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April 2012 Version 1

Challenge Partners: QA Review Handbook

Challenge Partners QA Review Handbook

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Challenge Partners: QA Review Handbook

Contents

1. Introduction ................................................................................................... 4

2. The Challenge Partners .................................................................................. 5

3. The Quality Assurance Review........................................................................ 6

4. Outline of the Review Process ........................................................................ 7

5. Selection Criteria for Senior Leaders .............................................................. 9

6. Before the Review ........................................................................................ 10

7. Pre-Review Analysis ..................................................................................... 12

8. During the Review ........................................................................................ 13

9. After the Review........................................................................................... 15

10. Using the Review .......................................................................................... 16

11. Directory of Expertise ................................................................................... 17

Appendix 1: Protocols ............................................................................................ 19

Appendix 2: Pre Review Analysis (PRA) .................................................................. 20

Appendix 3: Area of Excellent Practice ................................................................... 23

Appendix 4: Example QAR Timetable ..................................................................... 25

Appendix 5: Written Report Template ................................................................... 27

Appendix 6: Lesson Observation Form ................................................................... 31

Appendix 7: Learning Walk Form ........................................................................... 32

Appendix 8: Reviewer’s Self Evaluation .................................................................. 33

............................................................................... 36 Appendix 9: Grade Descriptors


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1. Introduction

We believe there is much that is good about our schools, yet we also know that there is more we can

all learn. Building a healthy system of knowledge management requires a moral commitment to

sharing and learning. Collaboration is at the heart of that all we do in the Challenge Partnership, and

the activities within the group are underpinned by an ethos of open accountability and trust. Within

this we recognise the importance of strong quality assurance.

The Challenge Partners quality assurance and assessment is built around a professionally led peer

review focused on teaching and learning. The review highlights areas of strength, including

outstanding knowledge within hubs and across the Partners; and it also identifies those areas for

development, bringing key challenges to schools for the coming year.

The strength of the review lies in how it brings together the rigour and professionalism of Ofsted

with the care and collaborative approach of a partnership. This is a joint exercise between the review

team and the school. All observations and meetings include a member of school team working

alongside the reviewers. Discussion about the findings and even the writing of the report are a

collaborative effort between the review team and the school’s senior leadership team. This approach

enables honest and open conversations about where the school is and where it is going, to the

benefit of all concerned.

Another of the significant benefits that the review brings is the development opportunities for senior

staff. By nature of being a peer review, conducted by current practitioners, those on the review team

itself receive a rich developmental experience as they step into another environment working

alongside a trained Ofsted inspector; experiences and learning which they can then take back to their

own school.

As you participate in the review, whether as a reviewer or one being reviewed, we trust you will find

it both a beneficial and enjoyable experience. The guidance within this document is designed to

ensure that schools and review teams follow a standard procedure during the Quality Assurance

Review, so that every school and every individual involved in the process benefits as much as

possible.


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2. The Challenge Partners

The Challenge Partners is a collaborative research focused group of schools at various points in a journey towards excellence. We have a moral commitment to ensure that we maximise the life chances of all our students and, through collaborative learning, ensure that each generation of students achieves more than the one before.

The success of the Challenge Partners is judged against our stated aims, which are to:

• Increase our students’ performance in public examinations at a rate considerably higher than the national average

• Increase the number of Partner schools that are outstanding and meet the National Teaching School criteria

• Improve the Partner schools’ Ofsted rating and National College school-to-school work designation at a considerably higher rate than the national average

• Develop internationally the concept of effective collaborative learning between schools and contributing to national research and policy making.

The framework for the collaborative of schools is based upon the core values of quality, independence, community, providing value for money and enjoying all that we do. Our practice derives from, and builds upon, research and best practice to emerge from Ofsted and the National College; and our decision making structures draw on those embraced by groups such as the John Lewis Partnership.

The Partnership is built around a network of hubs, complemented by centrally run activities. Schools seeking to improve are subject to tighter control and greater prescription, whilst high performing schools are encouraged to innovate and share their learning.

The Challenge Partners is focused on three strategic areas:

• Network of excellence; a school improvement network, led by schools, improving whole school system performance through effective learning partnerships, using rigorous methodologies and quality assurance processes for school to school work

• Engine of improvement; using the strong to help the weak, turning failing schools around and reducing the disparity in performance through effective learning partnerships

• Source of efficiency; through collaboration, sharing of resources and group purchasing; enabling greater and more effective investment in teaching and learning.

The Challenge Partnership desires to be a world-class community that others would wish to join and will serve as a benchmark for professionalism, underpinned by an ethos of open accountability and quality assurance systems. We aim to provide a vehicle for schools that wish to retain their individuality yet learn from the best of their peers and have an educational, political voice nationally and internationally.


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3. The Quality Assurance Review

The Partnership’s quality assurance and assessment is built around a professionally led peer review. The review is an integration of the new Ofsted framework and McKinsey’s areas of intervention, and provides:

• Initial audit for schools joining the Partnership • A quality audit trail for Ofsted • Key challenges for the school for the next year • Identification of areas of outstanding knowledge within hubs and across the Partners • Development opportunities for senior staff

The review comprises both data analysis and a school visit. It identifies areas of strength and those for development and provides the basis for an appropriate course of improvement measures.

Content of the Review Report

The key output of the review is a report which covers six areas. The first four provide a review of where the school appears to be positioned relative to its most recent Ofsted inspection, while the final two focus more on the school’s contribution to, and participation in, the Partnership.

• Context of the School: Taken from the most recent Ofsted report

• Pupil Performance: Data analysis taken from Learning Plus UK (see below) and judgements on attainment and progress based on Ofsted criteria

• Quality of Teaching: Narrative of strengths and weaknesses (including evidence from observations and pupils’ work) and judgements on the quality of teaching based on Ofsted criteria

• School Improvement Strategies: Narrative of the school to self-assess and continue to improve, as indicated by the Self Evaluation Form (SEF) and School Improvement Plan (SIP)

• Quality of Area of Outstanding Practice: Narrative of strengths and aspects of exemplary practice. The key skill areas will be chosen from the National College’s directory of expertise

• Engagement with Challenge Partners: In the first year, this is a description of the likely impact on the Partnership, thereafter a description of the types of activities and their impact on school improvement.

