primary national strategy evaluating inclusion © crown copyright 2005

PrimaryNational StrategyEvaluating inclusion

© Crown Copyright 2005


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Aims

To support you in: • developing the strategic management of

inclusion;• developing middle management skills as an

inclusion coordinator, EMA coordinator or SENCO;

• understanding the importance of self- evaluation;

• understanding the process of self-evaluation.1.1


The five stage model for school improvement

1

25

34

How well are we doing?

How well should

we be doing?

Taking action and reviewing

What must we do to make it

happen?

What more can we aim to achieve?

Cycle for school

improvement

1.2


Why do we need to improve?

• Our shared desire is to achieve excellence and enjoyment of learning and therefore include more children

• Some groups and individuals are still at risk of underachievement

• There is a great deal of variability between schools

• There is an increasing body of evidence to show that some interventions will raise standards but they are not widely used

1.3


• Our shared desire is to achieve excellence and enjoyment of learning for all children





1.4







1.5


Activity 1: a quiz

Do we know who is at risk of underachievement?

1.6







1.7


100% -

-

-

-

-

80%

60%

40%

20%

0%A B C D E F G H

Schools

Children attaining belowlevel 3 at the end of Key Stage 2

1.8

Below level 3 Complex SEN EAL






• There is an increasing body of evidence to show that some interventions will raise standards but are not widely used

1.9


Research on effective practice

• Effective use of NNS and NLS programmes• Effective interventions in literacy and

mathematics

1.10


Effective school self-evaluation

sets agenda for improvement

• It answers key questions: – how well are we doing?

– how well should we be doing?

• It informs school development • It provides an opportunity to learn about the

school and to organise change • It allows each school to develop its own

particular agenda • It enables the school to check that it is

meeting statutory requirements 1.11


Effective self-evaluation will be:

• systematic and rigorous; • linked to CPD and the school’s performance

management systems; • led by and involving individuals who are

willing and able to reflect critically on their own institution and think about the ways in which it might need to change;

• owned by the whole community.

1.12


Effective self-evaluation of inclusion should:

• build on the school’s self-evaluation cycle for all its pupils;

• focus additionally on specific aspects related to specific groups;

• include outcome measures related to attainment and achievement in its widest sense;

• include a focus on issues of admissions.

1.13


Activity 2: where are we now?

• How do you know about your effectiveness at the moment?

• What types of evidence do you draw on?• What activities do you carry out that provide

you with this evidence?

1.14


Activity 3: types of information

• What information could tell you how well you are doing:

– in the school as a whole;– for groups at risk of underachievement;– for individuals?

1.15


Activity 4: case study

• Imagine that you are part of a steering group set up by the headteacher to self-evaluate inclusion

• Handout 1.3 gives you headline data which has been gathered

• Identify three key issues you may wish to pursue further

• Identify the best sources of evidence that will enable you to pursue these issues.

1.16


Ofsted evidence tree

1.17


How well should we be doing?Comparing ourselves with others

• National averages

• LEA statistics

• Evidence from research

1.18


Activity 5: evidence of

effective inclusion

• Examine the list • Tick those: – you already have in your school; – you already use in your school; – your school uses to determine its school

improvement plan

• Rate each kind of evidence and assess how valuable it would be to help you to evaluate inclusion in your school (5 is very valuable, 1 is not very valuable)

1.19


Conclusion

• Inclusion is about the presence, participation and achievement of all children

• There is still a need for improvement in these areas

• Self-evaluation helps us to improve • We need to use outcome measures,

triangulated with other sources of information, and look for ‘best’ evidence

1.20


Outline of session

• Brief recap from session one• Examining tools to help us self-evaluate• Case study • Next steps for our school

1.21


Brief recap

• The importance of school improvement • The importance of self-evaluation • The importance of using the best evidence

1.22


Considering external frameworks

• Index for Inclusion • Primary National Strategy – SEN – EAL • Learning for all • Quality in education for all• Challenge award• LEA self-evaluation audits • Ofsted – Handbook for inspecting nursery and primary schools – Evaluating educational inclusion

1.23


Using external frameworks

to support self-evaluation

• Pros: – Gives a structure and tools to begin

– Can provide a quick health check

– Link to expectations of external bodies

– Can be used to check compliance with statutory or LEA requirements

– Suggests next steps forward

– Allows some moderation of judgements and moderation between schools

• Cons: – Needs care to avoid becoming only a checking exercise

– Can detract from staff taking ownership

– Can determine outcomes

– Can restrict aspiration or creative thinking

– Cannot recognise the uniqueness of your school or setting 1.24


Ofsted’s questions

• How successful is the school?• What should the school do to improve? • How high are the standards achieved? • How well are the pupils’ attitudes, values and other personal

qualities developed? • How effective is teaching and learning? • How well does the curriculum meet pupils’ needs? • How well are the pupils cared for, guided and supported? • How well does the school work in partnership with parents,

schools and the community? • How effective is leadership and management? • How good is the quality of education in areas of learning

and subjects ?

1.25


Ofsted’s seven point judgement scale

Excellent 1 Worth disseminating beyond

the school

Very good 2 Worth sharing within the school

Good 3 Worth reinforcing and developing

Satisfactory 4Adequate, but scope for

improvement

Unsatisfactory 5 Needs attention

Poor 6 Needs urgent attention

Very poor 7 Immediate radical change needed

1.26


Ofsted’s four point judgement scale

• Grade 1 Outstanding• Grade 2 Good• Grade 3 Satisfactory• Grade 4 Inadequate

1.27


Case study –

the self-evaluation journey

• Read the case study• Familiarise yourself with the Primary National

Strategy self-evaluation grid • Using a highlighter, plot this school on the

self-evaluation grid provided • Choose three areas that you feel the school

should develop • Develop an action plan using the proforma

1.28


Conclusion

To support you in: • developing the strategic management of

inclusion; • developing ‘middle management skills’ as an

inclusion coordinator or SENCO; • understanding the importance of self-

evaluation; • developing the process of self-evaluation.

1.29

primary national strategy evaluating inclusion © crown copyright 2005

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