Simon Shaw Head of institutional management Becta

1. Simon Shaw Head of institutional management Becta School improvement using the Self-review framework

2. Context: Investment in ICT

3. Access to technology continues to improve: For example, a ratio of 1:3·6 in Secondary

4. Rapid growth in the use of ICT resources to support learning Source: Harnessing Technology schools survey (Kitchen et al 2007)

5. Ofsted success for ICT Mark schools Schools accredited with the ICT Mark are considerably more likely to be rated ‘outstanding’ in all five measures. More specifically, ICT Mark accredited schools are: • Four times more likely to be rated as ‘outstanding’ in the Overall effectiveness of the school category (ICT Mark schools: 40%, national primary: 9%, national secondary: 10%) • Three times more likely to be rated as ‘outstanding’ in the Achievement and standards category (ICT Mark schools: 31%, national primary: 8%, national secondary: 9%) • Three times more likely to be rated as ‘outstanding’ in the Leadership and management category (ICT Mark schools: 42%, national primary: 11%, national secondary: 12%) • Four times more likely to be rated as ‘outstanding’ in the Teaching and learning category (ICT Mark schools: 29%, national primary: 7%, national secondary: 5%)

6. Example quotes from Ofsted reports “The considerable investment in ICT, including whiteboards in every classroom, and a good number of computers and other technology, has had an outstanding impact on pupils’ progress.” “The use of information and communication technology and the provision of tasks relevant to children's ages and interest have helped those who were reluctant to write to achieve well.” “Standards in information and communication technology (ICT) areexceptionally high. Pupils become very confident and independent in using technology in a wide variety of contexts.” “The school has sought to meet local needs by joining a programme to provide families with computers to help pupils’ with their homework. This useful initiative is strongly supported by parents, who can see portfolios of the children’s work in all subjects via the internet.” “The use of computers to assist learning is excellent and students extend their work using the school’s independent learning network which provides homework tasks as well as additional information.”

7. International benchmarks 2006: UK does well • http://ec.europa.eu/information_society/eeurope/i2010/docs/studies/final_report_3.pdf

8. Starting points for self-review What are the current educational and organisational challenges and changes facing the schools you work in or with?

9. Starting points for self-review Raising achievement Procurement Total cost of ownership Building Schools for the Future Computers for Pupils Learning Platforms Managed learning environments E-safety Engaging parents Truancy Workforce development Curriculum development 14-19 agenda Every Child Matters Personalising learning Behaviour Recruitment Could progress and improvement be made in any of these areas without a review of how technology is being used and harnessed?

10. 11-19 year olds’ classroom experience (2007) Which three of the following do you do most often in class? • 52% Copy from the board or a book • 33% Listen to a teacher talking for a long time • 29% Have a class discussion • 25% Take notes while my teacher talks • 22% Work in small groups to solve a problem • 22% Spend time thinking quietly on my own • 17% Have a drink of water when I need it • 16% Talk about my work with a teacher • 16% Work on a computer • 10% Listen to background music • 10% Learn things that relate to the real world • 9% Have some activities that allow me to move around • 8% Teach my classmates about • 7% Create pictures or maps to help me remember • 7% Have a change of activity to help focus • 4% Have people from outside to help me learn • 3% Learn outside in my school’s grounds • Base: • All pupils (2,417) • Source: Ipsos MORI

11. 11-19 year olds’ most preferred ways to learn (2007) In which three of the following ways do you prefer to learn? In groups • 55% By doing practical things • 39% With friends • 35% By using computers • 31% Alone • 21% From teachers • 19% From friends • 16% By seeing things done • 14% With your parents • 12% By practising • 9% In silence • 9% By copying • 8% At a museum or library • 5% By thinking for yourself • 6% From others • 3% Other • 1% • Base: • All pupils (2,417) • Source: Ipsos MORI

12. Becta priorities Safeguarding children online Getting best value from your investment Using technology for school improvement Personalising learning in a connected world Planning technology into your building Extending learning beyond the classroom

