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Quality in Study Support
Recognition Scheme
Guidelines and Documentation
For Recognition Process
at ESTABLISHED level
(for use by schools/centres/organisations)
Section 1
Guidelines for Preparation
Section 2
Documentation for completion
2
January 2010
July 2007 2
Section 1
(this section contains all the information you need to support
you in preparation for QiSS Recognition)
CONTENTS
Page No:
Introduction 1
Key Indicators 4
Guidelines for completion of 5
Portfolio
Guidance on preparing for the 8
Recognition
Protocols for Playing for Success (PfS) centres
applying for QiSS as collegiate models 9
July 2007 4
Introduction
To the coordinator who has responsibility for seeking Recognition for Quality
in Study Support at Established level
You will have been using Extending Learning Opportunities (ELO) – a
framework for self-evaluation in Study Support (DCSF 2009) to review, plan
and develop your programmes as part of the wider offer of Extended Services.
You are likely to have already engaged with QiSS at Emerged level and in this
case will find the process very similar although you will now be looking to
address the Key Indicators at a higher level and will be covering more of the
ELO in depth. If your organisation is submitting for Established status without
having achieved Emerged (or if a coordinator has come into post since
Emerged was awarded) and you feel you need additional help understanding
how the process works, please do not hesitate to contact the QiSS office.
Ideally you will have the support and challenge of a Critical Friend throughout
the process of preparing for Recognition. Opportunities to meet together with
colleagues from schools, clusters or other settings, (such as Playing for
Success, Summer University, Children’s University and Higher Education
Institutions) will help you to reflect on practice and identify strengths and
ideas for development as part of the process. Where possible, it is also
recommended that you participate in a Practice Focused Workshop (for PFW
guidelines, see website www.canterbury.ac.uk/qiss)
Answers to the questions in the quality themes of the ELO will enable you to
write your Self-evaluation Statements and collect supporting evidence for your
Portfolio. Future actions will be clarified as you identify development priorities
as part of the self-review process. (Please see Guidelines, page 5 - 7)
Your Critical Friend will support you in identifying and gathering evidence to
support your claim as well as highlighting aspects that need further
development. Your Critical Friend is likely to be your local authority Study
Support/Extended Services manager or a coordinator from another
school/centre/organisation that has achieved recognition at the same level.
1
As you engage with the ELO and gather evidence, you will identify aspects of
your Study Support provision that you wish to highlight to colleagues at the
Recognition where you submit your evidence. You will have an opportunity to
talk about your practice as part of a professional discussion to support your
claim at Established level (Please see Guidelines, page 8)
Once you have completed your Portfolio (about six weeks prior to the
Recognition) your Critical Friend will read all of the evidence and complete a
Critical Friend’s Endorsement Sheet. The Endorsement Sheet should be sent,
along with the Self-evaluation Document, to the organiser of the Recognition.
The Organiser will send copies of the Critical Friend Endorsement Sheet and
Self- evaluation Document to the Chair and the QiSS office a minimum of four
weeks prior to Recognition.
All participants in the Recognition receive the Self-evaluation Document for
each school/centre/organisation seeking Recognition, along with other
relevant paperwork for the Recognition, no later than 10 working days prior to
the Recognition. This is usually done by the organiser but may be undertaken
by the QiSS office by arrangement and on receipt of e-mail addresses for all
participants.
If other schools/centres/organisations are submitting at the same
Recognition, you may be part of their scrutiny group and will be asked to read
the Self-evaluation Documents in advance and complete a Clarification Sheet
for each which you will bring to the meeting.
QiSS
We at QiSS are always available to support you in whatever way we can in your
engagement in the process and the journey that you have embarked on with
us. Contact details for QiSS personnel, including regional QiSS Co-ordinators
and Critical Friends, are available through the QiSS website.
Notes:
1. QiSS Office must be in receipt of all necessary documentation 10 working
days prior to the Recognition being held. Failure to comply will result in the
2
deferment of the Recognition. If you are in any doubt, contact the organiser
of the Recognition.
