Framework

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Section 48

• Framework
• Schedule
• Self evaluation
• Time out
• Inspection
• Documentation

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Education Act 2005

• Report on
• any denominational education given to pupils
• the content of the school's collective worship
• and may Report on
• the spiritual, moral, social and cultural
  development of pupils at the school.

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NBRIA Framework (National Board of Religious
Inspectors and Advisers)

• Catholic schools are part of the mission of
• the Church. They are challenged by the gospel
• to affirm their pupils basic goodness, to
• promote their dignity and to develop their gifts
• to the full. Schools are challenged to educate
• people to live responsibly for the fullness of
• life that God wills for each of us.

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• The Catholic community recognises
• the importance of school self-
• evaluation as a continuous process
• that is complemented from time to
• time by external inspection.

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Schedule

• The overall effectiveness of the school
• The Catholic life of the school
• Religious Education

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1. The overall effectiveness of the school

• the effectiveness of the provision of Catholic
  education in meeting the needs of learners,
• the effectiveness of any steps taken to promote
  improvement since the last inspection,
• the schools capacity to make further
  improvements.

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2. The Catholic life of the school

• How effective are leadership and management in
  developing the Catholic life of the school?
• How good is the quality of Collective Worship?

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The Catholic life of the school(a) How
effective are leadership and management in
developing the Catholic life of the school?

• how well the governing body fulfils its role in
  relation to the schools Catholic foundation
• how effectively leaders and managers at all
  levels set clear direction leading to improvement
  and promote high quality care and education
• the quality of the leadership of the headteacher
  and senior staff in leading and developing the
  Catholic life of the school
• how effectively leadership at all levels in the
  school promotes learners spiritual and moral
  development
• the impact of the involvement of the chaplaincy
  team on the work of the school
• how effectively leadership at all levels promotes
  the schools contribution to social cohesion
• how effectively the Catholic life of the school
  is monitored and evaluated

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The Catholic life of the school(b) How good is
the quality of CW?

• the frequency and quality of the provision for
  prayer, Collective Worship and liturgical life of
  the school
• learners response to the schools provision
• how well Collective Worship contributes to the
  spiritual and moral development of the learners

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3. Religious Education

• How well do learners achieve in RE?
• How effective are teaching and learning in RE?
• How well does the RE curriculum meet the needs
  and interests of learners?
• How effective are leadership and management in
  raising achievement and supporting all learners
  in RE?

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Religious Education(a) How well do learners
achieve in RE?

• learners success in achieving challenging
  targets including qualifications and learning
  goals, with trends over time and any significant
  variations between groups of learners
• the standards of learners work
• learners progress relative to their prior
  attainment and potential, with any significant
  variations between groups of learners
• the extent to which learners enjoy their work
• the behaviour of learners
• learners spiritual, moral, social and cultural
  development
• the extent to which learners contribute to the
  school and broader community

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Religious Education (b) How effective are
teaching and learning in RE?

• how well teaching is used to meet learners needs
  and curriculum requirements
• the suitability and rigour of assessment in
  planning, monitoring and informing learners
  progress
• the identification of, and provision for,
  additional learning needs
• the involvement of parents and carers in their
  childrens learning and development

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Religious Education (c) How well does the RE
curriculum meet the needs and interests of
learners?

• the extent to which the Religious Education
  curriculum matches learners aspirations and
  potential, building on prior attainment and
  experience
• how far the Religious Education curriculum meets
  external requirements and is responsive to local
  circumstances
• the extent to which learners are gaining a
  knowledge and developing an understanding of the
  teachings, beliefs, values and way of life of
  other world faiths
• the suitability of family life and sex education,
  education in personal relationships and
  citizenship education
• the extent to which the curriculum in Religious
  Education contributes to the spiritual and moral
  development of the learners

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Religious Education (d) How effective are
leadership and management in raising achievement
and supporting all learners in RE?

• how effectively subject leaders in Religious
  Education lead and support their staff
• how effectively performance in Religious
  Education is monitored and improved through
  quality assurance and self-assessment
• how well equality of opportunity is promoted and
  discrimination tackled so that all learners
  achieve their potential
• the adequacy and suitability of staff to ensure
  that learners are well taught
• the adequacy and suitability of learning
  resources and accommodation
• how effectively and efficiently resources are
  deployed to achieve high standards
• the effectiveness with which governors discharge
  their responsibilities

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Self Evaluation Guidelines

• focus on learning
• integration with school systems
  development/improvement planning, performance
  management, continuing professional development
• telling evidence
• benchmarking against comparable schools
• involvement of whole school
• lead to action

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SEF48

• The SEF48 is a summative document,
• intended to record the outcomes of your
• ongoing process of rigorous self-evaluation. As
• such, it should be an accurate diagnostic
• document with all conclusions fully supported by
• the evidence. It should indicate key strengths,
• areas being developed and what needs to be
• tackled to effect improvement.

