Quality in Extended Schools
Recognition Scheme
Guidelines
for
Recognition Process
CONTENTS
Page no:
1.
Guidance for Organisers of QES Process
2
2.
Practice Focused Workshops
4
3.
Cluster Recognition
(Self Evaluation & Recognition Process)
6
4.
Key Indicators
8
5.
Evidence Requirements
9
6.
Guidelines for Context Statement
10
7.
Guidelines for Summary of Evidence
11
8.
Guidelines for Portfolio Building
13
2
August 2006
QES Self-Evaluation Process Guidance
Guidance for Organisers of QES Recognition Process
The Organiser/LA Strategy Manager to oversee:
• Schools/clusters wishing to present claims for recognition are part of a local network of ongoing training and using the ‘Quality Development Framework’.
• Schools/clusters wishing to present claims have completed the registration process.
• Each school/cluster has the support of a Critical Friend (an experienced colleague from a neighbouring recognised school/cluster, LA Strategy Manager or trained Critical Friend).
• Each school/cluster produces a ‘Summary of Evidence’, ‘Context Statement’ and ‘Portfolio of Evidence’ as well as a ‘Case Study’ for Established level as part of the self-evaluation process.
• The school’s/cluster’s Critical Friend will complete a ‘Clarification Sheet’ and ‘Recommendation Sheet’ after having examined the evidence.
The Organiser/LA Strategy Manager to action:
• The date, venue, refreshments and presentation requirements for the Recognition Meeting.
• Examination of each ‘Portfolio’ and ‘Summary of Evidence’ and ‘Case Study’ (for Established level) by the Chair of the Recognition Meeting and one of the following:
o The Extended School Co-ordinator of a school/cluster recognised at the same level (or a member of staff who has been involved in the process)
o A peer Extended School Co-ordinator of a school/cluster presenting at the same level, at the same meeting
o A Critical Friend who is QiSS validated or has had the appropriate experience of being a Critical Friend and observing previously at recognition meetings at the appropriate level, and is part of the local network but not linked to the school/cluster
• Completion of Recognition Meeting Programme and a list of participants to be forwarded to QiSS office along with copies of ‘Summaries of Evidence’, ‘Context Statement’ and ‘Case Study’ and completed ‘Recommendation’ and ‘Clarification’ sheets from Critical Friend, Peer Reader and Chair. (NB The Chair should also receive copies of ‘Clarifications Sheets’).
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• Photocopying and sending to all participants of the Recognition Meeting:
o copies of each ‘Summary of Evidence’ and the ‘Context Statement’
o blank copies of the ‘Clarification Sheets’, ‘Recommendation Sheets’ and ‘Suggestions for Future Development’ for each ‘Summary of Evidence’.
(Note: this can be undertaken by the QiSS office by prior arrangement)
AFTER THE RECOGNITION MEETING:
The Chair to action:
• Collation of all the ‘Suggestions for Future Development’ into scrutineers’ suggestions and observers’ suggestions, editing as appropriate.
• All completed paperwork forwarded to the QiSS office – this will include:
• ‘Recommendation Sheets’
• ‘Suggestions for Future Development’ • Attendance list
• ‘Clarification Sheets’
• Chair informs each school/cluster of the outcome of its claim the next working day. This can be undertaken directly by the QiSS office by prior arrangement.
The QiSS Office to action:
• Letters of confirmation to be sent by the QiSS office to the school/cluster.
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August 2006
Quality in Extended Schools
Practice Focused Workshops
& Notes for Participants and Chairs
As part of the review and self-evaluation process, schools/clusters are likely to be involved in a Quality Development Framework (QDF) Workshop with a local Critical Friend and other schools/clusters working towards the same level of recognition.
At these workshops, opportunity is provided for consideration of the themes in the QDF at the level at which recognition is sought. Schools/clusters will be involved in discussing what counts as evidence, what needs to be developed against each theme and in sharing good practice. Related issues can also be raised. Opportunity will be given for some of these issues to be presented for the focused reflection of the group in a Practice Focused Workshop.
RATIONALE:
1. The structure and ground rules provide a method of developing learning in medium-sized groups through focused reflection on practice. All the participants in a workshop need to be aware of the rules and to work hard at keeping to them. Strong chairing is necessary while participants are learning how to operate in the structure and according to the rules. What the structure and rules achieve, in effect, is to make the group behave as a supervisor or Critical Friend towards the presenter.
THE PURPOSE AND THE STRUCTURE:
2. The task of the group is to engage in focused reflection. The common material is a short presentation by one member to the group. Every member will learn different things from a presentation; the rules are designed to help this happen.
