Docstoc

Slide 1 - Archdiocese of Cardiff

Document Sample
Slide 1 - Archdiocese of Cardiff Powered By Docstoc
					 Archdiocese of Cardiff


     Section 48/50
and Canonical Inspection


 The new arrangements
               Programme
•   Welcome and introductions
•   Opening Prayer
•   Main changes
•   The Framework
•   The Self-evaluation Report and Guidance
•   The School information Form
•   Areas for Governors to consider
•   Discussion Groups
•   Refreshments break and collation of questions
•   Question and answer session
•   Inspectors share their experiences
•   Closing prayer and blessing
• National Board of Religious
  Inspectors and Advisors

• Estyn

• The Province
The Bishop’s authority and
       Canon Law

‘The Bishop has the right to watch
   over and inspect the Catholic
  schools situated in his territory’
             (Canon 806)
‘We have much to celebrate regarding the
   quality of Catholic education, and the
  inspection process is an opportunity to
      acknowledge the dedication and
    commitment of the staff, governors,
  parents, pupils and parish communities
     that work in and for our schools’
        (Archbishop Peter Smith)
The Main changes
• Self-evaluation and school
  improvement
  – Greater emphasis
• Notice is shorter
  – 4 weeks or 20 working days
    Three key questions
• How good are outcomes?
• How good is provision?
• How good are leadership and
  management?
           Mirrors Section 28
Each question addresses the Catholic
   life of the school and curriculum
            religious education
            Judgements
• No numerical grades
• 4 judgements
 –   Excellent
 –   Good
 –   Adequate
 –   Unsatisfactory
  Judgements (continued)
• Overall effectiveness
• Prospects for Improvement
• How good are outcomes?
• How good is provision?
• How good are leadership and
  management?
    Length of inspection
• Primary – process within one week
  – Monday to Wednesday (possibly
    Thursday depending on the size of the
    school)
• Secondary – process within one
  week
  – Monday to Friday
Length of inspection (continued)

