School improvement using the
Self-review framework
Course organiser:
L2tICT
School improvement using the
Self-review framework
The course objectives are to:
1. develop greater understanding of the self-review
framework as a school improvement tool
2. improve understanding of self-review, level
descriptions, interpretation and commentary
3. show how self-review can be used as part of change
management
4. use self-review to identify areas of further
development and support
Sessions
9:30 Introductions and welcome
9:40 Session 1 - The impact of technology on school improvement
Activity - Review of completed self-review element
10:20 Session 2 - Vision, planning and learner voice
Activity - Review element of the self-review framework
11:00 Coffee break
11:15 Session 3 - Self-review as a tool for change
Activity - Applying familiar change management tools to use of
technology
12:30 Lunch
Sessions
13:30 Session 4 - Whole school approaches to change and improvement
Activity - Action planning using the self-review framework
14:30 Session 5 - The impact of ICT on school improvement
Activity - Identifying collaborative actions and support
requirements
15:30 Plenary, next steps and evaluations
15:45 Close
School improvement using the
Self-review framework
Session one
The impact of technology on
school improvement
What is the impact of technology on schools?
The self-review framework supporting change and improvement
Reflective self-review and commentaries
Context: Investment in ICT
Access to technology continues to improve:
For example, a ratio of 1:3·6 in Secondary
International benchmarks 2006:
http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf
Rapid progress in levels of
use of technology to support learning
Much of it demand-led e.g. Teachers‟ use of ICT resources in
lessons (Kitchen et al 2007, HT Schools Survey)
ICT Test Bed Outcomes
Primary level
Developing e-maturity took primary pupils‟ average point scores (APS)
above the national average & statistical neighbours.
Evidence of impact
Some subject results improve by half a grade as a result of
pupil use of technology.
ImpaCT2 (2003)
• Gains equivalent to a term’s progress in KS2 English and KS3
science. In GCSE Science the gains represented over 50,000
pupils moving from grade D to C. In GCSE Design and
Technology – 10,000 pupils moving from D to C.
Broadband evaluation (2005)
• Schools making good use of connectivity demonstrated better
improvement than other schools in five or more A*-Cs at GCSE
– on average a 4.4% increase in the year following the
implementation of broadband.
Evidence of impact
Underperforming schools that develop their
e-maturity improve results at a faster rate than other institutions.
• Significant improvement in percentage of five or more A*-Cs and five
or more A*-Cs including Maths and English GCSEs relative to
comparators.
ICT Test Bed final report 2006
Ofsted success for ICT Mark schools
Schools accredited with the ICT Mark are considerably more
likely to be rated „outstanding‟ in all five measures.
More specifically, ICT Mark accredited schools are:
• Four times more likely to be rated as „outstanding‟ in the
Overall effectiveness of the school category
(ICT Mark schools: 40%, national primary: 9%, national secondary: 10%)
• Three times more likely to be rated as „outstanding‟ in the
Achievement and standards category
(ICT Mark schools: 31%, national primary: 8%, national secondary: 9%)
• Three times more likely to be rated as „outstanding‟ in the
Leadership and management category
(ICT Mark schools: 42%, national primary: 11%, national secondary: 12%)
• Four times more likely to be rated as „outstanding‟ in the
Teaching and learning category
(ICT Mark schools: 29%, national primary: 7%, national secondary: 5%)
Ofsted reports on ICT Mark schools
The large majority of Ofsted reports on ICT Mark schools
contain positive comments in relation to a number of ICT
areas, including:
• Use of interactive whiteboards;
• Development of pupils ICT skills;
• The use of ICT to raise attainment;
• Investment and level of ICT resources;
• Planning, assessment and pupil profiling using ICT;
• Teachers ICT skills;
• ICT raising pupil confidence; and
• ICT leading to involvement in community events.
Example quotes from Ofsted reports
“The considerable investment in ICT, including whiteboards in every
classroom, and a good number of computers and other technology, has had
an outstanding impact on pupils’ progress.”
“The use of information and communication technology and the provision of
tasks relevant to children's ages and interest have helped those who were
reluctant to write to achieve well.”
“Standards in information and communication technology (ICT) are
exceptionally high. Pupils become very confident and independent in
using technology in a wide variety of contexts.”
“The school has sought to meet local needs by joining a programme to
provide families with computers to help pupils’ with their homework. This
useful initiative is strongly supported by parents, who can see portfolios of
the children’s work in all subjects via the internet.”