The report contains a coversheet on which any judgement statements are made, and which the school may attach or detach should it wish to share the contents of the review.


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4. Outline of the Review Process

The school visits for the review are carried out during the autumn and spring terms each year and conducted by a team which consists of one Ofsted accredited inspector (Lead Reviewer) and two to four senior leaders from a Partner School.

The review process itself is a development opportunity for the senior staff, who observe the school under review. The Lead Reviewer then assesses the work of the senior leaders, and writes up the review report. It is expected that the time and expenses for the senior leaders is funded by their own school as part of any Continuing Professional Development (CPD). The review assesses the aggregate performance of the school and not the performance of individuals. It may not therefore be used as a case for removing a teacher or head teacher.

It is expected that every school in the Partnership will participate in the review each year. However, in the instance where a school has recently had, or is imminently due, an Ofsted whole school inspection (this excludes themed inspections), a school may opt out without damaging the rigour of the overall review process. A standard school visit is conducted over one and a half days with four senior leaders; however for smaller schools (2FE and smaller) only two senior leaders are necessary.

Secondary school leaders review 2 schools in a week, and so are out for 4 days, while primary and special school leaders review only 1 school in a week, taking them out of school for only 3 days.

The Review Week Pre Review Analysis: On the morning of day one, the Lead Reviewer meets with the senior leaders to prepare a Pre Review Analysis (PRA) for the school. The PRA takes account of the identified area of outstanding practice (if applicable) and includes:

Analysis of school data

Possible strengths and weaknesses of identified area of outstanding practice (if applicable)

Timetable for lesson observations (to be joint with the school where possible)

Staff names for interviews Review in school: The review commences with a meeting of review team and senior leaders in school to discuss the PRA. The School provides an overview of quality of teaching and learning which the review will triangulate and moderate. Throughout the two days, the team undertake review activities (lesson observations, work scrutiny, staff interviews, discussion with school regarding the School Improvement Plan and area of outstanding practice). The first day ends with a short meeting of the review team and senior leaders in the school to discuss findings and to plan further activities for the final day. The team spends the second day conducting review activities, then at the end of the day meets with the leadership team to discuss and agree the content of the review report before finally meeting by themselves to evaluate their own performance.


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After the Review: Following these activities, the Lead Reviewer writes the Review report and sends it to the Challenge Partners Head Reviewer (Joanna Toulson) for review, who sends it to the school for comment. The Lead Reviewer then finalises the Review report and sends the final version to Challenge Partners Head Reviewer and the School. Each Review will therefore take two days. Where possible, the Review team will cover two schools in one week in order to minimise the disruption of being away from their schools.


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5. Selection Criteria for Senior Leaders

The criteria for the Senior Leaders on the review team are based on the National College’s designation criteria for Specialist Leaders of Education. The Senior Leader shall come from a Partner school and will:

Be an outstanding practitioner

Be on the school’s senior leadership team (this includes head teachers), or be a Challenge Partners Subject Leader/National College Specialist Leader of Education.

effectively within Have a successful track record, supported by impact evidence, of working their own school and/or across a group of schools, or working with a range of staff within a single school

Have evidence of successfully using coaching and/or facilitation skills to bring about improvement

Have excellent communication skills, with the ability to work sensitively and collaboratively with peer colleagues

Have an understanding of what constitutes satisfactory, good and outstanding elements of school practice and have the ability and confidence to articulate this

Training is provided for senior leaders seeking to conduct the school reviews. Schools are encouraged to put forward their best senior leaders to ensure high quality outcomes and so maintain the integrity of the review process. Challenge Partners may seek accreditation for this review training, which would also enable the service to be sold outside the group.


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6. Before the Review

Before the review takes place, several activities must be conducted. Central Admin

1. Letter sent to the school giving dates of Quality Assurance Review (QAR), and copied to the Lead Reviewer. This letter is to be sent one term prior to the QAR.

2. Letter sent to the Review Team giving details of the QAR, and copied to the Lead Reviewer. This letter is to be sent half a term prior to the QAR.

3. QAR materials emailed to the school. School

1. Offers the QAR team advice on accommodation if requested. 2. Prepares sufficient hard copies of documentation for each reviewer in the team. 3. The school being reviewed in the second half of the week sends hard copies of its

documentation to the first school, if necessary, ready for the PRA day. 4. Documentation includes:

School Improvement Plans

Self-evaluation analysis (SEF)

RAISEonline

Data relating to Sixth Form, eg, ALIS (if appropriate)

Previous Ofsted report and any survey visit reports

Area(s) of Excellence completed document [Appendix 3] 5. Prepares timetable for the QAR. [See example timetables – Appendix 4]. The timetable

should include:

Lesson observations of 30 minutes (4 or 5 per reviewer) across a range of subjects and key stages so that reviewers can make a judgement about the quality of teaching overall.

20 minutes discussion time following each observation.

Meetings to discuss: - pupil performance - school improvement strategies (including CPD) - area(s) of excellence (if identified) - teaching and learning - school improvement plan - the effectiveness of leadership - pupil perceptions - partnership work

These meetings can be combined (eg teaching and learning, school improvement strategies and CPD), as suits the needs of the school.

All observations should be carried out jointly with a member of the QAR team and the school.

Two members of the QAR team should attend each meeting (this may or may not include the Lead Reviewer).

The Lead Reviewer should always attend the pupil performance meeting.

The Lead Reviewer should not be timetabled for lesson observations – this leaves them free to join the reviewers for QA purposes.

Lead Reviewer


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1. Reads the latest Ofsted report(s). 2. Arranges accommodation and travel as appropriate, taking account of the Expenses Policy. 3. Makes telephone contact with the school 2 weeks prior to the QAR. 4. Makes e-mail contact with the review team, 2 weeks prior to the QAR.

