HGIOS3 What's New

Poprawa wynikw uczniw poprzez nadzr i samoewaluacjKenneth MuirHM Chief Inspector of Education ScotlandGwny Inspektor Edukacyjny Jej Krlewskiej Moci w Szkocji

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 1

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 2We have come a long way in using self-evaluation in schools.

Starting in 1996 when local authorities were being reorganised and unitary authorities were created we have gained a lot of experience and brought about significant improvements to Scottish education.

The Scottish approach of combining internal self-evaluation with external inspection has been acclaimed internationally and we have visitors from many parts of the world who have been interested in our approach.

This version of HGIOS updates the earlier 2002 edition and takes account of the many changes which have taken place. The key improvements have been chronicled in Improving Scottish Education.

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UK GovernmentRzd Wielkiej BrytaniiScottish ParliamentParlament Szkocji32Local Councils32 Rady Lokalne4Well first we need to examine who is in control.

Scotland falls under the jusridction of the UK Government.

But since 1999 we have re-established our own parliament. Some functions are totally devolved to the Scottish parliament one of these is education.

But we also divide Scotland up into 32 geographic areas. Each are has its own local council. In contrast to the Czech Republic each local council employs education specialists specifically to support education in their area. In fact, local councils have a statutory obligation to support, develop and improve education in their areas.EDUCATIONAL PROVISION IN SCOTLANDSCOTTISH GOVERNMENTFURTHER EDUCATION COLLEGES (43)67 PRIMARY SCHOOLS60 SECONDARY SCHOOLS41 SPECIAL SCHOOLS + SECUREPRE-SCHOOL PROVISION2750 PRE-SCHOOL CENTRES 2,217 PRIMARY SCHOOLS386 SECONDARY SCHOOLS190 SPECIAL SCHOOLSPSYCHOLOGICAL SERVICESCOMMUNITY LEARNING & DEVELOPMENT

32 LOCAL AUTHORITIESHIGHER EDUCATION/UNIVERSITIES (15)INDEPENDENT SECTOR(Private schools) 5This slides sets out main groups of providersFE/HE sector governed independently Local Councils run the vast majority of schools relatively small independent sector

in terms of developing the Quality Improvement Framework, broad consensus with the Scottish Executive and national bodies working with all 32 authorities actively signed up to a broadly consistent national approach, with most independents also subscribing to the principles and approachJak rol peni nadzr? Kontrola jakociWsparcie Zachta do pokonywania wyzwaPoprawa jakociNacisk zewntrznyNacisk wewntrznyPrezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 6 OK so if that is the context, how have we gone about developing a sustainable approach to Quality Improvement.

First, important to say that our approach has evolved over many years, particularly so over the last 15-20 years. You can look at Q Improvement approaches in terms of a number of different variables here are three - Approaches can weight the scales to one side or the otherFirst dimension we moved early from a system based on mainly on external pressure (HMI exist for over 150 years) but very occasional from any individual schools point of view moved to a situation in which increased external pressure in variety of ways publishing inspection reports performance data etc reached more of a balance with internal pressure, through self-evaluation an early commitment will come back to that In terms of support vs challenge, I think we have gone through a period in which the amount of challenge for schools was dramatically increased and it remains high, but now again there is a strengthening emphasis on support for improvement particularly evident in the inspection system will show how this works lastly the Scottish system has, I think majored more on a quality improvement approach rather than one which focuses solely on control flexibility built in and schools evaluated on a scale rather than tick box approach HMI aim to be catalysts for improvement rather than regulators for compliance

Jak rol peni nadzr w Szkocji?rozliczalnopoprawaPrezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres Misja HMIE Gwnym celem HMIE jest wpywanie na popraw standardw, jakoci i osigni wszystkich uczestnikw systemu edukacji w Szkocji.

NIEZALENA ZEWNTRZNA INSPEKCJA (NADZR) PROWADZONA PRZEZ INSPEKTORW DO SPRAW OWIATY JM. Gwne idee dziaa nadzoru,raporty tematyczne i znajdowanie rozwiza Profesjonalne doradztwo dla autorw polityki owiatowejUpowszechnienie dobrejpraktyki Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 9 inspection has multiple payoffs

aside from the direct impact that it has on the individual establishments, it also

Provides a broad, sound basis for policy development evidence-based policy

it provides a fertile source of best practice which can then be spread around the systemPrzyszy sukces wymaga sytemu edukacji, ktry jest wraliwy na potrzeby, elastyczny i otwarty na nowe idee.

