ESTYN A new inspection model


This month, Estyn, the education inspectorate for Wales, has


launched a new inspection framework. It has a stronger focus on self-evaluation and more learner and parent involvement,Colin Rees, peer inspector and deputy head, explains what it means for secondary schools


T


WENTY-SEVEN YEARS teaching and 10 years as an additional inspector have offered me a wealth of experience of school inspections, both as a teacher and as an inspector. I remember not too long ago when school inspections inWales were seen


by many as an imposition. But in recent years, there has been a real cultural shift in perception and experience, with schools recognising the benefits of the inspection process and welcoming it as a way of developing areas in need of improvement. About two years ago, Estyn announced it would be


remodelling its inspection framework in preparation for the next six-year cycle. The process began with a two- stage consultation. First, they organised an informal series of focus groups with education providers, learners and community groups, and second, launched an online public consultation. Both myself and some of my colleagues were involved in this consultation process and we provided constructive feedback on a number of Estyn’s proposals, which included changes such as a shorter notice period (four weeks), new wording for judgements, the introduction of more HMI-led inspections, and more proportionate inspection. Another proposal that has had a personal and


professional impact on me is the change to the inspection team. Estyn has widened and developed the role of peer assessor, which I previously undertook, into the role of peer inspector. The peer inspector is a full team member and is responsible for supporting the reporting inspector through lesson observation, listening to learners, critiquing work, engaging with staff, learners and governors, evaluating policies and leading on a key question, as well as drafting sections of the inspection report. Over the last few months, Estyn has carried out a


number of pilot inspections in secondary schools. The rationale behind the pilot inspections was to allow the inspectorate to gain an insight into how the new features of the inspection framework would work in practice. I was involved in one of the first pilot inspections


in my new role as a peer inspector. I knew that being involved would provide me with a unique insight into the practical application of the new inspection process as well as providing the ideal opportunity to widen my knowledge and experience. I believe that, as both a teacher and a senior manager, it is vital to understand the criteria against which your school will be judged and also see what other schools are doing well.


focused on only the most important issues and


contained clear analysis of the evidence. You can expect reports to take


‘


this shorter format from September 2010


SecEd • June 17 2010 ’ The final report The inspection took place in Ysgol Glan y Môr, a


bilingual school with just over 500 pupils serving the town of Pwllheli and the surrounding rural area. My initial reaction to the new process was surprise


at how short and streamlined the inspection was, with the team visiting the school for just three days to collect evidence, plus two further days to assimilate the evidence and draft the report. The inspection team was smaller, with only three


HMI, myself, the lay inspector and the nominee (a senior manager from the school who acts as a link between the school and the inspection team), although larger schools could have as many as five HMI on inspection. I also discovered that the new framework meant less preparation – both for the inspection team and the school. Overall, there was also less disruption to the school’s normal day. All schools will initially receive the same level


of inspection, but for those schools that are under- performing, inspectors will revisit to follow-up any shortcomings in a further inspection. The inspection began with the team gathering


views from learners and parents and analysing data on outcomes, information about the school and debating the school’s self-evaluation report to help us to decide which areas or “lines of enquiry” the inspection would look at in more depth. Our analysis also helped to determine which lessons inspectors would observe, although we did not share in advance the timetable of classroom visits with the school. The process felt measured and calm. Everyone on


the inspection team had a specific role; there was a real sense of purpose and collective responsibility. Regular contact between the inspection team, headteacher and nominee kept everyone informed about how the inspection was progressing. After we had finished collecting evidence, it was


a straightforward process for the team to work with the reporting inspector and collate the evidence and information which formed the basis of the inspection report. The final report focused on only the most important issues and contained clear analysis of the evidence. Secondary schools can expect reports to take this shorter format fromSeptember 2010. Feedback from this pilot inspection and others was


collected by Estyn to inform further develop of the inspection framework. The headteacher of another school which was inspected as part of a pilot also gave his views. Ryan Davies, from Bishop Gore Comprehensive School in Swansea, said: “The new inspection framework provided us with a real focus on learning and allowed us to showcase our knowledge and expertise through our self-evaluation without the burden of extra administration. As a leadership team, we had a true ownership of the process. This made a significant contribution to the outcomes of the inspection.” My experience ofEstyn’s new inspection framework


was positive. From the opportunity to take part in the initial consultation stage through to the actual pilot inspection, I discovered the inspectorate approached the new framework with transparency. I was delighted to be part of such a professional


inspection team and I saw a clear focus on using time and resources efficiently along with a rigorous and fair process. And with self-evaluation a key aspect of inspection, I believe the onus is now even more strongly on school leaders to ensure they know their


own strengths and weaknesses. With the wealth of experience offered by HMI, a strong self-evaluation system underpinning inspection and even more emphasis on sharing best practice, I am confident that Estyn’s new framework will be a driver for