13. A maturity model for developing good ICT…… • The self-review framework is a maturity model. It describes stages of development across 8 elements. Some schools will be here Self-review framework Mature Where are you? Maturity and effectiveness Systematic All good schools should be here 15% - 20% Strategic Where are you? Implementing Developing ……using self-review to track progress

15. The curriculum Learning and teaching Assessment Extending opportunities for learning ..rather than actions changing the learning environment. Schools tend to focus actions on staff and resources…. Actions supported by the leadership team determine improvement outcomes The self-review elements working together Impact on the Learner Professional development (People resource) Resources Leadership and management

16. SWOT analysis Factors affecting your effective use of technology

17. TOWS analysis – action planning

18. Becta priorities Safeguarding children online Getting best value from your investment Using technology for school improvement Personalising learning in a connected world Planning technology into your building Extending learning beyond the classroom

19. SEF 4b: E-safety and good practice (descriptions of ICT Mark levels of practice) School (aspect 1c-4) The school is aware of its responsibilities in ensuring that ICT usage by all network users is responsible, safe and secure. There are relevant and comprehensive policies in place which are understood and adhered to by many network users. Staff (aspect 2a-3) All curriculum planning identifies key areas where ICT can support learning and teaching and includes effective e-safety education for pupils. All, or nearly all, staff use these plans for all subjects of the curriculum. Pupils (aspect 3b-2) Most pupils have a good range of skills that enable them to access and make effective use of digital resources to support their learning. They understand the issues relating to safe and responsible use of ICT and adopt appropriate practices. Parents (aspect 6b-3) General information about the curriculum is available electronically to families and there are suggestions about how to support pupils’ learning out of school. The school uses a range of ICT approaches to engage parents/carers in communication with the school. Advice is routinely provided for parents/carers on e-safety and security issues.

20. Becta priorities Safeguarding children online Getting best value from your investment Using technology for school improvement Personalising learning in a connected world Planning technology into your building Extending learning beyond the classroom

21. The Parents’ Premium Parental involvement in a child’s schooling between ages 7 and 16 is a more powerful force than family background, size of family and level of parental education.Feinstein, L & Symons, J. Oxford Economic papers, 51 (1999) Effect of parents / Effect of school

22. Real-time information and online reporting Learner Relevant Mentoring Dialogue Meaningful Timely Parent School Partnership

23. Engaging parents toextend opportunities for learning Learner Access from home Home and course work Access to resources Access to materials Email exchanges Parent and learner days Community information SMS texting Parents resources Online reporting Mobile ‘phone alerts Electronic reports Parent School

24. The challenge for schools Resources

25. If this is how learners use technology....

26. ...what should our vision be like? ...how extensive should our planning be?

27. The future - now! from ipods to implants cheap, fashionable, wearable, inescapable...

28. ICT resources are sufficient in quality, quantity, range, suitability and availability to make a contribution to the current practice in learning, teaching and school organisation. L3 ICT resources are sufficient in quality, quantity, range and suitability and are readily available to support learning across the curriculum. These make a significant impact on learning, teaching and school organisation. L2 A meaningful commentary about resources Example - 7a-2 Element 7 – Resources Strand a) – Provision Aspect 2 – Sufficiency, availability and suitability of resources L3 Might link to learning and teaching (element 3) commentary L2 Commentary might also describe improvement and link to impact on pupil outcomes (element 8)

29. Actions supported by the leadership team determine improvement outcomes The curriculum The self-review elements working together Learning and teaching Assessment Resources Extending opportunities for learning Leadership and management

30. Dimensions of change Vision Skills Incentives Resources Action Plans Skills Incentives Resources Action Plans Confusion Vision Incentives Resources Action Plans Anxiety Vision Skills Resources Action Plans Slow Change Vision Skills Incentives Action Plans Frustration Vision Skills Incentives Resources False Starts Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001 The Self-review framework has guide a school through the change process. A school using the framework can have confidence in where they are and where they are going. Success

32. For more information: Visit us online www.becta.org.uk simon.shaw@becta.org.uk