
  indicator(s) of success.

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Success criteria (2)

• It is easier to be specific about performance
• outcomes than process outcomes but
• process outcomes need to be as clear as they
• can be.

14
Numerical indicators to mark success (1)

• Strengthening will be regarded as successful if
  at least two-thirds of trainees provide a
  positive indication that they have a better
  understanding of the Foundation Curriculum and
  Early Learning Goals.
• Tutors and teachers assessment of the report
  for parents submitted as part of trainees Child
  Profile Assignment will find at least 75 able to
  write an effective report.
• Attendance at mentor training will increase by
  10.

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Numerical indicators to mark success (2)

• In preparing their lesson plans and in evaluating
  their teaching 80 of trainee will adhere to
  published guidelines.
• At least four-fifths of trainees will show in
  their files action taken to fill gaps in subject
  knowledge by the end of the first term, all by
  the end of the second.
• Over 90 of schools will have established the 3
  hours per week entitlement for trainees and all
  tutor / trainee evaluations will indicate what
  action has been taken where the 3 hours do not
  happen.

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Agenda

• Why plan?
• Areas for planning
• strategic, development, action
• Ways of structuring plans
• individual but federated
• single, holistic / integrated
• dual
• (strategic/development interconnected
  action plans)
• Features of plans
• establishing clarity
• use as management tool
• evaluation of impact

17
Post Ofsted Action Planning Characteristics
of effective planning