2. Electronic versions and copies of all documents are available to download
from the QiSS website (www.canterbury.ac.uk/qiss)
3
Checklist of Portfolio Requirements at Established
Requirements
Themes: Section 1 – Vision, values and principles of learning
Self-evaluation
Statement Supporting
Evidence
Context Statement
1 Clear purposes
2 Finding out what’s needed
3 A distinct ethos for learning
4 Empowering children and young people
5 Learning together
Themes: Section 2 – Programme development and operation
Self-evaluation
Statement Supporting
Evidence
6 Effective resourcing
7 Communicating effectively
8 Developing programmes
9 Identifying leaders of learning
10 Getting the best from leaders of learning
11 Developing partnerships
Themes: Section 3 – Making a difference and managing change
Self-evaluation
Statement Supporting
Evidence
12 Measuring the difference
13 Getting results
14 Managing improvement
15 Achieving a return on investment
4
Self-evaluation statement and Supporting evidence
required for portfolio
Not required
5
EXTENDING LEARNING OPPORTUNITIES – ESTABLISHED KEY INDICATORS including FORMING THE JUDGMENT
Key Indicators: Forming the Judgment: Requirements:
Communicating policy through development Do our development plans really show what we are trying to
1 Clear purposes
planning achieve by extending learning opportunities?
principals of learning
Vision, values and
Can we show that we have a cycle of consulting with different
Finding out what’s
2 Continuous consultation and review groups, thinking about their responses and using the
SECTION 1
needed
information for our planning?
A distinct ethos for An organisation that is responsive, flexible and Does our understanding of learning gained through extending
3
learning open to new ideas learning opportunities influence the whole organisation?
Does our evidence show that children and young people’s
Empowering children Embedding children and young people’s
4. decision making and leadership influences planning, delivery
and young people ownership
and evaluation?
A programme shaped by insights into the how Have we got evidence that we have developed practice as a
5 Learning together
and why of learning result of what we have learned about learning?
Does our evidence demonstrate that the sharing and use of
A creative approach to maximising and sharing
6 Effective resourcing resources increases learning opportunities for children and Supporting
Programme development and
resources
young people?
Evidence Required
Communicating Does our evidence show that systematic planning is in place to
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effectively
An informative strategy
keep the right people informed of purposes and impact? for portfolio
Broad and balanced programmes which enable, Can we show that programmes are broad and balanced and that Reflection
SECTION 2
8 Developing programmes
operation
enrich and extend they offer opportunities for individual progression routes?
Does our evidence show that we have a range of leaders
Identifying leaders of
9 Wider perspectives on who can lead learning including young people, staff, external providers and those
learning
drawn from the community?
Does our evidence demonstrate that structures are in place to
Getting the best from
10 A structured approach to leader development support the development and progression of those who lead
leaders of learning
Extended Learning/Study Support
Does our evidence show that we have worked with others (on
Sustained collaboration in planning and delivery
11 Developing partnerships planning, resourcing or delivery) in a sustained and
of Extended Learning/Study Support
developmental way?
Can we show how we analyse and interpret data on participation
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12 Measuring the difference A holistic approach to gathering and using data
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to measure attainment and wider achievement?
6
Recording, rewarding and accrediting Can we describe the various ways in which we have created new
13 Getting results ways of recognising achievement and demonstrating impacts?
achievement to demonstrate impact
Extended Learning/Study Support integral to Can we show ht development planning systematically uses
14 Managing improvement Extended Learning/Study Support No self-evaluation
development planning
statement or
Is there a proper budget and income and expenditure account in
Achieving a return on Looking at best value, matching costs and supporting evidence
15 our evidence that allows us to argue the case for Extended
investment effectiveness Learning/Study Support opportunities? required
7
Guidelines for Completion of Portfolio:
The Written Submission – Self-evaluation Document
Context Statement
The first page of the Self-evaluation Document prompts you to provide a Context
Statement giving helpful background information about the context of Study
Support at your school/centre/organisation.
