{ "schemaVersion": "iceqc.research-report.reader.v1", "document": { "id": "doc-iceqc-r-2005-04", "slug": "school-level-evidence-improve-teaching-conditions-resource-constrained-settings", "documentNumber": "ICEQC-R-2005-04", "title": "Using School-Level Evidence to Improve Teaching Conditions in Resource-Constrained Settings", "subtitle": "A disciplined method for identifying binding constraints, selecting feasible action and verifying whether classroom conditions improve", "family": "RESEARCH", "reportType": "THEMATIC_RESEARCH_REPORT", "researchCategory": "QUALITY_IMPROVEMENT_METHODS", "reportArchetype": "QUALITY_IMPROVEMENT_STUDY", "geographicScope": "Global", "ownerBody": "ICEQC Research and Policy Directorate", "publisher": "International Council for Education Quality Certification (ICEQC)", "publicIdentity": "ICEQC_ONLY" }, "version": { "id": "ver-iceqc-r-2005-04-en-2005-03-15", "edition": "2005", "versionLabel": "Published 2005-03-15", "language": "en", "authoritativeLanguage": "en", "status": "PUBLISHED", "publicationDate": "2005-03-15", "evidenceCutoffDate": "2005-03-15", "statusNotice": "This is the controlled English edition. Evidence and institutional status are stated as at the evidence cut-off date.", "summary": "Resource constraint does not remove the obligation to improve teaching conditions. It changes the evidentiary discipline required. A school may have several serious deficiencies and insufficient funds to address them together. The immediate task is therefore to determine which conditions most directly prevent scheduled teaching and learning, which authority can change them, what minimum action is feasible, and what evidence will show whether the condition actually improved." }, "publicationControl": { "matrixRecordId": "ICEQC-R-2005-04", "temporalBasis": "CONTEMPORANEOUS_AS_AT_PUBLICATION_DATE", "originalAuthorship": "ICEQC", "suggestedMainTextWords": 24000, "suggestedTechnicalAnnexWords": 5000, "suggestedTotalWords": 29000, "actualMainTextWords": 27313, "actualTechnicalAnnexWords": 0, "actualTotalWords": 27313 }, "frontMatter": { "executiveSummary": [ "Resource constraint does not remove the obligation to improve teaching conditions. It changes the evidentiary discipline required. A school may have several serious deficiencies and insufficient funds to address them together. The immediate task is therefore to determine which conditions most directly prevent scheduled teaching and learning, which authority can change them, what minimum action is feasible, and what evidence will show whether the condition actually improved.", "School-level evidence is indispensable because national resources are converted into educational experience at the school. A ministry can procure textbooks, create posts or issue a calendar, yet a particular class may have no usable books, no teacher for a subject or far fewer teaching hours than intended. National and district statistics reveal scale and distribution; the school record reveals whether the service reached the class. Neither level is sufficient alone.", "This report proposes a bounded improvement method for resource-constrained settings. It has six stages: define the educational service at risk; establish a small and credible baseline; identify the binding constraint rather than list every weakness; select an action within authority and resources; monitor implementation and near-term service conditions; and review continuation, adaptation or cessation against pre-stated evidence. The method is designed for repeated administrative use. It is not a substitute for long-term investment, professional judgement or evaluation of learning.", "The evidence base available by 15 March 2005 supports a broad conception of teaching conditions. The 2005 Education for All Global Monitoring Report, published in 2004, situates quality within learner characteristics, context, enabling inputs, teaching and learning, and outcomes. Teacher numbers and preparation matter, but so do instructional time, learning materials, facilities, health, safety, language, school leadership and the organisation of teaching. An improvement method that isolates one input can therefore fail even when that input is delivered.", "The Dakar Framework commits governments to primary education of good quality and to measurable learning outcomes, with attention to girls, children in difficult circumstances and members of minority groups. The right-to-education framework adds availability, accessibility, acceptability and adaptability. School evidence is to show not only the average condition but who lacks the service, whether a proposed measure shifts costs or risk to pupils, and whether the educational environment remains safe and appropriate.", "The report distinguishes four types of evidence. **Provision evidence** records what was supplied: staff, books, classrooms, water points, timetables or grants. **Availability evidence** records whether the provision could be used at the required time. **Use evidence** records whether the intended activity occurred: lessons delivered, books in pupils' hands, supervision completed or facilities operating. **Result evidence** records the immediate and longer outcome, such as increased instructional time, improved attendance, reduced repetition or stronger learning. These types form a sequence; none can be inferred automatically from the preceding one.", "This distinction is particularly important where administrative systems report expenditure more reliably than service. The 2004 *World Development Report* documents provider absence and failures in service delivery and argues that resources alone do not guarantee results. Its teacher-absence tables use unannounced visits and include authorised and unauthorised absence. The measurement lesson is restrained: payroll and appointment data cannot prove that instruction occurred, while a one-day observation cannot by itself prove misconduct or annual performance.", "School evidence is also more than a collection of indicators. It is an account of a decision. Each improvement question requires a defined population, baseline, comparison, implementation record and review date. Collecting many fields without a decision route can impose reporting burdens while leaking no water, replacing no absent teacher and delivering no book. Conversely, acting on a single complaint without verifying scope can allocate scarce resources to the most visible school rather than the most serious need.", "The first priority is an essential service floor. A school cannot provide dependable instruction when it is closed, unsafe, without a teacher for scheduled classes, without minimum learning materials or without basic water and sanitation arrangements appropriate to its context. The FRESH framework launched in 2000 identifies feasible initial components for effective school health: health-related school policies, safe water and sanitation, skills-based health education and links with health and nutrition services. These components illustrate how a limited set of mutually supporting conditions can be prioritised without claiming that they exhaust education quality.", "The service floor is not a universal inventory imposed without context. It is derived from the applicable curriculum, law, health and safety duties, employment conditions, geography and population. The evidence records functionality, not possession alone. A water point that has failed, a locked latrine, a textbook stored away from pupils and a teacher post without a person are not available services.", "After essential failures, priorities are set by educational consequence, number and identity of pupils affected, duration, feasibility, cost, reversibility and risk of harm. A simple severity score is not recommended because numerical weights can conceal rights and minimum duties. A decision table can order cases, but the reasons remain visible. Urgent safety or exclusion concerns are not traded against small aggregate gains elsewhere.", "The method uses a **constraint statement** rather than a broad aspiration. “Improve teaching quality” is too wide to test. “Restore at least four scheduled mathematics periods each week for the two lower-secondary classes that currently receive none because no matched teacher is assigned” identifies service, population, cause and immediate result. It does not assume that assigning a teacher will improve learning; that longer result requires additional evidence.", "An improvement action is expressed as a causal proposition: if the identified authority completes specified tasks under stated conditions, the binding constraint is expected to change, leading to a defined service result. Assumptions are written beside the proposition. For example, delivering books is expected to increase pupil access only if books are suitable, arrive before the term, are distributed, can be stored and teachers know how they are to be used. Monitoring tests each transition.", "Resource-constrained action must protect teacher time. Repeated training workshops, surveys and meetings