“The use of computers to assist learning is excellent and students extend
their work using the school’s independent learning network which provides
homework tasks as well as additional information.”
Starting points for self-review
What are the current educational and organisational
challenges and changes facing the schools you
work in or with?
Starting points for self-review
Raising achievement
Procurement
Total cost of ownership
Building Schools for the Future
Computers for Pupils
Learning Platforms Could progress and
Managed learning environments improvement be made
E-safety in any of these areas
Engaging parents
without a review of how
Truancy
Workforce development technology is being
Curriculum development used and harnessed?
14-19 agenda
Every Child Matters
Personalising learning
Behaviour
Recruitment
Example: E-safety and good practice
School (aspect 1c-4)
The school is aware of its responsibilities in ensuring that ICT usage by all
network users is responsible, safe and secure. There are relevant and
comprehensive policies in place which are understood and adhered to by many
network users.
Staff (aspect 2a-3)
All curriculum planning identifies key areas where ICT can support learning and
teaching and includes effective e-safety education for pupils. All, or nearly all,
staff use these plans for all subjects of the curriculum.
Pupils (aspect 3b-2)
Most pupils have a good range of skills that enable them to access and make
effective use of digital resources to support their learning. They understand the
issues relating to safe and responsible use of ICT and adopt appropriate
practices.
Parents (aspect 6b-3)
General information about the curriculum is available electronically to families
and there are suggestions about how to support pupils‟ learning out of school.
The school uses a range of ICT approaches to engage parents/carers in
communication with the school. Advice is routinely provided for parents/carers
on e-safety and security issues.
Self-review framework
A jointly developed framework of standards
describing progression through a model of
institutional maturity in the use of ICT.
ICT Mark
An agreed set of standards, within the self-
review framework, indicating that technology
is being harnessed effectively and efficiently.
A maturity model for developing good ICT……
The self-review
framework is a
maturity model. It
describes stages of
Some schools development across
will be here
Self-review Mature 8 elements.
Where
framework are you?
Systematic
All good schools
should be here 15% - 20%
Strategic
Where
are you?
Implementing
Developing
……using self-review to track progress
Delivered by
Delivered by
Delivered by
Sources of self-review commentary
Planning
Discussions
documents
Data and
Observations
analysis
Self-review - people planning improvement
• Review practice not technology
• Focus on evaluating whole school improvement not auditing
technology implementation
• Review your actions and progress as well as practice
• Use review to establish a consensus involving:
– All staff
– Pupils' views and insights
– Other stakeholders
Commentary - improvement across all elements
Example - 7a-2
There are enough ICT
Element 7 – Resources L3 resources to make a
Strand a) – Provision contribution to the current
Aspect 2 – Sufficiency of provision practice in learning, teaching
and school organisation.
L3
Might link to learning and
teaching (element 3) The school is well equipped
commentary L2 with a good range of ICT
resources and these are
L2 sufficient to make a
significant impact on learning,
Commentary might also describe
improvement and link to impact teaching and school
on pupil outcomes (element 8) organisation.
Delivered by
Activities taken from:
Working towards and beyond the ICT Mark
Activity
Review of self-review commentary
In groups take it in turns to comment on whether the
self-review commentary provided
1. Indicates that the level recorded has been reached
2. Shows reflective thinking
Delivered by
School improvement using the
Self-review framework
Session two
Vision, planning and
learner voice
Where will technology take education in the future?
Learners of the future –today…
Harnessing technology to enhance education
Reinforce Enhance Transform
Application of technology
Self-review Mature
framework
School improvement
Every Child Matters
Systematic
Strategic
Implementing
Developing
Schools work on this……… to get this….. by harnessing technology
11-19 year olds’ classroom experience
(2007) three of the following do you do most often in class?
Which
Copy from the board or a book •52%
Listen to a teacher talking for a long time •33%
Have a class discussion •29%
Take notes while my teacher talks •25%
Work in small groups to solve a problem •22%
Spend time thinking quietly on my own •22%
Have a drink of water when I need it •17%
Talk about my work with a teacher •16%
Work on a computer •16%
Listen to background music •10%
Learn things that relate to the real world •10%
Have some activities that allow me to move around •9%
Teach my classmates about something •8%
•7%
Create pictures or maps to help me remember •Source: Ipsos MORI
Have a change of activity to help focus •7%
Have people from outside to help me learn •4% •All pupils (2,417)
Learn outside in my school’s grounds •3%
11-19 year olds‟ most preferred ways to learn (2007)
In which three of the following ways do you prefer to learn?
