Setting up a baseline audit right at the start
For the first time in my professional career, I was given a model for what quality in my job role would look like before I got the job! This took the form of a set of National Quality Standards in Gifted and Talented Education, albeit in a draft stage. Now the final version, with user guide, is available to download from http://www2.teachernet.gov.uk/gat/
From the moment I saw the National Standards, it was clear that they were an excellent tool for self evaluation of G&T systems and provision at a school level. (I am excited to hear about the prospect of classroom level standards due out soon!) Comprising 14 generic elements with criteria across 3 levels (entry, developing and exemplary), cross referenced to both the Personalised Learning agenda and OFSTED’s Self Evaluation Form and with space for evidence and next steps, the National Standards demonstrate sound, joined-up thinking and provide a ‘one stop shop’ document, essential for all G&T School and Network Coordinators.
When we used the National Standards for a baseline audit, we kept things simple. On a copy of the National Standards we used highlighting – pens or shading on e versions.
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Yellow for ‘working towards’ a criteria
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Pink for ‘achieved’ the criteria
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By default, an unshaded criteria meant that work had not yet begun.
As a Network Coordinator, I collated all the audits from our 26 schools and used a simple point score system to analyse our baseline position.
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0.5 points for a yellow ‘working towards’ criteria box
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1.0 points for a pink ‘achieved’ criteria box and
- 0 points for an unhighlighted criteria box.
Our baseline assessment for our Gifted and Talented work, showed that most schools were working towards the entry level of provision (‘Scope for improvement’), though not exclusively, as 2 schools had mostly achieved these standards and were working towards the developing level (Effective ‘scope for reinforcing and progressing.) None of our schools had yet achieved the Exemplary level (Excellent ‘scope for dissemination’.)
We plan to revisit the National Standards by Easter each year. However, school staff anticipating a visit from OFSTED have redone their audit at a time of year more suited to their needs. A visual comparison of coloured criteria enables staff to assess their school progress, but point scores can be more readily compared. One school showed a progress of 7 points in a year, whilst another school jumped an impressive 19 points.
The National Standards are not only useful for auditing provision and tracking progress, they have a third use. The organisation of criteria into different levels enables school staff to quickly set targets for improvements in their provision to inform their G&T School Improvement Plans.
For the whole of my professional career I have been longing for some joined up thinking from the DfES and the National G&T Quality Standards have achieved this!