Category Archives: Ofsted

Measure what you value not value what you measure – our case studies

Some time ago I blogged on the issue of Measure what you value not value what you measure as it is increasingly a topic of discussion with regards to our pupils with SEND – how do we evidence progress in some of the areas we are so proud of for our learners and celebrate their achievement?

This blog focuses on one of the ways which we are doing this which is through Case Studies. I am blogging now as in recent discussions a few colleagues have asked me for information about how we put together what we are describing as a ‘gold standard’ case study – one which is rigorous and clear in evidencing progress. In the spirit of sharing – here is what we do!

At Camberwell Park School we are keen to evidence holistic pupil progress and have discussed and agreed 9 areas we feel are essential areas of learning for our pupils

i.e.

  • Core Subjects
  • Foundation Subjects
  • Mobility
  • Life skills
  • Personal and Social Development ( PSD)
  • Social, Moral, Spiritual and cultural education ( SMSC)
  • Communication
  • Behaviour
  • Characteristics of Learning

In order to demonstrate progress in these areas we have developed a set of case studies which includes a range of evidence sources.

To ensure the same rigour and high expectations are applied to our case studies as are with all other aspects of assessment, we have discussed and agreed what for us is a ‘GOLD STANDARD’ for putting together a case study:

 

  1. Overview of pupil info: Start by giving a very brief overview of the pupil (e.g. age, ethnicity, pupil premium) and their needs (e.g. SLD, Downs syndrome).
  2. Telling the story : The case study must tell the story from start to finish – clarity on the starting point – how was the child presenting? Needs / goals? How did we meet the needs and what were the outcomes?
  3. Easy to read format: The case study should be clear in presentation – use of headers, imagines, bullet points, bold and italicized writing to ensure all information is accessible and clear to the reader. The school logo should be included at the start and the key area of focus from the 9 areas above should be identified.  Arial font, size 12 should be used.
  4. Include real data: The case study should include real data – quantitative and qualitative. Quotes from others e.g parents / carers / members of the multi-agency team and where ever possible the pupils themselves.
  5. Links to evidence documents: Links to evidence documents e.g. end of year reports, EHCplans, video clips should be used. Word documents can be embedded.
  6. Summary A conclusion to draw the case study to a close – what was the overall impact?

 

I am sadly not able to share any completed case studies due to pupil confidentiality  . What I can tell you is that they now form part of a comprehensive both quantitative and qualitative assessment system in school and they have been successful both in terms of process as well as product – the professional dialogue of colleagues working together to write them has been invaluable as well as the amazing product of the completed case studies which very clearly demonstrate progress in all of the areas detailed above.

Hope this information is useful to colleagues

Thanks for reading

Mary

 

 

 

 

 

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Being an investor in people

It is often said that staff are our greatest resource in school. I couldn’t agree more!

This week we have had a review of our Investors in People award however I am writing this blog post deliberately before we receive the outcome of our assessment as for me, as a strong advocate of being an Investor in People, it is not about the badge of recognition as much as the process and review of the work we do with our staff that enables the accreditation to happen.

What the Investors in People award process does is give you a framework and a system of progression to consider where you are at in 9 key areas of involving staff in the organisation and offers a clear benchmark against other organisations both in education and business. I am sure no – one would argue that the 9 areas outlined by the IIP standard are all equally important. They are: Leading and inspiring people, Living the organisation’s values and behaviours, Empowering and involving people, Managing performance, Recognising and rewarding high performance, Structuring work, Building capacity, Delivering continuous improvement and Creating sustainable success.

The children are at the heart of the school – rightly so – our core purpose is about meeting their holistic needs. The school is more than that though – we are a community – an extended family and in order to achieve what we set out to achieve we want a workforce who is the ‘best they can be’ in terms  of being knowlegeable, skilled, involved, empowered, trusted, resilient, have good health and wellbeing and enjoy their work. In the case of our school, we want a workforce that has all signed up to be PROUD: Passionate, Respectful, Organised, Understanding and Dedicated.  Being PROUD is the stick of rock which runs through everything we do from recruitment and selection of new staff, in all of our policies, through the appraisal system…through everything we do!