3. The presentation identifies aspects of extended school practice for examination and appraisal by the members of the group in an open and honest way. The group must agree to maintain professional confidentiality about the information, feelings and attitudes expressed during the workshop.
4. Workshops last for a maximum of 1 hour. Presentations should last for approximately 10 and 15 minutes. The remaining time is used for the group’s consideration of, questioning about, and reflection on, the work they have heard presented.
5. The presentation will be selective, focusing on what the presenter believes to be key factors in the situation. There will be loose ends, uncertainties and problems. The presenter may end the presentation with a dilemma. The group needs to help the presenter come to a fuller understanding of the situation and to perceive a way forward.
Continued/
6. This is done principally by asking questions – often hypothetical – that require the presenter to question his/her own assumptions and to begin to see the context in which they are working differently.
7. THE GROUP MEMBERS LEARN:
• by hearing about another context being described and explored;
• by being party to a range of lines of questioning that may challenge their own assumptions and beliefs about ways of working;
• by reflecting privately on their own practice and using insights that emerged during the workshop.
8. THE RULES OF BEHAVIOUR:
The rules of behaviour for members of the group who are not presenting are:
• Keep to time boundaries.
• No anecdotes.
• Resist saying, ‘That’s a bit like what happened when we….’
• No interpretation.
• Resist saying, ‘You haven’t made the link here with ……’ or ‘What you are saying relates well with the theories in Alan Dyson’s book’. While this may be relevant, it is a diversion from the function and purpose of the workshop.
• No chasing needless detail. For example, ‘Did you say 100 or 150 pupils are involved in the healthy living project’ is probably a needless irrelevance.
THE END OF THE SESSION
6
August 2006
Cluster Recognition
Self-Evaluation and Recognition Process
for Cluster Providers of Extended Activities and Services
The cluster recognition process has been devised for schools/clusters that are providing a fully co-ordinated extended schools programme managed by a link co-ordinator. Recognition through this route will necessitate evidence being produced that demonstrates an integrated approach to all aspects of planning, delivery, development and review of extended school provision as well as meeting training needs across the cluster. The role of the link co-ordinator will need to be clearly defined and evidenced against criteria in the ‘Quality Development Framework’. There will be a requirement to demonstrate the structure of the extended school team and lines of communication across the cluster. The cluster will also need to show how its programme demonstrates a set of shared values and how these link to practice.
Stage 1
The extended school programme has been established at least six months at each school/centre within the cluster. The cluster uses the ‘Quality Development Framework’ to plan and evaluate its extended school provision. Supported by local network co-ordinator/Critical Friend, the cluster decides to seek recognition. A recognition pack is obtained and a completed registration form is returned to QiSS.
Stage 2
The cluster identifies a link co-ordinator to evaluate the work of the cluster, using the ‘Quality Development Framework’. The cluster link co-ordinator attends a recognition meeting as an observer. It is recommended that the cluster is involved in a practice focused workshop.
Stage 3
Evidence which demonstrates a co-ordinated approach to planning, delivery, development and review is accumulated and gathered into a portfolio. The ‘Portfolio’ contains clear evidence of communication and co-ordination of the programme to meet the range of identified needs across the cluster.
A ‘Summary of Evidence’ and ‘Context Statement(s)’ are completed, to reflect the work of each school/centre within the cluster and for Established a ‘Case Study’ is prepared.
Stage 4
The evidence is examined and a ‘Clarification Sheet’ and ‘Recommendation Sheet’ are completed by the cluster network’s co-ordinator/Critical Friend. Copies of all documents and the ‘Portfolio’ are sent to the organiser of the recognition meeting.
Continued/
Stage 5
The ‘Portfolio of Evidence’ is scrutinised by the Chair of the recognition meeting and one other QES trained Critical Friend or Extended School Co-ordinator of a school/cluster already recognised at the level and not linked to the cluster seeking recognition. ‘Clarification Sheets’ are completed and sent to the organiser of the recognition meeting. The Chair should also have copies of the ‘Clarification Sheets’ and the organiser liaises with the Chair throughout the process.
Stage 6
The organiser sends copies of ‘Summary of Evidence’, ‘Context Statement’, ‘Case Study’ (for Established level) and details of the Recognition Meeting to expected participants. The QiSS office will undertake to send documentation to participants in agreement with the organiser of the meeting. Copies of all documentation are forwarded to QiSS.