The Context Statement should include the following elements:
Background and introduction to the school/centre/organisation e.g.
Location, features of the area, type of organisation, description of the
community served, profile of target groups etc.
A simple, brief summary of Study Support in your
school/centre/organisation e.g. how long it has been running, when and
where it happens, who is involved, links with other key initiatives such as
Extended Services, Aimhigher, 14-19 and Gaining Ground strategies etc.
Any additional information pertinent to your context and claim for
recognition.
Remember all that is needed is an introduction to help the participants
understand your portfolio and, later, your sharing of practice at the recognition
meeting.
Self-evaluation Statements
The Self-evaluation Document prompts you to make statements against those
themes of the ELO that form the focus at Established (i.e. 1, 2, 3, 4, 5, 6, 7, 8, 9,
10, 11, 12 and 13) please see pages 3 and 4 for details). These have been
designed as a tool to be used in conjunction with the ELO. To complete the
statements, you should use the ELO on an ongoing basis, working with your
Critical Friend and colleagues as appropriate.
For each theme of the ELO, the first page provides an introductory paragraph
which sets the scene, ‘Questions to ask’, ‘Evidence to show’ and ‘Testing the
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evidence’ questions. Addressing the ‘Questions to ask’ is a good starting point.
The first few questions should be easily answered at Emerged level, as you go
down the page they are more appropriate for Established and Advanced levels of
development. The ‘Evidence to show’ sections are intended as a guide to the
types of evidence you might include in each section. They are not meant to
provide an exhaustive list neither do you have to provide an example of each
type.
The second page of each theme provides a descriptor of practice, a Key Indicator,
a ‘Forming the Judgement’ question and exemplars of practice for each of the
three categories of good practice: Emerged, Established and Advanced. Use these
to guide you in identifying the stage of development your
school/centre/organisation has reached in each theme. Your
school/centre/organisation may be particularly strong in one aspect but less
developed in another. Your submission will need to demonstrate that you are
satisfying the Key Indicator for Established. The ‘Forming the Judgement’
questions will help you decide whether your evidence is sufficiently addressing
the criteria.
When writing your Self-evaluation Statements it is best to be as authentic as
possible, tell the story of Study Support in your school/centre/organisation
related to each specific theme and consider how your practice best exemplifies
the appropriate Key Indicator. The process is intended to be ongoing and
developmental. You are therefore also asked to identify any Future Actions on
your Self-evaluation Statements.
The Self-evaluation Statements also include space to reference and list the
supporting evidence that you are including in your portfolio. You should indicate
in the boxes which pieces of evidence are included for each theme with a cross
reference to any evidence that may be relevant to more than one theme. A simple
numbering scheme (e.g. 1.1, 1.2, 1.3, or 1a, 1b, 1c etc.) with the title of the
piece of evidence is the easiest way of doing this.
Notes:
The Self-evaluation Document is available on the QiSS website and can be
completed electronically.
9
For schools, information included in the Self Evaluation Form (SEF) may be
relevant evidence. Likewise you may wish to use your Self-evaluation Statements
to inform the writing of the SEF. Links to key areas of the SEF have been
identified on the statement sheets as appropriate.
Supporting Evidence
You are required to produce a file of supporting evidence to support your claim
for Recognition. Your Critical Friend will advise and support you through the
process of self-evaluation and gathering of evidence for the Portfolio. The
evidence should represent work in progress in the form of documents that have
been produced for the purposes of developing Study Support and may include
working documents, as well as those produced for a variety of internal and
external audiences. You are not expected to produce additional documentation
for the Portfolio.
The completed Portfolio of supporting evidence forms part of the school/
centre/organisation’s process of self-evaluation and review. In addition to
providing evidence to support your claim for Recognition, it is likely that it will be
valuable to a variety of other audiences, both internal and external, and that
these might include reporting to governors, meeting the requirements of other
quality assurance schemes and Ofsted.
The Portfolio is read by the Critical Friend and the Chair in advance of the
Recognition and by the Peer Scrutineer(s) and Observer(s) at the Recognition.
