Simon Shaw

Head of institutional management

Becta

School improvement using the School improvement using the Self-review frameworkSelf-review framework

Context: Investment in ICT

Access to technology continues to improve: For example, a ratio of 1:3·6 in Secondary

Rapid growth in the use of ICT resources to support learning

Source: Harnessing Technology schools survey (Kitchen et al 2007)

Ofsted success for ICT Mark schools

Schools accredited with the ICT Mark are considerably more likely to be rated ‘outstanding’ in all five measures.

More specifically, ICT Mark accredited schools are:

• Four times more likely to be rated as ‘outstanding’ in the Overall effectiveness of the school category (ICT Mark schools: 40%, national primary: 9%, national secondary: 10%)

• Three times more likely to be rated as ‘outstanding’ in the Achievement and standards category (ICT Mark schools: 31%, national primary: 8%, national secondary: 9%)

• Three times more likely to be rated as ‘outstanding’ in the Leadership and management category (ICT Mark schools: 42%, national primary: 11%, national secondary: 12%)

• Four times more likely to be rated as ‘outstanding’ in the Teaching and learning category (ICT Mark schools: 29%, national primary: 7%, national secondary: 5%)

Example quotes from Ofsted reports

“The considerable investment in ICT, including whiteboards in every classroom, and a good number of computers and other technology, has had an outstanding impact on pupils’ progress.”

“The use of information and communication technology and the provision of tasks relevant to children's ages and interest have helped those who were reluctant to write to achieve well.”

“Standards in information and communication technology (ICT) areexceptionally high. Pupils become very confident and independent in using technology in a wide variety of contexts.”

“The school has sought to meet local needs by joining a programme to provide families with computers to help pupils’ with their homework. This useful initiative is strongly supported by parents, who can see portfolios of the children’s work in all subjects via the internet.”

“The use of computers to assist learning is excellent and students extend their work using the school’s independent learning network which provides homework tasks as well as additional information.”

International benchmarks 2006: UK does well

•http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf

Starting points for self-review

What are the current educational and organisational challenges and changes facing the schools you work in or with?

Starting points for self-review

Raising achievementProcurementTotal cost of ownershipBuilding Schools for the FutureComputers for PupilsLearning PlatformsManaged learning environmentsE-safetyEngaging parentsTruancyWorkforce developmentCurriculum development14-19 agendaEvery Child MattersPersonalising learningBehaviourRecruitment

Could progress and improvement be made in any of these areas without a review of how technology is being used and harnessed?

•52%

•29%

•25%

•22%

•22%

•17%

•16%

•16%

•10%

•10%

•9%

•8%

•7%

•7%

•4%

•3%

Copy from the board or a book

Listen to a teacher talking for a long time

Have a class discussion

Take notes while my teacher talks

Work in small groups to solve a problem

Have a drink of water when I need it

Work on a computer

Listen to background music

Have some activities that allow me to move around

Create pictures or maps to help me remember

Have a change of activity to help focus

Which three of the following do you do most often in class?

Spend time thinking quietly on my own

Talk about my work with a teacher

Learn things that relate to the real world

Teach my classmates about

•Base: •All pupils (2,417) •Source: Ipsos MORI

Have people from outside to help me learn

Learn outside in my school’s grounds

•33%

11-19 year olds’ classroom

experience (2007)

11-19 year olds’ most preferred ways to learn (2007)

•55%

•39%

•35%

•31%

•21%

•19%

•16%

•14%

•12%

•9%

•9%

•8%

•5%

•6%

•3%

•1%

In groups

By doing practical things

With friends

By using computers

Alone

From friends

With your parents

By practising

By copying

By thinking for yourself

Other

From others

In which three of the following ways do you prefer to learn?

From teachers

By seeing things done

In silence

At a museum or library

•Base: •All pupils (2,417) •Source: Ipsos MORI

Becta priorities

• Safeguarding children online • Getting best value from your investment • Using technology for school improvement • Personalising learning in a connected world • Planning technology into your building • Extending learning beyond the classroom

Mat

urity

and

effe

ctiv

enes

s

A maturity model for developing good ICT……A maturity model for developing good ICT……

Self-review framework

All good schools should be here

Some schools will be here

Where are you?

Where are you?

The self-review framework is a maturity model. It describes stages of development across 8 elements.

Developing

Implementing

Strategic

Systematic

Mature

15% - 20%

…………using self-review to track progressusing self-review to track progress

Actions supported by the leadership team determine improvement outcomes

..rather than actions changing the learning environment.