• Estyn team arrive lunch time on the
  Monday for pre-inspection team
  meeting
• Section 50 team arrive at 8am on
  Monday
  –   Begin review of pupils’ work
  –   Attend an act of worship
  –   Meet with headteacher
  –   Begin session observations following the mid-
      morning break
               Feedback
• Headteacher and subject leader on
  a daily basis to:
  –   Agree new arrangements
  –   Clarify inspection issues
  –   Obtain further information
  –   Discuss matters of concern
  –   Discuss emerging findings
    Feedback (continued)
• Session observations
  – Brief feedback at the end of the session
  – Fuller feedback if needed can be
    arranged
• End of inspection
  – Confidential oral feedback that
    conveys the main judgements and the
    reasons for them
  – Inspectors do not return to the school
    at a later date
           Timetabling
• Estyn do not issue a timetable for
  session observations
• The Section 5o team agree a
  timetable with the headteacher
  and share this with Estyn
• Estyn inspectors observe sessions
  for a minimum of 30 minutes
• Section 50 inspectors observe
  sessions for the period of the session
Questionnaires and meetings
• Parents are issued a questionnaire
  – See Framework: available in English, Welsh,
    Lithuanian, Polish, Portuguese and Tagalog
• No parent or governor meeting prior to the
  week of the inspection
• The section 50 team join Estyn for the parents’
  meeting on the Monday evening
• The section 50 team will arrange to meet the
  Chair of Governors, the RE link governor, any
  other governors, particularly foundation
  governors, the school chaplain/chaplaincy
  team, and local clergy at a mutually
  convenient time during the week of the
  inspection.
      Listening to learners
• Estyn are introducing pupil questionnaires
• The section 50 inspectors are not using pupil
  questionnaires
• ‘Learner voice’ is a key source of evidence of
  achievement, attitudes and well-being found
  through:
  – Meeting pupils in class and around the school
  – Meeting with particular groups (this may vary
    depending on the line of enquiry)
• The school’s own ‘learner voices’ and surveys of
  pupils and parents
      Acts of worship
Because of the short notice and to
ensure parity for schools, section 50
inspectors will only participate in
the daily act of worship, and other
opportunities for formal and
informal prayer and reflection,
during the week of the inspection.
        Follow up activity
• Estyn will consider whether the
  school needs any follow-up
  activity
  1.   Good practice case study
  2.   Local authority monitoring
  3.   Estyn monitoring visit
  4.   Significant improvement
  5.   Special measures
             Section 50
         Follow up activity
1.  Good practice shared with the Catholic family of
    schools through the website, cluster meetings, on-site
    visits, published papers, training days, etc
2.  Those identified as needing support:
   a) The reporting inspector informs the headteacher
       and Director of Religious Education of the required
       areas for improvement
   b) The Director of Religious Education will plan a
       programme of appropriate support with the school
   c) ‘Significant area for improvement’: a formal review
       of progress will be undertaken by the Director of
       Religious Education or representative
       approximately a year later.
        Meeting statutory
         requirements
• How requirements are met
• Should be evaluated through the school’s
  own self-evaluation reviews
• If statutory requirements are not met,
  this will be reported in the text and may
  result in a judgement no higher than
  adequate for the relevant quality
  indicator
• Details of relevant regulations and
  guidance are in Annex 3 of Estyn’s
  ‘Guidance for Inspection’.
     Meeting statutory
 requirements: section 48/50
• Collective Worship (schools’ standards
  Framework, 1998, Section 70) Circular
  10/2004: ‘Religious Worship and
  Collective Worship’
• Sex Education: Section 352 (1) (c) of the
  1996 Education Act. Primary schools
  are not required but can decide whether
  to include sex education in the school’s
  curriculum and keep a written record.
 Other points of information
• If the inspection is to take place early in
  the school year, the inspectorate may
  ask for samples of pupils’ work from the
  previous year.
• The task of the inspector is to sample,
  test and validate the evaluations made
  by the school. They decide what
  evidence needs to be reviewed.
         The Framework
• Questions, quality indicators and
  aspects
• Description of judgements
• Sector leading practice (Estyn)
• Exemplification paragraphs for good
  and unsatisfactory
    The Framework (continued)
• The procedure
• Required documentation
• Code of Canon Law
• Education Regulations
• Bishops’ Statement on religious
  education
• Parent questionnaires
• Post-inspection questionnaire
• Welsh Assembly Grant
    Self-review Report and
          Guidance (1)
• Greater emphasis – the starting point
  for inspection
• Needs to be embedded
• Not a one-off event
• Within a few days of being notified of
  inspection, schools must e-mail their
  current self-evaluation report to the
  reporting inspector, together with their
  SIP/SDP, etc (see appendix 3)
     Self-review Report and
           Guidance (2)
• The registered inspector will highlight
  the initial lines of enquiry on the SER:
  the PIC (pre-inspection commentary)
  and email it back to the school by
  midday of the Friday prior to the first
  day of the inspection
• These initial lines of enquiry may
  change during the period of the
  inspection.
    Self-review Report and
          Guidance (3)
• The inspector will assess whether:
  – The process is a regular part of the school’s
    working life
  – The process is robust
  – All aspects of the Catholic life of the school
    and curriculum religious education are
    being reviewed and how these impact on
    pupils and their achievement
  – It is an accurate assessment of strengths and
    weaknesses
  – The information is used to set priorities and
    appropriately challenging targets for
    improvement
    Self-review Report and
          Guidance (4)
   The paramount guidance for the way
   in which this is written is to always
   remember that the key measure of the
   quality of provision is the impact on
   pupils

   Ask 3 questions as you address each
   quality indicator:
1. How well are we doing?
2. How do we know?
3. What needs to be improved?
     Self-review Report and
           Guidance (5)
• No need to provide an overall final
  grade/judgement for each key question
• Evaluation should clearly indicate
  strengths, anything considered
  innovative with evidence of its impact
  and dissemination and areas for
  improvement/development
• It is possible to reduce paper by creating
  a virtual self-evaluation and inspection
  ‘room’ (folders) with hyperlinks to
  evidence
• From October 2011, all schools to e-mail
  their annual, current SER to the DRE.
•The School Information
         Form


•Areas for Governors to
       consider
•Discussion Groups

 •Refreshments and
collation of questions

   •Q & A session
   Inspectors share their
  experiences of inspection



• Mrs Margaret White (Primary)
• Mrs Patricia Landers (Secondary)
        Closing Prayer and blessing
 May He support us all the day long, till the
   shades lengthen and the evening comes,
and the busy world is hushed, and the fever of
      life is over, and our work is done.
  Then in His mercy may He give us a safe
lodging, and a holy rest and peace at the last.
       (Cardinal John Henry Newman)

				
DOCUMENT INFO
Shared By:
Categories:
Stats:
views:2
posted:7/7/2011
language:English
pages:34