When the Recognition takes the form of a visit rather than a meeting, the Chair
will read the Portfolio on the day.
The Self-evaluation Document is read by all participants i.e. the Critical Friend,
the Chair, Peer scrutineer(s) and Observers (if applicable) in advance of the
Recognition.
Gathering Evidence
You may find it useful to use the prompts on the Self-evaluation Statement
sheets, in addition to the suggested evidence in the ELO, to help you identify
pieces of evidence for the Portfolio. The list of prompts is there for guidance,
and you are likely to have types of evidence other than those indicated for some
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themes. The ‘Forming the Judgements’ questions in the ELO are also intended to
help you ensure that you are selecting appropriate evidence which address the
Key Indicator.
You will find that you have more evidence for some sections and themes than
others. The types of documents you have available to submit as evidence will
differ according to the context of your Study Support provision. There is often a
temptation to include far too much evidence which can be counter-productive as
the scrutiny group only has limited time at Recognition and may not be able to
‘see the wood for the trees’. While there is no hard and fast rule, between 4 and
7 pieces of evidence per theme, cross-referenced as appropriate, is usually
sufficient. You are advised to be selective, choosing evidence that best
exemplifies how you meet the Key Indicator for each theme. There are likely to
be some key pieces of evidence that address several themes e.g. Development
Plans, Programmes of activities etc. Use the Self-evaluation statements to show
how you are cross-referencing evidence. Whilst you are generally advised to
avoid duplication, you may wish to use different sections of a large document,
such as a Development Plan, against different themes to exemplify different
aspects of your practice. Your Critical Friend will support you in selecting what to
include and how to best present it.
There is no strong recommendation about whether to write your statements first
and compile evidence second or vice versa. In reality, it tends to be an organic
and interchangeable process. Telling your story in the statements will help you
identify what supporting evidence you need to include but equally, collecting
evidence will help you to tell the story. Many people find it useful to begin to
keep copies of working documents in a file or a box as they go along.
Bear in mind that you will know your work very well but that it may not always be
obvious to others. A useful tip is to label your evidence with brief explanatory
notes (e.g. ‘photograph of parents and children learning together at Easter
School’, ‘current study support budget plan’, ‘Mission Statement shown in
Prospectus’ etc. Using selected pages from large documents and highlighting
relevant passages is also useful.
Notes for Cluster Models
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There is no difference in process, criteria or requirements for cluster models.
Recognition is available for partnership models of schools/centres working,
providing a fully co-ordinated Study Support programme which will usually be
managed by a link co-ordinator. The evidence base needs to demonstrate an
integrated approach to planning, delivery, development and review of Study
Support provision as well as supporting professional needs across the cluster.
Co-ordination will need to be clearly defined and the Portfolio should evidence
the lines of communication and how the cluster achieves a shared vision and
ethos. At the same time, evidence from individual partners within the cluster may
also be included as examples as appropriate.
It is also worth thinking carefully about who should represent the cluster at the
Recognition. In addition to the co-ordinator it is recommended that up to two
cluster colleagues also attend who can give useful insights and perspectives on
behalf of the cluster.
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Guidance on preparing for Recognition
Sharing Practice
25 minutes will be allocated (as part of the Professional Discussion) at the
Recognition for you to discuss your professional practice. This does not need to
be a formal presentation though you may use visual aids, handouts or slides etc.
if you feel this would be useful. You should discuss what you would like to do
with your Critical Friend and the organiser of the prior to the Recognition. This
will be followed by further discussion (of up to 20 minutes) prompted by the
scrutiny group’s clarification questions.
You should have a clear idea of which aspects of your
school/centre/organisation’s practice best demonstrate that the Established
criteria in the ELO are being met. Links with the school/centre/organisation’s
priorities and children and young people’s learning will need to be clearly
articulated. A full picture of the work of a school/centre/organisation and its
context will not be possible in 25 minutes, and therefore you will need to be
selective, focusing on the key issues in relation to the
school/centre/organisation’s stage of development and status being sought.
