Inspection and Support for School Improvement

1. Service Provider - Croydon Quality, Development, Improvement

Contact for Service Agreements for Inspection/Monitoring:
Sarah Laroche (Taberner House)

Tel: 020 8686 4433 ext. 62366
Fax: 020 8686 5603
E-mail: sarah.laroche@croydon.gov.uk

Contact for discussions on the Inspectorate programme:
Maintained Nursery and Primary Education:

Richard Harris (Taberner House ext. 62176)

Secondary: John Chambers (Taberner House ext. 62284

Contact for Service Agreements for Consultant Support:
Janice Green - Leon House

Tel: 020 8726 7783
Fax: 020 8688 4405
E-mail: janice.green@croydon.gov.uk

Contact for discussion on the work of all School Improvement and Primary Strategy Consultants:
Carol Jones (Leon House: QDI switchboard 020 8726 7783 - direct line 020 8726 7392)

Contact for discussion on the work of Secondary Consultants, Inspectors or School Improvement Officers (from September 2006):
John Chambers (Taberner House ext. 62284)

2. Summary of service to be provided to the client

Schools are aware that the 'New Relationship' is bringing about changes to school monitoring and support, with the introduction of School Improvement Partners (SIPs) in secondary schools from September 2006 and to primary and special schools and Pupil Referral Units (PRUs) the following year.  A further change from September 2006 for secondary schools at levels 4-6 on the School Improvement Programme will be that Link Inspectors will be replaced by Local Authority School Improvement Officers (SIO).

These changes have made for a complicated SLA offer to schools this year which will require careful reading by clients.

The Croydon School Improvement Programme is inclusive of all schools and Units, whatever the phase or specialism.  It aims for each school to be a good school and for good schools to be striving for excellence.  The Programme offers a range of monitoring and support activities for schools and educational institutions across the Local Authority (LA).  Croydon's monitoring of schools and other institutions is always planned in inverse proportion to success.  Programmes of support are provided to meet identified institutional needs and national and local priorities.  Our Primary and Secondary Strategy Consultant support comes 'free' at the point of delivery.  Other school improvement services - both monitoring and support by inspectors or SIO (in secondary school) - can be purchased economically through service level agreements (SLAs) or on a sessional or whole-day 'buy back' basis (See section 6 below).

Croydon's Handbook for School Improvement outlines seven levels of school improvement - from level 1 for schools which require only statutory monitoring, to those on level 6 which require a high level of support, commensurate with a school requiring 'special measures'.  The Handbook and associated criteria provide a clear framework for judging school effectiveness which is in line with a range of internal and nationally agreed self-evaluation procedures (compatible with Ofsted SEF judgements and those of various Quality Mark, Equalities and Audit Commission evaluation tools).  Criteria are revised annually to ensure compatibility with new developments eg changes in national inspection, the refinement of the 'Every Child Matters' agenda and the key aspirations and targets embedded in the Children and Young People's Plan (CYPP).

The seven levels in the School Improvement Programme can be outlined as follows:

Inspectorate Offer: Monitoring, Support and Challenge

Nursery Schools, Early Years' Centres, Primary Schools, Special Schools and PRUs

• For all schools, up to 3 days statutory monitoring, according to need.  This is paid for via a centrally retained  budget;
• For schools on improvement levels 1 – 3a, there is a programme of options to buy at a daily rate or as part of a service level agreement;
• For schools at level 3b, where there are growing concerns, a tailored programme to address the school's needs will be available as part of a service level agreement;
• For schools on 'intervention levels' (i.e. levels 4 – 6), additional days for support and monitoring as set out below.
• For schools with a newly appointed Headteacher, an additional day given by the Link Inspector - at no extra cost to the school - for 'handover and familiarisation' purposes.

On occasions, the LA might require additional information about aspects of schools that need to be conducted via inspectorate surveys - these might include a Borough-wide sweep on an aspect of 'inclusion' or a specific area such as:

• the implementation and impact of the Intensifying Support Programme (ISP), the leadership programme, of the introduction of MFL at Key Stage 2, or of 'early reading approaches;
   
• progress in addressing attainment issues by 'floor target' schools (those with below 70% level 2+ attainment at KS1, or below 65% at level 4+ at KS2).

Payment for survey inspection is carried by the LA and not charged to the school.  In the case of floor target schools, payment is incorporated in the appropriate SLA level.

Secondary Schools

Statutory monitoring of all schools will continue during the Summer Term 2006.

