Primary Inspection Update 26 September 2017 ETI Primary

Primary Inspection Update 26 September 2017 ETI Primary Team

Welcome and overview • Core purpose of inspection • Self-evaluation : ISEF (leadership and management) • Models of inspection • Being data informed • Role of the District Inspector

Session 1 Core purpose of inspection

The core purpose of inspection Lesson observations Effective use of internal data and assessment Quality Learning and Teaching Children’s work Discussions with teachers and coordinators

Session 2 Inspection Self-Evaluation Framework (ISEF)

ISEF

ISEF: core elements Quality of Provision Leadership and Management Safeguarding Care and Welfare Outcomes for Learners

ISEF: leadership and management Quality of Provision Leadership and Management Safeguarding Care and Welfare Outcomes for Learners

ISEF: impact of the middle leadership Action to promote Strategic leadership Middle leadership Leadership and Management improvement

Middle leadership: feedback • Do I receive helpful and constructive feedback from the senior leadership team? How regularly? In what form? • Does the feedback received challenge me and promote self-reflection or is it pastoral and affirming? • How are the governors made aware of the targets within the action plan and the progress made for my area of responsibility? Do the governors get an opportunity to discuss my action plan and the progress made?

Middle leadership: high expectations • What methods do we use to measure our children’s achievements? • Are the benchmarks we use appropriate for the age and stage of the children we teach? • Do I , as co-ordinator, and the rest of the teaching staff share the same expectations? • Do we share our expectations with parents and the children?

Middle leadership: knowledge and skills • How do I improve my knowledge within my area of responsibility? • Do I have access to the knowledge which would allow me to lead effectively? • Do I seek out actively opportunities to access information regarding innovation and development within my area of responsibility?

Know thy impact John Hattie

Year 7 children’s online questionnaire (pilot)

Session 3 Models of inspection

Models of inspection • • • 2/3 day (literacy or numeracy) 4 day (literacy and numeracy) Sustaining Improvement Inspection (SII) Monitoring Inspection (MIn) Baseline Monitoring Inspection (BMIn) Follow-up Inspection (FUI)

2/3 and 4 -day models • Notification letter/ phone call from IST • Reporting Inspector (RI) phone call • Completion of the online questionnaires by staff and parents • Optional Year 7 online questionnaire (Pilot) • Pre-inspection questionnaire for governors (ISEF) • Safeguarding proforma • Basic information sheet (BIS) ETI website: Primary Inspection Guidance 2017

Pre-inspection day • Administration of inspection • Meeting with principal • Documentary evidence - SDP - Safeguarding proforma • Briefing for teachers

2/3 and 4 -day inspection: components • Literacy and/or Numeracy across the curriculum • Meeting with the Chair - ISEF • Classroom observations • Year 6 children-safeguarding discussion • Year 7 prompts-Literacy and/or Numeracy • Meeting the co-ordinators -LITCO and/or NUMCO (SENCO) and DT • Daily team meetings - emerging findings • Moderation meeting • Oral report back

Overall effectiveness conclusions The school has a high level of capacity for sustained improvement in the interest of all the learners. The ETI will monitor how the school sustains improvement. The school demonstrates the capacity to identify and bring about improvement in the interest of all the learners. The ETI will monitor how the school sustains improvement. The school needs to address (an) important area(s) for improvement in the interest of all the learners. The ETI will monitor and report on the school’s progress in addressing the area(s) for improvement. There will be a formal follow-up inspection. The school needs to address urgently the significant areas for improvement identified in the interest of all learners. It requires external support to do so. The ETI will monitor and report on the school’s progress in addressing the area(s) for improvement. There will be a formal follow-up inspection.

What happens after an inspection? • Role of quality assurance • Pre-publication report - check for factual accuracy • Publication of the report • Written confirmation of receipt of the report • Request for an action plan (if necessary)

SII , MIn and BMIn • SII/ MIn/ BMIn common features - 1 or 2 lines of inquiry (SDP) - safeguarding - action to sustain and effect improvement • SII - RI (DI) / AA • MIn - DI • BMIn - 1 or 2 lines of inquiry including vision / ethos - questionnaire for staff/parents after the first year

What happens after a SII/MIn/BMIn? • • Role of quality assurance Pre-publication report Publication of the report Written confirmation of receipt of the report

Session 4 Being data informed Damian Harvey Support Manager C 2 k *To note that the names on the following spreadsheet slides are fictitious.

The assessment landscape • • • NILA / NINA Progress in English (PIE) Progress in Maths (PIM) CAT Reading Spelling Ma. LT Maths Mental Maths MIST Bury BPVS • • • NRIT Progress Test English (PTE) Progress Test Maths (PTM) CAT 4 S NGRT SWST PTM Mental Maths PASS Wellcomm Baseline

GL assessment • GL currently running two websites to administer tests… • Testing for Schools | GL Digital Solution • Testwise | Collect results from paper based tests

GL assessment Testing for Schools CAT 4 S (Online) PTE (Online) PTM (Online) Administer children for test Take the test Collate results Produce Combination Report

Changing assessment landscape CAT v PTE / PTM -10 RED -9 to +9 YELLOW +10 GREEN

Expected discrepancy outcomes

GL assessment Common Scenario Testing for Schools Testwise CAT 4 S (Online) PTE on paper PTM on paper Administer children for test Take the test Collate results Produce Combination Report Collate results

The assessment landscape CAT 4 Verbal 109 PTE 122 Difference 13 MHE CAT 4 Verbal 103 PTE 116 Difference 13 HE CAT 4 Verbal 100 PTE 88 Difference -12 LE CAT 4 Verbal 92 PTE 80 Difference - 12 MLE

Importing results Only the ‘Combination Report’ has the discrepancies. CAT 4 S / PTE / PTM marked by GL are entitled to a ‘Combination Report. ’ You may need to import PTE | PTM | CAT 4 S separately. Important to link the headings together when importing. If errors are made you can import again.

Data comparisons

Final thought… Data will never provide an absolute view of the school (ESa. GS) that can only come through consideration of other qualitative aspects of the children’s work in school.

Contacting your District Inspector • IST contact number: 02891279726 • Email: eti@education-ni. gov. uk