It is important to adhere to the time limit. The Chair will advise you if you run
over the time allocation.
This discussion is an opportunity to share aspects of good practice of your Study
Support provision. It should make connections, bring participants up to date with
latest developments and bring alive the detailed evidence that they will have
examined.
A Learning Process
If you are at a Recognition where other schools/centres/organisations are
presenting you may also be acting in the role of peer scrutineer to them.
Scrutineers and observers may all make suggestions for future development for
each school/centre/organisation presenting. The process is therefore designed
13
to be a learning experience for everyone and to enable the sharing and
dissemination of good practice.
14
PROTOCOLS FOR PLAYING FOR SUCCESS (PfS) CENTRES
APPLYING FOR QiSS AS COLLEGIATE MODELS
As collegiate PfS models are now developing and have their own unique features, this section
outlines the principles which need to be considered by PfS centres when submitting for QiSS as a
cluster or collegiate model (e.g. 2 or 3 centres from within an LA; a PfS centre with an Associate
Centre) rather than as individual centres.
BASIC PRINCIPLES
QiSS status is awarded to the collegiate and not to the individual centres (irrespective of,
and separate to, any existing status held by one or more of the centres in the collegiate);
The collegiate will need a clear rationale for their decision to submit collectively;
The submission will need to demonstrate, in terms of evidence, a joint strategic vision and
genuine partnership-working across the collegiate;
It is not a requirement for children and young people to attend more than one centre in
the collegiate (although this is one possible model) but there should be clear areas of joint
working linked to stated purposes e.g. shared development plans, a joint steering group,
provision at different centres tailored to local needs, planned areas of curriculum
specialism, joint publicity, promotion and reporting etc.
The individual centres within the collegiate may additionally seek/maintain status or move
to the next level as individual centres if they so wish.
15
Section 2
(this section contains the documents you will need to complete
prior to the Recognition. Please ensure you have read Section 1
prior to this section)
CONTENTS
1. Registration Form
2. Self-evaluation Document
3. Fees Sheet
Quality in Study Support (QiSS) Recognition
REGISTRATION FORM
Name of
School/Centre/Organisation________________________________________________________________
___ (Please enter the full official name of the
school/centre/organisation)
Full Address of school/centre/organisation:
Name of Main Contact person at
school/centre/organisation:
Position at the
school/centre/organisation:
Email:
Tel. No(s) of Contact:
Full Name of Headteacher (if
school) or Director of Centre:
Level of Recognition sought: Emerged Emerged Revalidation
Established Established Revalidation
Small schools (2 forms of entry or (Please tick if
less): applicable)
The school/centre/organisation intends to seek Month/Yea
Recognition: r:
(Please indicate exact date if
known)
LA (if applicable)
Main Contact at LA (if applicable):
(this is usually the organiser of the Recognition)
Invoice to be sent to: LA School/Centre/Organisa
tion
Name of Critical Friend:
----------------------------------------------- ---------------
SIGNED by School/Centre/Organisation representative: Date of signing:
Please return this form a minimum of 6 weeks prior to the date of the recognition to:
Sue Vardy, Programme Administrator, Quality in Study Support and Extended Services, Hall Place,
Chalk Hill, Harbledown, Canterbury, CT2 9AG
Tel: 01227 Fax: 01227 Email: sue.vardy@canterbury.ac.uk
Quality in Study Support: Self-evaluation Document
Full Name of Seeking recognition at ESTABLISHED
School/Centre/Organisation: level
SEF Ref: 1d – (Quality Award) (if appropriate to organisation)
(Refer to Established Key Indicators and when complete)
Self-evaluation Supporting evidence Self-evaluation statement and supporting
statement () () evidence required for portfolio
SECTION 1 – VISION, VALUES AND PRINCIPLES OF LEARNING Not required
Context statement
1. Clear purposes
2. Finding out what’s needed
3. A distinct ethos for learning
4. Empowering children and young people
5. Learning together
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
6. Effective resourcing Study Support Co-ordinator Manager:
7. Communicating effectively
8. Developing programmes
9. Identifying leaders of learning
Endorsed by Headteacher/Senior Manager:
10. Getting the best from leaders of learning
11. Developing partnerships
SECTION 3 – MAKING A DIFFERENCE AND MANAGING CHANGE
12. Measuring the difference
13. Getting results
Date:
14. Managing improvement
15. Achieving a return on investment
CONTEXT STATEMENT
CONTEXT STATEMENT:
Please provide background information on your school/centre/organisation and how Study Support is run (see Section 1, Page 5 of this pack for
guidance)
SECTION 1 VISION, VALUES AND PRINCIPLES OF LEARNING
THEME 1 - CLEAR PURPOSES
KEY INDICATORS: Emerged: Established: Advanced:
Responding to needs Communicating policy Keeping purposes and practice
and clarifying purposes through development planning under critical review
SEF links: A1.1, A3.3, A4.8, B1.26
SUMMARY STATEMENT:
Please state the main purpose/s of Study Support at your School/centre/organisation and indicate how these are embedded and communicated
through development planning.
