 I could control an assembly walking up and down with your eyes and you are just look, I lost it entirely. Moving into the next strategy now, looking at the National self evaluation toolkit. And this is an opportunity to start to put some flesh on the bones hopefully. This is a rate at the friend end of this process and I'll talk a little bit more about the contract and the arrangements we have with The Eston IR balance team and OECD. But we're right at the front end of it. If you're expecting a fully populated self-hци cultures in Toolkit that reflects everything that was said this morning and you just have to fine-tune it, I'm sorry to disappoint you. I come back to the relationship between co-construction and ownership. But it isn't, I promise you, just a bank sheet of paper. Rydw i'n ia wedi'i gweithio anod o'r brifysgol sydd eich newid o bwysigol, sydd gennych'u rhaglion health carenach yn y taethol. Fy hoffod draw ar ei hunain yma ac mae'n meddwl arddangos at y ddechrau ac mae'r reolio o'ch sgol yn y defnyddio'r unig 이유 ar y dnyddiad o'r dweithio'r cyhoes yn y bwysigol, ond fan y dyfodol gyda gyda'u rai ochr cwestiynau'r meddwl o'r hyn sy'n golygu'r hoffod ychydig o gyhoedd iawn ymddiol am ystyried a'r hoffod o'r hyffod o'r hoffod am y cyhoedd ymddiol, yn ddiolch o'r hoffod i'r hoffod ar gyfer y poblogaeth a'r hoffod o'r hoffod o'r hoffod i'r hoffod. Ond wedi bod yn ddiliw'r amser o'r hoffod o'r hoffod o'r hoffod o'r hoffod o'r hoffod o'r hoffod o'r hoffod uchelio gydag am y ddylfaen nhw, ond rwy'n meddwl i'r hoffod dyma'n brerau. But you challenged us to look at this national framework, and, since then, I've had numerous engagements with groups of head teachers. opinznaw, a Deputy Director of We've been working with groups of schools as well, and it's clear to me that you want us to work together to determine what we think is important. What you think is important for our schools and then, but that framework in place that genuinely values all of the things that we believe that and colleagues have raised questions and challenges around that this morning. As I introduce Malia and Marco it might be helpful if I say to you that everything really needs to be put on the table. We're not looking just to tweak Level 2 Plus. We're not looking to do all of this overnight but we're serious about wanting to offer the opportunity to really shift o'r hyfforddiadau a'r cyfnodau,leneidio, ac doeddwn ni'n cerdwyr o'is i'r narhyn. Over the years, it's been suggested that we should build a self-evaluation around aspects of effective learning organisations and particularly from those people who've been heavily involved in that programme and that we as leaders should be open to evaluating the effectiveness of our leadership. This self-evaluation framework I expect to be extended to look at the self evaluation of regions, local authorities, and national governments. Leaders are at each of those levels we look at the impact of our work particularly as it impacts on schools but also impacts on individual people progress. I would expect you to want to say things in this discussion, this workshop about the need to evaluate pupil progress and how we can break that down and how we can exemplify that within the framework. Similarly, we know that the best outcomes come at the end of a long process of effective learning and how do we measure and evaluate effective learning within this framework. Finally, we are committed to the new curriculum for Wales and maybe we should be considering and acknowledging schools for the offering of the breadth of the curriculum and how relevant that curriculum is to the community it serves. In short, I'm encouraging you in this session not to think backwards, to be ambitious but at the same time rooted in some of the strong messages we had this morning in terms of practicability. As we move from this afternoon in tomorrow, we will be dealing with the stark reality, we have to move from where we are now to a period particularly around the implementation of the new curriculum but we don't have to wait for that before we take some big steps. But we will have to move from where we are now to what you are going to be discussing today around how we apply that this new framework to what we're doing. So I encourage you to be open-minded, I encourage you to be ambitious about it and I said there will be a session and there will be feedback at the end as to where we go next with this. But the Minister decided following the challenge of last year and the work that we've done with both our headteacher representatives groups and with our partners to think outside the box and to go to OECD and Estyn and ask them to work collaboratively to deliver on this project and this programme. Ultimately it will be the first all Wales I believe model framework that will be able to be embedded across all of our schools. So there's no short level of challenge in this task but I genuinely believe the capacity from my experience of working very collaboratively with Estyn in my two years, in my two and a half years of my current role, we're also working with OECD bringing together those two sets of experience, the skill sets of those two organisations is just the mixture we want to have the autonomy, not only to develop the framework but to develop the framework with you and for you because ultimately the two tests for me is whether genuinely the people in this room feel ownership of what will emerge in terms of the framework. So with that I'm delighted to invite Mila and Marco to the stage to lead this session. Starting with a short overview we'll really keep it short by design because we really want to hear from you. So this is really by design and you're only going to see a few slides which is exceptional because mostly if you ask people from the OECD to present they're going to give you at least 50 slides this is not going to be the case. So the why and the how, we've been discussed. We're going to have a set of key questions which we want you to answer which we're not going to answer for you and the plan I read discussion. Very briefly the international context because we are the OECD so we need to give it so what you're going through, the development process of a self-evaluation toolkit, currently calling a