Review Team

1. Reads the latest Ofsted report(s). 2. Arranges accommodation and travel arrangements (to be funded by the reviewer’s own

school). 3. Prints hard copies of QAR documentation, including lesson observation forms [Appendix 6],

learning walk forms [Appendix 7] and reviewer’s self-evaluation form [Appendix 8]. 4. Reminds themselves of the QAR protocols [Appendix 1].


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7. Pre-Review Analysis

The Pre-Review Analysis (PRA) is held in the school to be reviewed.

School

1. Provides the QAR team with a room, refreshments and lunch. 2. There should be no involvement by the host school in the PRA, eg, no tour of the school. This

is to ensure that the two schools being reviewed in the week have the same time allocation for the QAR.

Lead Reviewer

1. Leads the PRA for schools. each2. Assigns areas of the documentation for analysis to team members. 3. Facilitates discussion around the documentation and possible questions for the QAR. 4. Facilitates the completion of the Pre-Review Analysis forms [Appendix 2]. 5. Agrees any necessary amendments to the timetable with the Headteacher. 6. Assigns team members to lesson observations and meetings, according to the timetables

provided by the schools.

Review Team

1. Participates fully in the analysis of the documentation and discussion.


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8. During the Review

The Review itself is conducted over one and a half days with four senior leaders for a large school and two senior leaders for smaller schools (2FE and smaller).

Day One in School

School

1. The Headteacher meets briefly with the Lead Reviewer at the start of the day to agree protocols and arrangements for the QAR.

2. Meets with the QAR team to share PRA. 3. Joins the QAR team in lesson observations, learning walks and meetings. 4. Joins QAR team at end of day 1 to agree quality of teaching and pupil performance. 5. Provides refreshment and lunch for both days.

Lead Reviewer

1. Meets briefly with the Headteacher at the start of the day to agree protocols and arrangements for the QAR.

2. Attends meeting relating to pupil performance. Attends other meetings as appropriate. Joins members of the review team in lesson observations and learning walks to ensure quality assurance of judgements. Carries out lesson observations and learning walks with a member of the school team where possible.

3. Leads meeting with QAR team and school at the end of day 1 to agree quality of teaching and pupil performance.

4. Following this meeting, leads meeting with QAR team to reflect on QAR so far.

Review Team

1. Carries out lesson observations and learning walks with school team. 2. Through discussion with school, agrees ‘what went well’ and ‘even better if’ for lesson

observations and learning walks. 3. Holds meetings with school around areas of the QAR and compiles a bullet point list of the

main points arising from these. 4. Contributes QAR findings to the end of day 1 meeting with school. 5. Following this meeting, attends QAR team meeting to reflect on QAR so far.

Day Two in School

School

1. With QAR team, carries out lesson observations and learning walks and attends meetings, in accordance with the agreed timetable.

2. Joins the QAR team for the final meeting to agree judgements and main points to be included in the QAR report.

Lead Reviewer

1. Leads a brief meeting with QAR team at the start of the day. 2. Attends meeting as appropriate. If necessary, joins members of the review team in lesson

observations and learning walks to ensure quality assurance of judgements. Carries out lesson observations and learning walks with a member of the school team where possible.


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3. Leads final meeting with QAR team and school to agree judgements and main points to be included in the QAR report. Wherever possible, judgements should be agreed with the school. If, however, this is not possible, the judgements of the Lead Reviewer will be those that are included in the QAR report.

4. Ensures that reviewers complete the self-evaluation form before leaving the school.

Review Team

1. Attends a brief meeting with Lead Reviewer at the start of the day. 2. Attends meetings, carries out lesson observations and learning walks in accordance with the

agreed timetable. 3. Contributes findings to the final meeting with the school to agree judgements and main

points to be included in the QAR report. 4. Completes the self-evaluation form [Appendix 7] before leaving the school.


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9. After the Review

Completing a written report and maintaining an audit trail are important to embedding the outputs of the review for both the school under review and the senior leaders on the review team.

Central Admin

1. Quality assures the QAR report. 2. Ensures school and reviewers complete the on-line evaluations.

School

1. Feeds back from lesson observations to school staff, in accordance with school’s usual practice.

2. Checks the report for factual accuracy and, if necessary, makes suggestions for text. 3. The school decides how to share the report but it is recommended that it is shared within

the hub to inform school improvement. 4. Completes the on-line evaluation of the process http://www.surveymonkey.com/s/97296DX

Lead Reviewer

1. Writes the report and sends it to Admin for quality assurance. This should be within one week of the last day of the review.

2. Following quality assurance, sends the report to the school. 3. Agrees any changes with the school and resends report to Admin. 4. Sends the final report to the school. This should be within two weeks of the last day of the

review.

Review Team

1. Provides their own Headteacher with a copy of their self-evaluation form. 2. Discusses with their own school any learning points from the process. 3. Completes the on-line evaluation of the process http://www.surveymonkey.com/s/97B36KJ

http://www.surveymonkey.com/s/97296DX

http://www.surveymonkey.com/s/97B36KJ


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10. Using the Review

The quality assurance and review process will identify areas of outstanding knowledge and practice as well as areas for development within hubs and across the Partners. The review itself does not recommend a set of improvement measures; however it does form the basis for such.

The collaborative has a set of core values which at its heart, respects and retains the individuality of each school and its community. We are openly accountable, embracing national and our own quality assurance systems, which define our integrity and our aspirations. Hubs grow out of relationship, creating a strong bond, united in ambition, and a culture built on respect where sharing is valued. In light of this, Partners are encouraged to share their review report with those in their hub to facilitate the collaboration process.

Following the review, Partners should meet together in their hubs to discuss the outcome of the review and determine how they can best work together to capitalise on their strengths and address their areas for development, drawing upon the expertise both within their own hub and across the wider Partnership. The review should inform where a hub will invest in teaching and learning in the coming year as well as which services a school may seek to prioritise and purchase from the partnership’s directory of expertise.