As a headteacher I have a clear role together with my leadership team to establish an ethos of aspiration and collaboration based on policies and procedures which enable all of the above things to happen.  It has been interesting when reflecting on where we are at in each area as we prepared for our review this week on how much has changed since we were last assessed 3 years ago. That is how it should be – as a school we do not sit still – everything we do constantly evolves as we are both proactive as well as responsive to changes going on within school, locally as well as nationally.

I am a PROUD headteacher. I am Passionate about supporting my staff team. I Respect that they all have different needs and ways of working. I am Organised in ensuring the systems and structures are in place to support them. I Understand that staff are also human beings who have their own needs / issues / lives outside of school too! I am Dedicated to ensuring the staff team can be the ‘best they can be’ .

Having said that the process is the most important part of being an Investor in People – absolutely right, however, having put in for assessment we clearly are hoping we have achieved the standard! The assessor spent two full days in school talking to individuals and different groups of staff. All staff were invited to complete an IIP  questionnaire. The assessor has also taken away a bank of school based evidence to review including staff, parent and multi-agency questionnaires, minutes of meetings, staff handbook, key policies, the school improvement plan and self evaluation form etc etc etc. He has to match whether the experience of staff he talked to matches what is in the documents we provided. Are we walking the walk as well as talking the talk?!

We have twice previously achieved the Investors in People ‘Gold Award’. Here’s hoping we will retain the Gold standard for the 3rd time! We find out in about a month time when we receive the report.

Of course that won’t be the end of it…there will always be developments we can consider, improvements we can make to ensure our school remains a school to be PROUD of.

Mary Isherwood

Headteacher

 

 

 

 

 

‘Measure what you value not value what you measure’ . A special school context

 

The context

In my last blog I shared the presentation delivered by Mary Rayner HMI  when she spoke at a recent Greater Manchester leadership conference about the implementation of the Common Inspection Framework in the special school context.

One of the key messages we all took away with us was that in our schools there are many things in addition to Core and Foundation subjects which we value and want to celebrate, however, the onus is on us to ensure we are able to provide evidence of impact. It is not enough for us just to say how outstanding we are at for example personal and social development – how do we know? Importantly too if we are making a judgement of outstanding – what is that in relation to? How would it compare to other similar pupils in other similar settings?

Following the presentation, as a leadership team and then as a group of teachers, we have begun work on ensuring we have clarity on this in our own school.

The key questions for us were:

  • what areas ( in addition to Core and Foundation subjects) were we agreeing were the key areas we want to focus on / celebrate in terms of pupil achievement?
  • What are our existing sources of evidence for progress in these areas?
  • In what format do we want to present our evidence and who to? ( parents / governors / website)
  • On what basis are we making our judgements?
  • How do our judgements / evidence compare to that in other schools?

Where are we up to and what are our next steps?

The staff and governors have now agreed 9 key areas of achievement for our school. They are:

  • Core subjects
  • Foundation Subjects
  • Mobility
  • Social, Moral, Spiritual, Cultural (SMSC)
  • Behaviour
  • Communication
  • Characteristics of learning
  • Personal and social development (PSD)
  • Life Skills

We talked about how many of these overlap but can also identify key distinctions in our definitions of each one.

We then went onto deciding on and listing existing evidence sources for each area as we do not want to get into creating additional checklists for the sake of it! Many evidence sources are generic for each area e.g. formative assessment records, classroom observations, displays, end of year reports…however there are some evidence sources which are bespoke to individual areas e.g. for PSD / SMSC / Characteristics of learning – school council minutes have been included on the list of evidence sources.

We are now in the process of compiling case studies for each of the areas to which evidence sources which exemplify the progress made by some of our pupils will be attached. When complete, the table indicating our 9 areas of pupil progress with their evidence sources and anonymised case studies will be included on our website on the curriculum / assessment page.