Taking the lead: HTI iGCSE is a welcome move


Anne Evans is delighted that state schools can


now offer the iGCSE


WELL, I was right to be concerned about Diplomas, but one bit of news I am delighted to hear is that state schools are going to be allowed to teach iGCSEs for the first time. I’ve always been a big advocate of a global


dimension to education, whether through international placements for teachers or qualifications like the International Baccalaureate (IB) for students. Providing a world class education means preparing


our young people for global citizenship and work. Qualifications like the IB develop exactly the skills required for higher education study and productive employment: independent learning; creativity; appreciation of different cultures; international outlook; critical analysis; communication skills; coping with pressure. In my role at HTI I get to hear all sides of the


story: the pressures school leaders are under to deliver a fit-for-purpose education; the complexities of introducing and delivering so many qualifications; employer concerns about the work readiness of young people; the imperative for policy-makers to raise standards and access to opportunity; the country’s need to compete in a global economy. But we need to keep reminding ourselves who


the central focus of these concerns is. To paraphrase David Cameron’s recent straight-talking speech, our generation have left a pretty dismal legacy for the next generation of citizens and workers – one they are going to have to live with for many years to come. It is our duty to ease this burden by opening up every possible avenue of educational opportunity to our young people. I hear what the dissenters have to say about


the introduction of iGCSEs: we already have a “smorgasbord” of qualifications; we run the risk of adding to the confusion for parents, pupils and employers; an off-the-shelf approach to qualifications will be detrimental to young people’s futures; we need universality of currency. I hear, but I disagree with many of the objections for a number of reasons. First, there is the issue of parity of opportunity. The IB and iGCSE are already favoured by many


independent schools. While the IB is available in some state schools and familiar to most, the mention of the iGCSE to most state school pupils would probably draw a blank. Parity of opportunity also extends to bright children in poorer areas who, as education secretary Michael Gove recently pointed out, are all too frequently led to exams in softer subjects in a drive to boost league table rankings. They should not be disadvantaged in this way. They have a right to a level playing field. Two thirds of independent schools are now


offering the iGCSE. Interest in iGCSEs from state- maintained schools and academies is also on the increase, with a 40 per cent growth in entries last year and 20 per cent growth worldwide. This escalation in interest is with good reason. Fierce competition for university places is forcing university admissions officers to scrutinise both academic achievement and suitability for higher education more rigorously. The IB is now the most highly regarded post-16 qualification in both respects. It is a similar story in the employment market.


With fewer graduate trainee places available and a degree no longer a fail-safe method of distinguishing the brightest and best talent, employers are starting to dig deeper into a candidate’s academic past. Many are now insisting on evidence of high academic achievement in core subjects at 16 to 18. Then there is the whole issue of the global


dimension to education and employment. Not only do young people need to be more globally aware in terms of cultural similarities and differences, they are also increasingly likely to need portable qualifications which will stand them in good stead in a global employment arena. Plus, we cannot ignore the inexorable shift in balance from unskilled to skilled jobs, predicted to plummet from 1,000,000 to 100,000 between 2010 and 2020. So what does all this tell us about how the


qualifications framework needs to evolve? I believe that, while I hear and read about the concerns, there is plenty of evidence to support universal access to a qualification which increases the opportunity for all bright children to succeed in a complex, competitive world. Finally, I cannot help recalling that famous maxim “leadership is about tomorrow; management is about today”.We cannot afford to defend what we do today at the expense of the next generation’s tomorrow. The iGCSE is a welcome change for a better future.


• Anne Evans OBE is chief executive of HTI, an independent social enterprise working to develop exceptional school leaders. Email a.evans@hti.org.uk


improvement and contribute to raising standards in education throughoutWales.


• Colin Rees is a peer inspector and deputy headteacher at Builth Wells High School in Builth Wells.


SecEd


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