Agenda Item No
The Vale of Glamorgan Council
Scrutiny Committee (Lifelong Learning): 19th December 2011
Report of the Director of Learning and Development
School Effectiveness Framework [SEF] Briefing Paper
Purpose of the Report
1. A detailed paper setting out the various work streams, aims and implementation plans for the School Effectiveness Framework [SEF] was presented to Members in July 2010 and in January and March 2011.
2. This report outlines the current status and implementation level of the SEF in local policy, practice and procedures.
1. That Members note and approve progress to date.
Reasons for the Recommendations
1. To ensure Members are kept up to date with developments and are provided with the opportunity to scrutinise implementation and progress.
3. The School Effectiveness Framework [SEF] aims to develop system leadership at all levels within and between schools, local authorities and Regional Consortia (SEF Appendix 1).
4. It aims to promote improved outcomes and wellbeing for all children and young people, with a more recent increase in foci on better pupil performance in literacy and numeracy.
5. Underpinning all SEF developments has been the need to ensure that work is guided by the national moral purpose and that school improvement programmes and policy are driven by the need to improve outcomes for every child and young person, in every setting, throughout Wales.
Relevant Issues and Options
6. The SEF is now at the stage where the methodology and principles are beginning to be interwoven into policy development and practice at National, local, school and classroom level.
7. National policy development utilise the framework to help structure and shape approaches to school improvement and development planning for education as a whole.
8. The Minister's 20 point plan for improving standards and wellbeing is underpinned by SEF principles.
9. The 20 point plan can be categorised in SEF terms to emphasis and illustrate the need for systemic change in education in Wales (Appendix 2).
10. Therefore, National policy is now underpinned by the need to:-
· improve accountability;
· enhance professional practice;
· build capacity; and
· improve teaching, learning and the curriculum.
11. At local level, SEF is used to inform school improvement planning which also reflects Estyn's new Common Inspection Framework (CIF) (Appendix 3).
12. Schools and local Authorities use the SEF framework to underpin their improvement planning documents (Appendix 4a and 4b).
13. Schools and local Authorities use the SEF framework to underpin their Self-evaluation report templates (Appendix 5).
14. Of note, and underpinned by SEF principles have been the following:-
· National literacy and numeracy plans are being devised;
· PISA Skills development programmes are being implemented on a Consortium basis;
· the National Behaviour and Attendance Review and subsequent resource materials are being rolled out on a Consortium basis;
· National literacy tests are being implemented on a voluntary basis in 2012 and statutory basis from 2013 onwards;
· National school profiles (banding) and Consortium aspirational targets and performance trajectories are being devised and will be implemented as a direct result of Consortium 'Stocktakes' that have been administered by the School Standards Unit (SSU);
· Estyn's new CIF takes full account of the SEF in its new framework;
· capacity is being built via Federations of school Governing Bodies;
· statutory guidance for school improvement (White Paper) is currently under consultation;
· a joint school improvement service (JES) is being finalised for Central South Consortium;
· professional learning communities (PLCs) are up and running in a significant number of schools;
· the performance management objectives for Headteachers are being more closely aligned with the performance targets for the school;
· new target setting regulations ensure that local Authorities have oversight of the target setting process and appropriateness of the targets set by the school;
· initial teacher training and teacher induction programmes are being strengthened by a requirement for additional qualifications in literacy and numeracy; and
· the support and professional development of teachers is more sharply focused on the 3 National priorities as well as the 6 SEF themes.
15. All of the aforementioned, clearly exemplify the way in which SEF methodology, concept and principles are now underpinning activities at National, local and school level and which are aimed at securing better outcomes for all our children and young people.
Resource Implications (Financial and Employment and Climate Change, if appropriate)
16. The School Effectiveness Grant supports implementation of SEF and 3 National priorities.
Legal Implications (to Include Human Rights Implications)
17. There are no legal implications arising from this report.
Crime and Disorder Implications
18. There are no crime and disorder implications arising from this report.
Equal Opportunities Implications (to include Welsh Language issues)
19. A commitment to equality of opportunity and Welsh Language education support is included in programme requirements.
20. This outcome will impact on the Council's priorities for Education and Lifelong Learning.
Policy Framework and Budget
21. This items falls within the Council's existing policy framework and budget.
Consultation (including Ward Member Consultation)
22. Not applicable.
Relevant Scrutiny Committee
23. Lifelong Learning.
Head of School Improvement Service
John Comissiong, Curriculum Development Adviser for Mathematics/Numeracy
Jane McCarthy, Curriculum Development Adviser for English/Literacy
Director of Learning and Development
CPD Continuing Professional Development
CSC Central South Consortium
EAL English as an Additional Language
IIF Investors in Families
KS Key Stage
L2T Level 2 Threshold
L2T+ Level 2 Threshold (including English or Welsh and Mathematics)
MAAT More Able and Talented
NC National Curriculum
NEET Not in Education, Employment or Training
OBC Outline Business Case
PIAP Post Inspection Action Plan
PISA Programme for International Student Assessment
SER Self Evaluation Report
TA Teacher Assessment
VLs Vulnerable Learners