Rather than relying solely on our own judgement however, in order to benchmark against other schools, we are working with special school leaders across Greater Manchester (in the established network   working group we have already which includes cross moderation of assessments), we are agreeing as a group what a ‘Gold standard’ case study should look like and then during 16 – 17 are planning to cross moderate each other’s case studies – a professional dialogue which will be really valuable.

On 13th July, we are going to discuss this topic between 8 – 8.30 p.m. on @SENexchange – a chat which I @Mishwood1, co-host with @cherrylkd and we would really love to hear from other schools about how you are tackling this issue? Let’s share good practice and ensure together we can make sure we achieve the best possible holistic outcomes for our children and young people with SEND.

Whilst this has been a conversation in this blog about learners with SEND, I am sure mainstream colleagues would agree that there are so many achievements other than core and foundation curriculum in all of our schools for all of our pupils so I would welcome views from all settings.

Thank you for reading and I look forward to hearing from you

Mary

 

 

 

 

Measure what you value not value what you measure: Some key messages for SEND

Yesterday was our annual Greater Manchester special school leadership conference and we were really pleased to have Mary Rayner HMI there to speak to us about the implementation of the Common Inspection Framework in the special school context, the implications of national working groups on achievement and evaluation of progress and the Local Area Inspection Framework with regards to schools being part of the local area.

The 50 or so people that attended the conference found Mary’s presentation informative, helpful and reassuring and therefore I felt it would be useful to share the key points she spoke about to a wider audience.

Mary is one of Her Majesty’s Inspectors ( HMI) and is one of Ofsted’s National Leads for SEND. Mary’s substantial leadership experience in the special and mainstream sector gives her immense credibility and her knowledge and experience of the full range of childruen and young people we work with was evident throughout her presentation.

Mary began by emphasising her belief in ‘removal of labels’ such as SLD / PMLD in the sense that geographically these can mean different things to different people. What counts is the individual child, their individual needs and how we can meet them. How could anyone disagree with that?

Common inspection framework – key messages from Mary

  • The CIF is intended to provide coherence, clarity and comparability – schools judged against the same set of standards

Teaching Learning and Assessment

  • Assessment is now in the right place as assessment SHOULD be informing Teaching and learning
  • As inspectors must take account of learning, Mary challenged us as leaders to really consider what it is we value in our school ( e.g. in special school context independence / self help skills, developing of friendships etc) and if we value these things – how do we measure them / show evidence of progress? We need to decide what is good progress for our learners. Inspectors can only take account of information if it is evidenced and moderated to ensure judgements are consistent. The CIF gives us an opportunity to be able to state what we value as part of our ethos – but we have the responsibility to evidence how it impacts on our pupils.
  • We need to tell our school story very clearly and concisely – e.g. if our cohort of pupils has changed and it has meant we have responded and changed our practice – how? why? impact?
  • There is no requirement for ‘data’ to be in a certain format – it can be in many forms – including where relevant and appropriate video evidence for example. As long as you show and evidence progress in a way that is relevant and appropriate to your school and your pupils – that is fine. Important to also take account of pupils for who may have conditions which mean for them there is regression in skills. Make sure their story is told.
  • Define in your own school what pupil ‘work’ is – what does it look like? where would you find it? where would you look for evidence of progress over time? DVDs? Displays?
  • Most important – school practice MUST reflect school policy! e.g. there is no requirement for particular systems of marking – however – if policy says particular requirement then that is what should be seen.
  • Assessment – doesn’t matter what you call it in your school – how do you know it is right? How do you baseline? Measure? moderate to ensure consistency? – using trusted professionals from other schools is sensible to support the process. Don’t avoid moderation with others in other schools even if using different systems – using them to check your systems are robust
  • Need to ensure breadth / depth / range of evidence – if teaching some curriculum areas within others on the timetable – that is fine but needs to be clear
  • Are you sure that all your teachers have the same high expectations?
  • Who are your groups in school – you can decide  within your own context – how do you define them?
  • Baseline is really important. Age, starting points AND time in school are all important as part of measuring and judging progress. Make sure for your own school you have considered what the judgements are and why
  • This is our opportunity to measure all the things we value and present them in a way that is meaningful  AND informs next steps
  • Assessment is linked to curriculum but doesn’t define it