can reduce classroom contact if no replacement is arranged. The 2003 WHO guidance on skills-based health education recommends linked training, practice, peer support and continuing implementation assistance rather than isolated workshops. The broader lesson is that professional development is an implementation process, not an attendance event. Training completion is evidence of provision; changed classroom practice requires observation or other appropriate evidence.", "The school is not expected to remedy system failures beyond its authority. A head teacher cannot create a funded post, alter a national curriculum or finance major construction from an ordinary operating grant. Improvement records assign each constraint to the school, district, employer, ministry, health authority or other competent body. School-level evidence travels upward with a decision request; responsibility does not travel downward merely because the data were collected at the school.", "The recommended evidence set is deliberately limited. It includes school opening and instructional time; teacher assignment, presence and timetable coverage; pupil attendance and participation; class and group size; availability and use of essential materials; functionality and safety of rooms, water and sanitation; curriculum coverage; samples of pupil work or appropriate learning evidence; and expenditure or delivery records for the selected action. Disaggregation follows the actual risk, including sex, disability, language, grade, location or other nationally relevant characteristics, subject to confidentiality.", "Evidence quality is judged through directness, consistency, coverage, timing and independence. A head teacher's return is useful and may be the only routine source, but high-stakes claims require corroboration. A count made for the annual census may be too old for a repair decision. A single classroom observation may reveal a condition but cannot represent a year. Missingness is reported as a finding and not filled with favourable assumptions.", "Implementation monitoring distinguishes four states: not started, initiated, completed as specified and operating. A classroom roof repair is not operating until the room can safely be used; a teacher appointment is not operating until the teacher reports and appears on the timetable. Expenditure is reconciled with physical and service evidence. This prevents completed procurement from being mistaken for improved conditions.", "Outcome review is proportionate. For a small, low-risk operational change, a before-and-after service measure may be sufficient to decide continuation. For a large programme, a claim that the action caused changes in attendance or learning requires a credible comparison and attention to other changes. The method explicitly separates verification of delivery from causal evaluation.", "School comparison is used carefully. Differences can identify a question, but schools serve different populations and conditions. Ranking on raw attendance, learning or ratio data can penalise schools with greater need, encourage selective reporting and direct attention away from system responsibility. Comparison is strongest among similarly defined cases and when it examines change, implementation and distribution rather than a single outcome level.", "Public reporting is directed to service and remedy. It can state how many schools lacked a functioning water source, how long the condition persisted, what action was funded and how many became operational. It must protect pupils and staff, avoid unsupported attribution of fault and disclose coverage. A public table does not replace direct correction of a known unsafe condition.", "The central conclusion is that scarce resources increase the need for precise evidence but do not justify narrow evidence. A school improvement method must see the chain from provision to use, the conditions that permit teachers to teach, and the pupils who remain excluded. Its success is not the completion of a form or plan. It is a verified change in the specific condition that prevented education from being delivered." ], "keyFindings": [ "School evidence is most useful when attached to a defined decision, responsible authority and review date. A large undirected indicator set can increase reporting without improving conditions.", "Provision, availability, use and result are different evidentiary stages. Procurement or expenditure does not prove that a resource reached pupils or altered instruction.", "Teaching conditions include time, staffing, materials, class organisation, health, safety, inclusion, language, leadership and professional support. No single input is a sufficient measure of education quality.", "An essential service failure is identified by functionality and educational consequence, not by the presence of an item in an inventory.", "Constraint statements must identify the service, affected population, evidence, cause within the available record and responsible authority. Broad aspirations cannot be monitored.", "Prioritisation under scarcity must preserve minimum duties and distributional effects. A weighted score cannot justify leaving a group without safe or accessible education.", "School-level data do not transfer system responsibility to the school. Posts, major capital works, curriculum and public-health functions remain with the competent authority.", "Teacher professional development is a supported implementation process. Attendance at an isolated event is not evidence of changed practice, and training time must be reconciled with instructional time.", "School census, registers, timetables, observation, pupil work, finance records and community evidence answer different questions. Corroboration is strongest when sources are independent and aligned in time.", "Missing or disputed observations remain visible. They are not coded as compliance, failure or zero without evidence.", "Monitoring must distinguish an action that is announced, initiated, physically complete and operating. Only the last establishes available service.", "A before-and-after change can support an operational decision but does not by itself establish causation. Larger claims require stronger designs and consideration of concurrent change.", "Raw school rankings are generally unsuitable for improvement because intake, resources and context differ. Comparison is to be bounded by purpose and adjusted through design, not rhetoric.", "Public reporting must identify coverage, timing, limitation and remedy while protecting individual pupils and staff from unsupported inference.", "The proper measure of completion is the verified removal or reduction of the defined teaching constraint, followed by evidence on whether the intended educational service and result changed." ], "scopeAndMethod": [ "This report addresses school-level evidence used to improve teaching conditions in settings where finance, personnel, materials, infrastructure or administrative capacity are materially constrained. It covers school education, with primary and lower-secondary examples where the international evidence is most developed. It does not prescribe a national curriculum, evaluate named schools, determine individual teacher performance or authorise employment action.", "The evidence cut-off is 15 March 2005. The framework draws on the Dakar commitments, the 2005 EFA Global Monitoring Report published in 2004, contemporary international education statistics, the 2004 service-delivery evidence, the 2003 universal-primary-education costing study, the 2000 FRESH framework and rights and professional instruments available by the cut-off.", "The method has three analytical layers. **Service analysis** defines what pupils and teachers require for the selected educational activity. **Constraint analysis** identifies the condition that prevents that service and the authority able to alter it. **improvement analysis** specifies action, implementation evidence, near-term service result, longer outcome and decision rule. These layers are applied to recurrent school problems and translated into collection and review instruments.", "The report does not construct a global school-quality index or recalculate country performance. Comparative sources are used to establish definitions, recurring constraints and limits of inference. Illustrations are explicitly hypothetical. Where evidence is incomplete, the framework narrows the decision claim rather than supplying an assumed value." ] }, "parts": [ { "id": "part-iceqc-r-2005-04-i", "number": "I", "title": "The school as the point of educational delivery", "anchor": "part-i-the-school-as-the-point-of-educational-delivery", "sectionIds": [ "sec-iceqc-r-2005-04-1", "sec-iceqc-r-2005-04-2", "sec-iceqc-r-2005-04-3", "sec-iceqc-r-2005-04-4", "sec-iceqc-r-2005-04-5" ] }, { "id": "part-iceqc-r-2005-04-ii", "number": "II", "title": "Building an evidence chain", "anchor": "part-ii-building-an-evidence-chain", "sectionIds": [ "sec-iceqc-r-2005-04-6", "sec-iceqc-r-2005-04-7", "sec-iceqc-r-2005-04-8", "sec-iceqc-r-2005-04-9", "sec-iceqc-r-2005-04-10", "sec-iceqc-r-2005-04-11", "sec-iceqc-r-2005-04-12", "sec-iceqc-r-2005-04-13" ] }, { "id": "part-iceqc-r-2005-04-iii", "number": "III", "title": "Diagnosing the binding constraint", "anchor": "part-iii-diagnosing-the-binding-constraint", "sectionIds": [ "sec-iceqc-r-2005-04-14", "sec-iceqc-r-2005-04-15", "sec-iceqc-r-2005-04-16", "sec-iceqc-r-2005-04-17", "sec-iceqc-r-2005-04-18", "sec-iceqc-r-2005-04-19", "sec-iceqc-r-2005-04-20" ] }, { "id": "part-iceqc-r-2005-04-iv", "number": "IV", "title": "Priority setting under constraint", "anchor": "part-iv-priority-setting-under-constraint", "sectionIds": [ "sec-iceqc-r-2005-04-21", "sec-iceqc-r-2005-04-22", "sec-iceqc-r-2005-04-23", "sec-iceqc-r-2005-04-24", "sec-iceqc-r-2005-04-25", "sec-iceqc-r-2005-04-26", "sec-iceqc-r-2005-04-27" ] }, { "id": "part-iceqc-r-2005-04-v", "number": "V", "title": "Designing a feasible improvement action", "anchor": "part-v-designing-a-feasible-improvement-action", "sectionIds": [ "sec-iceqc-r-2005-04-28", "sec-iceqc-r-2005-04-29", "sec-iceqc-r-2005-04-30", "sec-iceqc-r-2005-04-31", "sec-iceqc-r-2005-04-32", "sec-iceqc-r-2005-04-33", "sec-iceqc-r-2005-04-34", "sec-iceqc-r-2005-04-35", "sec-iceqc-r-2005-04-36", "sec-iceqc-r-2005-04-37" ] }, { "id": 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"sec-iceqc-r-2005-04-81" ] }, { "id": "part-iceqc-r-2005-04-xi", "number": "XI", "title": "Public reporting and accountability", "anchor": "part-xi-public-reporting-and-accountability", "sectionIds": [ "sec-iceqc-r-2005-04-82", "sec-iceqc-r-2005-04-83", "sec-iceqc-r-2005-04-84", "sec-iceqc-r-2005-04-85", "sec-iceqc-r-2005-04-86", "sec-iceqc-r-2005-04-87", "sec-iceqc-r-2005-04-88", "sec-iceqc-r-2005-04-89", "sec-iceqc-r-2005-04-90" ] }, { "id": "part-iceqc-r-2005-04-xii", "number": "XII", "title": "Conclusions and policy considerations", "anchor": "part-xii-conclusions-and-policy-considerations", "sectionIds": [ "sec-iceqc-r-2005-04-91", "sec-iceqc-r-2005-04-92", "sec-iceqc-r-2005-04-93", "sec-iceqc-r-2005-04-94", "sec-iceqc-r-2005-04-95", "sec-iceqc-r-2005-04-96" ] }, { "id": "part-iceqc-r-2005-04-xiii", "number": "XIII", "title": "Evidence and implementation instrument A: School constraint register", "anchor": "part-xiii-evidence-and-implementation-instrument-a-school-constraint-register", "sectionIds": [ "sec-iceqc-r-2005-04-97", "sec-iceqc-r-2005-04-98", "sec-iceqc-r-2005-04-99", "sec-iceqc-r-2005-04-100", "sec-iceqc-r-2005-04-101", "sec-iceqc-r-2005-04-102", "sec-iceqc-r-2005-04-103" ] }, { "id": "part-iceqc-r-2005-04-xiv", "number": "XIV", "title": "Evidence and implementation instrument B: Baseline and evidence collection protocol", "anchor": "part-xiv-evidence-and-implementation-instrument-b-baseline-and-evidence-collection-protocol", "sectionIds": [ "sec-iceqc-r-2005-04-104", "sec-iceqc-r-2005-04-105", "sec-iceqc-r-2005-04-106", "sec-iceqc-r-2005-04-107", "sec-iceqc-r-2005-04-108", "sec-iceqc-r-2005-04-109", "sec-iceqc-r-2005-04-110", "sec-iceqc-r-2005-04-111", "sec-iceqc-r-2005-04-112", "sec-iceqc-r-2005-04-113" ] }, { "id": "part-iceqc-r-2005-04-xv", "number": "XV", "title": "Evidence and implementation instrument C: Priority and option appraisal", "anchor": "part-xv-evidence-and-implementation-instrument-c-priority-and-option-appraisal", "sectionIds": [ "sec-iceqc-r-2005-04-114", "sec-iceqc-r-2005-04-115", "sec-iceqc-r-2005-04-116", "sec-iceqc-r-2005-04-117", "sec-iceqc-r-2005-04-118", "sec-iceqc-r-2005-04-119", "sec-iceqc-r-2005-04-120" ] }, { "id": "part-iceqc-r-2005-04-xvi", "number": "XVI", "title": "Evidence and implementation instrument D: Improvement action charter", "anchor": "part-xvi-evidence-and-implementation-instrument-d-improvement-action-charter", "sectionIds": [ "sec-iceqc-r-2005-04-121", "sec-iceqc-r-2005-04-122", "sec-iceqc-r-2005-04-123", "sec-iceqc-r-2005-04-124", "sec-iceqc-r-2005-04-125" ] }, { "id": "part-iceqc-r-2005-04-xvii", "number": "XVII", "title": "Evidence and implementation instrument E: Implementation and review log", "anchor": "part-xvii-evidence-and-implementation-instrument-e-implementation-and-review-log", "sectionIds": [ "sec-iceqc-r-2005-04-126", "sec-iceqc-r-2005-04-127", "sec-iceqc-r-2005-04-128", "sec-iceqc-r-2005-04-129", "sec-iceqc-r-2005-04-130", "sec-iceqc-r-2005-04-131", "sec-iceqc-r-2005-04-132" ] }, { "id": "part-iceqc-r-2005-04-xviii", "number": "XVIII", "title": "Evidence and implementation instrument F: Evaluation design guide", "anchor": "part-xviii-evidence-and-implementation-instrument-f-evaluation-design-guide", "sectionIds": [ "sec-iceqc-r-2005-04-133", "sec-iceqc-r-2005-04-134", "sec-iceqc-r-2005-04-135", "sec-iceqc-r-2005-04-136", "sec-iceqc-r-2005-04-137", "sec-iceqc-r-2005-04-138", "sec-iceqc-r-2005-04-139", "sec-iceqc-r-2005-04-140", "sec-iceqc-r-2005-04-141", "sec-iceqc-r-2005-04-142" ] }, { "id": "part-iceqc-r-2005-04-xix", "number": "XIX", "title": "Evidence and implementation instrument G: Domain-specific observation instruments", "anchor": "part-xix-evidence-and-implementation-instrument-g-domain-specific-observation-instruments", "sectionIds": [ "sec-iceqc-r-2005-04-143", "sec-iceqc-r-2005-04-144", "sec-iceqc-r-2005-04-145", "sec-iceqc-r-2005-04-146", "sec-iceqc-r-2005-04-147", "sec-iceqc-r-2005-04-148", "sec-iceqc-r-2005-04-149", "sec-iceqc-r-2005-04-150" ] }, { "id": "part-iceqc-r-2005-04-xx", "number": "XX", "title": "Evidence and implementation instrument H: Resource and time calculations", "anchor": "part-xx-evidence-and-implementation-instrument-h-resource-and-time-calculations", "sectionIds": [ "sec-iceqc-r-2005-04-151", "sec-iceqc-r-2005-04-152", "sec-iceqc-r-2005-04-153", "sec-iceqc-r-2005-04-154", "sec-iceqc-r-2005-04-155", "sec-iceqc-r-2005-04-156", "sec-iceqc-r-2005-04-157", "sec-iceqc-r-2005-04-158" ] }, { "id": "part-iceqc-r-2005-04-xxi", "number": "XXI", "title": "Evidence and implementation instrument I: School comparison protocol", "anchor": "part-xxi-evidence-and-implementation-instrument-i-school-comparison-protocol", "sectionIds": [ "sec-iceqc-r-2005-04-159", "sec-iceqc-r-2005-04-160", "sec-iceqc-r-2005-04-161", "sec-iceqc-r-2005-04-162", "sec-iceqc-r-2005-04-163", "sec-iceqc-r-2005-04-164", "sec-iceqc-r-2005-04-165", "sec-iceqc-r-2005-04-166" ] }, { "id": "part-iceqc-r-2005-04-xxii", "number": "XXII", "title": "Evidence and implementation instrument J: Publication and revision protocol", "anchor": "part-xxii-evidence-and-implementation-instrument-j-publication-and-revision-protocol", "sectionIds": [ "sec-iceqc-r-2005-04-167", "sec-iceqc-r-2005-04-168", "sec-iceqc-r-2005-04-169", "sec-iceqc-r-2005-04-170", "sec-iceqc-r-2005-04-171", "sec-iceqc-r-2005-04-172", "sec-iceqc-r-2005-04-173" ] }, { "id": "part-iceqc-r-2005-04-xxiii", "number": "XXIII", "title": "Evidence and implementation instrument K: Integrating school health conditions into teaching improvement", "anchor": "part-xxiii-evidence-and-implementation-instrument-k-integrating-school-health-conditions-into-teaching-improvement", "sectionIds": [ "sec-iceqc-r-2005-04-174", "sec-iceqc-r-2005-04-175", "sec-iceqc-r-2005-04-176", "sec-iceqc-r-2005-04-177", "sec-iceqc-r-2005-04-178", "sec-iceqc-r-2005-04-179", "sec-iceqc-r-2005-04-180", "sec-iceqc-r-2005-04-181" ] }, { "id": "part-iceqc-r-2005-04-xxiv", "number": "XXIV", "title": "Evidence and implementation instrument L: Worked resource-constrained scenarios", "anchor": "part-xxiv-evidence-and-implementation-instrument-l-worked-resource-constrained-scenarios", "sectionIds": [ "sec-iceqc-r-2005-04-182", "sec-iceqc-r-2005-04-183", "sec-iceqc-r-2005-04-184", "sec-iceqc-r-2005-04-185", "sec-iceqc-r-2005-04-186", "sec-iceqc-r-2005-04-187", "sec-iceqc-r-2005-04-188", "sec-iceqc-r-2005-04-189" ] }, { "id": "part-iceqc-r-2005-04-xxv", "number": "XXV", "title": "Evidence and implementation instrument M: Authority response standard", "anchor": "part-xxv-evidence-and-implementation-instrument-m-authority-response-standard", "sectionIds": [ "sec-iceqc-r-2005-04-190", "sec-iceqc-r-2005-04-191", "sec-iceqc-r-2005-04-192", "sec-iceqc-r-2005-04-193", "sec-iceqc-r-2005-04-194", "sec-iceqc-r-2005-04-195", "sec-iceqc-r-2005-04-196", "sec-iceqc-r-2005-04-197", "sec-iceqc-r-2005-04-198", "sec-iceqc-r-2005-04-199", "sec-iceqc-r-2005-04-200" ] }, { "id": "part-iceqc-r-2005-04-xxvi", "number": "XXVI", "title": "Evidence and implementation instrument N: Risk and safeguard register", "anchor": "part-xxvi-evidence-and-implementation-instrument-n-risk-and-safeguard-register", "sectionIds": [ "sec-iceqc-r-2005-04-201", "sec-iceqc-r-2005-04-202", "sec-iceqc-r-2005-04-203", "sec-iceqc-r-2005-04-204", "sec-iceqc-r-2005-04-205", "sec-iceqc-r-2005-04-206", "sec-iceqc-r-2005-04-207", "sec-iceqc-r-2005-04-208", "sec-iceqc-r-2005-04-209", "sec-iceqc-r-2005-04-210", "sec-iceqc-r-2005-04-211", "sec-iceqc-r-2005-04-212" ] }, { "id": "part-iceqc-r-2005-04-xxvii", "number": "XXVII", "title": "Evidence and implementation instrument O: Controlled terminology", "anchor": "part-xxvii-evidence-and-implementation-instrument-o-controlled-terminology", "sectionIds": [ "sec-iceqc-r-2005-04-213", "sec-iceqc-r-2005-04-214", "sec-iceqc-r-2005-04-215", "sec-iceqc-r-2005-04-216", "sec-iceqc-r-2005-04-217", "sec-iceqc-r-2005-04-218", "sec-iceqc-r-2005-04-219", "sec-iceqc-r-2005-04-220", "sec-iceqc-r-2005-04-221", "sec-iceqc-r-2005-04-222", "sec-iceqc-r-2005-04-223", "sec-iceqc-r-2005-04-224", "sec-iceqc-r-2005-04-225", "sec-iceqc-r-2005-04-226", "sec-iceqc-r-2005-04-227", "sec-iceqc-r-2005-04-228", "sec-iceqc-r-2005-04-229", "sec-iceqc-r-2005-04-230", "sec-iceqc-r-2005-04-231", "sec-iceqc-r-2005-04-232", "sec-iceqc-r-2005-04-233", "sec-iceqc-r-2005-04-234", "sec-iceqc-r-2005-04-235", "sec-iceqc-r-2005-04-236", "sec-iceqc-r-2005-04-237", "sec-iceqc-r-2005-04-238", "sec-iceqc-r-2005-04-239", "sec-iceqc-r-2005-04-240", "sec-iceqc-r-2005-04-241", "sec-iceqc-r-2005-04-242" ] }, { "id": "part-iceqc-r-2005-04-xxviii", "number": "XXVIII", "title": "Evidence and implementation instrument P: Improvement decision review protocol", "anchor": "part-xxviii-evidence-and-implementation-instrument-p-improvement-decision-review-protocol", "sectionIds": [ "sec-iceqc-r-2005-04-243", "sec-iceqc-r-2005-04-244", "sec-iceqc-r-2005-04-245", "sec-iceqc-r-2005-04-246", "sec-iceqc-r-2005-04-247", "sec-iceqc-r-2005-04-248", "sec-iceqc-r-2005-04-249", "sec-iceqc-r-2005-04-250", "sec-iceqc-r-2005-04-251", "sec-iceqc-r-2005-04-252" ] }, { "id": "part-iceqc-r-2005-04-xxix", "number": "XXIX", "title": "Evidence and implementation instrument Q: Sampling, missing evidence and measurement error", "anchor": "part-xxix-evidence-and-implementation-instrument-q-sampling-missing-evidence-and-measurement-error", "sectionIds": [ "sec-iceqc-r-2005-04-253", "sec-iceqc-r-2005-04-254", "sec-iceqc-r-2005-04-255", "sec-iceqc-r-2005-04-256", "sec-iceqc-r-2005-04-257", "sec-iceqc-r-2005-04-258", "sec-iceqc-r-2005-04-259", "sec-iceqc-r-2005-04-260", "sec-iceqc-r-2005-04-261", "sec-iceqc-r-2005-04-262" ] }, { "id": "part-iceqc-r-2005-04-xxx", "number": "XXX", "title": "Evidence and implementation instrument R: Intervention portfolios for recurrent teaching constraints", "anchor": "part-xxx-evidence-and-implementation-instrument-r-intervention-portfolios-for-recurrent-teaching-constraints", "sectionIds": [ "sec-iceqc-r-2005-04-263", "sec-iceqc-r-2005-04-264", "sec-iceqc-r-2005-04-265", "sec-iceqc-r-2005-04-266", "sec-iceqc-r-2005-04-267", "sec-iceqc-r-2005-04-268", "sec-iceqc-r-2005-04-269", "sec-iceqc-r-2005-04-270", "sec-iceqc-r-2005-04-271", "sec-iceqc-r-2005-04-272", "sec-iceqc-r-2005-04-273", "sec-iceqc-r-2005-04-274" ] }, { "id": "part-iceqc-r-2005-04-xxxi", "number": "XXXI", "title": "Evidence and implementation instrument S: District capacity, case flow and service reliability", "anchor": "part-xxxi-evidence-and-implementation-instrument-s-district-capacity-case-flow-and-service-reliability", "sectionIds": [ "sec-iceqc-r-2005-04-275", "sec-iceqc-r-2005-04-276", "sec-iceqc-r-2005-04-277", "sec-iceqc-r-2005-04-278", "sec-iceqc-r-2005-04-279", "sec-iceqc-r-2005-04-280", "sec-iceqc-r-2005-04-281", "sec-iceqc-r-2005-04-282", "sec-iceqc-r-2005-04-283", "sec-iceqc-r-2005-04-284", "sec-iceqc-r-2005-04-285", "sec-iceqc-r-2005-04-286" ] }, { "id": "part-iceqc-r-2005-04-xxxii", "number": "XXXII", "title": "Evidence and implementation instrument T: Methodological limitations and boundaries of inference", "anchor": "part-xxxii-evidence-and-implementation-instrument-t-methodological-limitations-and-boundaries-of-inference", "sectionIds": [ "sec-iceqc-r-2005-04-287", "sec-iceqc-r-2005-04-288", "sec-iceqc-r-2005-04-289", "sec-iceqc-r-2005-04-290", "sec-iceqc-r-2005-04-291", "sec-iceqc-r-2005-04-292", "sec-iceqc-r-2005-04-293", "sec-iceqc-r-2005-04-294", "sec-iceqc-r-2005-04-295", "sec-iceqc-r-2005-04-296", "sec-iceqc-r-2005-04-297", "sec-iceqc-r-2005-04-298" ] }, { "id": "part-iceqc-r-2005-04-xxxiii", "number": "XXXIII", "title": "Evidence and implementation instrument U: Worked decision cases and calculations", "anchor": "part-xxxiii-evidence-and-implementation-instrument-u-worked-decision-cases-and-calculations", "sectionIds": [ "sec-iceqc-r-2005-04-299", "sec-iceqc-r-2005-04-300", "sec-iceqc-r-2005-04-301", "sec-iceqc-r-2005-04-302", "sec-iceqc-r-2005-04-303", "sec-iceqc-r-2005-04-304", "sec-iceqc-r-2005-04-305", "sec-iceqc-r-2005-04-306" ] } ], "sections": [ { "id": "sec-iceqc-r-2005-04-1", "partId": "part-iceqc-r-2005-04-i", "parentId": null, "number": "1", "title": "Why school-level evidence matters", "anchor": "1-why-school-level-evidence-matters", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-1-b001", "type": "PARAGRAPH", "text": "Public education is organised and financed across several levels, but pupils encounter it through a school, class, timetable and teacher. The same national policy can produce different conditions because allocation, geography, implementation capacity and local organisation differ. School evidence reveals that variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-1-b002", "type": "PARAGRAPH", "text": "This local focus does not imply that school action is always the remedy. A shortage observed in a classroom may arise from national teacher preparation, district deployment, delayed procurement or inadequate infrastructure finance. The school record locates the service failure; the responsibility map locates the remedy.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-1-b003", "type": "PARAGRAPH", "text": "Evidence is needed at more than one scale. A school's account can establish immediate facts, while district and national data determine whether the condition is isolated, systematic or related to allocation. A single school cannot know whether its missing textbooks are an exceptional delivery failure or part of a wider shortage. The system cannot know whether national delivery totals became usable materials without school confirmation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-2", "partId": "part-iceqc-r-2005-04-i", "parentId": null, "number": "2", "title": "The teaching-condition construct", "anchor": "2-the-teaching-condition-construct", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-2-b001", "type": "PARAGRAPH", "text": "Teaching conditions are the material, organisational, professional and protective circumstances within which scheduled teaching takes place. They include a safe and accessible space; sufficient instructional time; an assigned and available teacher; manageable class and group organisation; appropriate curriculum and materials; water, sanitation and health conditions; professional preparation and support; and administrative arrangements that protect teaching time.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-2-b002", "type": "PARAGRAPH", "text": "The construct is deliberately narrower than overall education quality and broader than classroom resources. It does not include every family, community or economic influence on learning, although those influences may affect attendance and participation. It does include conditions outside the classroom when they directly determine whether pupils and teachers can use it.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-2-b003-tbl-iceqc-r-2005-04-1", "type": "TABLE", "title": "Table 1. Teaching-condition domains and the immediate service question", "columns": [ { "key": "c1-domain", "label": "Domain", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-immediate-service-question", "label": "Immediate service question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-direct-school-evidence", "label": "Direct school evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-common-false-inference", "label": "Common false inference", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-typical-authority", "label": "Typical authority", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "School operation", "Did the school open for the intended time?", "Calendar, closure and daily log", "Official calendar equals delivered days", "School and district" ], [ "Teacher coverage", "Was an appropriate teacher assigned and available?", "Assignment, timetable, presence and replacement", "Funded post equals instruction", "Employer and school" ], [ "Class organisation", "Could pupils be placed in workable groups?", "Enrolment, classes, rooms and shifts", "Pupil–teacher ratio equals class size", "School and district" ], [ "Learning materials", "Did pupils and teachers have usable, suitable materials?", "Inventory, distribution and classroom-use record", "Procurement equals access", "Procurement, district and school" ], [ "Physical environment", "Was the teaching space safe and functional?", "Inspection, closure and repair evidence", "Building exists equals room available", "Infrastructure authority" ], [ "Water, sanitation and health", "Could pupils and staff use safe, appropriate facilities and services?", "Functionality and access check", "Facility count equals service", "Education and health authorities" ], [ "Inclusion and protection", "Could all relevant pupils participate without discrimination or avoidable harm?", "Access, attendance, incident and accommodation records", "Enrolment equals inclusion", "Multiple competent authorities" ], [ "Professional support", "Did teachers receive relevant, sustained support without avoidable loss of instruction?", "Support visit, practice and follow-up record", "Workshop attendance equals practice change", "Employer and professional-support service" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-1-table-1-teaching-condition-domains-and-the-immediate-service.