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• Self-evaluation makes an important
• contribution to inspections. It provides the
• school and the inspectors with a means of
• ensuring that inspection covers matters of
• potential significance to the school. Schools
• are strongly encouraged to update their
• self-evaluation form on an annual basis.

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Judgement Grades

• Outstanding
• Good
• Satisfactory
• Inadequate

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Time out
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Inspection

• The purpose of inspection is to assist
• the school in its continuing work of self-
• evaluation through the identification of
• particular strengths, of areas requiring further
• improvement, and of progress made since the
• last inspection.

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• The inspection should be understood in the
• context of self-evaluation and must include,
• as well as the effectiveness of leadership and
• management in developing the Catholic life of
• the school, the provision and standards
• achieved in curriculum Religious Education.

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• Inspectors will make considerable use of
• your SEF48 when discussing their
• arrangements for inspection. The impact of
• your self-evaluation in helping to bring about
• improvement will be a major factor in their
• judgements about the effectiveness of your
• leadership and management and your capacity to
• improve in the future.

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What has gone?

• Questionnaire for Parents
• Pre-inspection meeting for Parents
• Pre-inspection meeting for Governors
• Pre-inspection visit to the school
• Request for mountains of evidence
• Old judgement grades 1-7
• Summary Report
• Post-inspection feedback to Governors(?)
• Post-inspection Action Plan

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What is new?

• Pre-inspection letter to Parents
• Request for SEFs, previous S23 Report, School DP
  Subject DP
• Pre-inspection analysis (PIA)
• Inspectors time in school (no more than 1½ days
  Primary / 2½ days Secondary)
• Briefing at beginning of Day 1
• Fewer lesson observations
• Opportunity for shared observations at the
  schools request
• Less likelihood of extensive work scrutiny
• Oral feedback at the end of inspection
• Shorter Report (1500 words)
• New judgement grades 1-4
• Report posted on Diocesan website

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Pre inspection

• The school is asked to contact the S48
  Co-ordinator by e-mail when they are notified of
  the S5 (Ofsted) inspection joe.ginty_at_dioceseoflee
  ds.org.uk
• S48 Co-ordinator will contact school by phone to
  confirm approximate date of S48 inspection, name
  the S48 inspector ascertain the availability of
  the documents required by the S48 inspector
• The S48 inspector will contact the school to
  confirm dates and arrange discussion with the
  Headteacher or nominated representative

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Day one

• Meet HT, RE Co-ordinator/ HOD
• Share PIA
• Inspection strategy focusing on evidence
  collection

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Evidence

• Lesson observation (possibly shared)
• 30 mins
• 10 mins across groups
• Not all teachers observed
• Work scrutiny (possibly in lessons and/or sample)
• Discussion
• Pupils
• Staff
• Governor(s)
• Parents
• Others
• Tracking school processes
• Joining meetings school council, staff etc
• Analysing learners records e.g. SEN
• Sharing celebrating Acts of Worship

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Obtain views

• Learners does the school seek act upon their
  views?
• Parents/carers does the school seek act upon
  their views?
• Clergy/Chaplain others involved in the Catholic
  life work of the school if they wish to be
  interviewed

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Feedback HT RE Coordinator/HOD

• Inspection findings discussed during inspection
  process
• Leadership Team feedback at the end of the
  inspection

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Report

• Max 1500 words
• Draft e-mailed to the school within 5 working
  days from the end of the inspection - check
  factual accuracy
• Draft to be returned to the inspector within 1
  working day
• Within 7 working days from the end of the
  inspection report sent to Proof Reader by
  inspector
• Report then returned to inspector
• Inspector sends Report to DBI
• School receive hard copy electronic version
  within 15 working days of end of inspection from
  DBI
• Schools have 5 working days after receipt to
  distribute report to parents carers
• Report posted on Diocesan website copy sent to
  CES

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• www.dioceseofleeds.org.uk
• ?
• Education
• ?
• Catechesis and RE Service (Cares)
• ?
• Schools
• ?
• Section 48

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Section 48 Pages

• Section 48 Home
• DBI
• Inspectors
• Documentation
• Contact
• Reports

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Documentation

• http//www.dioceseofleeds.org.uk/cares/schools/sec
  tion_48/documentation.php
• Framework and Schedule
• SEF48 Guidance
• Inspection documentation

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Thank you!