NEW INSPECTION MODEL

1
NEW INSPECTION MODEL

• Inspections will begin on Monday afternoon
• Five QIs to be reported on, by use of evaluations
• 11 Improvements in performance
• 21 Learners experiences
• 51 The curriculum
• 53 Meeting learning needs
• 59 Improvement through self evaluation
• Day one will start with Headteacher presentation
  on
• school self evaluation

2
Inspection Administrator (IA)

• HMIe office contact
• Inspection administration and planning
• Managing Inspector (MI)
• Overall responsibility for the inspection and
  management of the inspection team
• Leads and plans inspection activities
• May have specific subject-based and/or meeting
  needs role
• Responsible for coordinating team findings
• Responsible for feedback and reporting
• Keeper of the RIF (or allocated to DMI)
• Present for the whole inspection

3
Deputy Managing Inspector (DMI)

• Supports the MI in planning and ensuring smooth
  running of inspection week
• May have specific subject-based and/or meeting
  needs role
• Keeper of the RIF (if allocated by MI)
• Present for the whole inspection
• Secondary team members
• Carry out inspection activities
• Focus on impact on pupils of CLD and wider
  partnerships
• Usually have subject-based and wider
  curriculum/learning teaching role
• Present up to four days

4
Health Nutrition Inspector(sample of
inspections)

• In a sample of inspections, a Health and
  Nutrition Inspector is part of the team to
  consider the impact of the Schools (Health
  Promotion and Nutrition) (Scotland) Act 2007
• Present for two days
• Lay member
• Looks at the schools links and partnerships with
  parents and its community
• Contributes widely across QIs
• Normally present on Tuesday and sometimes
  Wednesday

5
Special Unit inspector

• Focus on special unit provision
• Normally present Tuesday to Thursday
• Links closely with meeting needs core team role
  (normally CT1 or MI)
• Nursery HMI/AA
• In some all through schools

6
What will the final report look like

• Sections
• Description of the school
• Particular strengths of the school
• Examples of good practice
• How well do young people learn and achieve?
• achievement 11 21 Learning 51 53
• How well do staff work with others to support
  young peoples learning? 51 and 53 PEPs and
  CSPs
• Are staff and young people actively involved in
  improving their community? 59
• Does the school have high expectations of all
  young people?
• Deals with ethos, accessibility,
  anti-bullying, health and well-being, equality
  and diversity
• Does the school have a clear sense of direction?
• QIs in Key Area 9
• Follow through decisions QI judgements

7
Departmental Inspection Activities

• Monday pm/Tuesday am opening engagement with PT
• PT outlines departmental self evaluation and
  improvement plan
• TuesdayThursday
• Engagement with pupils including focus groups
• Sampling of coursework
• Lesson visits in direct response to what has
  been highlighted by PT and to illustrate 11
• Professional dialogue - ½ hour end of Tuesday
• Not all teachers will be observed
• Not an inspection an engagement at subject
  level
• No QI evaluations for departments
• Meeting with department at end of Wednesday
• Sharing of findings of strengths and areas of
  development

8
Self Evaluation

• What are the purposes of self evaluation?
• A To help schools get to know themselves
  better
• B Identify an agenda for improvement
• C Promote well considered innovation
• Self evaluation is not an end in itself and the
  outcomes are clearly more
• Important than anything else

9
Self evaluation possibilities

• Variety of approaches
• The use of Q.I.s
• Links with departments regular attendance at
  departmental meetings
• Annual STACS review and follow-on in the
  classroom monitoring
• SMT interventions and support to subject
  departments
• Q.I.E. surveys to parents, pupils and staff
• Use of such surveys to affect a number of
  improvements and communication
• Evaluations of subject departments and pupil
  support
• Sharing of experiences e.g. of AIFL strategies
• Evaluation of communication and system used
• Opportunities to discuss attainment not only in
  National Exams but also in S1 and S2

10

• Evaluation of achievement opportunities and
  successes for the pupils
• Comparative school data to be available to all
  departments and staff
• Opportunities for all staff to be made aware of
  whole school attainment
• Training of SMT in assessment of learning and
  teaching
• Classroom monitoring visits which are evaluative
  and indicate next steps
• Standards and quality reports should be
  evaluative as well as informative
• Opportunities to evaluate teachers plans and
  course materials across the ability range
• Policies and guidelines should be evaluated as to
  how and why they are created
• Are minutes of meetings effective and useful?
• Do we evaluate the effectiveness of our reporting
  system and our communication with parents?

11

• Progress reports on improvement plans will need
  to be checked against what has actually happened
• Self evaluation is the responsibility of every
  member of staff, not just promoted members
• How good are our opportunities for the leadership
  of learning?
• How well are the youngsters encouraged to be
  leaders of learning?
• Evaluations should indicate strengths and areas
  for improvement
• Have we embarked on an exercise of self
  evaluation in relation to the 4 capacities?
• Have we evaluated the effectiveness of the
  curriculum for all pupils?

12
QI 5.9 Improvement through Self Evaluation

• School CFE audit done on the basis of JTE
  dimensions mapping the school provision
• 2 PTs did presentation on implications of CFE
  draft outcomes
• School striving to do better strong feature.
  Everything evaluated with a view to improvement
• Vision wants a school that staff and pupils
  want to come to
• Outstanding commitment of staff, total buy-in to
  motivating effect of use of praise which
  permeates the school. Staff involved in the full
  range of activities
• Monitoring system in contect of early start to
  SG. Took the system out of PTs hands and gave it
  to CTs, across the department. Observation
  schedules used by CTs who lead monitoring for the
  department, with a direct link to SMT. (Empowered
  staff) To empower pupils full involvement of
  pupil body. Questionnaire process.