EVIDENCE IN PORTFOLIO: Types of evidence might include:
Vision/mission statements; policy statements: posters about centre; web based and other forms of communication; newsletters; media reports;
minutes of meetings; development plans; public success criteria or performance indicators; reviews and evaluations
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 1 - VISION, VALUES AND PRINCIPLES OF LEARNING
THEME 2 - FINDING OUT WHAT’S NEEDED
KEY INDICATORS: Emerged: Established: Advanced:
A process for Continuous consultation Diverse data sets and other evidence inform
Finding out and review priorities and development planning
SEF links: A3.3, A4.8, B1.26, B5
SUMMARY STATEMENT:
Please state how you consult with different groups and identify, analyse, review and address needs on an ongoing basis.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Surveys of children and young people; audit of current out-of-hours provision; notes/summaries of meetings held with community groups or other
bodies; letters to and from parents; surveys of how children and young people spend their time; reports/evaluations, analysis of range of evidence.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 1 - VISION, VALUES AND PRINCIPLES OF LEARNING
THEME 3 – A DISTINCT ETHOS FOR LEARNING
KEY INDICATORS: Emerged: Established: Advanced:
A user friendly environment An organisation that is responsive, An organisation focussed on innovation
catering to a variety of needs flexible & open to new ideas in learning
and uses.
SEF links: A2.3, A2.4, A2.5 A4.6 B1.26
SUMMARY STATEMENT:
Please state how the ethos of Study Support demonstrates responsiveness and flexibility and influences organisational ethos as a whole.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Plans, drawings, sketches, models, videos, photographs, web pages, CD ROMS, media publications; mission/vision statement; minutes; equal
opportunities policy statements; discussion papers; suggestion box comments, testimonies, letters; evaluations by visitors; surveys of users and non-
users; evidence of changes and developments made in response to consultation with users.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 1 - VISION, VALUES AND PRINCIPLES OF LEARNING
THEME 4 – EMPOWERING CHILDREN AND YOUNG PEOPLE
KEY INDICATORS: Emerged: Established: Advanced:
Engagement and Embedding children and young A culture of lifelong learning through children
involvement people’s ownership and children and young people’s ownership
SEF links: A2.8, B1.26
SUMMARY STATEMENT:
Please state how children and young people are empowered to input into planning, delivery and review of Study Support and show examples of their
leadership.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
A menu of activities/options; attendance records and analysis of these; minutes of meetings in which student ideas and inputs are considered;
student-devised newsletters, posters and other ways of promoting study support, forward plans showing student contributions and roles; training
programmes for children and young people involved in peer mentoring/tutoring; student involvement as described in development plans or
evaluations.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 1 - VISION, VALUES AND PRINCIPLES OF LEARNING
THEME 5 – LEARNING TOGETHER
KEY INDICATORS: Emerged: Established: Advanced:
A capacity for adults and A programme shaped by insights A collaborative learning and
children and young people into the how and why of learning research organisation
to learn about learning together
SEF links: A2.2, A 2.8, B1.26, B5
SUMMARY STATEMENT:
Please state how and what you have learned about learning through Study Support and what opportunities there are for learning together.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Children and young people’s logs, diaries, self- assessment, reviews; staff/providers’ logs, diaries, self- assessment, reviews; schemes of work /
lesson plans by tutors/providers and lead learners; photographs of joint learning e.g. family learning, peer tutoring; joint reviews; training