Personal development, behaviour and welfare

 

  • Think about what is must be like to be a pupil at your school – kneel down – see it from their perspective
  • Ensure you are considering preparation for the next stage of education
  • Only use B code in register for actual teaching when you as a school know what is happening and you are monitoring it as a school
  • Improvement in behaviour? How do you know? What are you measuring?
  • You can consider resilience, self – help and independence in this category

Outcomes

  • No longer rule of 3 years of data
  • Professional judgement is important alongside other information you will provide
  • Rochford review – interim report – tried to fill gaps between P8 and what were National curriculum levels. Rochford review have been considering P levels – recommendations currently with ministers and should be published soon
  • P levels can be just a reporting tool. Many schools also use as an assessment tool but don’t have to.
  • Use networks to create comparative information which can be used to evidence progress
  • Can talk about regression and for some children sustaining  achievement

Leadership and management

  • What you do, why do you do it and what is the impact?
  • What is uncompromising ambition in your school ? Define it for yourselves.
  • Do governors share same passion and understanding? Do they understand pupil groups? Do they challenge and support leadership ?
  • What is the effectiveness of SMSC
  • Is vision and ethos clear on website? What information is on your website and what messages does it send about your school. Remember – inspectors will look at this before coming into your school to consider their ‘lines of enquiry’

With regards to Local Area inspections, Mary was just urging us to play our part in the overall information gathering in relation to SEND when inspectors come into school to look at EHCP plans and talk to various stakeholders about their experience of the process.

What was interesting was that after Mary had spoken, there were very few questions. The reason for this was that everybody had felt that Mary had answered the questions they had wanted to ask during her presentation. I hope sharing this with you has answered some of your questions too.

With my best wishes

Mary Isherwood

 

 

As we prepare for the new school year…………… #PostAPositive

It is inevitable that at the end of August, our thoughts have been increasingly turning to the start of the new school year. indeed some colleagues have already returned.

I was inspired by the post on Staffrm  by @SeanwelshBacc in which he talks about how much he enjoys his job and also takes up the mantle of #PostAPositive ( thanks Sean), so much so, I decided to write my own.

I am in the privileged position of being a headteacher. The best job in the world I would say ( well most days anyway!). Along with that privilege though comes responsibility and accountability neither of which should be taken lightly. The pupils and their needs must always be at the heart of what ever we do as a school so as I have been sat reflecting, preparing and discussing aspects of school improvement on my own, with members of the leadership team and with my Chair of Governors during the summer, I keep coming back to the question ‘So what? What will this mean to the pupils and their families?

A big year for us

There are so many things I could write about – but the purposes of this blog, for me, three things stand out as most significant:

Our new school building

This is a big year for us, for after many years of waiting,we are finally getting a new school building – purpose built for our pupils. What an amazing opportunity it has been to be able to have an input into designing a school for the many hundred pupils who will attend over the coming years. Pupils, staff, parents, members of the multi-agency team and governors all had an input in what they would like to see in the new school and finally the vision is heading towards reality. There is still lots to do this term as the building is still under construction and is as yet unfurnished. We get the keys to our new school in December 2015 and open to pupils in our new school building on 11th January 2016. How exciting!

