Oldmachar Academy

Oldmachar Academy

Quality Improvement February, 2014 Policy

Update

Oldmachar Academy

Quality Improvement

Context

The staff of Oldmachar Academy agreed two school aims in 2009: to promote ambition and social justice. All teachers and support staff were involved in the collaborative activity that determined these aims and all actions in the school since have been devoted to realising them in practice. The policy describes the actions of colleagues at all levels that structure our work towards achieving them.

Teachers have a key responsibility to assess the effectiveness of their teaching and of their pupils’ learning and then to adapt their practices in the light of that assessment. Principal teachers are required to keep faculty performance under review. On a whole-school basis, members of the senior management team, often with the support of teachers and principal teachers, build quality assurance strategies into their respective areas of responsibility.

While it is important that every member of staff understands his/her particular responsibilities for quality improvement, it is essential that the approach of all staff be characterised by a desire to work collaboratively and in a climate of mutual support to ensure that good practice is identified and shared and that areas for improvement are identified.

Quality improvement is not something ‘extra’ that we do, bolted-on to the list of activities and tasks that we already perform. Rather, it should be seen as a key component of an approach to self-evaluation used by confident professionals in a school that constantly seeks to improve its effectiveness. It is not simply about comparing what we do against standards and criteria set by others, such as Education Scotland or the local authority.

More importantly, it is the collective determination of the staff to regularly examine what we do closely and objectively in order to establish the things that we do well and where it is that improvements need to be made. Consequently, any external evaluation of our school, should serve only to confirm the judgements that we have already reached.

This policy is intended to capture and reinforce the good practice that already exists at every level in the school so that the importance and value of quality improvement, including monitoring and evaluation, are embedded ever more firmly in all our activities, whether in the classroom or in the management of departments and the school.

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The Effective School

The following characteristics of effective schools underpin our work:

o Clear school aims and values

o Effective policies with regard to promoting effective learning

o High expectations of pupils’ capabilities and behaviour

o The use of praise, encouragement and rewards

o The involvement of pupils in their learning

o The setting of clear academic goals

o The positive use of homework and study

o The example of teachers

o The personal and social education and development of pupils

o Sound classroom management and preparation of lessons

o Firm leadership with decision-making that is based on consultation

o Effective pastoral care and support for pupils

o Effective links with parents

o An ethos based on mutual trust and respect, equality and fairness

o Consistency and coherence in school/departmental management

o A culture of self-evaluation

o Rich use of data

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Improvement Planning

Quality Improvement is woven into the school/faculty/subject team improvement plans and the mechanisms established for reviewing these. It is the improvement plan that examines the current situation in the school or department, decides what is to be taken forward and what should be left behind and defines the direction to be taken. It is the improvement plan that sets out the targets, the criteria for success and the evidence, which will show whether or not the criteria have been met.

The Standards and Quality Process which operates in the school as a whole, but also in faculties / subjects allows for reflection on the impact of the planning that is done to improve the experiences and achievements of learners. It also allows the opportunity for colleagues and stakeholders to take stock and reflect on the progress of the school generally up to that point, including the effectiveness of its delivery of education.

Defining Quality Improvement

Quality improvement is based on a rigorous process by which we gather relevant information in an effort to establish how effective we have been in our teaching, the impact it has had on pupils’ learning and achievement, or in some aspect or other of our management. This gathering of information is usually based on one or more of people’s views, direct observation and quantitative data.

The information gathered in these processes is then used to evaluate existing policy and practice in the aspect of school/departmental life under scrutiny. Following this evaluation, action is agreed and taken that will improve the aspect being evaluated. How Good Is Our School? (HMIe 2007) provides us with a useful framework to ensure that this scrutiny covers all the important aspects of the work of the school or department. By using the quality indicators in the document, we are able to examine our effectiveness in each of the following:

1 Key performance outcomes (1.1-1.2)

2 Impact on learners, parents, carers and families (2.1-2.2)

3 Impact on staff (3.1)

4 Impact on the community (4.1-4.2)

5 Delivery of education (5.1-5.9)

6 Policy development and planning (6.1-6.3)

7 Management and support of staff (7.1-7.3)

8 Partnerships and resources (8.1-8.4)

9 Leadership (9.1-9.4)

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How do we ensure that we improve the school?