programmes and evaluations; notes of visits; evaluations; input on thinking skills, accelerated learning, learning styles; presentations, reports and case
studies.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
THEME 6 - EFFECTIVE RESOURCING
KEY INDICATORS: Emerged: Established: Advanced:
Monitoring and A creative approach to maximising Innovative use of diverse and
managing resources and sharing resources sustainable resources
SEF links: A4.9, B1.26
SUMMARY STATEMENT:
Please state how you maximise resources for Study Support (including human resources) through a creative and shared approach.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Audit of software and hardware; costings of resource provision, security, caretaking; plans showing physical resources available; audit or survey of
staffing resources; surveys of current users and patterns of demand and resource usage; evidence of collaboration with others; development plans;
staffing structures and policy documents.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
THEME 7 – COMMUNICATING EFFECTIVELY
KEY INDICATORS: Emerged: Established: Advanced:
Publicising and promoting An information strategy Information dissemination as
Study Support activities a learning experience
SEF links: B1.26
SUMMARY STATEMENT:
Please explain your structures and systems for communicating with the right audiences about Study Support.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Posters, art work in school/centre/organisation; publicity in the community, shops businesses, local radio, websites; fliers, newsletters; student/pupil
newsletters, posters and web pages; performance, presentations, displays, artwork; mention on local/national radio or television; Inclusion in local or
national good practice guides; policy and strategy documents; evidence of dissemination of impact – annual reports, case studies, governors’ reports
etc.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
THEME 8 - DEVELOPING PROGRAMMES
KEY INDICATORS: Emerged: Established: Advanced:
Developing programmes Broad and balanced programmes An entitlement to innovative and
of activities which meet which enable, enrich and extend developmental learning experiences
needs
SEF links: A2.4, A2.5, A2.7, A2.8, A3.3, A4.8, B1.26, B5, B5.6
SUMMARY STATEMENT:
Please show the breadth and depth of your programme and how this impacts on children and young people’s progression
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Programmes of activities, children and young people’s diaries/planners, programmes communicated in different ways (e.g. websites, fliers), Records of
achievement, certification and accreditation, plans, evaluations.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
THEME 9 - IDENTIFYING LEADERS OF LEARNING
KEY INDICATORS: Emerged: Established: Advanced:
Clear criteria for selecting Wider perspectives on who Diverse, innovative and informed
leaders based on needs and can lead learning approaches to leadership for learning
priorities
SEF link: A4.7, B1.26
SUMMARY STATEMENT:
Please state how you ensure high quality and appropriate leaders of learning from a variety of sources.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Lists of leaders of learning with relevant experience and expertise; questionnaires, surveys or needs analysis; feedback from children and young
people; evaluations by stakeholders; sets of criteria selection of leaders; letters inviting leaders to apply; audits of interest, skills, talents of staff,
children and young people, governors or other groups; policies or procedures for matching children and young people with leaders.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
THEME 10 – GETTING THE BEST FROM LEADERS OF LEARNING
KEY INDICATORS: Emerged: Established: Advanced:
Support and guidance for A structured approach to Outstanding practice networks
those who lead learning leader development that create new knowledge
SEF link: B1.26
SUMMARY STATEMENT:
Please state how you support the development and progression of those that lead learning in Study Support in a structured way.
