Download Briefing on New Framework (ppt.) - Spring 2014

Agenda
 Diocesan Self-Review
 What is still the same, what are the key changes
and how can we best implement them?
 Validation
 What is still the same, what are the key change,
and how can we best prepare for validation?
 When is a school likely to be validated? How
much notice will be given? What support is
available?
 Measuring Attainment and Progress in RE
Diocesan Self-Review – what will
remain the same?
 Virtually everything!
 Regular cycle of review. 
 Process of gathering and considering evidence,
agreeing key strengths and areas for development
for each section. 
 Evaluating evidence against level descriptions to
arrive at a best fit judgement. 
 Involvement of all key groups in the school. 
 Final ratification by governing body. 
Diocesan Self-Review – so, what is
changing?
 Move from ‘satisfactory’ judgement to ‘requires
improvement’.
 A2: Leadership and Management becomes its own
section - D1
 Re-ordering of Section B
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B1: Attainment and Progress in RE
B2: Quality of Teaching in RE
B3: Leadership and Management of RE
 New Section E: Overall Effectiveness
Diocesan Self-Review – so, what is
changing?
 Introduction of an overall judgement.
 Introduction of limiting factors.
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B3: Leadership and Management of RE
D: Leadership and Management
E: Overall Effectiveness
Diocesan Self-Review –
implementing the changes
 Move current document onto new framework.
 Ensure relevant staff are aware of key changes,
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particularly governors, and in particular the new
‘requires improvement’ level descriptors and the
limiting factors.
Continue through your normal cycle of review,
ideally, this would be one section per term.
End of the review cycle consider sections D and E.
Ensure you have robust RE data.
The above may need to be accelerated if you believe
your school is due a validation within the next 12
months.
Validation – what is still the same?
 Lots!
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Notice given and some negotiation regarding the actual
date. 
Pre-visit, approximately a week before the validation. 
Discussion of the school’s self-review process and
outcomes. 
School’s own findings to be the starting point. 
Parental survey. 
Negotiation with the school on the timetable for the day. 
Feedback given on all observations. 
Headteacher kept updated as the day proceeds. 
Team willing to consider additional evidence presented. 
Validation – so what is changing?
 Greater involvement of key staff in validation.
 Application of limiting factors.
 Report format.
 Parents’ Questionnaire.
Validation – how can you best prepare?
 Do what you’ve always done!
 Ensure your self-review systems are robust, regularly
updated and the outcomes shared.
 Familiarise yourself with key diocesan documents.
 For the validation itself, take ownership and make
sure the team see all you want them to!
Validation – when will it happen?
 Ofsted and validation.
 Five year cycle.
 Notice will be given the ½ term preceding the term a
school is due its validation.
 Support
Other changes
 Monitoring visits.
 Annual submission of data.
 Annual submission of diocesan self-review
judgements.
Measuring Attainment and
Progress in RE
Primary Schools
 ‘A complete picture’
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Planning
Teaching and learning- key questions/differentiation
Marking
Identifying next steps in the learning process
Assessment against levels of attainment
Evidence in RE books/spiritual journals/Big Questions
books/class books.
Progress across year group
Role of the RE Leader
 Be prepared for conversation
 Attendance at RE cluster meeting and RE leaders’ days
 Portfolio of levelled work
 Data tracking