JOURNEY TO EXCELLENCE : PART 4 PLANNING FOR EXCELLENCE

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JOURNEY TO EXCELLENCE PART 4 PLANNING FOR
EXCELLENCE
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IMPROVEMENT PLANNING PAST AND PRESENT

• Aims
• Audit
• Action

• Aims
• Action
• Audit is an ongoing process.

PREVIOUS
REVISED
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THE STARTING POINT THE SCHOOLS VISIONS, VALUES
AND AIMS

• to encourage the development of the personality,
  talents and mental and physical abilities of the
  young person to their fullest potential.
  Standards in Scotlands Schools etc Act 2000
• All children and young people should become
  successful learners, confident individuals,
  responsible citizens and effective contributors.
  Curriculum for Excellence

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VISIONS, VALUES AND AIMS

• to encourage the development of the personality,
  talents and mental and physical abilities of the
  young person to their fullest potential.
• 
  Standards in Scotlands Schools etc Act
  2000
• WHAT DO THEY LOOK LIKE?
• CAN YOU / THE STAFF / PUPILS / PARENTS RECITE
  YOUR PRESENT SCHOOL AIMS?
• IN THIS CHANGING EDUCATIONAL CLIMATE,
• HOW CURRENT ARE YOUR AIMS?
• All children and young people should become
  successful learners, confident individuals,
  responsible citizens and effective contributors.
  
• 
  Curriculum for Excellence

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AGREEING VISION AND VALUES
Shared ownership
Aspirational
Dynamic
Rooted in what the school knows about itself
Looking to the future environment
Learning and teaching at the heart
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REVISED GUIDANCE CORE FEATURES

• A High Level, Focused Plan -
• fewer adjustable priorities
• over a longer timescale ( A 2-3 year cycle of
  developments)
• Content relates to the core business of the
  school - learning and teaching.
• Priorities to be developed arise from the
  schools view of its vision, values and aims.

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REVISED GUIDANCE CORE FEATURES (CONT.)

• It builds on the strengths of the school.
• Planning is flexible as long as the outcomes are
  delivered.
• Self-evaluation and audit are ongoing processes.
• Priorities are expressed as outcomes for
  learners.
• IMPACT The effectiveness of the planning is
  apparent in the extent and quality of its
  outcomes for children. Priorities MUST impact on
  the classroom.

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DEVELOPMENT OF PRIORITIES

• Arising from the schools visions, values and
  aims.
• Manageable number over a longer timescale.
• Expressed as outcomes for learners.
• Relating to a broad range of achievements.
• Based on data and capable of being evaluated.
• Using quality indicates (HGIOS3) and dimensions
  (JtE).
• Taking account of CfE capacities.

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THE MAINTENANCE AGENDA

• the normal work of the school / day to day
  business.
• Responsibility of named members of staff /
  teams, built into their remits and ongoing
  responsibilities.
• Staff review / self evaluation will monitor
  ongoing quality.

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THE PLANNING CYCLE

• Four collegiate activities during each planning
  cycle-
• HOW GOOD IS OUR SCHOOL Agree the vision.
• HOW GOOD CAN WE BE? Identify your priorities.
• HOW DO WE GET THERE ? Take action.
• WHAT HAVE WE ACHIEVED? Ensure the impact.

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THE PLANNING CYCLE
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STANDARDS AND QUALITY REPORTING SECTION
STATUTORY GUIDANCE

• SSS etc Act 2000
• The education authority will ensure that
  there is an annual report on progress in
  implementing the plan (ie the Improvement Plan),
  and a summary of this report.
• HGIOS3
• We report annually to parents and learners
  on our improvement priorities and key outcomes.
  We provide clear information in appropriate
  formats on key aspects of our work. Our standards
  and quality reports give accurate evaluations of
  key aspects of our work and identify strengths
  and areas for improvement.

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STANDARDS AND QUALITY REPORTING SECTION

• A report on the schools Standards and Quality
  must be produced on an annual basis.
• Prior to JtE Part Four the date set by Argyll
  and Bute for submission of the Standards and
  Quality Report was November annually.
• For the Standards and Quality report to be an
  effective part of the self evaluation process, it
  should fall within the ensuring impact part of
  the cycle. (Slide 11)
• A schools self-evaluation is an ongoing process
  throughout the school session. The development
  of the Standards and Quality Report forms a
  valuable part of this process. It should focus
  the audit process prior to the production of the
  next Improvement Plan. Logically, this should
  then take part in the summer term and form part
  of the improvement Plan document.

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SUMMARY RE STANDARDS AND QUALITY REPORT SECTION

• SUMMARY
• The Standards and Quality report should be an
  integral part of the Improvement Plan.
• This review of progress should take place in time
  for the production of the Improvement Plan by
  June annually.
• Schools may wish to publish final attainment
  data early in the following session as a separate
  document or as part of a school newsletter.

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ESSENTIAL SECTIONS OF STANDARDS AND QUALITY
REPORT SECTION

• Review of progress with previous sessions
  Improvement Plan priorities this should be an
  evaluative section outlining the progress made
  with the priorities and next steps in
  development. The emphasis should be on the
  impact priority developments have made on the
  learning and teaching in the school.
• In light of the new Improvement Plan guidance, in
  for example a three year cycle of planning, years
  one and two will be an update and evaluation of
  progress. Year three will be a final evaluation
  of the impact of priorities and an outline of the
  new priorities set for the next cycle.
• Attainment information on attainment in the
  previous session in relation to the targets set.
  At the current time this is 5-14 / SQA data.
  Schools may wish to publish final attainment data
  early in the following session as a separate
  document or as part of a school newsletter.
• Wider Achievement a celebration of the wider
  achievement of the school community.

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ADVICE FROM HMIE

•  The following should be considered as helpful
  suggestions
• Importance of plain English Remember the
  audience for the Standards and Quality Report.
  Avoid educational/technical jargon and include a
  glossary of frequently used acronyms
• Addition of photographs A picture speaks a
  thousand words. Include photographs in the
  document where appropriate, particularly in the
  Wider Achievement section.
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• Structure When reviewing the progress of the
  Improvement Plan priorities comments should be
  evaluative and give an indication of next steps.
  The impact of self evaluation should be
  emphasises, with a focus on outcomes for
  learners.

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LEADERSHIP

• A focus on change and improvement is not optional
  !!
• Strategic role beyond own establishments.
• Ensure links between wider drivers for
  improvement and solutions on the ground.
• Focus on transforming lives through learning.

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THE EDUCATION AUTHORITYS ROLE

• Help to formulate vision.
• Support creativity and innovation.
• Make an active contribution at all stages.
• Make local and national priorities
  understandable, accessible and practical.
• Achieve appropriate balance between
  prescription and providing freedom for schools to
  respond to the needs of their own communities.
• Judge when to intervene to support schools.

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SUPPORT FROM THE AUTHORITY

• Improvement Planning support materials, including
  materials for Standards and Quality report
  section Education Website Administration
  Section.
• Link QIO
• QIOs with responsibility for guidance in this
  area Trisha Boyd / Elaine Magor / Fiona
  Campbell.
• Pilot Group Head Teachers