In simple practical terms, use is made of some combination of the issues listed below, which are explained briefly, so as to illustrate their importance:

Gathering People’s Views

Reflecting on the perceptions of learners is at the heart of the quality improvement process. Improving the perceptions of stakeholders over time is part of the process of planning and measuring quality improvements. The following mechanisms are used:

1. Surveys and Questionnaires

The school undertakes regular large scale reviews of stakeholder perceptions on a cyclical calendar. This allows consideration of improvement over time and for trends in parents, student and staff approval to be monitored.

These can be effective in helping us to gauge perceptions, trends and opinions of pupils, teachers, parents and others. They should, however, be used with great care because of the problems associated with their use, e.g. ambiguous language, difficulty in analysing responses.

2. Consultation with Students

Students are often able to provide a unique perspective on the work that we do. Departmental units of work may lend themselves to evaluation by pupils through end-of-unit questionnaires or discussion groups.

Progress reports, options programmes, social accommodation, extra-curricular activities and many other aspects of school life may be evaluated by giving pupils the opportunity to express their views. The Student Parliament also offers a very useful perspective on the quality of service we provide across a range of issues.

Learner Conversations involving every faculty take place as part of the Quality Calendar. These allow important opportunities for teams to reflect on the progress of young people in subjects and on their attitudes to learning. It also allows a whole school picture of learning to build up that can inform future actions.

3. Consultation with Parents

Parental feedback can be taken in large scale surveys within a calendar, or within smaller focus group evaluations. The Parent Council provides a sounding board for policy developments and improvement plans. Parents’ Evenings are used to facilitate briefings which inform parents about aspects of school life and work. These also allow opportunities for feedback from parents.

Specific issues, such as Health Promotion, Equalities Strategy and Business Links also demand specific parental involvement, which shapes our actions.

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Direct Observation of Learning

Teachers at every level of responsibility in the school carry this out. The purpose and scope of classroom observation should be made clear in prior discussion involving all those who are engaged in the exercise. Normally, these will be found in one or more of the priorities set out in the school or faculty improvement plans. Whatever the purpose, classroom observation must be seen by teachers as supportive and helpful and not simply as a device used by management to check on the quality of their work.

For classroom observation to be truly effective, all staff are afforded the opportunity to share in the good practice that exists in the school. Co-operative teaching will be timetabled where possible to give teachers opportunity to work collaboratively with colleagues. Where this is not possible, principal teachers should agree with the member of the senior management team, responsible for the school timetable, arrangements that will allow classroom observation to take place. Whatever the technique or combination of techniques used, it is vital classroom observation is planned as part of the faculty’s annual quality assurance calendar and that its purpose is clearly understood by all.

Visits are agreed in advance, with areas of specific focus identified, which will relate to departmental or school improvement objectives.

1. Peer Visits

There are planned opportunities for teachers in peer groupings to observe one another. This is facilitated by all teachers being part of peer networks. In addition, teachers also undertake peer visits within their faculties, so as to ensure that lessons about improvement are learned and transmitted. Whole school plans are enriched by this process.

2. Faculty PT Visits

Principal Teachers visit colleagues’ classrooms in their faculties for various purposes associated with the effectiveness and impact of learning and teaching. Teachers should also have the opportunity of visiting their principal teacher’s classes as part of their involvement in the monitoring strategies agreed in their department.

3. SMT Visits

Members of the SMT understand classroom observation is an integral responsibility. They visit lessons to support colleagues in ensuring learning meets the needs of young people and challenges them effectively. Without observation it is difficult for them to know if the policies, for which they have responsibility, are proving effective in the one place that matters most – the classroom. And it is in the classroom that evidence will usually be found either to support existing policy and practice or to justify change and guide the direction of change.

Class visits are purposeful opportunities for professional reflection and dialogue. They are conducted in an atmosphere of mutual respect and ensure that teachers are all levels engage in such processes and that learning is at the heart of school improvement planning.

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Handling Information

Analysis of Quantitative Data

The performance of students across the curriculum, and the particular achievements they have, is closely monitored through rigorous use of data available. Information is gathered at regular intervals, as per the Tracking Calendar and shared with colleagues throughout the school. Colleagues throughout the school are involved in these processes and are required to consider how best to use the information available on individuals and groups of students, so as to plan lessons and improvements in teams.

