1 section 48 framework schedule self evaluation time out inspection documentation

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Section 48

FrameworkScheduleSelf evaluationTime out InspectionDocumentation

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Report on:1. any denominational education given to

pupils 2. the content of the school's collective

worshipand may Report on:3. the spiritual, moral, social and cultural

development of pupils at the school.

Education Act 2005

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NBRIA Framework (National Board of Religious Inspectors and Advisers)

Catholic schools are part of the mission ofthe Church. They are challenged by the gospelto affirm their pupils’ basic goodness, topromote their dignity and to develop their giftsto the full. Schools are challenged to educatepeople to live responsibly for the fullness oflife that God wills for each of us.

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The Catholic community recognisesthe importance of school self-evaluation as a continuous processthat is complemented from time totime by external inspection.

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Schedule

1. The overall effectiveness of the school

2. The Catholic life of the school

3. Religious Education

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1. The overall effectiveness of the school

a. the effectiveness of the provision of Catholic education in meeting the needs of learners,

b. the effectiveness of any steps taken to promote improvement since the last inspection,

c. the school’s capacity to make further improvements.

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2. The Catholic life of the school

a. How effective are leadership and management in developing the Catholic life of the school?

b. How good is the quality of Collective Worship?

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The Catholic life of the school:(a) How effective are leadership and management in developing the Catholic life of the school?

how well the governing body fulfils its role in relation to the school’s Catholic foundation

how effectively leaders and managers at all levels set clear direction leading to improvement and promote high quality care and education

the quality of the leadership of the headteacher and senior staff in leading and developing the Catholic life of the school

how effectively leadership at all levels in the school promotes learners’ spiritual and moral development

the impact of the involvement of the chaplaincy team on the work of the school

how effectively leadership at all levels promotes the school’s contribution to social cohesion

how effectively the Catholic life of the school is monitored and evaluated

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The Catholic life of the school:(b) How good is the quality of CW?

the frequency and quality of the provision for prayer, Collective Worship and liturgical life of the school

learners’ response to the school’s provision

how well Collective Worship contributes to the spiritual and moral development of the learners

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3. Religious Education

a. How well do learners achieve in RE?

b. How effective are teaching and learning in RE?

c. How well does the RE curriculum meet the needs and interests of learners?

d. How effective are leadership and management in raising achievement and supporting all learners in RE?

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Religious Education:(a) How well do learners achieve in RE?

learners’ success in achieving challenging targets including qualifications and learning goals, with trends over time and any significant variations between groups of learners

the standards of learners’ work

learners’ progress relative to their prior attainment and potential, with any significant variations between groups of learners

the extent to which learners enjoy their work

the behaviour of learners

learners’ spiritual, moral, social and cultural development

the extent to which learners contribute to the school and broader community

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Religious Education: (b) How effective are teaching and learning in RE?

how well teaching is used to meet learners’ needs and curriculum requirements

the suitability and rigour of assessment in planning, monitoring and informing learners’ progress

the identification of, and provision for, additional learning needs

the involvement of parents and carers in their children’s learning and development

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Religious Education: (c) How well does the RE curriculum meet the needs and interests of learners?

the extent to which the Religious Education curriculum matches learners’ aspirations and potential, building on prior attainment and experience

how far the Religious Education curriculum meets external requirements and is responsive to local circumstances

the extent to which learners are gaining a knowledge and developing an understanding of the teachings, beliefs, values and way of life of other world faiths

the suitability of family life and sex education, education in personal relationships and citizenship education

the extent to which the curriculum in Religious Education contributes to the spiritual and moral development of the learners

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Religious Education: (d) How effective are leadership and management in raising achievement and supporting all learners in RE? how effectively subject leaders in Religious Education lead and

support their staff

how effectively performance in Religious Education is monitored and improved through quality assurance and self-assessment

how well equality of opportunity is promoted and discrimination tackled so that all learners achieve their potential

the adequacy and suitability of staff to ensure that learners are well taught

the adequacy and suitability of learning resources and accommodation

how effectively and efficiently resources are deployed to achieve high standards

the effectiveness with which governors discharge their responsibilities

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Self Evaluation Guidelines

focus on learning integration with school systems –

development/improvement planning, performance management, continuing professional development

telling evidence benchmarking against comparable schools involvement of whole school lead to action

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SEF48The SEF48 is a summative document,intended to record the outcomes of yourongoing process of rigorous self-evaluation. Assuch, it should be an accurate diagnosticdocument with all conclusions fully supported bythe evidence. It should indicate key strengths,areas being developed and what needs to betackled to effect improvement.