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11. Directory of Expertise

The directory of expertise lists the key skill areas of knowledge and outstanding practice which we will look to share. The directory will contain the areas of outstanding practice identified in the review process. This directory taken from the National College Specialist Leaders of Education (SLE) directory and is based on the new key areas of focus for Ofsted. See the table below for details of the key skill areas.

Key area Area of expertise

Leadership and management academies/academy transition

federations

school business management/financial management

teams, staffing, restructure and performance management

quality standards

subject/key stage/phase/faculty leadership and management

strategic analysis/diagnostics

networks, partnerships and collaboration

self-evaluation

Pupil achievement English

maths

science

geography

history

modern foreign languages (MFL)

literacy

numeracy

all other subjects

curriculum

special education needs (SEN)

support for the most able pupils

moderation

tracking pupil progress

data

English as an additional language (EAL)

mobility

Assessment for Learning (AfL)

sixth form

early years

closing the gap, with a focus on free school meals and vulnerable groups

Quality of teaching teaching and learning

development of initial teacher training (ITT) and recently or newly qualified teachers (RQT/NQT)

ITT mentoring

creative learning/co-operative learning

Behaviour and safety safeguarding learners

behaviour/discipline

attendance

pupil leadership/voice


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Appendix 1: Protocols

When taking part in the Challenge Partners’ QA Review, reviewers should:

• Show commitment and understanding of their role

• Respect the context and culture of the school under review

• Be positive and supportive

• Be challenging and rigorous

• Keep all findings and judgements confidential, unless permission is given by the school to share good practice

• Be on time

• Discuss issues honestly and clearly

• Base evaluations on clear evidence

• Carry out the review with integrity, showing courtesy and respect to staff and pupils

• Adhere to the school’s own code of conduct

• Act professionally


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Appendix 2: Pre Review Analysis (PRA)

CHALLENGE PARTNERS: Pre-Review Analysis

This is to be completed for each school by the Review Team on the Preparation Day and used to inform initial discussion with the school.

Name of School:

School Address:

Hub School:

Telephone Number:

Email address:

Unique Reference Number:

Local Authority:

Type of School:

School Category:

Age range of pupils:

Number on roll:

Headteacher/Principal:

Chair of Governors:

Date of last OfSTED inspection:

Grade at last OfSTED inspection:

Date of Quality Assurance Review:

Information about the school: Insert context information which will appear on the QAR report.


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Pupil Achievement: Evaluate attainment and progress, using the information taken from ROL, Learning Plus and the school’s own data. Include information about the performance of different groups and any gaps between them.

Quality of Teaching: Outline strengths and weaknesses from the school’s SEF. Using the timetable for observations that the school has provided, allocate QAR members to observations and interviews.


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School Improvement Strategies: Evaluate the school improvement plan and any action plans and consider whether appropriate key issues are being addressed, as indicated by the school data and the SEF. Allocate QAR members to interviews, using the timetable that the school has provided.

Quality of Area of Excellent Practice: Outline the evidence provided that this area has the capacity to promote improvement across schools.

Quality of Impact on Challenge Partnership: From the information provided by the school, begin to formulate a hypothesis on the impact of the school on the Challenge Partnership, both in terms of school-to-school work undertaken and the impact of this on pupil outcomes.

OLEVI

January 2012


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Appendix 3: Area of Excellent Practice

CHALLENGE PARTNERS: Identification of Area of Excellent Practice

Name of School:

Date:

Please give details of the area of excellent practice that you have identified to support school improvement across the Challenge Partners. Identify no more than 2 areas. Please complete a proforma for each of the areas you have identified and continue on additional sheets if you need. Thank you.

What is your area of excellent practice?

Why have you identified this area as a strength?

What actions have you taken to establish the expertise in this area?

Which key staff (please state their roles) have led on this?


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Which phase, year group, department or subject area demonstrate the strongest elements of the area of excellent practice?

How have you capitalised on the area of excellent practice in your own school?

What evidence is there of the impact on pupils’ outcomes?

How have you shared your practice beyond your own school? What has been the extent of the impact of this?

How will you continue to build your expertise in this area?

What are your next steps?

Signed: Date:


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Appendix 4: Example QAR Timetable

Whilst we have provided an example QAR timetable, we understand that different schedules will

work well for different schools. The timetable below is an example to assist you in compiling a

schedule that best enables the team to review your school. Please see the ‘Before the Review’

chapter for guidance on creating a suitable timetable.

Day One in School

Lead Reviewer Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4

9.00 - 12.00

PRA

12.00– 12.15

Meet Headteacher

12.15 – 1.05

Meet School Leadership Team

Lunch

Period 5

13.40 - 14.30

[Class/Subject] [Class/Subject] [Class/Subject] Area of

[Teacher] [Teacher] [Teacher] Excellence

[Classroom] [Classroom] [Classroom] [Name]

[Co-observer] [Co-observer] [Co-observer] [Location]

Period 6

14.30 - 15.20

Area of [Class/Subject] [Class/Subject] [Class/Subject]

Excellence [Teacher] [Teacher] [Teacher]

[Name] [Classroom] [Classroom] [Classroom]

[Location] [Co-observer] [Co-observer] [Co-observer]

15.20 – 15.50

Meet School Leadership Team

15.50 - 16.20

QAR Team Meeting


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Day Two in School

Lead Reviewer Reviewer 1 Reviewer 2 Reviewer 3 Reviewer 4

8.45 - 9.05

QAR Team Meeting

Period 1

9.05 - 9.55

SIP & Learning SIP & [Class/Subject]

CPD Walk CPD [Teacher]

[Name] [Name] [Name] [Classroom]

[Location]

[Location] [School Leader]

Period 2

9.55 - 10.45

[Class/Subject]

Partnership Partnership Learning

[Teacher] Walk

[Classroom] [Name] [Name] [Name]

[School Leader] [Location] [Location]

Break

Period 3

11.05 - 11.55

[Class/Subject] Meet Meet [Class/Subject]

[Teacher] Students Students [Teacher]

[Classroom] [Group] [Group] [Classroom]

[Co-observer] [Location] [Location] [School Leader]