13

• Lesson observation process used. Learning and
  teaching monitored monthly. Whole school
  monitoring calendar HT meeting on stacs, DHT
  follows up with improvement aspects, monitoring
  schedules etc.
• Pupil focus groups pupil voice 10 pupils in
  each focus group representing each programme
  level. (Eng and Maths) Have informed improvements
  they each keep a diary
• Every member of staff has a minimum of 2 class
  observations a year, feedback and followed up.
  Improvement plan takes this across departments
• Annual HGIOS survey, compared year on year. (All
  staff, parents and pupils)
• Strong reliance on SLWGs chaired by teachers at
  any level, includes all staff. 5 this year
  draft findings ready.
• 1. Promoting and raising achievement,
• 2. homework,
• 3. ICT,
• 4. Bullying,
• 5. monitoring and self-evaluation

14
QI 5.3 Meeting Learning Needs

• Staff have bought in to inclusion and delivery
• Strong team of assistants who are dedicated to
  pupils
• Pupils at risk registers as required. Will be
  added to intranet next session
• Home-school partnership officer very effective.
  Community police, educational psychologist also
  very strong.

15
QI 5.1 The Curriculum

• Teachers dont have own rooms due to size of roll
  (e.g. 5 maths rooms but 11 teachers). Most rooms
  used 100 time
• Many classes at maximum size
• Curriculum review group this year to prepare for
  progressing from S3 SG
• Developing S4-S6 curriculum in readiness for
  August 2009/10
• Course provided at all levels
• College courses havent gone well pupils
  preferred not to leave the school
• Core skills (DHT on national body). IT embedded
  in S1/S2 core programming Int 2 attained by
  almost all S2. Working with others locked into
  work experience (100) with very good results
  (62) at Int 2 and Int 1 (30). Now offered at
  Higher (85 of pupils getting this award)

16
QI 2.1 Learners Experiences

• Curricular and extra-curricular, all pupils need
  a balance of both
• Pupil Support Teachers surveyed very positive
  about the process. Like opportunity to deal with
  issues very quickly, like the overview of
  following pupils over time and getting to know
  them and working with them on a regular basis.
  Quite a few have gone on to do PSE course
• Homework survey (all parents with their
  children). Valued homework, not always using
  diaries, many parents wanted pupils kept in at
  lunchtime to do it, some wanted more homework.
  Draft policy now being developed. Surveys posted
  home to ensure all parents engaged
• Enterprise WEVE (Work Enterprise Vocational
  Education) First school in EA to do it. Very
  strong provision professionally produced
  enterprise newsletters twice a year, to all
  partners. Now doing national pilot on enterprise
  QIs

17

• 14th annual health fair this year (police,
  ambulance, brain gym, active area rowing
  machines, fruit. Peak flow-height, blood pressure
  can be tested etc.) Very positive evaluations
• S6 pupils sign a contract to contribute to the
  school in a way that suits their skills (e.g.
  coaching/mentoring/Star pupils etc)
• PT WEVE does an annual audit of all clubs and
  activities (over 50 at the moment). All S1 pupils
  required to be involved in something. Attendance
  activities monitored, and chased up. At the last
  trawl every S1 pupil involved (This will spread
  through to S2 next session)
• Responsibilities prefects, roles, captains (29
  in total, mainly S6, elected by pupils and staff)

18
QI 1.1 Improvements in Performance

• Aug 2003 S2 start SG in maths and English. IT
  describes this as a no-lose scenario. If get
  Credit, then space to do 2 years to Higher.
  General levels at S3 do Int2 at S4 step to
  Higher. Foundation at S3 dont all manage Int1
  so do Skills for Life and connection with Adult
  Learning. Strategy succeeded because of very
  close monitoring process relentless. Involves
  many staff who are not PTs
• Now SG all subjects in S2
• Maths in 2004 compared to S3 S3 did as well
  in first year, and better, but slip in 2007 due
  to staffing problems
• Eng S5 group 2005 (old system 37 Higher passes
  A2, B14, C 21). New system A13, B24, C24,
  61 Higher passes
• Maths old system 1 year 6, 16, 8 30. New system
  2 year 14, 17, 13 44
• Monitoring is a standard item on every SMG agenda
  meeting

19

• Best attendance in EA (7.9) Small hard core
  still
• Motivating effect of praise. Strong D of E awards
• Hearing impaired unit 40 deaf pupils next year.
  Included fully in the life of the school, with
  support in classes as appropriate. Same high
  expectations, including school show and school
  sports
• Very effective pupil support structure - every
  teacher is a pupil support tutor with 3 pupils
  from each year group (18 in total), and take them
  through the school. Pupils matched to teachers.
  Pupils with serious problems have the PTs. 50
  pupil support tutors in the school now, house
  group teams, monthly meetings with head of house
• QA visit from EA last Autumn sfl system
  came out very strongly
• Exclusions 0.06 and falling way ahead of all
  other school in the EA
• Leaver destinations 42 FT HE, 22 FT HE.