From September 2006 the LA will continue to carry out a desk-top monitoring function on the examination and assessment data of all schools.  Most other functions for most schools will then be conducted by the SIP.  Exceptions to this are as follows:

• Schools at an 'intervention stage' (levels 4-6), will require additional monitoring and support days, from a LA School Improvement Officer as set out below.
   
• Where there is a change of headship, an additional day will be provided by an SIO, at no cost to the school, to ensure smooth transition of leadership.

3. Delivering the Service

3.1 The statutory monitoring of all nursery, infant, junior and primary schools and special schools and PRUs in each phase

Statutory monitoring has to be carried out in all the above through to July 2007 and in secondary schools until July 2006.  This enables the Link Inspector to:

• review the assessment data emerging from the completion of the Foundation Stage Record (in infant and primary schools);
• analyse the school’s attainment data at each key stage - comparing results with the school's own targets, with Fischer Family Trust predictions and national and local averages
• use the school’s CVA PANDA and PAT/RAISE ON LINE information to identify specific attainment and achievement issues relating to whole cohorts, groups or individuals;
• identify differences between performance in different subjects;
• identify under-performing schools and those with serious weaknesses in attainment and/or achievement;
• analyse rates of attendance and exclusion, by gender and ethnicity where possible and review the school's arrangements for improvement;
• work with schools to set challenging targets for improvement in attainment, in the reduction of exclusions and the rate of attendance;
• review the school's strategies for meeting improvement targets and raising attainment for all pupils, with particular attention to the relative attainment of entire cohorts with that of male and female pupils of black Caribbean heritage and males of white English heritage - (these are key groups within LA, CYPP and local public service agreement targets;
• review the progress of all KS1 schools in addressing the issues identified in the Foundation Stage Profile and in exceeding the floor target of 70% attainment at level 2+ in reading, writing and mathematics by Year 2 pupils;
• review the progress of Key Stage 2 schools in exceeding the 'floor target' of 65% level 4+ in English and Mathematics by Year 2 pupils;
• monitor the implementation of national strategies and of specific initiatives such as primary MFL and inclusion at each phase;
• inspect the school's documentation and response to pupils with statements of SEN - including provision mapping and the use of targeted SEN funding;
• monitor the use and impact of the Ethnic Minority Achievement Grant (EMAG) and its impact on eh attainment of pupils learning English as an additional language, those from minority ethnic groups and those likely to underachieve;
• monitor the school's procedures and documentation for the induction, support and monitoring of newly qualified teachers (NQTs);
• review the school's progress since its last inspection by Ofsted;
• review and comment on the school's own self-evaluation judgements as recorded in the Ofsted SEF; and
• assure the LEA that the school's improvement/development plan and self-evaluation strategies are sufficiently secure and robust to bring about continuous improvement.

3.2 The statutory monitoring of secondary schools

Much of this function, for schools at levels 1-3b, will be absorbed from September 06 within the SIP role.  In the Summer Term and at the start of the Autumn Term in 2006, the LI and then SIO will monitor/review the following:

• all aspects of attainment, achievement, attendance and exclusions that are outlined above for primary and special schools;

In addition they will:

• review the progress of secondary schools in reaching national 'floor targets' at Key Stages 3 and 4;
• carry out analyses of other qualifications or vocational courses as appropriate;
• review schools' progress towards achieving Local Public Service Agreement targets (LPSA) - in secondary schools, 97% of pupils to attain five or more GCSEs at Grad A*-G, including English and Mathematics;
• identify under-performing departments and subjects in otherwise successful schools;
• monitor the improvements in 'Key Solutions' schools (supported by London Challenge).

How many days will it take to fulfil the statutory monitoring function each year?

Statutory monitoring normally takes 2-3 days per school, including off-site, desk-top work.  The exact number of days will depend on a range of factors such as the size of the school, its level on the School Improvement Programme and the extent to which the school has a well-established process for rigorous self-evaluation.

Normally statutory monitoring follows a pattern where the Link Inspector / School Improvement Officer prepares a written commentary on the school's attainment data for the previous year and also on the accuracy, clarity and supporting evidence underpinning the school's own self-evaluation judgements (the annual school improvement report or ASIR).  Visits are then planned according to need.  Link Inspectors may carry out one visit each term.  For schools on levels 5 and 6, the Head of Phase Education will accompany the Link Inspector on at least one visit per term.  The following represents a typical schedule for statutory monitoring in primary, special schools and PRUs over the year: 

Autumn – Review the school’s SEF  and analyse test and assessment results for all groups of pupils ahead of the visit.  Draft ASIR and visit school to discuss if appropriate.  Monitor equality issues and review improvement in attendance and exclusions.  Review targets for 2005/06 and 2006/07 and work with school to set improvement targets for 2008.  Discuss the school’s arrangements for monitoring, NQT induction, and the use of funding for EMA and SEN.  Review staffing issues. In October, agree any revisions to the school’s level on the Croydon School Improvement Programme.