Schools tend to focus actions on staff and resources….

The self-review elements working togetherThe self-review elements working together

Impact on the Learner

The curriculum

Extending opportunities for

learning

Learning and teaching

Assessment

Leadership and management

Professional development(People resource)

Resources

SWOT analysis

Internal

(e.g. within elements of framework)

Strengths Weaknesses

External

(e.g. issues and initiatives driving

change)

Opportunities Threats

Factors affecting your effective use of technology

TOWS analysis – action planning

Threats Opportunities

Strengths

Weaknesses

Becta priorities

•Safeguarding children online

• Getting best value from your investment • Using technology for school improvement • Personalising learning in a connected world • Planning technology into your building • Extending learning beyond the classroom

SEF 4b: E-safety and good practice (descriptions of ICT Mark levels of practice)

School (aspect 1c-4)The school is aware of its responsibilities in ensuring that ICT usage by all network users is responsible, safe and secure. There are relevant and comprehensive policies in place which are understood and adhered to by many network users.

Staff (aspect 2a-3)All curriculum planning identifies key areas where ICT can support learning and teaching and includes effective e-safety education for pupils. All, or nearly all, staff use these plans for all subjects of the curriculum.

Pupils (aspect 3b-2)Most pupils have a good range of skills that enable them to access and make effective use of digital resources to support their learning. They understand the issues relating to safe and responsible use of ICT and adopt appropriate practices.

Parents (aspect 6b-3)General information about the curriculum is available electronically to families and there are suggestions about how to support pupils’ learning out of school. The school uses a range of ICT approaches to engage parents/carers in communication with the school. Advice is routinely provided for parents/carers on e-safety and security issues.

Becta priorities

• Safeguarding children online

• Getting best value from your investment • Using technology for school improvement • Personalising learning in a connected world • Planning technology into your building

•Extending learning beyond the classroom

The Parents’ Premium

Parental involvement in a child’s schooling between ages 7 and 16 is a more powerful force than family background, size of family and level of parental education.Feinstein, L & Symons, J. Oxford Economic papers, 51 (1999)

Achievement Parent effect School effect

Age 7 0.29 0.05

Age 11 0.27 0.21

Age 16 0.14 0.51

Effect of parents / Effect of school

Learner

Parent School

Relevant

Meaningful Timely

MentoringDia

logu

e

Partnership

Real-time information and online reporting

Learner

Parent School

Community information

Access from home

Parents resources

Access to resources

Home and course work

Access to materials

Online reporting

Parent and learner days

Electronic reports

Email exchanges

Mobile ‘phone alerts

SMS

texting

Engaging parents toextend opportunities for learning

The challenge for schools

Resources

A meaningful commentary about resourcesA meaningful commentary about resources

Example - 7a-2

Element 7 – ResourcesStrand a) – ProvisionAspect 2 – Sufficiency, availability

and suitability of resources

L3 Might link to learning and teaching (element 3) commentary

L2Commentary might also describe improvement and link to impact on pupil outcomes (element 8)

ICT resources are sufficient in quality, quantity, range, suitability

and availability to make a contribution to the current

practice in learning, teaching and school organisation.

L3

ICT resources are sufficient in quality, quantity, range and

suitability and are readily available to support learning across the

curriculum. These make a significant impact on learning,

teaching and school organisation.

L2

Actions supported by the leadership team determine improvement outcomes

The self-review elements working togetherThe self-review elements working together

The curriculum

Extending opportunities for

learning

Learning and teaching

Assessment

Leadership and management

Resources

Dimensions of change

VisionVision SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans

VisionVision SkillsSkills IncentivesIncentives Action PlansAction Plans FrustrationFrustration

VisionVision SkillsSkills IncentivesIncentives ResourcesResources False StartsFalse Starts

VisionVision SkillsSkills ResourcesResources Action PlansAction Plans Slow ChangeSlow Change

SkillsSkills IncentivesIncentives ResourcesResources Action PlansAction Plans ConfusionConfusion

VisionVision IncentivesIncentives ResourcesResources Action PlansAction Plans AnxietyAnxiety

SuccessSuccess

Jacqueline S. Thousand & Richard A. VillaManaging Complex Change; 2001

The Self-review framework has guide a school through the change

process.

A school using the framework can have confidence in where they are

and where they are going.

For more information:

Visit us online

www.becta.org.uk

simon.shaw@becta.org.uk