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-2-b004", "type": "PARAGRAPH", "text": "Source: ICEQC teaching-condition framework, informed by the EFA quality model, the FRESH framework and applicable rights and professional instruments.", "citationIds": [ "REF-02", "REF-07", "REF-09", "REF-10", "REF-11" ] } ] }, { "id": "sec-iceqc-r-2005-04-3", "partId": "part-iceqc-r-2005-04-i", "parentId": null, "number": "3", "title": "Conditions, practice and outcomes", "anchor": "3-conditions-practice-and-outcomes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-3-b001", "type": "PARAGRAPH", "text": "Conditions enable practice but do not determine it. A repaired classroom may remain underused; a trained teacher may use ineffective methods; a set of books may be unsuitable; a safe water source may not improve attendance if access is restricted. The improvement chain must therefore include evidence of use and the expected service result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-3-b002", "type": "PARAGRAPH", "text": "The reverse is also important. Strong professional effort can sustain instruction in difficult conditions, but it must not be used to normalise unsafe rooms, absent materials or unreasonable workload. Evidence of resilience is not evidence that the condition is acceptable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-3-b003", "type": "PARAGRAPH", "text": "Learning outcomes are the ultimate concern but are often too distant or too broadly determined to serve as the sole operational measure. A roof repair can be judged first by safe room availability and recovered instructional time. A later learning change may be examined, but absence of a detectable short-term score change does not mean the safety duty was unnecessary.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-4", "partId": "part-iceqc-r-2005-04-i", "parentId": null, "number": "4", "title": "Resource constraint as a planning condition", "anchor": "4-resource-constraint-as-a-planning-condition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-4-b001", "type": "PARAGRAPH", "text": "Resource constraint can concern money, people, time, transport, information or authority. A school may have funds but no qualified contractor, or books but no secure storage. A district may have teachers nationally but none deployable to a remote language community. The constraint is to be specified rather than assumed to mean insufficient budget.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-4-b002", "type": "PARAGRAPH", "text": "Scarcity requires sequencing. It does not permit arbitrary selection or permanent deferral of groups with less political visibility. The planning method identifies minimum service, the depth and duration of failure, the affected population, feasible options and the consequences of waiting.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-5", "partId": "part-iceqc-r-2005-04-i", "parentId": null, "number": "5", "title": "The public-interest boundary", "anchor": "5-the-public-interest-boundary", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-5-b001", "type": "PARAGRAPH", "text": "The Convention on the Rights of the Child requires non-discrimination, access, regular attendance and education directed to the child's development. General Comment No. 13 describes education through availability, accessibility, acceptability and adaptability. These principles give school evidence a distributional and protective boundary.", "citationIds": [ "REF-09", "REF-10" ] }, { "id": "sec-iceqc-r-2005-04-5-b002", "type": "PARAGRAPH", "text": "An intervention that raises average instructional time while excluding pupils with disabilities, shifting unaffordable costs to families or reducing safety is not established as improvement by the average alone. Evidence must show who benefited, who did not and which burden changed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-6", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "6", "title": "Provision evidence", "anchor": "6-provision-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-6-b001", "type": "PARAGRAPH", "text": "Provision evidence records an authorised or completed input: money released, teacher appointed, books delivered, room constructed, timetable issued or training conducted. It is often the easiest evidence to obtain because administrative transactions create documents.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-6-b002", "type": "PARAGRAPH", "text": "Provision is necessary for accountability but weak as a statement about service. A delivery note can establish that cartons reached a school; it cannot establish that books were correct, usable or distributed. An appointment letter can establish an employment transaction; it cannot establish arrival or teaching.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-7", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "7", "title": "Availability evidence", "anchor": "7-availability-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-7-b001", "type": "PARAGRAPH", "text": "Availability asks whether the resource could be used when required. Books must be accessible, a room safe and open, a teacher present and assigned, and a water point functioning. The reference time is therefore part of the measure.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-7-b002", "type": "PARAGRAPH", "text": "Availability can fail temporarily or persistently. A water source unavailable for two days after a repair and one unavailable for a term require different responses. Duration and recurrence are recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-8", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "8", "title": "Use evidence", "anchor": "8-use-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-8-b001", "type": "PARAGRAPH", "text": "Use evidence records the intended activity. It may consist of observed or logged lessons, book distribution and classroom handling, operation of a sanitation routine, completion of supervision or participation in supported practice.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-8-b002", "type": "PARAGRAPH", "text": "Use measures require care. A signed register can be incomplete or perfunctory; observation can change behaviour; repeated reporting can burden teachers. The least intrusive source capable of supporting the decision is preferred, with sampled verification where risk warrants it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-9", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "9", "title": "Result evidence", "anchor": "9-result-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-9-b001", "type": "PARAGRAPH", "text": "Immediate results include restored scheduled periods, reduced class crowding, increased pupil access to books, improved facility use or fewer closures. Intermediate results include attendance, retention, curriculum coverage and changes in classroom practice. Learning evidence is a longer result and requires an appropriate instrument and interpretation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-9-b002", "type": "PARAGRAPH", "text": "The expected result is specified before implementation. Choosing a favourable measure after action increases the risk of selective reporting. Where the result is not observed, the evidence chain helps determine whether the action failed to be delivered, was not used, or was insufficient despite implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-9-b003-tbl-iceqc-r-2005-04-2", "type": "TABLE", "title": "Table 2. Evidence stages for common school actions", "columns": [ { "key": "c1-action", "label": "Action", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-provision-evidence", "label": "Provision evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-availability-evidence", "label": "Availability evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-use-evidence", "label": "Use evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-immediate-result-evidence", "label": "Immediate result evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c6-longer-outcome-evidence", "label": "Longer outcome evidence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Teacher appointment", "Valid appointment and funded post", "Reported for duty and on timetable", "Scheduled lessons delivered", "Previously uncovered periods reduced", "Attendance, progression and learning, with wider factors considered" ], [ "Textbook purchase", "Quantity and title procured", "Correct books at school and accessible", "Pupils and teachers use them in lessons", "Pupil-to-usable-book access improves", "Teaching practice and learning evidence" ], [ "Classroom repair", "Works completed and inspected", "Room safe and open", "Classes occupy room as planned", "Closures or overcrowding reduced", "Attendance and instructional continuity" ], [ "Water-point repair", "Repair completed", "Water available and safe under applicable check", "Pupils and staff can use service", "Disruption and access failure reduced", "Attendance or health evidence where appropriately measured" ], [ "Teacher development", "Relevant programme completed", "Materials, time and follow-up available", "Intended practice attempted and supported", "Specified classroom practice changes", "Pupil participation and learning evidence" ], [ "School grant", "Funds transferred", "School can spend under valid authority", "Specified goods or service obtained and used", "Selected constraint changes", "Educational result linked to funded action" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-2-table-2-evidence-stages-for-common-school-actions.