1st National Conference 2012: AGT in Independent Prep Schools
An Inspector Calls
Graham Gorton
An Inspector Calls
“An
Inspector Calls”
Graham Gorton
Headmaster
Howe Green House School
Inspection Roles
•
•
•
•
•
ISI Assistant Reporting Inspector
ISI Team Inspector
Chair of ISA’s Inspections Committee
Board Member of ISI
Most importantly………inspected at the end of last term…..Standard Inspection!
Key Features for Integrated Inspections
• Educational provision in schools is inspected at an interval of up to six years, depending on previous inspection outcomes. Inspections are at short notice and begin with contact from the ISI Office to notify the school. Five days later, the reporting inspector (RI) arrives to start the inspection. If the school has Early Years Foundation Stage or boarding provision, then co‐ordinating inspectors (CI) arrive on Day 1 at the same time as the RI. © Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk
1st National Conference 2012: AGT in Independent Prep Schools
An Inspector Calls
Graham Gorton
Key Features Continued…..
• The following morning (Day 2), team inspectors (TI) arrive to assist in gathering evidence of the quality of outcomes and the provision made by the school
provision made by the school. The team spends three days (Days 2 to 4) in school and finishes with oral feedback to the school’s management and proprietor(s). Inspection and Educational Outcomes
• Outcomes and the impact of factors. When an ISI team inspects a school, it is judging the impact of the education provided and the
impact of the education provided and the educational outcomes. These outcomes are two in number: (i) the pupils’ achievement and (ii) the pupils’ personal development. All the other aspects of a school are factors which either promote or impede these two outcomes. Integrated Handbook – Framework 7 Effective January 2012 © Independent Schools Inspectorate 2012 •
•
Inspection criteria (i) Teaching is effective in promoting pupils’ progress and supports the aims of the school. •
(a) is well planned and based on an accurate understanding of pupils’ needs, and marking and assessment are constructive; ,
g
;
(b) employs methods which demonstrate good subject knowledge, management of time and use of available resources; (c) fosters interest and independence, supports pupils with particular learning needs (for example those with special educational needs and/or disabilities, English as an additional language or the most able) and offers sufficient challenge to all pupils including the most able; (d) makes the provision set out in any statements of special educational needs.] – [Emphasis is placed on the most significant factors promoting progress and it is considered whether it: •
•
•
© Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk
1st National Conference 2012: AGT in Independent Prep Schools
An Inspector Calls
Graham Gorton
New Grade Descriptors
• The 1* grade (approximately the top five per cent of the ‘excellent’ band). This is not quoted as 1* but is revealed through the grade‐related term ‘exceptional’. As a headline term, ‘exceptional’ can only be used for Achievement and in particular the element stemming from Attainment, indicated by external evidence such as examination success and external awards, including scholarships. Action Points from ISI Reports: September 2010 – June 2011
Theme
No. of mentions
Quote
Appropriate teaching
methods/monitoring/marking
8
Ensure that tasks and activities to extend the
most able pupils are provided consistently
across the curriculum.
Increase challenge
6
Extend the opportunities for gifted and
talented pupils to be fully challenged.
Encourage independent learning
3
Across the whole school, develop strategies to
stimulate more independent learning and
intellectual inquiry amongst the most able
pupils.
Improve identification
2
Identify pupils who may be gifted and talented
and devise a programme to challenge and
extend their skills.
Develop provision
2
Continue to develop pupils’ independent
learning and the provision for able, gifted and
talented pupils.
Areas of Focus
Questionnaires Pupil
Lesson Questionnaires Parent
Observations
Evidence Gathering
Work Scrutiny
Interviews
With pupils
Interviews with Staff
Self‐Evaluation
© Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk
1st National Conference 2012: AGT in Independent Prep Schools
An Inspector Calls
Graham Gorton
Questionnaires
• Pupils: “I find the work I do interesting”
• “I am encouraged to do things for myself and to work independently”
“V
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il
i
i
• P
Parents: “Very able pupils receive appropriate support”
Work Scrutiny
• Scrutiny of work. Only one type of work sample is collected. This is for the general work scrutiny, where inspectors focus on y,
p
volume of work, presentation, variety, use of ICT and evidence of marking and reporting. A separate curriculum work scrutiny is not undertaken. Instead, pupils will bring current work with them to subject interviews. Interviews with Staff
• Where a meeting is held with a head of department, a subject co‐ordinator, or other manager
manager, the approach to SEND and the most the approach to SEND and the most
able/G&T is explored. © Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk
1st National Conference 2012: AGT in Independent Prep Schools
An Inspector Calls
Graham Gorton
Interviews with Staff
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•
•
•
•
•
Role of Gifted and Talented Coordinator
Is it same person as SEND?
Outline provision
Discuss policy and its implementation
Monitoring of policy and provision
Outcomes for pupils registered as Gifted and Talented
Lesson Observations
• The Evaluation form has prompts related to pupils with SEND and those who are particularly able gifted or talented (G&T)
particularly able, gifted or talented (G&T). Wherever possible, the prompts are marked with a plus or minus and text is added in the comment box. Lesson Observations
• Lesson Plans for inspectors?
• Key source of evidence of effective differentiation to meet the needs of the pupils
• B
Be clear and specific
l
d
ifi
• Link with any ‘outside’ support pupils may receive, where possible
© Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk
An Inspector Calls
Graham Gorton
1st National Conference 2012: AGT in Independent Prep Schools
SEND……how does this reflect G and T?
• Teaching • 192. What is the quality of teaching? • (i) How does the school ensure that there are high expectations of all pupils? • (ii) Do staff build on strengths, while working hard on weaknesses? k
?
• (iii) Do staff tailor work to individual need and make reasonable adjustments? • (iv) Is there a flexible approach? What happens if the progress is slow? Do teachers keep working at unreachable targets with a child who is making little or no progress against them, or do they change their approach and try again? Self‐Evaluation
• Schools do not have to complete the ISI INTEGRATED self‐
evaluation form but where this is not done, inspectors must be directed to alternative documentation which demonstrates the school’s processes of self‐evaluation. If you choose to use the ISI form you do not need to revise it
you choose to use the ISI form, you do not need to revise it continually but, by having it ready completed, it can be updated quickly if necessary, for transmission to the reporting inspector when the school’s inspection is notified to you by telephone.
• Cut and paste from previous SEF
• Link SEF with school improvement/development plan
Response to Inspection
September Annual data collection exercise
Additional evidence
Update SEF
Inspection
Update SDP
© Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk
1st National Conference 2012: AGT in Independent Prep Schools
An Inspector Calls
Graham Gorton
In Conclusion……..
If you’re not prepared, it’s not pressure you feel, it’s fear. ~ Bruce Bochyy
© Graham Gorton www. learning–works.org.uk T. +44 (0)1672 512914 info@learning‐works.org.uk