In groups •55%
By doing practical things •39%
With friends •35%
By using computers •31%
Alone •21%
From teachers •19%
From friends •16%
By seeing things done •14%
With your parents •12%
By practising •9%
In silence •9%
By copying •8%
•Source: Ipsos MORI
At a museum or library •5%
By thinking for yourself •6%
From others •3%
Other •1%
•Base: •All pupils (2,417)
A thought from
Charles Leadbeater
‘The Shape of Things to Come’
Delivered by
Delivered by
Delivered by
Vision and aspirations
What are your aspirations for how technology
might be used to support wider school aims and
learning environment.
• Pedagogy and teaching strategies
• Curriculum development
• Assessment for learning
• Extending opportunities for learning
• Parental engagement
Delivered by
Delivered by
Delivered by
Activities taken from:
Working towards and beyond the ICT Mark
Activity
Review of element 1 -
Leadership and management
Look at the aspects and guidance for
Element 1 – Leadership and management
1. Where would you find evidence?
2. Who do you need to involve in developing a
commentary?
3. What actions will you take?
Delivered by
School improvement using the
Self-review framework
Session three
Self-review as a tool for change
and action planning
What are the challenges of new learning environments?
The dimensions of change.
Using change management tools as part of self-review.
The challenge of merging of two environments?
Built Virtual
hall teaching
s e-portfolio
dining staff
admin MIS
circulation
learning platform
toilets social
communication
walls resources personalised space
plant storage content
kitchen personal communities
The challenge of merging of two environments?
Built Virtual
hall teaching
s e-portfolio
dining staff
admin MIS
circulation
toilets
walls
plant
social
resources
storage
? learning platform
communication
personalised space
content
kitchen personal communities
Jacqueline S. Thousand & Richard A. Villa
Managing Complex Change; 2001
Dimensions of change
Vision Skills Incentives Resources Action Plans Success
Self-review Resources Action
TheSkills Incentives framework hasPlans Confusion
guide a school through the change
Vision process.
Incentives Resources Action Plans Anxiety
A
Visionschool
Skillsusing the framework can
Resources Action Plans Slow Change
have confidence in where they are
Vision Skills Incentives Action Plans Frustration
and where they are going.
Vision Skills Incentives Resources False Starts
The self-review elements working together
The curriculum
Learning and Professional development
teaching (People resource)
Impact on the
Learner
Assessment Resources
Extending
opportunities for
learning
Schools tend to focus actions
..rather than actions changing on staff and resources….
the learning environment.
Leadership and management
Actions supported by the leadership team determine improvement outcomes
Delivered by
Delivered by
SWOT analysis
Factors affecting your effective use of
technology
Internal
Strengths Weaknesses
(e.g. within
elements of
framework)
External
Opportunities Threats
(e.g. issues and
initiatives driving
change)
TOWS analysis – action planning
Threats Opportunities
Strengths
Weaknesses
School improvement using the
Self-review framework
Session four
Moving forward together
Self-review and whole school change.
How is the Self-review framework being used in practice?
What is it all about?
“The self-review framework isn‟t just
about ICT and, interestingly, that is a
key factor of its success. It focuses the
mind on the whole spectrum of school
development.”
Steve Gater – Headteacher, Walker Technology College, Newcastle
Since the launch….
Most used element:
Leadership and Management
1000
• Over 9000 schools using the 900
800
Element 1
framework
Element 2
700
Element 3
600
Element 4
500
Element 5
400
Element 6
300
Element 7
200
Element 8
• Interesting patterns of use 100
0
e
06
06
06
06
06
06
06
06
06
06
06
emerging
t
Da
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31
09
16
23
30
07
14
21
28
04
11
Peak time 3:00 – 4:00 pm
5000 4990
What do teachers do after
4500 4390
the pupils have gone
4000
home?
3500
3000 2904 2885
2761
2571
2500 2387 2394
2000
1751
1500
1246
1008 949 1076 981
1000
633
500 310 305
45 111 97
34 36 32 39
0
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Most used on Mondays but
also used Sundays!