Period 4

11.55 - 12.45

[Class/Subject] [Class/Subject] [Class/Subject] [Class/Subject]

[Teacher] [Teacher] [Teacher] [Teacher]

[Classroom] [Classroom] [Classroom] [Classroom]

[Co-observer] [Co-observer] [Co-observer] [Co-observer]

Lunch

Period 5

13.40 - 14.30

[Class/Subject] [Class/Subject] Teaching & Teaching &

[Teacher] [Teacher] Learning Learning

[Classroom] [Classroom] [Name] [Name]

[Co-observer] [Co-observer] [Location] [Location]

Period 6

14.30 - 15.20

Pupil Pupil Middle/Senior [Class/Subject]

Performance Performance Leaders [Teacher]

[Name] [Name] [Name] [Classroom]

[Location] [Location] [Location] [School Leader]

15.20 – 16.20

QAR team and School Leadership Team meet to agree judgements and text

16.20 – 16.50

QAR Team Self Evaluation (team fill in self-evaluation forms to take back to their own school)

Key:

30 minute Lesson observations plus discussion time

Meetings

Learning Walk

Lead Reviewer joins reviewers for QA purposes as appropriate


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Appendix 5: Written Report Template

CHALLENGE PARTNERS: Quality Assurance Review Written Report

Name of School: School Address:

Hub School:

Telephone Number: Email address:

Unique Reference Number:

Local Authority:

Type of School:

School Category:

Age range of pupils:

Number on roll:

Headteacher/Principal:

Chair of Governors:

Date of last OfSTED inspection:

Grade at last OfSTED inspection:

Date of Quality Assurance Review:


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QUALITY ASSURANCE REVIEW – SUMMARY OF JUDGEMENTS Achievement is: [Outstanding/Good/Satisfactory/Inadequate]

Quality of Teaching: [Outstanding/Good/Satisfactory/Inadequate]

School Improvement Strategies: [Outstanding/Good/Satisfactory/Inadequate]

Area of Excellent Practice: [Identify Area] [Confirmed/Developing/Not yet identified]

Impact on Challenge Partnership: [Outstanding/Good/Satisfactory/The school’s

work with others has not impacted sufficiently on pupil outcomes/The school has not yet engaged with other schools

Overall Review Evaluation

The Quality Assurance Review found indicators that [Name of school] appears to be firmly within the

[Outstanding/Good/Satisfactory/Inadequate] grade as judged by Ofsted in the school’s previous

Ofsted report [insert date of inspection].

The Quality Assurance Review found indicators that [Name of school] appears to have moved beyond

the [Good/Satisfactory/Inadequate] grade as judged by Ofsted in the school’s previous Ofsted report

[insert date of inspection] and is working within the [Outstanding/Good/Satisfactory] grade.

The Quality Assurance Review found indicators that [Name of school] appears to be at the top of the

[Good/Satisfactory/Inadequate] grade as judged by Ofsted in the school’s previous Ofsted report

[insert date of inspection] and is working towards [Outstanding/Good/Satisfactory].

The Quality Assurance Review found indicators that [Name of school] appears to be just within the

[Outstanding/Good/Satisfactory] grade as judged by Ofsted in the school’s previous Ofsted report

[insert date of inspection] and action is required to ensure that it continues to meet Ofsted’s criteria

for that grade.

The Quality Assurance Review found indicators that [Name of school] appears to have moved below

the [Outstanding/Good/Satisfactory] grade as judged by Ofsted in the school’s previous Ofsted

report [insert date of inspection] and action is required to ensure that it meets the requirements of

the Ofsted grade given at its previous inspection [insert date].

Information about the school

Context information taken from the previous inspection report and any additional information provided by the school. 120 words max


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Pupil Achievement

Narrative to describe:

Attainment of pupils by the time they leave school, including their standards in reading, writing and mathematics and, in primary schools, pupils’ attainment in reading by the end of Key Stage 1 How much progress pupils make in a range of subjects How well pupils develop a range of skills, including reading, writing, communication and mathematical skills and how well they apply these across the curriculum The progress of pupils with disabilities and/or special educational needs Any trends taking account of any gaps between different groups of pupils How gaps are narrowing between different groups of pupils 300 words max

Quality of teaching

Narrative on teaching as observed during the review, as well as taking account of the school’s own monitoring information, data and pupils’ work. Include information about: Teachers’ subject knowledge The teaching of the core skills of reading, writing, communication and mathematics Use of assessment to ensure appropriate challenge for all pupils Quality of questioning The effectiveness of other adults The pace of learning The engagement and behaviour of pupils The quality of feedback and marking by the teacher. 450 words max

School Improvement Strategies

Narrative on the ability of the school to continue to improve, as indicated by the School

Development Plan and Action Plans. Indicators will include:

Whether key issues are the result of rigorous monitoring of standards Whether key issues are being addressed Appropriateness of actions/tasks Sharpness of success criteria Frequency of monitoring and evaluation of action plan Involvement of stakeholders, school leaders and the governing body Emphasis and extent of continuing professional development Impact of actions so far on pupil outcomes 300 words max


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Quality of Area of Excellent Practice Narrative on the particular aspect of excellent practice that has been identified as a strength. There may be one or two areas identified. Narrative to describe: How the area of excellent practice has been developed over time The evidence that the practice is a strength of the school The year groups/phases/key stages/department/subject which provide the strongest features of the work The impact of the excellent practice on standards and outcomes for pupils Pupils’ perceptions of the area of excellent practice 250 words max

Quality of Impact on Challenge Partnership If the school has not already identified an area of excellent practice, the narrative should focus on a possible area of strength to share. If the school has identified an area, the narrative should explain what school-to-school work has been done and its impact. The judgement should reflect both the amount of work carried out as well as the impact on pupil outcomes. The narrative should also describe and evaluate the impact of the engagement of the school with others in order to improve. Any research undertaken will also be taken into account. 150 words max This Review will support the school’s continuing improvement. The main findings will be shared within the school’s hub in order that it can inform future activities.