One example of how this is done is through the team of Tracking Coaches, who are used to manage consultation about the use of data and also to help others understand and use it to inform their planning.

The analysis of statistical information is a useful management tool both at departmental and at whole-school level. Areas in which such statistics lend themselves to analysis include subject uptake, levels of presentation for and results achieved in national examinations, attendance rates, involvement in extra-curricular activities and levels of indiscipline. Care should be taken in interpreting figures; the same statistics sometimes lend themselves to a variety of conclusions.

Regular reviews of data are built into faculty review processes (STACS Review in September and Mid-point Review in February).

School Audit and Standards and Quality

Given the pressures of time, it is not always possible to examine all aspects of a project or development. It is therefore acceptable in certain circumstances to review a small sample, e.g. jotters drawn from a range of classes; points made by a representative group of pupils/teachers/parents either in discussion or in answer to questionnaires; following a pupil or class across the curriculum.

It is this approach that is taken in our annual review of learning and teaching, which takes place in February. In this process, materials from across the curriculum are gathered to showcase the work of a sample of students. This allows teachers to gain an overview of the curricular experience of young people and to consider the standards of performance expected in different curricular areas. Teachers can reflect on their role in promoting literacy, numeracy and health and well-being as a result. They can also identify points for improvement both in subjects and across the school.

HMIe Quality Indicators

HMIe has done much work in developing materials, which are helpful to teachers. Each teacher has been issued with a copy of How Good Is Our School? (HMIe 2007) which contains illustrations of performance that would merit a Level 5 (very good) and a Level 2 (weak) award when used by HMIe.

There is regular use of HGIOS in self-evaluation exercises that teams undertake at particular intervals in the year, such as PTs Faculty and Pupil Support Away Day activities.

This helps those involved to define priorities and to reflect on the effectiveness of their delivery.

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Information Systems

The Tracking Calendar and Quality Calendar structure the work of the school in handling and sharing information about young people’s learning and about school performance. The school aims to provide an information rich and data informed culture, in which professionals reflect on lessons which can be learned and use it to shape the work they do with young people.

Reports on specific surveys, such as Parental or Student perceptions, are produced electronically as e-magazines, so that they can be made available through the website.

The school’s monthly magazine contains regular features that allow students, parents, carers and friends to reflect on messages which can be derived from information available.

Use of Profiling, e-portfolios and Reports

Capturing crucial feedback teachers provide for students is at the heart of the improvement process. This is the essence of the learning process and all systems of universal support spin off from it (capturing, sharing, communicating).

All teachers are required to follow the Learning and Teaching Policy (using Core Skills Framework to set learning intentions; setting clear success criteria which present a challenge for young people and progress indicators to provide effective feedback). They should also ensure that young people reflect on achievements and process feedback in their planners.

The feedback from planners is uploaded onto e-portfolios which are published at certain points of the year. Tracking data is included in the e-portfolios so that a full picture is provided. Teachers (as class tutors) will provide support for the construction of e-portfolios and the use of Student Planners in Tutor Time. This allows important opportunities for a teacher who knows the young people well to have an important dialogue about learning across the curriculum. It also ensures that the school’s plan is enacted to ensure that all young people get as much out of the experiences of Curriculum for Excellence as possible.

Dialogue with Young People

Systems for quality improvement aim at improving the essential dialogue between teachers and students which is at the heart of the learning process and in improving all of the systems that we have developed that go into supporting it.

The power of young people having ownership of learning results in improved engagement in education. This in turn improves young people’s sense of purpose and achievement.

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Responsibility for Quality Improvement

All teachers are responsible for monitoring and evaluating the quality of service we provide to our pupils.

Teachers

Whether or not she/he holds a promoted post, the conscientious teacher will constantly monitor and evaluate the effectiveness of the methods and resources used in the classroom. In the same way, every member of a department will be involved in monitoring and evaluation exercises which are planned on a departmental basis.

Principal Teachers

Principal teachers have the key responsibility for promoting a climate in which members of their departments or teams are willing to keep their practices under review. They should also ensure that they know what is happening in the classrooms in their departments.