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-9-b004", "type": "PARAGRAPH", "text": "Source: ICEQC evidence-chain specification. Each stage requires a dated definition and does not prove the next stage automatically.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-10", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "10", "title": "Directness and corroboration", "anchor": "10-directness-and-corroboration", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-10-b001", "type": "PARAGRAPH", "text": "Direct evidence observes the condition of interest. A timetable is direct evidence of planned periods; a classroom observation is direct evidence of an observed period; a procurement invoice is indirect evidence of pupil access. Directness depends on the claim, not the prestige of the source.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-10-b002", "type": "PARAGRAPH", "text": "Corroboration compares independent or partly independent sources. A school census and payroll may share the same administrative origin and errors. Pupil attendance registers, sampled headcounts and household reports have different strengths and periods. The framework records whether apparent agreement is genuinely independent.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-11", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "11", "title": "Timing and reference period", "anchor": "11-timing-and-reference-period", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-11-b001", "type": "PARAGRAPH", "text": "School conditions change during the year. Enrolment stabilises after opening, materials arrive, teachers transfer, rains disrupt buildings and examinations alter timetables. A baseline and review must therefore occupy comparable periods or account for seasonal differences.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-11-b002", "type": "PARAGRAPH", "text": "Annual data can support allocation but may be too slow for operational improvement. A serious safety or teacher-coverage problem requires immediate evidence and response. The reporting cycle is matched to decision urgency.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-12", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "12", "title": "Coverage and missingness", "anchor": "12-coverage-and-missingness", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-12-b001", "type": "PARAGRAPH", "text": "Coverage states which schools, classes, pupils and days are represented. A high return rate can still omit remote or disrupted schools systematically. Non-response is analysed by known characteristics and not assumed random.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-12-b002", "type": "PARAGRAPH", "text": "Missing values remain missing. If a school has no verified water-functionality result, it is not classified as functioning because a facility appears in the inventory. A distinct “not verified” category supports follow-up and protects the integrity of the aggregate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-13", "partId": "part-iceqc-r-2005-04-ii", "parentId": null, "number": "13", "title": "Evidence burden", "anchor": "13-evidence-burden", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-13-b001", "type": "PARAGRAPH", "text": "Every new field consumes teacher or administrative time. Collection is justified by the decision it enables, the frequency needed and the person best placed to record it. Fields already available in reliable administrative systems are not repeatedly requested from schools.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-13-b002", "type": "PARAGRAPH", "text": "Evidence burden is measured through reporting time, duplication and timing relative to instruction. A form that reduces teaching or school leadership time without changing a decision is itself an adverse condition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-13-b003-tbl-iceqc-r-2005-04-3", "type": "TABLE", "title": "Table 3. Evidence-quality tests", "columns": [ { "key": "c1-test", "label": "Test", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-question", "label": "Question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-passing-condition", "label": "Passing condition", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-failure-response", "label": "Failure response", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Relevance", "Does the evidence answer the stated decision question?", "Direct link to constraint, action or result", "Remove or redesign field" ], [ "Definition", "Are unit, population and status explicit?", "Controlled definition and examples", "Clarify before collection" ], [ "Timing", "Does the reference period match the decision?", "Current or comparably dated evidence", "Update or narrow claim" ], [ "Coverage", "Are affected schools and groups represented?", "Coverage and non-response disclosed", "Target follow-up or restrict inference" ], [ "Consistency", "Do internal values reconcile?", "Totals and transitions close", "Correct source record" ], [ "Corroboration", "Is material evidence supported independently where needed?", "Second source or sampled verification", "Label as unverified or investigate" ], [ "Burden", "Is collection proportionate to use?", "Named decision and reasonable frequency", "Simplify or discontinue" ], [ "Confidentiality", "Are pupils and staff protected?", "Necessary fields and controlled release", "Aggregate, suppress or stop collection" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-3-table-3-evidence-quality-tests.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-13-b004", "type": "PARAGRAPH", "text": "Source: ICEQC evidence-quality tests, consistent with professional and transparent official-statistics practice.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2005-04-14", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "14", "title": "From problem list to service statement", "anchor": "14-from-problem-list-to-service-statement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-14-b001", "type": "PARAGRAPH", "text": "Schools can produce long lists of needs: more teachers, rooms, books, water, furniture, training, transport and funds. The list is useful for planning but does not identify what currently prevents a defined educational service.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-14-b002", "type": "PARAGRAPH", "text": "A service statement names the intended activity, population, time and minimum condition. “Grade four pupils are to receive the prescribed weekly reading periods in a safe room with an assigned teacher and usable text” can be tested. The diagnostic question is which condition currently prevents it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-15", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "15", "title": "Constraint statement", "anchor": "15-constraint-statement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-15-b001", "type": "PARAGRAPH", "text": "A constraint statement contains five elements: observed service gap; affected pupils or teachers; direct evidence and date; immediate cause supported by the evidence; and authority required. It avoids a causal chain beyond what is known.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-15-b002", "type": "PARAGRAPH", "text": "“Learning is poor because teachers are unmotivated” is not a valid constraint statement without evidence for learning, motivation and causation. “Three of five scheduled science periods were not delivered during the four sampled weeks because the assigned teacher was on verified leave and no replacement was arranged” is bounded and actionable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-16", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "16", "title": "Binding and contributing conditions", "anchor": "16-binding-and-contributing-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-16-b001", "type": "PARAGRAPH", "text": "The binding constraint is the condition whose removal is necessary for the service to proceed at the relevant stage. Contributing conditions influence severity or sustainability. A classroom without a roof has a binding physical constraint during rain; lack of storage may contribute to material loss but is not the immediate reason the room is unsafe.