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Audits, training opportunities, analysis of the range of leaders involved in study support, job descriptions/policies/person specs, induction policies,
reward and remuneration policies, lead learners’ involvement in planning, developing and review, performance management and staff review meetings
annual reports, reports to governors, CPD plans.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 2 – PROGRAMME DEVELOPMENT AND OPERATION
THEME 11 – DEVELOPING PARTNERSHIPS
KEY INDICATORS: Emerged: Established: Advanced:
Identifiable benefits of Sustained collaboration in planning Collective ownership of goals, resources,
working together and delivery of Extended Learning/ philosophy and outcomes
Study Support
SEF links: A3.3, A4.4, B1.26
SUMMARY STATEMENT:
Please state who your key partners are and how you collaborate in a sustained and developmental way
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Audits of existing partners, notice boards in partnership venues, letters, commendations, displays, photographs, sponsorships, development plans and
strategy documents, partnership agreements, partner feedback and evaluations from stakeholders, joint training and development programmes, job
descriptions, joint bids for funding, partnership newsletters/publicity, minutes of partnership steering groups/forums.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 3 – MAKING A DIFFERENCE AND MANAGING CHANGE
THEME 12 - MEASURING THE DIFFERENCE
KEY INDICATORS: Emerged: Established: Advanced:
Collecting and using A holistic approach to gathering Using data for more effective learning
evidence and using data
SEF links: A2 (2.1 – 2.9) B1.26
SUMMARY STATEMENT:
Please state how you analyse and interpret evidence in order to find out more the impact of Study Support
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Baseline data, attendance data, data analysis, evaluations, minutes of review meetings, measuring tools, surveys, interviews, case studies, tracking
systems, data relating to additional courses, formal accreditation and progression routes.
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
SECTION 3 – MAKING A DIFFERENCE AND MANAGING CHANGE
THEME 13 - GETTING RESULTS
KEY INDICATORS: Emerged: Established: Advanced:
Gathering evidence of Recording, rewarding and Self directed learning is part
learning gains certificating achievement and of the organisational ethos
demonstrating impact
SEF links: A2 (2.1 – 2.9), A4.1,B1.26
SUMMARY STATEMENT:
Please state how you record and reward achievement and demonstrate impact
EVIDENCE IN PORTFOLIO: Types of evidence can include:
Reward systems, achievement walls, certification, external accreditation from award bearing bodies, progression routes, additional qualifications,
reports, case studies, presentations, workshops, consultation
Evidence: Indicate the types of Reference points for location Evidence: Indicate the types of Reference points for location
evidence: of evidence in portfolio: evidence: of evidence in portfolio:
FUTURE ACTIONS:
Quality in Study Support and Extended Services
QiSS and QES Recognition Fees effective from 1st September 2010
QiSS and QES Fee Revalidation QiSS and QES Fee
Emerged and Established
Emerged and Established £380.00 £300.00
Revalidation
Reduced fee for schools with 2 Emerged and Established
£240.00 £240.00
forms of entry or less Revalidation
CLUSTERS Emerged and Established
Emerged and Established
2 – 5 schools/centres in cluster £450.00 £360.00
Revalidation
Emerged and Established
6 – 10 schools/centres in cluster £500.00 £400.00
Revalidation
Emerged and Established
11 – 15 schools/centres in cluster £550.00 £440.00
Revalidation
Emerged and Established
16 – 20 schools/centres in cluster £600.00 £480.00
Revalidation
21 and above schools/centres in Emerged and Established
£650.00 £520.00
cluster Revalidation
Advanced QiSS and QES
Advanced Recognition (includes £1250.0 Advanced Revalidation (includes
£950.00
Chair) 0 Chair)
Invoices will be generated when Recognition has taken place.
A QiSS validated Chair may be sought from within a Local Authority or partnership network.
QiSS consultancy to assist in the Recognition process, acting as Critical Friend or Chairing,
will be charged at the rate of £625 per day. Half day rate £312.50.
The Recognition status is valid for three years and will entitle you to the following:
Newsletters
QiSS or QES Recognition Status Logo
QiSS fees v10/2
Access to QiSS National Database
Access to the QiSS survey tool that will support the measurement of your impact
Contact QiSS for further details: 01227
Website: www.canterbury.ac.uk/qiss
QiSS fees v10/2
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