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Self-evaluation makes an importantcontribution to inspections. It provides theschool and the inspectors with a means ofensuring that inspection covers matters ofpotential significance to the school.

Schoolsare strongly encouraged to update theirself-evaluation form on an annual basis.

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Judgement Grades

1. Outstanding2. Good3. Satisfactory4. Inadequate

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Time out

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Inspection

The purpose of inspection is to assistthe school in its continuing work of self-evaluation through the identification ofparticular strengths, of areas requiring furtherimprovement, and of progress made since thelast inspection.

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The inspection should be understood in thecontext of self-evaluation and must

include,as well as the effectiveness of leadership

andmanagement in developing the Catholic

life ofthe school, the provision and standardsachieved in curriculum Religious

Education.

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Inspectors will make considerable use ofyour SEF48 when discussing theirarrangements for inspection. The impact ofyour self-evaluation in helping to bring aboutimprovement will be a major factor in theirjudgements about the effectiveness of yourleadership and management and your

capacity toimprove in the future.

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What has gone?

Questionnaire for Parents Pre-inspection meeting for Parents Pre-inspection meeting for Governors Pre-inspection visit to the school Request for mountains of ‘evidence’ Old judgement grades 1-7 Summary Report Post-inspection feedback to Governors(?) Post-inspection Action Plan

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What is new? Pre-inspection letter to Parents Request for SEFs, previous S23 Report, School DP & Subject

DP Pre-inspection analysis (PIA) Inspector’s time in school (no more than 1½ days Primary /

2½ days Secondary) Briefing at beginning of Day 1 Fewer lesson observations Opportunity for shared observations at the school’s request Less likelihood of extensive work scrutiny Oral feedback at the end of inspection Shorter Report (1500 words) New judgement grades 1-4 Report posted on Diocesan website

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Pre inspection The school is asked to contact the S48 Co-ordinator

by e-mail when they are notified of the S5 (Ofsted) inspection: joe.ginty@dioceseofleeds.org.uk

S48 Co-ordinator will contact school by ‘phone to confirm approximate date of S48 inspection, name the S48 inspector & ascertain the availability of the documents required by the S48 inspector

The S48 inspector will contact the school to confirm dates and arrange discussion with the Headteacher or nominated representative

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Day one

Meet – HT, RE Co-ordinator/ HOD

Share PIA

Inspection strategy focusing on evidence collection

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Evidence Lesson observation (possibly shared)

30 mins 10 mins across groups Not all teachers observed

Work scrutiny (possibly in lessons and/or sample) Discussion

Pupils Staff Governor(s) Parents Others

Tracking school processes Joining meetings – school council, staff etc Analysing learners’ records e.g. SEN Sharing & celebrating Acts of Worship

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Obtain views

Learners – does the school seek & act upon their views?

Parents/carers – does the school seek & act upon their views?

Clergy/Chaplain & others involved in the Catholic life & work of the school if they wish to be interviewed

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Feedback – HT & RE Coordinator/HOD

Inspection findings discussed during inspection process

Leadership Team feedback at the end of the inspection

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Report Max 1500 words Draft e-mailed to the school within 5 working days from

the end of the inspection - check factual accuracy Draft to be returned to the inspector within 1 working

day Within 7 working days from the end of the inspection

report sent to Proof Reader by inspector Report then returned to inspector Inspector sends Report to DBI School receive hard copy & electronic version within 15

working days of end of inspection from DBI Schools have 5 working days after receipt to distribute

report to parents & carers Report posted on Diocesan website & copy sent to CES

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www.dioceseofleeds.org.uk↓

Education↓

Catechesis and RE Service (Cares)↓

Schools↓

Section 48

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Section 48 Pages

Section 48 Home DBIInspectorsDocumentationContactReports

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Documentation

http://www.dioceseofleeds.org.uk/cares/schools/section_48/documentation.php

Framework and Schedule

SEF48 & Guidance

Inspection documentation

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Thank you!