Stage 7
Recognition Meeting is held. At least two representatives from the cluster seeking recognition attend and make a short presentation demonstrating how the cluster meets the criteria for the award at the level sought. Peer Scrutineers review the evidence and complete ‘Recommendation’ and ‘Suggestions for Future Development’ sheets. All participants complete ‘Suggestions for Future Development’ sheets.
Stage 8
Copies of ‘Recommendation’ and ‘Suggestions for Future Development’ sheets, which have been collated and edited by the Chair, and a list of scrutineers, are forwarded to the QiSS office by the Chair.
Stage 9
Recognition endorsed by QiSS/CCCU
Either:
Recognition deferred for submission of further evidence,
Letter and certificate generated.
Or:
Insufficient evidence for recognition at level sought:
8
August 2006
QUALITY DEVELOPMENT FRAMEWORK KEY INDICATORS
Emerged Centres
Key indicator: Established Centres Key indicator: Advanced Centres Key indicator: 1. Having purpose Responding to needs and clarifying
purposes/policies Communicating purposes and policy through development planning Keeping purposes, policy and practice under critical review 2. Finding out what’s needed A process for finding out Continuous consultation and review Needs analysis built into the culture
3. Getting the ethos right Adapting to a variety of needs and uses Responsiveness, flexibility and openness to
new ideas Continually striving to create innovative ways of communicating and working 4. Getting the best from
resources A planned and measured approach to resource provision and use A creative response to changing circumstances Effective management of diverse resources in line with future vision 5. Involving the community Structures and systems which encourage
engagement and involvement Young people and adults have decision making powers Community ownership promoting a culture of lifelong learning 6. Letting people know Publicising and promoting activities and
services An information strategy Information dissemination as a learning experience 7. Selecting providers and
building the right team Clarity of criteria for selection of providers Clarity of roles within an extended school team A multi-agency commitment to quality development and innovation 8. Developing partnerships Identifying partners and benefiting from
working together
Embedding partnership networks within the community
Developing innovative partnership working through a multi-agency approach
9. Managing improvement Clear responsibilities and management structures reflecting the extended school ethos
A culture of shared responsibility Managing change through collaborative leadership
10. Developing programmes and
services Meeting the needs of young people, families and the community Evolving new approaches to learning and the school/cluster’s role in the community Continual improvement driven by research and stakeholder input 11. Learning together Sharing and developing common approaches
and values Community awareness and confidence in shaping the agenda Clear and demonstrable insights as a learning community 12. Developing teams and team
members Attending to professional needs A structured approach to professional development and team working Creating and extending professional networks 13. Measuring the difference Collecting data and using evidence A collaborative approach to gathering and
using data Using data for more effective learning and development 14. Getting and demonstrating
results Evidencing and celebrating measurable gains in learning and provision Recording and rewarding achievement and demonstrating impact Broadening the opportunities for the recognition of achievement by the whole community
15. Getting a return on investment
Monitoring real and hidden costs Matching costs and effectiveness and planning clearly for sustainability
QUALITY IN EXTENDED SCHOOLS – EVIDENCE REQUIREMENTS
Emerged Centres
Evidence Requirements Evidence Requirements Established Centres Evidence Requirements Advanced Centres 1. Having purpose Portfolio & Summary of Evidence: Centre
Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 2. Finding out what’s
needed Portfolio & Summary of Evidence: Centre Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 3. Getting the ethos right Portfolio & Summary of Evidence: Centre
Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 4. Getting the best from
resources Portfolio & Summary of Evidence: Centre Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 5. Involving the community Portfolio & Summary of Evidence: Centre
Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 6. Letting people know Portfolio & Summary of Evidence: Centre
Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 7. Selecting providers and
building the right team Portfolio & Summary of Evidence: Centre Statements OR QiSS Emerged & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Established & overview Portfolio & Summary of Evidence: Centre Statements OR QiSS Advanced & overview 8. Developing partnerships Portfolio & Summary of Evidence: Centre
Statements
Portfolio & Summary of Evidence: Centre Statements Portfolio & Summary of Evidence: Centre Statements
9. Managing improvement Portfolio & Summary of Evidence: Centre
Statements Portfolio & Summary of Evidence: Centre Statements Portfolio & Summary of Evidence: Centre Statements 10. Developing
programmes and services
Portfolio & Summary of Evidence: Centre
Statements Portfolio & Summary of Evidence: Centre Statements Portfolio & Summary of Evidence: Centre Statements
11. Learning together Summary of Evidence: Developmental Reflection Portfolio & Summary of Evidence: Centre Statements Portfolio & Summary of Evidence: Centre Statements
12. Developing teams and
team members Summary of Evidence: Developmental Reflection Portfolio & Summary of Evidence: Centre Statements Portfolio & Summary of Evidence: Centre Statements 13. Measuring the
difference Summary of Evidence: Developmental Reflection Summary of Evidence: Developmental Reflection Portfolio & Summary of Evidence: Centre Statements 14. Getting and
demonstrating results Summary of Evidence: Developmental Reflection Summary of Evidence: Developmental Reflection Portfolio & Summary of Evidence: Centre Statements 15. Getting a return on
investment Summary of Evidence: Developmental Reflection Summary of Evidence: Developmental Reflection Portfolio & Summary of Evidence: Centre Statements Additional Requirements: A Best Practice Case Study illustrating good practice
10
August 2006
Quality in Extended Schools
Guidelines for the ‘Context Statement’
Schools/clusters will need to produce a ‘Context Statement’ to provide peer scrutineers with helpful background information about the context of the extended school/cluster development. The ‘Context Statement’ will be read in conjunction with the completed ‘Summary of Evidence’ (and any other written evidence, according to the level of recognition being sought.)