It is of course exciting, but I am concious of how difficult such a huge change can be for our pupils, their families and staff, (particularly as we are moving to a new site approximately 2 miles away). To this end, our whole school topic this term is going to be ‘Buildings’ and ‘Change’ with all subjects where ever possible and as appropriate being taught through these themes e.g. in Science focussing on materials and their properties and Life and Living Processes to enable the children to think alot about buildings and their construction and around the environment of our new school. ‘Change’ will enable us to do lots of work on the Social and Emotional Aspects of Learning relating to the move. Visits to the new school site are organised this term for staff and where possible pupils and coffee mornings and for everyone there are regular updates on my weekly headteacher blog and on our school twitter account  @CamberwellPark

Our vision for the next 5 years

I am proud that our school has been judged Outstanding twice by Ofsted.It is important however, that we continue to review all of our policies, procedures and school practice to ensure that we continue to offer the best possible provision for our pupils. The move to the new school, the facilities it will provide and the new community where we will settle gives us an important renewed backdrop and impetus for this conversation. To this end, the governors and leadership team have together begun to consider the school’s vision for the next 5 years – what are our next steps. We have been asking ourselves some very important questions which are:

In 5 years time…

  • What will the children be saying about being a pupil at Camberwell Park School
  • What will the parents of children who attend be saying about the school?
  • What will staff be saying about working at the school?
  • What will other schools who we work with be saying about us?
  • What will people who live in the local community be saying?

Work to advance our initial discussions will continue into this year involving all stakeholders – a shared vision we all believe in and with the commitment and support that I know is there we can together make it happen!

Our partnerships and work with other schools ( Challenge and Support)

We have a number of networks  with other schools which we are really grateful for and I believe add mutual value to all of the schools involved. I wrote about our MC2SP ( Manchester Challenge to Support Partnership) in a blog for NCTL in January 2015. In addition working as an LLE and as part of a teaching school alliance enables us to develop our knowledge and skills by reflecting on our own practice in the context of other schools. During this year though I am really excited that we are part of a pilot project of 12 special schools working with Jessica Nash and the SSAT_SEN @SSAT_SEN on a programme of peer challenge and support using an external adviser working with us across the schools. I have been involved in shaping the programme which is very much about school improvement and support and definitely not about ‘Mocksted’ . Building capacity in my own leadership team it is two of my assistant heads and not me who will be involved in the programme, although I am looking forward to joining them on the launch day on September 10th.

So many things……

There really are so many things I could write about as we enter into this new school year and I have not mentioned – so many things we are working on within school as a result of our own priorities together with those brought about externally such as our continued work on assessment after levels, particularly for our pupils working above P8 and our continued work on implementing the SEND reforms and making the process as child and family centred as possible.

What am I most looking forward to?

Tuesday – seeing the staff team again – hopefully refreshed – everyone pleased to see each other and a renewed enthusiasm to being Passionate, Respectful, Organised, Understanding and Dedicated to the school – professional behaviours we are all signed up to as a staff team.

Wednesday – We welcome 18 new pupils!! Such a big day for them starting school! Seeing all of our other pupils after the holiday too –  how they have grown, new hair cuts, new shoes – lots of smiles! Spending time going round school on Wednesday – privilege is the only appropriate word.

Last word

I am not for one minute imagining the year won’t be without it’s challenges – I am under no illusion that it will be tough at times – but just these few notes I hope will give a flavour about how the really proud headteacher who is sat here writing this blog feels – what a year ahead – how could I not be excited? – BRING IT ON!

The headteacher inspector calls

Both Nick Hague @educationbear and MaryIsherwood @Mishwood1, were delighted to have had the opportunity to meet with Ofsted’s National Director, Sean Harford @HarfordSean, alongside a small number of other colleagues, many of whom have already blogged about the meeting held on Monday, 18th May 2015: debra kidd @debrakiddTim Taylor @imagineinquiryCherryl-kd @cherrylkdThe Primary Head @theprimaryheadOld Primary Head @Oldprimaryhead1 , Emma Ann Hardy @emmaannhardyMiss Smith @HeyMissSmith

We have chosen to explore further an area which was discussed on the day and as heads who have both trained as inspectors, an aspect pertinent to us both – that of serving practitioners as inspectors.