OLEVI January 2012


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Appendix 6: Lesson Observation Form

CHALLENGE PARTNERS: Lesson Observation Form Observer: Date:

Free Flow Observation Notes: WWW EBI

Please make any notes specific to Areas of Excellent Practice on the reverse side of the sheet.

Challenge Needs Development

Major Strength

Engagement Needs Development

Major Strength

Questioning Needs Development

Major Strength

Learning Needs Development

Major Strength

Grade:


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Appendix 7: Learning Walk Form

CHALLENGE PARTNERS: Learning Walk Form Observer: Date:

Free Flow Notes – Where possible, make reference to Challenge, Engagement, Questioning and Learning

WWW EBI


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Appendix 8: Reviewer’s Self Evaluation

CHALLENGE PARTNERS: Assessment of Senior Leaders

Name of Senior Leader:

School:

Name of Lead Reviewer:

School reviewed:

Date:

Self Assessment by Senior Leader: Please evaluate your performance against each of

the following. 1. How effectively did you work within the team?

Highly competent with aspects of outstanding practice

Very competent

Competent

Below what is required

2. How well did you analyse the data and other information about the school?


Very competent

Competent


3. How well were you able to make judgements that were fair and based on evidence?


Very competent

Competent



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4. How effectively did you communicate, both in the team and with the school?


Very competent

Competent


Any other comment:

From taking part in the review process, I have learnt:

Back in school, I am now going to:


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Any comment by Lead Reviewer:

Signed (Senior Leader): Date:

Signed (Lead Reviewer): Date:


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Appendix 9: Grade descriptors

Quality of teaching in the school

Outstanding (1)

Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all pupils are making rapid and sustained progress. All teachers have consistently high expectations of all pupils. Drawing on excellent subject knowledge, teachers plan astutely and set challenging tasks based on systematic, accurate assessment of pupils’ prior skills, knowledge and understanding. They use well judged and often imaginative teaching strategies that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum. The teaching of reading, writing, communication and mathematics is highly effective. Teachers and other adults generate high levels of enthusiasm for, participation in and commitment to learning. Teaching promotes pupils’ high levels of resilience, confidence and independence when they tackle challenging activities. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. Time is used very well and every opportunity is taken to successfully develop crucial skills, including being able to use their literacy and numeracy skills in other subjects. Appropriate and regular homework contributes very well to pupils’ learning. Marking and constructive feedback from teachers and pupils are frequent and of a consistently high quality, leading to high levels of engagement and interest.

Good (2)

As a result of teaching that is mainly good, with examples of outstanding teaching, most pupils and groups of pupils, including disabled pupils and those who have special educational needs, are achieving well over time. Teachers have high expectations of all pupils. Teachers in most subjects and key stages use their well developed subject knowledge and their accurate assessment of pupils’ prior skills, knowledge and understanding to plan effectively and set challenging tasks. They use effective teaching strategies that, together with appropriately targeted support and intervention, match most pupils’ individual needs so that pupils learn well across the curriculum. The teaching of reading, writing, communication and mathematics is very efficient. Teachers and other adults enthuse and motivate most pupils to participate. Teaching generally promotes pupils’ resilience, confidence and independence when tackling challenging activities. Teachers regularly listen astutely to, carefully observe and skilfully question groups of pupils and individuals during lessons in order to reshape tasks and explanations to improve learning. Teaching consistently deepens pupils’ knowledge and understanding and allows them to develop a range of skills, including communication, reading and writing and mathematics, across the curriculum. Appropriate and regular homework contributes well to pupils’ learning. Teachers assess pupils’ progress regularly and accurately and discuss assessments with them so that pupils know how well they have done and what they need to do to improve.

Satisfactory (3)

Teaching results in most pupils, and groups of pupils, currently in the school making progress that is broadly in line with that made by pupils nationally with similar starting points. There is likely to be some good teaching and there are no endemic inadequacies in particular subjects, across year groups or for particular groups of pupils. Teachers’ expectations enable most pupils to work hard and achieve satisfactorily and encourage them to make progress. Due attention is often given to the careful assessment of pupils’ learning but this is not always conducted rigorously


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enough and may result in some unnecessary repetition of work for pupils and tasks being planned and set that do not fully challenge. Teachers monitor pupils’ work during lessons, picking up any general misconceptions and adjust their plans accordingly to support learning. These adaptations are usually successful but occasionally are not timely or relevant and this slows learning for some pupils. Teaching strategies ensure that the individual needs of pupils are usually met. Teachers carefully deploy any available additional support and set appropriate homework, and these contribute reasonably well to the quality of learning for pupils, including disabled pupils and those who have special educational needs. Pupils are informed about the progress they are making and how to improve further through marking and dialogue with adults that is usually timely and encouraging. This approach ensures that most pupils want to work hard and improve. Communication skills, including reading and writing, and mathematics may be taught inconsistently across the curriculum.

Inadequate (4)

Teaching is likely to be inadequate where any of the following apply.

As a result of weak teaching over time, pupils or groups of pupils currently in the school are making inadequate progress.

Teachers do not have sufficiently high expectations and teaching over time fails to excite, enthuse, engage or motivate particular groups of pupils, including disabled pupils and those who have special educational needs.

Pupils can not communicate, read, write or use mathematics as well as they should.

Learning activities are not sufficiently well matched to the needs of pupils so that they make inadequate progress.

Achievement of pupils at the school

Outstanding (1)

Almost all pupils, including where applicable disabled pupils and those with special educational needs, are making rapid and sustained progress in most subjects over time given their starting points. They learn exceptionally well and as a result acquire knowledge quickly and in depth and are developing their understanding rapidly in a wide range of different subjects across the curriculum, including those in the sixth form and areas of learning in the Early Years Foundation Stage. They develop and apply a wide range of skills to great effect, including reading, writing, communication and mathematical skills across the curriculum that will ensure they are exceptionally well prepared for the next stage in their education, training or employment. The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages for all pupils with many above average. In exceptional circumstances where standards of attainment, including attainment in reading in primary schools, of any group of pupils are below those of all pupils nationally, the gap is closing dramatically over a period of time as shown by a wide range of attainment indicators.