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-16-b002", "type": "PARAGRAPH", "text": "There can be more than one binding condition. Books will not produce use if there is no teacher, and a teacher cannot safely teach in a closed building. The method records joint necessity rather than forcing one cause where the service requires a minimum package.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-17", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "17", "title": "Cause within authority", "anchor": "17-cause-within-authority", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-17-b001", "type": "PARAGRAPH", "text": "Diagnosis identifies the administrative transition that failed: budget, procurement, delivery, assignment, maintenance, scheduling, distribution, use or support. The authority map prevents the school from receiving an impossible action.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-17-b002", "type": "PARAGRAPH", "text": "A school can reorganise an internal timetable within its mandate; it cannot fill a system post or certify water safety without the competent service. Escalation evidence includes the facts and requested decision, not a general appeal.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-17-b003-tbl-iceqc-r-2005-04-4", "type": "TABLE", "title": "Table 4. Constraint statement record", "columns": [ { "key": "c1-element", "label": "Element", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-required-content", "label": "Required content", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-example-of-sufficient-form", "label": "Example of sufficient form", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-excluded-form", "label": "Excluded form", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Service gap", "Specific intended activity not delivered", "Two required weekly periods not operating", "“Quality is low”" ], [ "Population", "Grade, class or group affected", "86 pupils in two grade-six classes", "“Many pupils”" ], [ "Evidence", "Source, date and coverage", "Timetable and four-week period log", "Undated impression" ], [ "Immediate cause", "Nearest supported failure", "No teacher assigned for the subject", "Speculation about motivation" ], [ "Duration", "Start, recurrence or expected period", "Uncovered since term opening", "“Always” without records" ], [ "Authority", "Body able to alter cause", "District deployment office", "School where no authority exists" ], [ "Minimum result", "Observable service change", "Required periods assigned and delivered", "General learning improvement" ], [ "Limitation", "What evidence does not establish", "Does not assess teaching quality", "Omitted qualification" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-4-table-4-constraint-statement-record.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-17-b004", "type": "PARAGRAPH", "text": "Source: ICEQC constraint-statement specification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-18", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "18", "title": "Bottleneck sequence", "anchor": "18-bottleneck-sequence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-18-b001", "type": "PARAGRAPH", "text": "The bottleneck sequence follows the service from authorisation to result. For a textbook: specification, finance, procurement, delivery, verification, distribution, use and replacement. For a teacher: post, funding, appointment, arrival, timetable, presence, instruction and support. The first failed transition is examined before later ones.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-18-b002", "type": "PARAGRAPH", "text": "This sequence prevents a common error: purchasing more of an input when existing stock is blocked at distribution or use. It can also show that two actions are needed, such as procurement and secure storage.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-19", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "19", "title": "Root-cause limits", "anchor": "19-root-cause-limits", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-19-b001", "type": "PARAGRAPH", "text": "The search for deeper causes can become indefinite and speculative. The improvement method stops at a cause sufficiently evidenced and within an action route. Wider political, social or economic explanations may be relevant to policy research but are not inserted into a school action record without evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-19-b002", "type": "PARAGRAPH", "text": "Repeated recurrence after a well-implemented remedy indicates that the initial cause was incomplete or that another constraint emerged. The review then reopens diagnosis rather than describing the school as resistant to improvement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-20", "partId": "part-iceqc-r-2005-04-iii", "parentId": null, "number": "20", "title": "Distributional diagnosis", "anchor": "20-distributional-diagnosis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-20-b001", "type": "PARAGRAPH", "text": "The average school condition can conceal exclusion within the school. Textbooks may exist but not in the language used by a group; a latrine may exist but be inaccessible; total periods may be delivered while one class receives none. Evidence is disaggregated according to the service risk.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-20-b002", "type": "PARAGRAPH", "text": "Disaggregation does not require publication of identifiable personal data. School management can act on protected case information, while public results use groups large enough for confidentiality.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-21", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "21", "title": "Establishing the essential service floor", "anchor": "21-establishing-the-essential-service-floor", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-21-b001", "type": "PARAGRAPH", "text": "The first priority set concerns conditions without which the selected educational service cannot be safely and lawfully delivered. The floor is derived from applicable duties and context. It includes school operation, safety, minimum teacher coverage, accessible sanitation and water where required, and essential materials for the curriculum.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-21-b002", "type": "PARAGRAPH", "text": "The FRESH framework is instructive because it identifies a feasible starting set—school health policy, safe water and sanitation, skills-based health education and health or nutrition service links—while allowing further intervention. It joins related conditions rather than treating a water point as an isolated object.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2005-04-22", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "22", "title": "Severity, reach and duration", "anchor": "22-severity-reach-and-duration", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-22-b001", "type": "PARAGRAPH", "text": "After minimum duties, cases are considered through severity of educational consequence, number and characteristics of people affected and duration. A brief inconvenience affecting many pupils and a term-long exclusion affecting a small group require explicit comparison; neither count alone settles the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-22-b002", "type": "PARAGRAPH", "text": "Duration includes recurrence. A repair that fails every rainy season is a persistent constraint even if each closure is brief. The evidence record holds episodes and cumulative lost time.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-23", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "23", "title": "Feasibility and readiness", "anchor": "23-feasibility-and-readiness", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-23-b001", "type": "PARAGRAPH", "text": "An action is feasible when authority, people, materials, access and recurrent funding can be assembled within the decision horizon. Readiness is evidence, not optimism. A funded construction plan is not ready if land or design approval is unresolved.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-23-b002", "type": "PARAGRAPH", "text": "Where the ideal remedy cannot begin, an interim measure may protect service. It is assessed for safety, equity, cost and end date. Temporary arrangements are not allowed to become permanent through absence of review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-24", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "24", "title": "Cost and opportunity cost", "anchor": "24-cost-and-opportunity-cost", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-24-b001", "type": "PARAGRAPH", "text": "Cost includes money, staff time, transport, maintenance and instructional disruption. A low purchase price can carry high recurrent cost or teacher burden. Opportunity cost identifies the improvement displaced by the choice.