This is not a new concept, in fact there have been serving head teacher and senior leader practitioners on teams for many years, but it is a concept which has gathered momentum over the last few years as the changes to the inspection framework / process have been developing:
– The HMCI, Sir Michael Wilshaw suggested back in March 2002 when speaking to the ASCL conference “one way you can lead the system is to be more involved in inspection”, adding, “Too few heads become inspectors”.
– Mike Cladingbowl who was at the time National Director for Ofsted, speaking to Manchester senior leaders and governors in February 2014 also spoke about the notion of ‘An inspector in every school’ Mary alluded to this in her blog ‘To grade or not to grade – that is the question’ http://wp.me/p4cGdC-w
– It was also raised during discussion at our meeting by Sean Harford in the context of giving credibility to inspections

If the premise is that the principle of having head teachers as inspectors is a good one, then what is the issue? Why is it worthy of debate and further discussion?
For us, including the others who met with Sean Harford and we are sure for many of you reading this, there seems to be a number of questions / potential issues…….

Here are our thoughts…

Do you need to be in an outstanding school to be an outstanding head?

MI: No in my opinion in the sense that it is a very shallow and potentially misrepresentative part of the criteria. There are many outstanding leaders who are not in outstanding schools. Equally, it does not always follow if you have joined an already outstanding school that you are an outstanding head teacher.

NH: I would agree with this. The notion of outstanding is one which has been open to much debate and I would also say ridicule and misuse. It is often used by politicians and others to highlight the supposed best or as the magic ‘Golden Ticket’ which opens a range of doors. We have too often simply defined leadership by a single word or person rather than a defining collaborative act. Let’s look beyond the narrow confines of the word so that access to, and support for, the many highly effective leaders and leadership teams is enabled for all – leadership not label!

Amount of time contracted

MI: This is an area that I raised at our meeting with Sean. There is an expectation for serving practitioners to contract to Ofsted for a minimum of 15 inspection days per year. On top of this there is 5 days mandatory face to face training, online training units particularly as areas of inspection are updated and of course time needed for preparation for inspections. Whilst I whole heartedly agree with Sean as he said when we met that it is necessary to be engaged in regular inspections in order to ensure skills are maintained and developed, for me, the current requirement is too great on top of all of the other demands both in and out of my own school. It is the reason I have made the difficult decision that whilst succeeding in the assessment process to be an Ofsted inspector I have withdrawn from contracting with Ofsted.

NH: This is a key issue for serving practitioners. The minimum of 15 days may not sound a lot when spread over an academic year but there are tasks to complete prior to any inspection (as there should be) as well as additional training days and update reading. Sean has always been very clear about the importance of having serving practitioners as members of inspection teams and now, more than ever, this is crucial to the future credibility of Ofsted and inspections. However, he did state at the meeting that he would be keeping the issue of contracted time under review once the new framework has been embedded and could be reviewed.

MI: This is true. Sean did encourage me to see how it went for two terms and then discuss further, particularly in the context as he said of there being a shortage of special school heads as inspectors. I would be concerned as a professional however about contracting and then ‘withdrawing’ mid-contract so I would welcome a review of minimum requirements which enabled serving heads like me to keep that balance. Also build in flexibility at particular pressure times within a school life e.g. changes to leadership teams or like we are – moving to a new school building next year – things that put significant pressure on Head teachers meaning they may need to temporarily reduce their external commitments.

Unintended consequences

MI: The theme of unintended consequences was raised in the meeting in a range of ways. My reference to unintended consequences is the Head teacher inspector who is so busy doing inspections that they ‘take their eye of the ball’ and standards decline in their own school as a consequence.

NH: This has happened and will be a concern to any senior leader embarking upon work with Ofsted. However, it is to be hoped that it would be seen and applied in context. Your school must and should come first!

Being a headteacher versus an inspector: a very different role

MI: Quite rightly the notion that a head teacher should not expect or impose ‘their way of doing things’ on a school they are inspecting was raised during our meeting. The CfBT training strongly emphasised that whilst the knowledge and experience of being a head teacher is clearly strength, the role of an inspector for example observing teaching in a school they are inspecting is very different from that in their own. I feel this will continue to be an essential element of ongoing training for serving practitioner inspectors

NH: For me it is about the need to leave your luggage at the door! As you say Mary, the knowledge and skills of leadership clearly contribute to your effectiveness as an inspector but you are not judging any particular method or simply honing in on one aspect of available information. It is also a matter of exercising professional control if your thoughts stray from the brief!