Good (2)

Pupils are making better progress than all pupils nationally given their starting points. Groups of pupils, including disabled pupils and those with special educational needs, are also making better progress than similar groups of pupils nationally. Performance will exceed floor standards. Pupils acquire knowledge quickly and are secure in their understanding in different subjects. They develop and apply a range of skills well, including reading, writing, communication and mathematical skills, across the curriculum that will ensure they are well prepared for the next stage in their education, training or employment. The standards of attainment of the large majority


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of groups of pupils are likely to be at least in line with national averages for all pupils. Where standards of any group of pupils are below those of all pupils nationally, the gaps are closing. In exceptional circumstances, where attainment, including attainment in reading in primary schools, is low overall, it is improving at a faster rate than nationally over a sustained period.

Satisfactory (3)

Pupils are progressing at least as well as all pupils nationally given their starting points. Groups of pupils, including disabled pupils and those who have special educational needs, are also making progress in line with similar groups of pupils nationally. Performance is usually at least in line with floor standards. Pupils generally learn well in most subjects, with no major weaknesses. As a result, they are acquiring the knowledge, understanding and skills, including those in reading, writing, communication and mathematics, to ensure that they are prepared adequately for the next stage in their education, training or employment. The standards of attainment of the majority of groups of pupils are likely to be in line with national averages for all pupils. Where standards of groups of pupils are below those of all pupils nationally, the gaps are closing overall. In exceptional circumstances, where attainment, including attainment in reading in primary schools, is low overall, it is improving over a sustained period.

Inadequate (4)

Achievement is likely to be inadequate if any of the following apply.

Pupils’ learning and progress overall, or the learning and progress of particular groups, is consistently below those of all pupils nationally given their starting point.

Learning and progress in any key subject1 or key stage, including the sixth form, lead to underachievement.

The learning, quality of work and progress of disabled pupils and those who have special educational needs show that this group is underachieving.

Pupils’ communication skills, including in reading and writing and proficiency in mathematics overall, or those of particular groups, are not sufficient for the next stage of education or training.

Attainment is consistently low, showing little, fragile or inconsistent improvement, or is in decline.

There are wide gaps in attainment and in learning and progress between different groups of pupils and of all pupils nationally that are showing little sign of closing or are widening.

There are wide gaps in attainment and in learning and progress between different groups of pupils that are barely closing or are widening.


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Behaviour and safety of pupils at the school

Outstanding (1)

Parents, carers, staff and pupils are highly positive about behaviour and safety. Pupils make an exceptional contribution to a safe, positive learning environment. They make every effort to ensure that others learn and thrive in an atmosphere of respect and dignity. Pupils show very high levels of engagement, courtesy, collaboration and cooperation in and out of lessons. They have excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption. Pupils are consistently punctual in arriving at school and lessons. They are highly adept at managing their own behaviour in the classroom and in social situations, supported by systematic, consistently applied approaches to behaviour management. They are very calm, orderly and considerate when moving around the school. There are excellent improvements in behaviour over time for any individuals or groups with particular behavioural difficulties. Instances of bullying, including for example, cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are extremely rare. Pupils are acutely aware of different forms of bullying and actively try to prevent it from occurring. The school has an active and highly effective approach to identifying and tackling bullying. All groups of pupils feel safe at school at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe. It is likely that attendance will be above average for all groups of pupils or will show sustained and convincing improvement over time.2

Good (2)

There are few well founded concerns expressed by parents, carers, staff and pupils about behaviour and safety. Pupils are typically considerate, respectful and courteous to staff and each other and consistently meet the school’s expectations. This makes a very positive contribution to a well ordered, safe school. The very large majority of pupils are consistently punctual to school and to lessons. In lessons, pupils demonstrate positive attitudes towards the teacher, their learning and each other. Their good levels of engagement allow lessons to flow smoothly throughout so that disruption is unusual. Pupils, including those with identified behavioural difficulties, respond very well to the school’s strategies for managing and improving behaviour, which are applied consistently. Disruptive incidents seldom occur. There are marked improvements in behaviour over time for individuals or groups with particular needs. Instances of bullying, including for example, cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are rare. Pupils have a good awareness of different forms of bullying and take active steps to prevent it from occurring. The school swiftly and successfully addresses any incidents of bullying that do occur, thus gaining the full confidence of pupils, parents and carers. Pupils feel safe at school. They understand clearly what constitutes unsafe situations and how to keep themselves safe. Where pupils are able to influence their own attendance, it is likely that attendance will be above average for all sizeable groups of pupils, or showing sustained and convincing improvement over time.


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Satisfactory (3)

Parents, carers, pupils and staff are generally positive about behaviour, although some concerns may be raised. Pupils’ behaviour and engagement, including their punctuality to school and lessons contributes to a safe and orderly school environment. In lessons, pupils respond promptly to teachers’ direction and work cooperatively with each other. Major disruption to learning is uncommon. The school’s behaviour management procedures are clear and usually applied but some inconsistencies exist and low-level disruption may occur occasionally. However, it is not endemic in any subject, class or group, or key stage. Pupils, including those with identified behavioural difficulties, are well aware of the school’s strategies for managing and improving behaviour; they try hard to respond and improvements over time are evident for individuals and groups, including for those with particular needs. Instances of bullying, including for example, cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are infrequent and pupils are aware of different forms of bullying and the importance of preventing them. The school generally deals with any incidents of bullying promptly and effectively, thus gaining the confidence of pupils, parents and carers. Pupils feel safe at school. They know about the main risks they might face and understand how these risks may threaten their own and others’ safety. Attendance will usually be at least average but if it is below average, for all pupils or particular groups, it will be improving over time.

Inadequate (4)

Behaviour and safety are likely to be inadequate when any of the following apply.

Parents, carers, pupils or staff raise major and/or well founded concerns about behaviour that are not being addressed.