Self-review benefits and outcomes
• Where are you in your whole school improvement
and ICT development
• How does your school compare with others
• What are your schools aspirations
• What does good look like in your school
• How will your school progress further
• What actions will prioritise
• Where might your school need support
A few possible approaches to self-review
The leadership School staff work
One lead person All staff work
team reviews and in teams to
reviews all together to review
completes the complete each
elements an element
framework element
The person feeds All staff contribute
The leadership team or staff teams provide
back to the to discussion and
feedback to all staff
leadership team form a consensus
Views of all staff, pupils, governors and community are obtained Staff work together
through discussion, contributions are made to the review on each element in
commentary and a consensus is reached on the levels achieved turn
All staff work on identifying the actions that need to be taken to progress to higher levels of
maturity. Responsibilities and accountabilities are agreed with the leadership team and actions
become part of the school improvement plan
Finding your way with the self-review framework
This is a DVD produced to help schools find their
way through the self-review framework.
It comprises an introduction, providing an
overview of the framework and the benefits of
using the online tool, and six filmed case studies
of schools who have successfully engaged with
the self-review framework.
Watch the video and think about how you
would approach the self-review framework.
How other schools have used the self-review framework
Local examples or discussion
Activities taken from:
Working towards and beyond the ICT Mark
Activity
Review of - Element 3
Learning and Teaching
1. Do an initial review of element 3
2. Write a commentary about where you want to be in 3 years
3. Write actions that will enable you to achieve this vision
Delivered by
School improvement using the
Self-review framework
Session five
Recognition of success and
supporting further improvement
The role of independent review/assessment of schools.
Reasons to seek accreditation
Identifying areas for support
Why would your school want the ICT Mark?
• Confidence in their self-review processes through
external validation.
• Celebrating achievement and commitment of all staff
with:
certificates, badges, promotion, press releases, Becta website, etc.
• External recognition of whole school success with:
pupils, parents , staff, governors, community, etc.
• A quality accreditation that is recognised by other
national schemes and initiatives.
Host schools – The ICT Mark is part of the quality assurance
process for schools offering hosting services
for professional development courses.
ICT Register – The ICT Mark can be used to apply for the ICT
Register of schools providing services.
ICT Excellence Awards – Schools being assessed for the ICT Mark may
be considered for the prestigious ICT
Excellence Awards
• A body of independently assessed evidence that will
help schools through inspection processes.
Delivered by
The self-review framework and
ICT Mark – an overview
Delivered by
Self-review and Ofsted’s SEF
SRF SEF
Leadership and Vision
Achievement and standards
Curriculum
Teaching and learning Personal development and well-being
Assessment
The quality of provision
Professional Development
Resources Leadership and management
Extended learning
Overall effectiveness and efficiency
Impact on pupil outcomes
ICT prompts within the SEF
3a - How well do learners achieve, and how high are their
standards?
– the extent to which information and communication
technology (ICT) capability and other key skills enable
learners to improve the quality of their work and make
progress
4b - To what extent do learners feel safe and adopt safe
practices?
– the extent to which learners adopt safe and responsible
practices in using new technologies, including the Internet.
4f - How well do learners prepare for their future economic
well-being?
– through the development of literacy, numeracy, information
and communication technology, enterprise capability,
economic and business understanding and financial
capability
A maturity model for developing good ICT……
The self-review
framework is a
maturity model. It
describes stages of
Some schools development across
will be here
Self-review Mature 8 elements.
framework Actions
and
Systematic support
All schools can improve
Strategic
Actions
and
support
Implementing
Developing
……where do you need further support?
Activities taken from:
Working towards and beyond the ICT Mark
Activity
Review of - Element 5
Professional development
1. In school groups do an initial review of element 5
2. Discuss with other schools where joint actions could
be taken or where there are mutual areas where
development is required.
Delivered by
The self-review framework..
“…. has enabled all the staff, not just the
ICT specialists, to understand where we
are going strategically. It has brought us
together and consolidated the whole vision
for the school.”
Roger Whittall – Headteacher, Westwood School
School improvement using the
Self-review framework
The course objectives are to:
1. develop greater understanding of the self-review
framework as a school improvement tool
2. improve understanding of self-review, level
descriptions, interpretation and commentary
3. show how self-review can be used as part of change
management
4. use self-review to identify areas of further
development and support
Awarded by Delivered by
Further information
simon.shaw@becta.org.uk
• Self-review framework:
http://www.becta.org.uk/schools/selfreviewframework
• ICT Mark: information and registration
http://www.becta.org.uk/schools/ictmark
• Accreditation or assessment enquiries:
ictmark@becta.org.uk
or ictmark@naace.org
Delivered by
Advice and guidance for schools
Impact of ICT in schools: a
What is the self-review landscape review
framework?
Ways to use the self-
review framework
Using technology safely in Making a difference with
schools: an essential guide technology for learning: evidence
for school leaders
Making a difference with
technology for learning:
evidence for local authorities