Spring – Review implementation of the National Strategy programmes.  Review inclusion arrangements and accompanying documentation; review the relative progress and attainment of different groups of pupils - including those learning EAL, those from minority ethnic groups and 'looked after' pupils.  Review school's progress towards its published targets. Note progress and school’s documentation regarding NQTs.  Agree the school’s Improvement level for the new financial year.

NB In addition, there will be focused monitoring of ISP or Key Solutions schools or of specific programmes as determined by the Head of Education for each phase.

Summer – Review the school’s monitoring of teaching and learning - quality assure or set targets for improvement.  Further observations of learning and teaching if required*  Review the school’s progress since the previous inspection and the quality and impact of the school’s strategic improvement plans.

* Observations of teaching and learning happen to varying degrees in schools, based on their level in the School Improvement Programme.

School Self-Evaluation

Schools are expected by Ofsted and by the LEA to complete the new on-line self-evaluation form (SEF) as an important tool of school self-review and to share this with their LI, the SIO or SIP - as appropriate.  Although it is certain the Ofsted will introduce differentiated inspections from September 2006, regional inspection providers currently give schools just 2-4 days notice of an imminent 2-day inspection.   There is an expectation that the  SEF should is updated at least annually - probably termly to ensure that it is always available to inform an inspection.  The LEA’s advice is that the SEF is completed during the latter part of the summer and early in the autumn each year, once results are published and copies sent to the LI or SIO before the first visit of the autumn term. 

Notes of Visit

Visits to nursery, primary, special schools and PRUs on levels 1-3b result in a short Note of Visit (NOV) that is sent to the school within ten days of the visit.  The Note of Visit for schools on levels 1-3a is for the Headteacher and Chair of Governors, who are encouraged to share the information with all members of their Governing Body.  The Note of Visit for schools on level 3b is for the Headteacher and full Governing Body.

Visits to schools on levels 4-6 by Link Inspectors, the Head of Phase or as the result of a team monitoring visit result in a detailed Full NOV which is sent to the Headteacher and the full Governing Body at least once a term.

A summary Annual School Improvement Report (ASIR) is written by the LI between October and February each year, the exact timing being dependent on the publication of national comparative data.  Copies of the report are distributed to the Headteacher and the Governing Body.

Headteachers are first asked to check NOVs/ASIRs for factual accuracy and to confirm this with the LI or the Inspectorate Administrative Team within ten working days of receipt of the report, prior to it being sent to the Chair or Governors or to the governing body (for schools on levels 4-6).

3.3 Further inspectorate services available to all schools on Levels 1-3b

All schools, including secondary schools with SIPs, are able to buy back services from the LEA - or of course from any other quality provider.

Inspectors and School Improvement Officers offer a range of services for leadership/senior management teams, class teachers, heads of department, subject, phase and aspect leaders and governing bodies. These services can contribute to school self-evaluation initiatives or they can be forms of additional external monitoring, depending on the school's needs.

For nursery, primary, special schools and PRUs at improvement levels 1-3b, this additional support is negotiated with the LI, the number of days required being decided by the school and charged to the school at the QDI/ inspectorate daily rate.  Secondary schools can also request this through their SIO. Alternatively, schools may opt for a Service Level Agreement, offered at a discount on the daily rate.

• Schools buying SLA level 2 receive an extra 3 days monitoring and support in addition to statutory monitoring.
   
• Schools opting for SLA level 3a receive 6 days in addition to statutory monitoring if they are primary schools, 9 days if they are secondary schools and 5 days if they are special schools (charged pro-rata).

Additional services provided by Inspectors can be tailored to school needs.  As an example, they could include the following:

Support for School Self-Evaluation

• Participation in the review of selected themes chosen for school self-evaluation, with written report as required.
• Quality assurance of the school’s self-evaluation processes, through providing a critical analysis of the school’s progress on themes selected for review.
• Advice and support for the preparation for Investors in People, Basic Skills Quality Mark, Inclusion Mark and other awards.