Pupils’ lack of engagement and persistent low-level disruption contribute more than occasionally to reduced learning and/or a disorderly classroom environment.

A significant minority of pupils show a lack of respect and intolerance for each other or staff and a lack of self-discipline, resulting in poor behaviour around the school.

Incidents of bullying overall or specific types of bullying, including for example, cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability, are frequent or pupils have little confidence in the school’s ability to address bullying successfully.

Pupils or specific groups of pupils do not feel safe.

Attendance is consistently low for all pupils or groups of pupils and shows little or no sign of improvement.

Quality of leadership in and management of the school

Outstanding (1)

The pursuit of excellence in all of the school’s activities is demonstrated by an uncompromising and highly successful drive to strongly improve achievement, or maintain the highest levels of achievement, for all pupils, including disabled pupils and those who have special educational needs, over a sustained period of time. All leaders and managers, including the governing body, are highly ambitious for the school and lead by example. They base their actions on a deep and accurate understanding of the school’s performance and of staff and pupils’ skills and attributes. Key leaders focus relentlessly on improving teaching and learning, resulting in teaching that is likely to be outstanding and at least consistently good. The school’s curriculum: provides highly positive, memorable experiences and rich


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opportunities for high quality learning; has a very positive impact on all pupils’ behaviour and safety; and contributes very well to pupils’ achievement and to their spiritual, moral, social and cultural development. The school has highly successful strategies for engaging with parents and carers to the very obvious benefit of pupils, including those who might traditionally find working with the school difficult. The school’s arrangements for safeguarding pupils meet statutory requirements and give no cause for concern.

Good (2)

Key leaders and managers, including the governing body, consistently communicate high expectations and ambition. They model good practice and demonstrably work to monitor, improve and support teaching, encouraging the enthusiasm of staff and channelling their efforts and skills to good effect. As a result, teaching is improving and is at least satisfactory, with much that is good. Planned actions based on accurate self-evaluation to overcome weaknesses have been concerted and effective. As a result, achievement has improved or consolidated previous good performance. The school’s curriculum provides well organised, imaginative and effective opportunities for learning for all groups of pupils including disabled pupils and those with special educational needs, promotes positive behaviour and safety and provides a broad range of experiences that contribute well to the pupils’ achievement and to their spiritual, moral, social and cultural development. The school usually works well with parents and carers, including those who might traditionally find working with the school difficult, to achieve positive benefits for pupils. The school’s arrangements for safeguarding pupils meet statutory requirements and give no cause for concern.

Satisfactory (3)

The headteacher and most other key leaders, including the governing body, provide a concerted approach to school improvement. Planned actions by leaders and managers have improved the quality of teaching so that very little is inadequate. Most, but not all, staff and pupils are fully committed to the drive and ambition demonstrated by key leaders. Capacity to improve is demonstrated by a trend of sustained improvement in achievement, behaviour and safety, although a few significant weaknesses remain. Essential systems are embedded sufficiently to enable the school to continue improving and do not depend solely on only one or two senior leaders. The curriculum is generally matched to pupils’ needs, interests and aspirations and provides adequate preparation for the next stage of their lives, whatever their starting points. The school usually works well with parents and carers, although may be less successful in engaging those who might traditionally find working with the school difficult. The school’s arrangements for safeguarding pupils meet statutory requirements and give no cause for concern.

Inadequate (4)

Leadership and management are likely to be inadequate if any of the following apply.

Capacity for further improvement is limited because current leaders and managers have been ineffective in securing essential improvements since the last inspection.

Leaders and managers are not taking effective steps to secure satisfactory and better teaching for all groups of pupils, including disabled pupils and those who have special educational needs.

The curriculum fails to meet the needs of pupils or particular groups of pupils.

Despite remedying a few small areas of weakness, perhaps recently, improvements are fragile, too slow or depend on external support.

The school’s strategies for engaging with parents and carers are weak so that parents and carers are not involved sufficiently in supporting their children’s learning and development.

The school’s arrangements for safeguarding pupils do not meet statutory requirements and give serious cause for concern.


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Overall effectiveness

Outstanding (1)

The school’s practice consistently reflects the highest aspirations for pupils and expectations of staff. It ensures that best practice is spread effectively in a drive for continuous improvement. Teaching is likely to be outstanding and together with a rich curriculum, which is highly relevant to pupils’ needs, it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving. Other principal aspects of the school’s work are good or outstanding. The school’s thoughtful and wide ranging promotion of the pupils’ spiritual, moral, social and cultural development enables them to thrive in a supportive, highly cohesive learning community. Consequently, pupils and groups of pupils have excellent experiences at school, ensuring that they are very well equipped for the next stage of their education, training or employment.

Good (2)

The school takes effective action to enable most pupils to reach their potential. Pupils benefit from teaching that is at least good. This promotes very positive attitudes to learning and ensures that achievement is at least good. Leadership and management play a significant role in this and are good overall. Behaviour and safety are strong features. Deliberate and effective action is taken to create a cohesive learning community by promoting the pupils’ spiritual, moral, social and cultural development. A positive climate for learning exists and pupils and groups of pupils have highly positive experiences at school so that they are well prepared for the next stage in their education, training or employment.

Satisfactory (3)

Achievement, behaviour and safety, the quality of teaching and learning, and leadership and management are all likely to be at least satisfactory with some significant good practice. In addition, the school takes reasonable steps to promote pupils’ spiritual, moral, social and cultural development, enabling them to develop the skills and personal qualities needed to work together in a generally cohesive learning community. As a result, pupils and groups of pupils have a generally positive experience at school and are not disadvantaged as they move to the next stage of their education, training or employment.

Inadequate (4)

Overall effectiveness is likely to be inadequate3 if any of the following apply.

Achievement is inadequate.

Quality of teaching is inadequate.

Behaviour and safety are inadequate.

Leadership and management are inadequate.

There are important weaknesses in the school’s promotion of pupils’ spiritual, moral, social and cultural development, resulting in a poor climate for learning and an incohesive school community where pupils or groups of pupils are unable to thrive.

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