The ‘Context Statement’ should be between one and two sides of A4 and should include the following elements:
Background and introduction to the school/cluster:
• Location.
• Type (e.g. High School, Infant School, cluster of schools and other partners etc.).
• Brief general description of the communities served.
• Profile of target groups (e.g. percentage of students SEN, hard to reach parents etc.).
Focus of Submission
The ‘Context Statement’ should indicate which of the 5 areas of extended provision will form the main focus of the submission, thus providing examples of quality practice.
¾ Study Support
¾ Childcare/activities for young people to do
¾ Parenting support
¾ Swift and easy referral
¾ Community access
‘Planning and funding: a guide for schools, LAs and their partner organisations’ DfES 2006
As provision develops it is likely that the range of activities and services offered will broaden and that new core service areas will be addressed as appropriate.
Quality in Extended Schools
Guidelines for ‘Summary of Evidence’
The ‘Summary of Evidence’ document is divided into the 3 main and 15 sub-sections of ‘The Quality Development Framework’:
Emerged#
• Having purpose
• Finding out what’s needed
• Getting the ethos right
• Getting the best from resources
• Involving the community
• Letting people know
• Selecting providers and building the right team
• Developing partnerships
• Managing improvement
• Developing programmes and services
Established#
• Learning together
• Developing teams and team members
Advanced
• Measuring the difference
• Getting and
demonstrating results
• Getting a return on investment
#At Emerged and Established some evidence is required for the next section.
The ‘Summary of Evidence’ has been designed as a tool for self-evaluation to be used in conjunction with the ‘Quality Development Framework’. To complete the document, schools/clusters will need to read the introductory paragraph for each of the sub-sections of the ‘Quality Development Framework’, answer the key questions and identify the evidence available to meet the key indicators for each sub-section. (See ‘Key Information’ for details on levels.)
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Answers to the key questions will provide the information needed to complete the ‘Centre Statement’ for each sub-section. The evidence will provide the focus for explaining how the claim is justified in each section.
Within each sub-section of ‘The Quality Development Framework’, the second page provides a key indicator and supporting details for each of the three categories of good practice – ‘Emerged’, ‘Established’ and ‘Advanced’. These are used to identify the stage of development the school/cluster has reached in each sub-section. The school/cluster may be particularly strong in one aspect but less developed in another.
The ‘Future Actions’ box is for recording key developments for the future as these are identified as part of the process of review and self-evaluation.
The documentary evidence supporting the claim for each sub-section should be listed in the spaces provided, indicating in the boxes where each piece of evidence is located in the portfolio. It may be the case that a school/cluster has three pieces of evidence for one sub-section and five for another. Evidence can be cross-referenced to different sections of the portfolio.
The ‘Summary of Evidence’ document is available on the QiSS website www.qiss.org.uk and can be completed on-line.
12
Quality in Extended Schools
Guidelines for ‘Portfolio of Evidence’
A ‘Portfolio of Evidence’ must be prepared for peer scrutiny at the Meeting during which recognition is sought. It will demonstrate that the criteria of quality at a particular level have
been met.