The careful use of the monitoring and evaluation strategies described above will provide evidence for discussion at department/team meetings and, thereafter, for the development of policy and practice.

Furthermore, a department which introduces a coherent programme of quality improvement that carries the support of its teachers will work more effectively as a team and will draw confidence from a more open and participative approach to management.

Members of the Senior Management Team

Members of the senior management team have a range of responsibilities that embraces their duties as classroom teachers and members of subject departments, their links with a number of departments and their whole-school remits.

Notwithstanding the time and energy senior managers require to spend on managing these challenging responsibilities, each member of the team must also be active in monitoring and evaluating learning and teaching and be strongly focused on improving the learning experiences of pupils. This is done through involvement in learner conversations, STACs and Mid-Point reviews and classroom visits.

The SMT is also central to the school’s overall systems for self-evaluation and reflects on the rich data which is available to review performance. It agrees and approves all plans and reports on performance. It also regularly reviews its own work as a team to ensure the quality of the school’s leadership and management.

Self Evaluation Activities

The school has developed a range of self-evaluation tools which relate to the GTCS professional standards. These are used by staff at all levels and ensure that there is self-evaluation by all colleagues against the standards.

The Head Teacher undertakes a regular 360 degree self-evaluation of his practice to ensure that his leadership reflects the school’s needs.

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Core Purposes of Key Staff

In order to ensure that all key staff are fully engaged with their team’s and the school’s priorities for improvement and to ensure that shared leadership throughout the school is synonymous with school improvement, a number of our teams have defined their core purposes in a collegiate fashion. These are provided below:

SMT Core Purpose (January 2012)

The SMT aims to ensure that the following characteristics will exemplify its work as a team in support of school policy and practice in relation to aspects of individual colleagues’ remits.

A clear and purposeful interpretation of issues for colleagues and pupils A consistency of approach to issues A reliability of support for colleagues Challenges and expectations will be clearly communicated to staff Concerns about policy will be listened to and digested, the responded to with appropriate

actions There will be a clear demonstration of following through on support for staff, from planning

into action

Faculty PTs Core Purpose (August 2011)

Middle leaders aim to:

Facilitate high quality learning and teaching Develop leadership within their teams Quality assure the work of young people and practitioners; and Help all learners achieve their full potential.

Pupil Support Team Core Purpose (November 2013)

Members of the team will strive to develop their knowledge of all of the pupils in their care. By adopting core competencies of empathy, unconditional positive regard and congruence they will seek to understand each individual, enabling them to advocate for young people within and beyond the school. Through the expression of faith and confidence in young people and by adopting a non-judgmental approach they will promote a ‘can do’ attitude and work to develop the confidence and resilience of each individual. Pupil Entitlements will be managed by Principal Teachers Pupil Support. By engaging in and promoting teamwork and trust with pupils, parents, colleagues and other agencies they will coordinate the delivery of appropriate programmes and interventions, which meet individual needs. Through a consistency of approach across the team they will promote fairness, equality and inclusion. Professional reflection and evaluation of their work will be a key feature of the Pupil Support team. The team will actively seek and listen to the views of stakeholders. Feedback will be used to further develop systems and procedures, which will influence practice and bring benefits to individuals, groups of pupils and the wider school.

These statements were constructed in collaborative activities at Away Days, which were used to shape the approach to be taken across the group. All colleagues are expected to enact these school improvement core purposes in their daily work with students and staff.

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Planning Quality Improvement

A clear framework for quality improvement exists and it drives a calendar of activities.

Times for Specific Actions for Quality Improvement

Certain aspects of school or departmental life may require monitoring and evaluation annually. For example, the analysis of pupil performance in national examinations is likely to be most profitable if it is carried out in August/September of each year. Other activities will by contrast require constant monitoring and evaluation. For example, teachers are continually assessing the effectiveness of lessons they teach. This assessment will be made easier if, when new units of work are being planned and prepared, steps are taken to build in opportunities for monitoring and evaluating at regular intervals during the delivery of those units of work.

It is essential that certain apparently intangible aspects of school life, e.g. ethos, relationships, pupil and teacher morale, along with the circumstances which foster or damage them, are kept under constant review.