toolkit, also the name by the way is up for grabs it's also for you to say. We're seeing internationally a trend in the last 20 years much more towards school self-evaluations become much more prominent it's in the context of course of the growing autonomy that schools have been giving in the last 30 years. The OECD did a review I think it's five years now ago when a big report came out it was probably one of the biggest that we've ever done. We looked at some 30 education systems at assessment evaluation and frameworks as a whole and one big piece was there the school self-evaluation the lessons which I'm presenting here now and which actually also influenced some of our reports I think what is released last year and the well's reform journey the rapid school assessment but also the one already in 2014 were very much inspired by that and drawing from these lessons. So what we do see is that school self-evaluation is has really gained in prominence in the last years that has implications because we also need to be clear of course what rigorous school self-evaluation should be so what we did see is a lot of countries have identified criteria so what do you consider quality where we just heard about the framework of what what is a good school in Scotland we've seen them internationally many of those instruments it's very much what we consider some of the better ones and we make some judgments about this in this analysis as well is the ones that have been designed with the profession and actually by the profession so I think wheels is really drawn from that that international good practice so these tools and instruments have been developed they often go much further than just the booklet but it's also often in terms of capacity building so I actually don't like the term capacity building because that seems to be something that you do external to people I prefer the the term that you use in wheels is professional learning where you really have opened the capacity in the system so that's very much it's part of this exercise as well but there needs to be attention to making sure that people are comfortable and have this think or consider they have the skills to take forward this self-evaluation process the engagement with the community is essential so that's goes beyond the school students is very important I've worked in now quite intensely for the last especially the last two years now and every time the student voice comes up to the pupil voice comes up and I think you take it very seriously and rightfully so my my guess is that that they will also frame quite quite prominently in the the toolkit that you're going to develop what it will develop with yourselves and the promotion of peer learning is what we're seeing so around the self-evaluation process we see in a lot of countries countries like New Zealand and Flanders, Belgium or even the Netherlands we see a lot of collaboration between schools happening to to learn from each other being a critical friend role and drawing from each other strengths also there I must say that that compared internationally you're very well positioned we see a lot of collaboration and sincere collaboration happening between the schools I was just stepping back a few years I was part of the review team in 2013 that has grown exponentially the system infrastructure you put in place with the regional construction are other players I think you're actually very well positioned to take that next step to a new out of the box thinking self-evaluation toolkit or whatever we're going to you want to call it I'm going to speak in in Welsh so you'll need your headphones Yn yw'i os ydweinol docent i mlo yn ades cynghwmri Gut i hpwyr 10 ar 90 Pridd hynny roedd system ades cymryd yn debyg iawn i un llwyger ond beldach bynnw'n wahanol ac yn gwaith angeithu fwy fwy ac yn ben o ddol mae'r cyffiriad yn y newid yn cymry fel mewn ni fyr dd wedi ddechöll fel dglwonu yborema ti agat ddiwylliant o gyd adeiladu, o gyd weithio ac o hinnan weisiau. Yn rhaifft, o'r gyd adeiladu yma, wrth gwrs, ydy'r ffordd mae'r crigylwm newydd yn cael ei datblygu, ond mae diwygio adysg yn llaw'r mwy na crigylwm newydd yn unig. Mae'n cynnwys pedwar amcan, ac un o hwnnw yw datblygu system ysesi gwerthyso ac atibolrwydd gadarn. Mae diwygio adysg yng Nghymru wedi selio ar hinnan weisiau ac felly mae angen hinnan ar farnu o ansawdd i chel. Ar hyn o bryd, mae hinnan ar farnu a chynllunio galsian ymrywio o ran ansawdd yng Nghymru. Mae gennym ni arfer, ar dderchog, wrth gwrs, ond mae'n un o'r meysydd ar olygu gwanna. A she'r ma gwendide, mae hinnan ar farnu yn ddigwyddiad yn rhywbeth i eraill, nid proses sy'n asweddol i weisiau ysgol. A dyweddim yn help, wrth gwrs, bynnag nifer o fframweithiau hinnan ar farnu a gwechiant yn bodoli. So, I'm not going to repeat what you've heard excellently expressed this morning. I just want to summarize that there are currently several self-evaluation and improvement frameworks. So, there is an argument for developing a common understanding of what we mean by good self-evaluation and improvement planning. One framework that we can all agree on and all is including the inspectorate and the consortia as a basis for our work. And that's the purpose of this project, to develop that common understanding and agreed framework through a process of co-construction. So, co-construction means that we're here to listen to your ideas. So, now it's over to you to begin the design stage. There are three questions that we'd like the tables to discuss. You've got 45 minutes, what works, what doesn't work and what would you like to see included in the new framework. And after you've discussed that, we'll have a plenary and we'd like each table to feed back very briefly some comments on each of the three questions. So, you'll have to nominate a spokesperson. So, I hope that's perfectly clear. The intention is co-construction. We genuinely want to hear what you have to say. It is the beginning of this process. We're very high tech. We've got a piece of paper for you to actually fill in the questions. And we'll be collecting those and that will form the starting point of the project. We don't want to influence your line of thought at the moment, so I'm just going to leave it at that. So, your 45 minutes starts now.