The school’s/cluster’s Critical Friend will provide support and advice through the process of self-evaluation and gathering of evidence for the portfolio. Once completed, and at least six weeks prior to the date of the Recognition Meeting, the Critical Friend will examine the ‘Portfolio’ and complete a ‘Clarification Sheet’ and ‘Recommendation Sheet’. Copies will be sent with the ‘Portfolio’, completed ‘Summary of Evidence’ and ‘Context Statement’ to the Organiser of the Recognition Meeting and the QiSS office. The Chair of the Recognition Meeting, and one of the following, will read the ‘Summary of Evidence ‘ and ‘Context Statement’ and will examine the portfolio:
• the Extended Schools Co-ordinator (or a member of staff who is familiar with the process) of a school/cluster recognised at the same level
• a peer Extended Schools Co-ordinator (or a member of staff who is familiar with the process) of a school/cluster presenting at the same level, at the same meeting
• a Critical Friend who is part of the local network but not linked to the school/cluster
The portfolio will represent work in progress and contain evidence in the form of documents that have been produced for the purposes of developing extended services and activities and may include working documents, as well as those produced for a variety of internal and external audiences. Schools/clusters are not expected to produce additional documentation for the ‘Portfolio’.
The completed Portfolio of Evidence’ forms part of the school’s/cluster’s process of self-evaluation and review. In addition to providing evidence to support the claim for recognition, it is likely that the ‘Portfolio’ will be valuable to a variety of other audiences, both internal and external, and that these might include reporting to governors, meeting the requirements of other quality assurance schemes, and Ofsted.
Gathering Evidence for the ‘Portfolio’
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The prompts in the ‘Summary of Evidence’ will help identify pieces of evidence for the ‘Portfolio’ as each section and sub-section of the document is completed. The list of prompts is there for guidance, and it is likely that there will be types of evidence other than those indicated for some sub-sections. The information provided in the ‘categories of good practice’ outlined on the second pages of the ‘Quality Development Framework’ and the ‘examples of documentary evidence’ section on the first page of each section are also there to be used as guidance in the process of selecting documentation which best exemplifies good practice in each sub-section. ‘Core Evidence Review Sheets’
Schools/clusters may find it helpful to use the review sheets as they engage in the review process. As the school/cluster works through the themes of the ‘Quality Development Framework’ the review sheets can be used to make notes on and to identify next steps. They can be used as an aide memoiré once completion of the ‘Summary of Evidence’ document is begun.
Note: The completion of the review sheets is optional and they are not required as part of the formal process.
It is likely that there will be more evidence for some sections and sub-sections than others. The types of documents available for submission as evidence will differ according to the context of the extended activities and services provision. Duplication should be avoided if possible. One document may contribute evidence to more than one sub-section. The ‘Summary of Evidence’ document can be used to cross-reference documents to different sections and indicate where in the ‘Portfolio’ the evidence is located. Where a document clearly relates to a key indicator, it is recommended that it is located in that section.
Schools/clusters could consider the following useful points:
• Photographs being used to illustrate the point being made should be annotated;
• Relevant sections from larger documents should be photocopied;
• Relevant passages on documents should be highlighted;
• Completed evaluations and forms rather than blank ones should be used wherever possible;
• Be selective;
• Duplicating evidence should be avoided;
• Documents should be referenced;
• Brief explanatory notes/comments should be added on a post-it or label where useful (e.g. the intended audience of a newsletter, the context of a report or letter);
• Bear in mind that one ‘type’ of evidence (e.g. a letter, an evaluation, a photograph) might illustrate different levels of practice depending on the actual content and source, for example: a photograph of a parent leading a session may exemplify a higher level of community involvement than a photo of a parent simply attending;
• Ensure the evidence supports the case outlined in the ‘Summary of Evidence’. 14
Quality in Extended Schools
Guidelines for the ‘Best Practice Case Study’
‘Best Practice Case Study’
The Case Study is part of the evidence requirement at Established level and will illustrate best practice within an area of provision, for instance, highlighting aspects of particularly good practice exemplified by a specific project or initiative.
It should contain the following information:
i) Background, with key features of the school or cluster eg: name, location, specialisms, age range;
ii) Brief description of the school/cluster (50 words); iii) Socio-economic circumstances (50 words).
The ‘Case Study’ should show clear links to the first 12 themes of the ‘QDF’ and demonstrate practice at Established level across all of them. It should include the following key aspects:
• Purposes – and how these were identified;
• Leadership and management structures;
• Resources;
• Timescales;
• Content – the area of opportunity/service;
• Challenges and ways the project/activity has adapted;
• Monitoring and evaluation;
• What has been achieved and learned and how it has informed development.
A simple referencing system should be used to highlight which themes have been covered by different sections of the ‘Case Study’. The target length should be 1,500 – 2,000 words. Case studies should be written in a direct, formal style for an audience of fellow professionals, some of whom may not have a background in education. Photographs and diagrams may be included to evidence the narrative.