Support for Governing Bodies

• Support for the Governing Body in relation to the appointment of Headteacher (acting or substantive posts), Deputy Head, Head of Department or key co-ordinator / leadership posts.  This might entail assistance in devising job descriptions and person specifications; guidance on the selection process and advice to assist selection panels in making successful appointments.
• Assistance for the Governing Body in becoming more actively involved in analysing statistical information to inform the target-setting process.
• Attendance at Governing Body meetings and the provision of support materials.
• Inspection of the Governing Body’s compliance with its statutory responsibilities.  Written report provided.
• Work with the Governing Body on aspects of their statutory responsibilities – ‘providing a strategic view’, ‘holding the school to account for the standards it achieves’, ‘being a critical friend’, and working to improve value for money.
• Assistance for the Governing Body with post-inspection action planning.
• Support in action planning for any area.
• Inspection of the school’s efficiency – and the value for money provided in relation to the school’s devolved and earmarked funding.
• Inspection of the effectiveness of the school’s declared aims and values.  A written report provided for the Governing Body. 

Additional Support with Target Setting

• Data analysis and target setting at whole-school and individual pupil level.  For Heads, Deputies and SMT in primary and special schools and Headteachers, SMT and Heads of Department/Faculty in secondary schools.
• Inspection of literacy, mathematics or any subject through classroom observation, data review, work-sample review and the analysis of documentation.

Inspection of Teaching and Learning

• Monitoring of classroom practice – providing feedback to teachers and Headteacher and providing a confidential written report to the school. 
• Joint classroom observations to develop further the monitoring skills of the Headteacher, Deputy, Head of Department or curriculum leaders.  Help in devising proforma and guidance in moving from observations to supportive action.  Modelling of feedback with subject co-ordinators, SENCO/EMACO and year leaders etc.
• Assistance in setting up a monitoring file and procedures to improve the quality of teaching.  Discussion about using the findings of monitoring at department and whole school level as well as with individual staff.
• Assistance in setting and achieving targets for improved teaching.  Working with individual teachers.
• Inspection of departments in secondary schools, with feedback to those observed and to Heads of Department, detailed subject data analysis, review of planning, assessment and pupils' work.   Detailed confidential written report to the school.
• Inspection of key stages and year groups, with written reports as required.
• Inspection of the Foundation Stage (nursery/reception) - to include curriculum planning, assessment, target setting for individuals, home-school liaison, resourcing, the learning environment, documentation and impact of staffing and teaching on learning and attainment.  Written report as required.
• Inspection of the school’s arrangements for promoting increased ethnic minority achievement. Written report as required.
• Inspection of the school’s arrangements for promoting increased ethnic minority achievement.  Written report as required.
• Detailed inspection of the school’s progress since the last Ofsted inspection.  Full NoV for the school and Governing Body.
• Inspection of curriculum planning, assessment procedures and resulting documentation.  Report and recommendations to the school.
• Inspection of the work of individual teachers (for reasons specified by the school).  Confidential report to the individual/s concerned and to the Headteacher. 

Management Support for Senior Staff

• Support for the induction of newly appointed Headteachers (over and above the 'free' day provided).
• Support for Deputy Headteachers undergoing NPQH training.
• Support for experienced Headteachers preparing for the LPSH training.
• Support to improve the impact of leadership teams (through Primary Strategy and other initiatives).
• Support for improving the effectiveness of senior management at Headteacher, Deputy, SMT, Head of Department and curriculum, phase or aspect co-ordinator \ leader level. 

3.4 The monitoring of schools on School Improvement Levels 4-6 (the intervention stages)

The School Improvement Programme relating to schools on Levels 4–6 is set out in Handbook for School Improvement (April 2004).

Schools on Levels 4-6 are subject to increased monitoring and support.  On occasions, particularly in secondary schools, this may include a review by an inspectorate team.  More normally, intervention work in these schools includes increased support from LI/SIO, the Head of Phase Education and, where appropriate, School Improvement or Strategy Consultants.

Inspectors provide support in activities such as action planning, support for leadership and senior management, attendance at governing body meetings, support for governing bodies in their monitoring and strategic roles and support for staff.  The optional buy-back activities listed for schools at levels 1-3b are also available. 

Schools at levels 5 and 6 also have additional support from 'improvement teams' made up of Inspectors, the Head of Phase Education, School Improvement, Strategy and Inclusion Consultants.  On occasions such schools also have the support of Advanced Skills Teachers (AST) or Special Schools which are provided at no cost to the school. Further assistance for these schools is also available through the co-ordination of multi-agency teams including services such as the school Budget Team, Education HR & OD, Educational Psychology and the Education Welfare Service. Some secondary schools which are part of the Key Solutions programme also receive the support of London Challenge Advisors.