Faculty and Subject Plans for Quality Improvement

Within the framework of this school policy, each principal teacher should ensure that his/her department devises a policy on quality improvement. The policy should contain the practical arrangements made by the department to monitor and evaluate its work. Principal teachers may find it helpful to devise and include in the departmental policy a timeline/calendar that shows for each school session:

What is to be monitored;

When it should happen; and

Who is responsible for monitoring.

In considering the aspects of the department’s work that are to be monitored and evaluated, the department will wish to take full account of the priorities set out in the school and departmental improvement plans and ensure that these are the main focus of attention.

The Faculty Standards and Quality process provides a comprehensive overview of the work that is required in each faculty. There is support for the work of PTs in this area through good practice sharing and coaching.

This policy provides an exemplar of a departmental planner, which illustrates the monitoring activities that support the targets set out in a departmental improvement plan and the shared responsibility that all staff in the department have for quality assurance.

Principal teachers should ensure that the practical arrangements for quality improvements agreed by their departments are submitted, along with the departmental improvement plan, to the Headteacher as part of the Standards and Quality process.

Principal Teachers should gather appropriate evidence of improvement, as required in the Standards and Quality process.

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QUALITY IMPROVEMENT Appendix 1

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EVIDENCE FOR SELF-EVALUATION Appendix 2

QUANTITATIVE DATA

There is a range of quantitative data that you can use to help you reach an evaluation:

examination results and STACS analysis

CfE levels of attainment

MidYIS, SOSCA and other value-added measures of performance

pupils’ progress from prior levels of attainment

pupils’ progress in meeting goals (individual and collective)

data collected nationally or locally

analysis of other key performance data, such as: finance, pupil attendance, pupil exclusion rates, progression rates and leavers’ destinations

PEOPLE’S VIEWS

You can ask people what they think. This list provides some suggestions for you:

individual interviews with members of staff

individual interviews with parents

discussions with members of pupil and parent focus groups

Staff Learning and Development Groups

questionnaires and surveys to gauge satisfaction and to elicit suggestions for improvement

written responses and detailed comments

team meetings at all levels

DIRECT OBSERVATION

You can engage in direct observation of learning and teaching. For example:

shadow individual pupils

follow a class / observe lessons

video record your own teaching

exchange classes

observe each other in pairs / work alongside other teachers

You can engage in direct observation of a range of documents. For example:

pupils’ work

reports to parents

profiling of pupils’ responses to tasks (diaries or records of work)

programmes of study or schemes of work

teachers’ plans

progress reports on the development plan

course materials across the ability range

policies and guidelines

minutes of meetings

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Appendix 3

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Critical Friendship to Improve Learning

Supporting each other through Classroom Visits

Classroom Teacher:

Visitor:

The context of the lesson

+ I found this interesting

- I would like to discuss this more

Teacher Signature:

Peer Signature:

Date: Date:

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Informing Discussion of Classroom Visits: Support Sheet This sheet provides a list of suggestions or starting points for discussion.

Use of Questioning

Feedback to Pupils on Work

Peer and self assessment

Shaping the Learning Process

Technique Key Issues to Explore

Use of Questioning

Strategies used to generate answers to questions (hands down / traffic lights / wait time / pupil choice / teacher choice).

Use of group conferencing / consultation / discussion. Use of open questions: “What do you think?” “Why do you

think…?” Use of challenging questions: “Do you agree with…?” Focus of questioning on individuals and groups:

differentiation of questions, use of groups or pairs. Appropriateness of questions: fitness of purpose and quality

of responses. Use of pupils’ answers within learning process. Opportunities for pupils to formulate questions.

Feedback to Pupils on Work

Written feedback in jotters. Verbal feedback from teachers on work done in class, or on

returning work. Clear focus on learning objectives. Opportunities for/evidence of follow up by pupils and

teachers. General issues for groups; specific issues for individuals. Attentiveness of teachers to pupil learning / needs.

Peer and self assessment

Opportunities for pupils to reflect. Pupils required to review / read / mark their own work. Teachers’ mark schemes / assessment criteria explicit to

pupils. Pupils use mark schemes / assessment criteria to evaluate

their own work. Pupils use traffic lights, or other strategies to review their own

skills, confidence, or performance. Use of pairs / response partners. Groups marking homework. Whole class review of work: plenary. Small group work: evaluation and support. Composition of groups and their use within the learning

process.