Improving Scottish Education, HMIE 2006

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Nadzr w Szkocji

Ewaluacja i budowanie zasobw Gboka analiza i samoocena Zachta do poprawy i inspirowanie Przewodnictwo i zaangaowanie Procesy i efekty

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 11Through our inspections I want all schools and pre-school centres to be better places for learning after we have left them. I want:staff to be more enthusiastic about teachingAnd more focussed on doing the right things which will help children and young peoplegood practice to be recognised and disseminated to other centresschools and pre-school centres better equipped to take on board Curriculum for Excellence

Gwne inicjatywy poprawiajce jako w szkoach w Szkocji Najbardziej efektywnym sposobem podnoszenia jakoci ksztacenia kadego ucznia jest oczekiwanie od szk wzicia odpowiedzialnoci za zapewnienie jakoci wasnej pracy Jako powinna by tworzona w codziennej pracy szkoy, a nie zewntrznie narzucana Uczniowie i ich rodzice maj prawo widzie jak dobrze ich szkoa dziaaPrezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 12 Ok so what are the Key principles for the Scottish approach as we have moved to building in more internal pressure for change in schools, providing a balanced diet of support as well as challenge, and focusing on promoting continuous quality improvement rather than regulating compliance.

schools must take the lead in driving their own improvmeent built in not bolted on TQM philosophy

but balanced by recognition of need for public accountability not just leaving schools to get on with it privately partly basic good governance and move away from professional knows best attitude in the 90s, also seen as a move towards encouraging parental choice of school a consumer model of educationalthough this has tended to be down-played more recently but still wide acceptance for open, transparent accountability to stakeholdersDane o efektach oglnokrajowe dane i wsparcie dla samooceny Wskaniki jakoci oglnokrajowe ramy oraz wsparcie wykorzystania ich w samoocenie Profesjonalne kadry praktykw prowadzcych refleksje nad wasn prac (refleksyjni praktycy)Niezalena, zewntrzna inspekcjaGwne elementy narodowego programu poprawy jakoci13 OK so I want to take you through how these various levels in the system interact from school level through to national level to produce what we hope is an increasingly well balanced approach to drive quality improvement across the country.

but to do this I think it is helpful to look at four main building blocks of the national approach individually

go through above

each of these strands being taken forward in ways which complement each other to provide a comprehensive overall approach which is more than the sum of its partsNadzr w Szkocji Inspekcja przyjmuje samoocen przeprowadzon przez szko jako punkt wyjcia wasnych dziaa

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 1414Samoocena: czy dowody pochodzce z rnych rde Od uczniw, personelu szkoy i informacji od rodzicw Obserwacji uczenia si i nauczaniaZ analiz aktywnoci uczniw

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 15 firstly I want to look at the use of performance data in our system before I get in describing how they are used,These are some of the different types of performance data that we have available exam results long established - key role for SQA as single national examination body all pupils at 16, then 17, 18 primary attainment benchmarks more recent Reading, Writing and Maths not exams, but rather National Test Units administered by teachers at any time of year, whenever they think pupil or group is ready other national stats collected through census type exercises attendance, post-school destinationsRola lokalnych, samorzdowych wadz owiatowych Wadze lokalne maj obowizek dziaa na rzecz poprawy pracy szk: wspiera i umoliwia samoocen szk, tworzenie szkolnych planw rozwoju i wyboru celw coroczne raporty o postpach i osigniciach swoich szkoach publikowanie lokalnych planw rozwoju owiaty oraz stawianych celwPrezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 16 firstly I want to look at the use of performance data in our system before I get in describing how they are used,These are some of the different types of performance data that we have available exam results long established - key role for SQA as single national examination body all pupils at 16, then 17, 18 primary attainment benchmarks more recent Reading, Writing and Maths not exams, but rather National Test Units administered by teachers at any time of year, whenever they think pupil or group is ready other national stats collected through census type exercises attendance, post-school destinationsHMIE quality frameworks

17All of our frameworks have the same structure they are divided into impact, process and leadership sections.

All of these documents use a similar numbering system.Key outcomes are 1.0; impact on stakeholders are 2, 3 and 4; key processes are 5; management is 6, 7 and 8 and leadership is 9.

Currently a framework is being developed for the evaluation of Further Education using the same structure

Jak dobra jest nasza szko? (HOW GOOD IS OUR SCHOOL?) Peen zestaw narodowych wskanikw jakoci Wsparcie przez zestaw narzdzi do audytu dla samooceny w rnorodnych zakresach w postaci przewodnika dla szk Doradztwo w metodologii samooceny

18 firstly I want to look at the use of performance data in our system before I get in describing how they are used,These are some of the different types of performance data that we have available exam results long established - key role for SQA as single national examination body all pupils at 16, then 17, 18 primary attainment benchmarks more recent Reading, Writing and Maths not exams, but rather National Test Units administered by teachers at any time of year, whenever they think pupil or group is ready other national stats collected through census type exercises attendance, post-school destinationsTRZY PODSTAWOWE PYTANIA - JDRO SAMOOCENY 1. Jak nam idzie?