School Improvement Consultants are able to provide support in a number of areas including:

• curriculum mapping, including a review of the school's provision in the light of the Excellence and Enjoyment agenda;
• curriculum planning at whole-school, year group and classroom level, including    differentiation;
• detailed data analysis and interpretation including strategies and proforma to guide assessment for learning and individual pupil target setting;
• support in getting the most from the school's PANDA or PAT;
• support for curricular and age-related target setting in reading, writing and mathematics;
• support to establish effective achievement tracking systems;
• support for improved classroom organisation, management and display;
• improved teaching – through demonstration, modelling and improved questioning;
• guidance for the establishment of senior management teams, improved curriculum coordination and monitoring; and
• support for leadership teams. 

For schools at School Improvement levels 4-6, the number of available support days from Inspectors and Consultants is determined by the figures set out in the Croydon Handbook for School Improvement.  However, the number of Inspector days for which the school is charged is capped at 6 days for primary and special and 12 days for secondary schools ie there is no charge for further days of inspector time above this.  Schools on levels 5 and 6 receive the support they require through a SLA.  Schools with budgetary difficulties are expected to discuss this with the Head of Phase. 

It is important that monitoring and support is determined by the school's Improvement level.  This is negotiated between the Headteacher and the LI or SIO.  It is the responsibility of the school, through the headteacher and governing body, to ensure that the right level of support and monitoring is procured for the school - from whatever service provider.

4. Client responsibilities

It is important that schools and other institutions:

• agree with the LI/SIO the school's identified level of need on the School Improvement Programme in line with the criteria set out in the Croydon Handbook for School Improvement (revised April 2004);
• negotiate with the LI/SIO the level of additional support, if any, that the school wishes to purchase;
• recognise that conflicting priorities make heavy demands on Inspector and Consultant time;
• as far as possible forward plan the likely demand for inspectorate/ consultant services.

5. Quality and Review

• LI/SIO will discuss and agree with the Headteacher the focus, purpose and organisation of school visits for the year, in line with requirements for statutory monitoring and with the school's request for additional bought days or SLA.
• LI/SIO will carry out commitments as agreed or will contact other specialist Inspectors / Consultants as appropriate.
• LI/SIO will respond to unexpected events at the school during the year, which may require additional time.  This will be discussed first with the Assistant Group Director and will take account of the LI/SIO existing workload.
• In the autumn term, LI/SIO will undertake a full analysis of the school's performance data and of available self-evaluation documentation from the school and will provide a written Annual School Improvement report on the findings and any key areas for improvement.
• There will be full discussion of findings from lesson observations with the teachers concerned and with the Headteacher.  Copy of Inspector's hand-written and graded lesson observation proforma will be left with Headteacher and those observed for internal school management purposes.
• Any issues about the school's organisation and/or management arrangements, assessment results and overall progress of pupils will take place through discussion between LI/SIO, Headteacher, members of senior staff  or governing body invited by the HT, during or at the end of each visit.
• Following a school visit, a NOV will be written that accurately reflects monitoring judgements and the main points discussed with the Headteacher and others at the end of the visit.  For schools on: 

• LI/SIO will consult with the Head of School Improvement to agree the support needed as a result of monitoring/inspection findings (within the constraints of personnel and team deployment pressures).
• LI/SIO will respond to reasonable requests from the Governing Body for help in carrying out their statutory responsibilities and will attend meetings at the Governing Body's request to talk through relevant issues (chargeable).
• NOVs and the annual ASIR will be sent to the Headteacher and to the home addresses of the Chair and Governors or, as appropriate, c/o the school.
• NOVs and ASIR will be sent to the Headteacher for checking for factual accuracy prior to dispatch to all governors.

6. Charges 

Inspectorate rates

Basic inspectorate rate is £495 per day, with a discount giving a daily rate of £450 for Service Level Agreements.

Primary Schools – Inspectorate time

Secondary Schools – Inspectorate/School Improvement Officer time

Schools at levels 1 - 3b will each have a School Improvement Partner (SIP) from September 2006.  They will provide many of the functions covered by LI and SIO. Should schools require additional monitoring, support  or challenge, the rates are as follows:

Special Schools – Inspectorate time

School Improvement Consultant time in all schools - all phases

National Strategy Consultants - Primary and Secondary

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