An inspector has to be someone working in the same phase or not?

MI: This is an area of contention and again was raised during our discussion. It is a common concern of mine and others that inspectors of special schools do not have the background knowledge and expertise to be able to make informed judgements. The same could be said of secondary trained inspectors inspecting primary schools. An essential ingredient of a team MUST be someone from that phase / background in my opinion. Within a team though, with the right training – maybe someone outside that phase could add value to professional discussions? Possibly.

NH: Mmm… in an ideal world! I do think that the majority of inspectors on any given team should have skills and experiences drawn from the phase they are inspecting. This adds credibility to the process and outcome. However, I am also supportive of the argument that all colleagues can add to any professional discussion – if not, then are we saying that primary, secondary, special are totally different?

Does an inspector have to be a senior leader or should others in school train as inspectors?

MI: Another area of contention – although not sure if any areas are not contentious actually! I feel again there is a value to extending the opportunities to train as inspectors to middle leadership in schools. The key thing in this for me, as currently with Head teacher / senior leaders, is the rigour of the application process – selecting the right people who are applying to be inspectors for the right reasons and then ensuring they get high quality training and there is ongoing rigorous quality assurance. If all of those things are in place then why not?

NH: Some colleagues I have met who are also serving head teachers, really shouldn’t be inspecting. It is about the right leader for the right job. All inspectors should have experience of some aspect of whole school leadership – whether that be at subject, phase or a higher level. The key message should be about the ability to grasp issues on a whole school level and interpret them without fear or favour – this is not solely within the remit of head teachers.

Initial training / CPD and Quality assurance for inspectors

NH: Sean was very clear on the reasons behind Ofsted ‘bringing the team’ back in house but training and quality assurance are potentially still variable moving forward. I am hopeful that the changes made to date will impact positively upon the whole process of inspection. However, I firmly believe that the ongoing training needs to be rigorous and inspectors should be open to the highest degree of professional challenge – this has often been held up as the case but has not always materialised in practice. Further, quality assurance methods should be part of the inspection process far more regularly than at present. Teams should be more frequently quality assured as they are inspecting so that feedback is immediate and developmental. I’ve commented on training and QA in a previous post – https://educationbear.wordpress.com/2014/03/09/ofsted-2-retraining-the-dementors/

MI: I quite agree. The contracting between schools and inspectors must include the provision of high quality initial training and ongoing by Ofsted. The onus is on inspectors to fully engage in the training provided to ensure they are up to date. Quality assurance is imperative and is for me is one of the pillars on which Ofsted will stand or fall by – what gives it credibility. The framework is there for everyone and is clear; however with the professional judgement that comes alongside it there is also professional fallibility. The QA process needs to make sure schools do not fall fowl of that as sadly has happened in the past.

To conclude:

MI: Sean Harford and his colleagues continue to show the openness for dialogue and collaboration with those of us working ‘at the chalk face’ as changes to the inspection framework and process are developed and established. If the inspection process is truly to be a shared experience between schools and the inspectorate then I feel we have a responsibility to equally engage in the dialogue. We share the same end goal which is to improve outcomes for all of the children and young people we work with after all.

NH: We cannot change the past or the sometimes unprofessional and harrowing inspections some colleagues have experienced. To move forward, however difficult, it must be a collaboration between schools and Ofsted. School leaders should and must deliver a strong message about their own school and their context. Inspection teams must fully understand the framework without losing sight of their professional judgement when applying it.

#Nurture14/15

So a year has passed since I wrote my Nurture 13.14 post http://wp.me/p4cGdC-3
You’ll be pleased and relieved I am not going to go through each of my 14 pledges for 2014 one by one – identifying 5 successes of the year and 4 wishes for 2015 shall suffice I feel……………..