3. Co teraz zamierzamy zrobi?

Gwn zasad jest staa poprawa oparta na procesie samooceny

2. Skd to wiemy?

19 firstly I want to look at the use of performance data in our system before I get in describing how they are used,These are some of the different types of performance data that we have available exam results long established - key role for SQA as single national examination body all pupils at 16, then 17, 18 primary attainment benchmarks more recent Reading, Writing and Maths not exams, but rather National Test Units administered by teachers at any time of year, whenever they think pupil or group is ready other national stats collected through census type exercises attendance, post-school destinationsHow good is our management?How good is our delivery of key processes?How well do we meet the needs of our stakeholders?1. Key performance outcomes1.1 Improvements in performance 1.2 Fulfilment of statutory duties2. Impact on learners, parents, carers and families2.1 Learners experiences2.2 The schools success in involving parents, carers and families3. Impact on staff3.1 The engagement of staff in the life and work of the school4. Impact on the community4.1 The schools success in engaging with the local community4.2 The schools success in engaging with the wider community5. Delivery of education5.1 The curriculum5.2 Teaching for effective learning5.3 Meeting learning needs5.4 Assessment for learning5.5 Expectations and promoting achievement5.6 Equality and fairness5.7 Partnerships with learners and parents5.8 Care, welfare and development5.9 Improvement through self-evaluation6. Policy development and planning6.1 Policy review andDevelopment6.2 Participation in policy and planning6.3 Planning for improvement7. Management and support of staff7.1 Staff sufficiency recruitment and retention7.2 Staff deployment and teamwork7.3 Staff development and review8. Partnerships and resources 8.1 Partnership with the community, etc.8.2 Management of finance for learning8.3 Management and use of resources and space for learning8.4 Managing information

9. Leadership 9.1 Vision, values and aims9.2 Leadership and direction9.3 Developing people and partnerships9.4 Leadership of improvement andchange What key outcomes have we achieved?How good is our leadership?Successes and achievementsWork and life of the schoolVision and leadershipWhat is our capacity for improvement?: How good can we be?20All of the QIs again emphasising the structure with colour.

Showing that the capacity to improve depends on so many factors and can touch all areas.

Building on an establishments self-evaluationtworzenie i umacnianie samoocenyOne of the main purposes of inspection is to help staff to bring about further improvement to the learning experiences and achievements of children and young people. Jednym z gwnych celw inspekcji jest pomoc kadrze szkoy w rozwoju uczenia si i uzyskaniu wysokich osigni uczniw.

Inspection will build on the establishment self-evaluation to effect further improvement. The starting point of an establishments inspection is its self-evaluation. Inspection teams will discuss with the school or pre-school centre the establishments strengths and areas it has identified for improvement. Punktem wyjciowym pracy inspekcji w szkole jest samoocena.Zesp dyskutuje ze szko nad jej mocnymi punktami i dziedzinami wymagajcymi rozwoju.

Inspection teams will be particularly interested in how the results of self-evaluation have been taken forward.Zesp inspektorw jest szczeglnie zainteresowany tym jak rezultaty samooceny s wykorzystywane do dalszej pracy.

21Self-evaluation

Self-evaluation will draw upon the evidence which the school or centre has already built up through its own provision. Self-evaluation will take account of the nature of the school, its pupil population and its context.Evidence can be collected from a variety of sources, such as questionnaire analyses and attainment data/information on childrens progress; from interviews and discussions with learners, staff, parents and other stakeholders; and crucially by observing learning and teaching.

22Rozpoczynamy samoocen: gwne pytania zadane szkole Jakie s wasze mocne strony? Jakie s obszary przyszego rozwoju? Jaka poprawa zasza dziki procesowi samooceny?

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 23Schools and pre-school centres have been using self-evaluation for around about 15 years and the Scottish approach of internal self-evaluation and external inspection has worked well in the past.Now we need to move up a gear. We need to take more account of the maturity of Scottish schools and place their self-evaluation at the centre of inspection. The new approach to inspection does just that.From the beginning of this month all school and pre-school inspections start with a discussion between the inspection team and staff on the schools or pre-school centres self evaluation:What are the strengths?What are the areas for further development?What improvements have you brought about to young peoples learning experiences and achievements through self-evaluationThis discussion will set the scene for the inspectionSamoocena: wyzwania dla szk Jasne okrelenie wasne osigniOtwarte przedstawianie napotykanych trudnociPrzedstawianie dowodw zebranych w trakcie samoocenyPokazywanie w jaki sposb nastpi postp w zaspakajaniu potrzeb uczniw Zachowanie poufnoci i wysoka ambicja

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 2424For schools and pre-school centresThe new approaches to inspection enable them to set out clearly their achievementsThey will be able to provide evidence from their self-evaluations and show how they have improved their provision And they will have to let teams know how they have tackled their challenges in an honest and open way. Ladies and gentlemen, I hope you enjoy this conference and find the workshops helpful. I hope you find that these documents (holding them up) help you to improve the outcomes for children and young people through self-evaluation.

