• It'll get pushed down team agendas as other things take precedence

Fine-tuning our own Universal Projects.

We want this to be meaningful for us; help support us, rather than us doing what they feel is important.

Ensuring we maintain our key focus; that we have those key questions we want answering (quality work within the domains, rather than quantity).

Celebration for the community for what we've done well.

A critical friend to evaluate the work done so far, how effective it has been and how to develop moving forwards.

Provoke thinking around what the next steps might be.

Giving voice to all stakeholders

• Celebration of our school

• Success stories

• Updates and new direction, security of current position

• Validation of following Pathway 2 and our schools openness to progression and development

Learning

• Clarity and consistency around T&L.

• More opportunities and pathways for students

• Showcasing strengths within the classroom

• Communication between faculties/areas/year groups on key focuses

Current international agendas; trying to be on the front-foot of that where possible.

What is their [the CIS evaluators] understanding of Pathway 2 and the new framework, based on the fact they aren't currently training any new accreditors nor are they training their current accreditors? What is their expertise in relation to our Universal Projects?

• Sense of security from shared language, policies and learnings to increase awareness of shared approaches within the school

• Perceived as a genuine partnership, gain from one another

• All in this together, shifting our language of the reason behind the visit to impact positive perception amongst the community

Learning

• Opportunity to share development plans and wider contribution to these

• Collaborative approach to improvement areas/areas for growth

• ALT to ensure the classroom climate remains positive

We need to go into the process knowing what we want to get out of it.

What are our big questions we want answering?

Intentional development and focus.

We need to identify and shape the vision and desired outcomes of the pathways.

"We don't know what we don't know" - value of a critical friend.

These could be successes as well as obstacles.

Provide more stretch - realise we are further along in some areas and push us to aim further.

• Shared goals with the universal projects

• Staff positioned for success, role modeled by ALT

• Staff feel part of the co construct of the pre-visit to ensure long term buy in

Learning

• Creating excitement around the projects and opportunities for growth and learning

• Staff within faculties/year groups feel their objectives align with the projects and recognise their individual contributions to the collaborative growth opportunity within this period for the school

Align thinking and demystify

Successful process requires an emotional component - all community members engaged, enthused and confident

Fear or anxiety around the process will undermine it

ALT needs a shared language about how we discuss CIS - positive, excited, partnership, shared project. Legacy and language of the process in the past - some negativity and perception of inspection

We have been told it's not an inspection - but what is it?

An evaluation of a self-evaluation and an endorsement of our own identified areas for growth.

This will help to avoid a negative outcome.

• Feel good feeling of success and the increased confidence as a result, impacting long term on our community

• Sense of purpose as a community and desire to continually strive to move forward as a school

Learning

• New suggestions, fresh perspectives to reenergise our classrooms

• Tweaks to the environment with the overriding goals and purpose continuing to be embedded and validated

• Confidence in the process to ensure buy in

Visibility. Understanding of what CIS do. We work with and through them.

Does it have any impact?

Positive, strong, why to share with staff.

Middle Leaders are key to this.

Validation & advice

To assist us.

We do things that are really good that we don't are good.

We need to be very clear what are our goals from this process.

The goal is to make us better than we already are.

Sense checking in this moment.

Where are we in terms of time and space compared to other international schools?

We need to be very clear on what we need to get from this process.

Goals: Relevant, progressive, serving our community.

We are really difficult to explain: adaptable and flexible but it comes with a challenge - hard to articulate consistency

The process can be a lever to provoke conversations and work around this.

High quality feedback to help us better understand the new framework & best-practice.

A successful process involves all stakeholders - coherence and clarity - universal projects

Opportunity to look critically at our own structures and compliance

Identify any gaps and request guidance in these areas