What of 2014 then?
Blogging

I set up my WordPress account MaryIsherwood.wordpress.com a year ago. My nurture 13/14 was my first blog and one of the challenges I set myself was to blog some more on a range of issues during 2014. I have been overwhelmed and really appreciated the positive responses and support I have had to all of the blogs I have written. I am not a prolific blogger but I do enjoy writing and I am really glad that others appear to have enjoyed reading. Thank you!
Work

I had set myself a few work related challenges last year, one of them being to renew our Investors in People Award at Gold Level which we did in July 2014 http://tinyurl.com/njhdg4e
My staff team continue to be of extreme importance to me and I continue to be a PROUD headteacher – Passionate, Respectful, Organised, Understanding and Dedicated in all aspects of my work.
In my challenges for last year I also referred to considering training as an inspector. In the same paragraph saying it felt a little like moving to the dark side! Well – if that is the case I am indeed on my journey into the dark with the philosophy that it is good to have serving practitioners as part of inspection teams. I felt privileged to have the opportunity to meet with twitter.com/mcladingbowl earlier in the year and to have in some small way contributed http://tinyurl.com/ktyvx4h to dialogue about the future of inspection. It is a time of huge transition for Ofsted. Here is to a positive a nd if the current signs are indicative of the direction of travel, a much more collaborative future!
Swimming

I had set myself a few swimming challenges in 2014, mainly centred around open water swimming and improving my swimming technique through the swimming club I had just joined last year. Well….working on my swimming technique – hmmmm…still work in progress. I have however had a great year for open water swimming – love it, just love it! I completed the Great Manchester Swim at Salford Quays in July in just over 45 mins and then in August went on holiday with my friend based in Oxford and swam each day in a different part of the Thames – fabulous!

Friendships

Work-life balance has never been my strongest point – despite blogging about it ( link) and being a huge advocate of it at work, it’s not always easy to find the time, but it is so important! I have so lucky to have many fantastic friends, some of whom I have known for many years and others are more recent. My friendships are so important to me – highs and lows together and I am pleased to say I have really worked hard on making time to maintain those friendships throughout the year. This year has included developing friendships with twitter contacts too – it’s just great when you get the opportunity to meet people you have found a connection with on twitter and there are a few out there now I would include as my friends – you know who you are!!
Royal Garden Party
My final wish for 2014 was to take my mum to Buckingham Palace for the Royal Garden Party in June. What an amazing day we had. The weather, the outfits, (including the Mulberry handbag, the food…………… Everything about it was just lovely!. Whilst we did not meet the Queen, we were close enough to take a photo ( if only you were allowed cameras in! Ahem!)
And for 2015?  I’m going to keep this brief!

1) Blogging
I will continue to write……………………….

2) Work
I am privileged to have the best job in the world, a job that is very important to me and I will continue to give it my 100% commitment. This year is the year of the new building i.e. construction year! After a lot of hard work in the planning during 2014, this year we should see our shared vision for the building becoming a reality. The timescale for completion is (currently) Dec 15. It’s going to be a busy year but at the end of it our children, the staff and the community we serve should have the building they deserve.

3) Work-life balance
I am going to continue to consider my work-life balance, my friendships and my wellbeing. A huge thanks to   twitter.com/martynreah for giving us a kick-start with this encouraging and supporting us with his #teacher5aday challenge http://wp.me/p4VbxY-76

4) Swimming
I can’t imagine not swimming and for me that now includes open water. I am starting on New Year’s day believe it or not at Salford Quays http://www.uswimopenwater.com/events/new-years-day-uswim-2/ Brr it’s going to be cold. I have purchased what is possibly the singularly most unattractive piece of clothing I have ever seen, that is a wet suit hood – however – if it keeps me warm then I won’t care what I look like. (Currently also sewing a pocket into my wetsuit for my hot water bottle!
In the summer months a further few days away with my friend open water swimming is definitely on the agenda. Last year was river swimming – this year we are thinking either Lakes or the sea!

Here’s to 2015!