Institution Context

Nature

The school is a Secondary Modern School in an 11+ authority with 800 boys in
Years 7-11. The school has a joint Sixth form with another school.

Focus

Assessment procedures within Science for Years 7-11 with a special focus on KS4. Particularly the remit was to investigate how the department could be more effective in its assessment procedures for BTEC and Science 360 courses. An essential element was to support the Middle Leader in developing assessment practice with his team. The Senior Leadership Team was keen to be more proactive in its approach to how curriculum areas were using assessment with a view to sharing good practice.

Working with staff

 

At the start of the process SLT were unclear as to how the relationship between a Chartered Assessor and the school would work. After initial discussions the school came to understand the partnership nature of the work that would be carried out. SLT were very co-operative and this was an essential element to the success of the pilot. The Curriculum Leader for Science was naturally wary of an outsider coming into the department, particularly coming shortly after an OFSTED inspection. Therefore this led him to feel threatened and as could be expected it took time to establish a positive working relationship.

 

CEA Intervention

Number of meetings

There were four visits:

• The first visit was to establish the remit, build relationships and review current practice within the curriculum area in order to start the audit process.
• The second visit was a month later after all the initial documentation had been analyzed and carefully considered. This ensured high quality discussions took place leading to a clear and full picture of current practice. Lengthy discussions with key curriculum staff were vital for the accurate identification of target areas for support.
• The third visit took place a fortnight later and was split between an afternoon and the following morning. The first session was with the whole Science team which provided time for discussions and reflection on current procedures. This was an extremely positive meeting and allowed the staff to rebuild some of their confidence in assessment practices. It enabled the whole team to be part of the process and to take ownership of future developments. The following morning was a joint meeting with SLT and key curriculum staff in order to agree the action plan and the interim report.
• The final visit took place two months later to check progress on the short-term action points and to review developments. A joint meeting between members of the SLT and key curriculum staff took place to plan ahead. A final report on the whole process was also agreed.

Use of tools

All CIEA tools were used.

The audit tool enabled in-depth reflection to take place. It provided a composite snapshot but needed to be used alongside a fuller report. The month between visits was essential for reflection and consideration of the school situation.

The action plan tool was extremely useful and kept the plan short, sharp and to the point.

The monitoring tool was an extension of the action plan and enabled both parties to easily assess progress.

Processes

• Time for reflection
• In-depth discussions and access to key personnel
• The opportunity to work with the whole Science team
• Full involvement of SLT and key curriculum staff in joint, open meetings to establish inclusivity

Impact

View of CEA

After a difficult start a very useful, productive process that led to a clear change and improvement. The curriculum area deepened its understanding of effective assessment strategies. The processes allowed some difficult and searching questions to be raised leading to an appreciation of what action needed to be taken. The pilot raised SLT knowledge and understanding of the role of CEAs and the work of the institute. Within a very short period of time the school could see practical benefits that would lead to long-term gains.

View of institution

The Assistant Headteacher responsible for assessment said that the CEA's objective and professional view had shed new light on the school's assessment procedures and provided clarity to their future thinking. The leadership team is now working more closely with all curriculum areas to provide constructive support and a forum for sharing good assessment practice.

The Assistant Curriculum Leader for Science enthused that the pilot scheme had given him new confidence in his assessment work within the department and provided a sound framework for the future.