SOWO OSTRZEENIA!SAMOOCENA CZY SAMOOSZUKIWANIE SI?Aby samoocena bya dobra, konieczne jest niezalene zewntrzne wsparcie.Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 25 so school self-evaluation is a key building block in the Scottish system, and it is very much up and running, although far from perfect.

we have no illusions about a system built on self-evaluation, however On its own, unsupported, self-evaluation is not enough 1. Sama szkoa ocenia jako wasnej pracy

Jest wspierana przez samorzdowe wadze owiatowe

3. Korzysta z rzetelnej zewntrznej ewaluacji dokonywanej przez Inspektorw JKM. (HMIE)

Samoocena szkolna w Szkocji: Trzystronna wsppraca 26 so how does all this school self-evaluation turn into public accountability?

3 main ways in which this happens as above

National Priorities reporting requirement has been a significant step forward in that it has mainstreamed assumptions that schools routinely use HGIOS QIs accepted without demur showing high acceptance of HGIOS process

hard outcomes of the data less important than the principle that has been established that all schools will use HGIOS on a continuing basisKORZYCI NIEZALENEJ ZEWNTRZNEJ INSPEKCJI

Rozliczalno przed rodzicami, uczniami Ministerstwem i opini publiczn Zapewnienie moliwoci jednorodnego porwnywania szk z terenu caego kraju Tworzenie programw rozwoju opartego o mocne dowody Dostp do ekspertw edukacyjnych dla kadej szkoy przewodnictwo w tworzeniu systemu oceny i wsparcie dla szkolnych programw poprawy Koncentracja na oglnokrajowych analizach i upowszechnianie przykadw najlepszych praktyk27 Finally Scotland has a long commitment to the 4th of my 4 building blocks independent, external inspection. I already mentioned 150 years.

but the context has changed dramatically with the rise of self-evaluation and better external accountability through performance data

So some might ask why do you need an inspectorate? Are they not now redundant

On the contrary, I would argue that the inspectorate have played an absolutely vital role in getting the Quality Improvement framework in Scotland to where it is today and they continue to play a vital role in ensuring its development and effectiveness in the future.

on this slide I have outline half a dozen key benefits which the work of the inspectorate brings.

Inspection is both a catalyst and a driver for improvement in the quality improvement system in Scotland without it is very unclear whether the framework could surviveFurthermore, and not insignificantly, the very presence of inspection strongly incentivises the practice of good self-evaluation in schools. Schools know inspectors focus strongly on self-evaluation

Samoocena: wyzwania dla inspektorwZmiana sposobu myleniaProwadzenie inspekcji ze szkoami, a nie ich Wychodzenie w inspekcji od dokonanej przez szko samoocenyBycie elastycznym i uwraliwionym na kontekst pracy szkoy i jej samoocenProwadzenie profesjonalnej wymiany opinani i dyskusjiZachowanie rzetelnoci

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres 2828What?Priorytety strategiczneTechniczne wytyczne i proceduryDobra praktykaInspirowanie, zaangaowanie itdPopraw i budowanie zasobwRozliczalnoINSPEKCJAInspekcja zakoczona sukcesemCo?Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres How?What?KulturaPodejcieWartoci/wierzeniapostawy STRATEGIC PRIORITIESTECHNICAL GUIDELINES and PROCEDURESGood PracticeInspiring, engaging etcImprovement/building capacityAccountabilityINSPECTIONSuccessfulInspection/reviewWhat?Jak ?Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres How?What?CultureApproachVALUES/BELIEFS/ATTITUDESSTRATEGIC PRIORITIESCOMPETENCIESBEHAVIOURSRELATIONSHIPS

RESPONSIBILITIES

TECHNICAL GUIDELINES and PROCEDURESGood PracticeInspiring, engaging etcImprovement/building capacityAccountabilityINSPECTIONSuccessfulInspection/reviewWhat?How?PRAISE Framework

Prezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres

Cel zachowanie jasnoci i ujawnianie celuRelacje tworzenie pozytywnych relacji wiadomo warunkw, odczu i reakcjiZbieranie informacji- obiektywne poszukiwanie, analiza i ocenaDzielenie si informacjami przejrzysta komunikacja Umoliwianie profesjonalnego dialogu i zachcanie do poczucia autorstwaSamoocena dla inspektorwPrezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres

ken.muir@hmie.gsi.gov.ukwww.hmie.gov.ukPrezentacja dla III Kongresu Zarzdzania OwiatOglnopolskie Stowarzyszenie Kadry Kierowniczej Owiaty, 22-24.09.2008, www.oskko.edu.pl/kongres