Shaping the Learning Process

Teacher’s actions during learning process: circulating, assessment of pupils’ learning, interventions in pupil work to promote learning.

Use of time to manage and shape learning. Balancing the needs of individuals, groups and the whole

class Recognising support needs and devising appropriate action Making decisions about intervening in learning Using questioning and feedback to direct and redirect

learning Scaffolding, exemplifying, facilitating learning

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SHOOL QUALITY CALENDAR Appendix 4

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Information for PTs Faculty Appendix 5

Standards and Quality Process 2013

For 2012 the following elements will be included in the Standards and Quality Process which will run in Oldmachar Academy. This is to help PTs prepare their faculty teams for more detailed discussion of departmental planning and review. The requirement for the material naturally follows on from the Review of Learning and Teaching process conducted recently, which will conclude in August.

Items Required

Faculty Profile

Brief description of team and areas of particular leadership responsibility

Report on QIs 2.1, 5.1 and 5.3

Please use the available templates

Curriculum Rationale

Please provide a brief and clear description of the thinking that has underpinned the planning for the curriculum in the junior phase. This might include some or all of the following, but should be succinct:

• An outline of how the curriculum is designed to promote school aims

• An outline of what the curriculum has been designed to achieve

• A brief description of why certain elements of the curriculum may have been

prioritised in planning, or sequenced in a particular way

• An explanation of the purpose the curriculum has in addressing the needs of

pupils (universal, focused and specialised delivery for pupils)

• An explanation of pathways for progression in the subject

• An explanation of how the curriculum might be differentiated

• How skills are developed within the curriculum

Curriculum Plan (Junior Phase: S1 – S3)

• This should cover year groups S1 – S3 and should clearly show the links to

Experiences and Outcomes

Curriculum Plan (Senior Phase: S4 – S6)

• This should cover year groups S4 – S6 and should clearly show progression

routes through National 3 – Advanced Higher, referencing Skills for Work if

required

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Approaches to Assessment

• A description of the types of assessment instruments that are used to

measure pupil’s progress

• A description of when and how such work is moderated

• Timeline of key assessments and systems for grading for each year group (to

be uploaded onto e1 for Tracking purposes)

Homework Strategy

• A clear statement of how applied learning is dealt with in the department:

give a sense of how independent research tasks, course revision tasks and

special exercises are uses

Policy on Improving Learning and Teaching

• A statement about how the team plans progress based on self evaluation:

o how teachers review learning programmes and lessons

o how class visits are used

o how DMs and other methods are used to share best practice

o how pupils are involved in reviewing the effectiveness of courses

o how moderation takes place

o How differentiation of learning takes place – and how it is reviewed

Interdisciplinary Learning Activities

• A statement explaining the department’s work to contribute to

interdisciplinary learning

Quality Improvement Process

• A statement explaining the department’s work to review its work

o Quantitative Data

o People’s Views

o Direct Observation

Web Information

Resources

Web Links

Subject Blogs

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Audit of School Improvement Plan (2013 – 2014) Appendix 6 Colleagues should use the template below to reflect on departmental improvements that have been undertaken this year in their teams.

Describe: What improvements have you have planned and/or implemented?

Reflect: What has been the impact of these improvements?

Speculate: What needs to be done next and why?

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Attainment Review Appendix 7

Faculty: S1 Data Analysis In your team, how many young people are on track at Level 3 and 4?

Subject @ Level 2 @ Level 3 @ Level 4

S2 Data Analysis In your team, how many young people are on track at Level 3 and 4?

Subject @ Level 2 @ Level 3 @ Level 4

S3 Data Analysis In your team, how many young people are on track at Level 3 and 4?

Subject @ Level 2 @ Level 3 @ Level 4

Next Steps / Needs

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S4 Data Analysis In your team, how many young people are on track at Level 4 and 5?

Subject @ Level 4 @ Level 5

S5 Data Analysis In your team, how many young people are on track at Level 4, 5 and 6?

Subject @ Level 4 @ Level 5 @ Level 6

S6 Data Analysis In your team, how many young people are on track at Level 5, 6 and 7?

Subject @ Level 5 @ Level 6 @ Level 7

Next Steps / Needs