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-24-b002", "type": "PARAGRAPH", "text": "The report does not recommend a single cost-effectiveness formula across different rights and services. Economic comparison is used among options capable of meeting the minimum condition. An unsafe option is not made acceptable by low cost.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-25", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "25", "title": "Reversibility and uncertainty", "anchor": "25-reversibility-and-uncertainty", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-25-b001", "type": "PARAGRAPH", "text": "Under uncertain evidence, reversible small-scale action can permit learning before wider commitment. Reversibility is not always desirable or possible: a dangerous building may require immediate closure, and delayed action can impose irreversible harm.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-25-b002", "type": "PARAGRAPH", "text": "The decision records which uncertainty matters and what new evidence the action is expected to produce. A pilot without a learning question is merely limited implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-25-b003-tbl-iceqc-r-2005-04-5", "type": "TABLE", "title": "Table 5. Priority decision sequence", "columns": [ { "key": "c1-decision-step", "label": "Decision step", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-question", "label": "Evidence question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-rule", "label": "Rule", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-recorded-output", "label": "Recorded output", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Minimum duty", "Is safe and accessible educational service absent?", "Address or protect immediately within competent authority", "Essential-service case" ], [ "Severity", "What educational or protective consequence occurs?", "Higher consequence receives priority, subject to evidence", "Severity statement" ], [ "Distribution", "Which pupils or teachers bear the condition?", "Prevent systematic exclusion and hidden burden", "Affected-group profile" ], [ "Duration", "How long and how often has the condition occurred?", "Persistent and recurrent loss receives additional weight", "Episode and cumulative time" ], [ "Feasibility", "Can a valid action operate within the horizon?", "Do not select an action whose critical conditions are absent", "Readiness record" ], [ "Cost", "What full and recurrent resources are required?", "Compare feasible options meeting minimum result", "Cost and opportunity record" ], [ "Risk", "Could action create safety, rights or service harm?", "Exclude or safeguard disproportionate risk", "Risk control" ], [ "Learning value", "Will implementation resolve material uncertainty?", "Use bounded trial where appropriate", "Review question and date" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-5-table-5-priority-decision-sequence.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-25-b004", "type": "PARAGRAPH", "text": "Source: ICEQC priority-setting method. The sequence preserves minimum duties and does not reduce them to a weighted aggregate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-26", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "26", "title": "Why composite need scores are insufficient", "anchor": "26-why-composite-need-scores-are-insufficient", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-26-b001", "type": "PARAGRAPH", "text": "A composite score can order many schools but requires weights that may not reflect legal duties or local consequences. It can allow a strong value on one dimension to cancel the absence of an essential service on another. Data quality differences can also reward schools with missing values if missingness is treated favourably.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-26-b002", "type": "PARAGRAPH", "text": "Scores may support screening when every component, weight and missing rule is disclosed. Final priority decisions return to the underlying conditions, affected groups and feasible remedy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-27", "partId": "part-iceqc-r-2005-04-iv", "parentId": null, "number": "27", "title": "Portfolio balance", "anchor": "27-portfolio-balance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-27-b001", "type": "PARAGRAPH", "text": "A district improvement portfolio includes urgent repairs, recurring operational support and longer-term capability. Spending the entire budget on visible capital works can leave teacher absence, material distribution or professional support unresolved. Spending only on training can leave unsafe rooms and no books.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-27-b002", "type": "PARAGRAPH", "text": "Balance is assessed against the diagnosed constraints, not a fixed percentage for each category. The portfolio states which essential cases remain unfunded and the consequence of delay.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-28", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "28", "title": "Action specification", "anchor": "28-action-specification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-28-b001", "type": "PARAGRAPH", "text": "An improvement action names the tasks, authority, resources, sequence, start and completion conditions. “Provide support” is not an action specification. “The district subject adviser will conduct three school-based planning and observation visits during the term, with protected teacher meeting time and a documented follow-up task” can be verified.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-28-b002", "type": "PARAGRAPH", "text": "The specification also states what remains unchanged. A timetable adjustment may restore periods without resolving teacher preparation. A repair may restore space without reducing class size. Bounded claims protect the programme from being judged against an unstated ambition or praised for a result it did not seek.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-29", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "29", "title": "Intervention proposition", "anchor": "29-intervention-proposition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-29-b001", "type": "PARAGRAPH", "text": "The proposition links action to the identified constraint and immediate service result. It is written before implementation: if the responsible body completes specified activities and the listed assumptions hold, the constraint is expected to change in a defined way by the review date.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-29-b002", "type": "PARAGRAPH", "text": "Assumptions include supply continuity, teacher availability, school opening, community access or recurrent finance. The proposition is not presented as established causation. It is the rationale to be tested.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-29-b003-tbl-iceqc-r-2005-04-6", "type": "TABLE", "title": "Table 6. Intervention proposition record", "columns": [ { "key": "c1-component", "label": "Component", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-required-statement", "label": "Required statement", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-example", "label": "Example", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-review-evidence", "label": "Review evidence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Constraint", "Verified condition preventing service", "Required reading books inaccessible to pupils", "Baseline distribution and access record" ], [ "Action", "Tasks and responsible authority", "Verify titles, distribute one set per class and establish issue control", "Delivery and issue records" ], [ "Assumptions", "Conditions outside the action", "Teachers receive relevant guidance; secure storage remains available", "Support and storage check" ], [ "Immediate mechanism", "Expected first change", "Books move from store to classroom use", "Sampled classroom-use evidence" ], [ "Service result", "Observable condition and date", "Defined classes have usable books in specified lessons by week four", "Pupil-access and lesson sample" ], [ "Longer outcome", "Result requiring further evidence", "Improved reading practice and learning", "Appropriate practice and learning evidence" ], [ "Stop or adapt rule", "Condition requiring change", "Incorrect titles, loss or non-use persists after corrective step", "Review record" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-6-table-6-intervention-proposition-record.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-29-b004", "type": "PARAGRAPH", "text": "Source: ICEQC intervention-proposition specification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-30", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "30", "title": "Minimum sufficient action", "anchor": "30-minimum-sufficient-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-30-b001", "type": "PARAGRAPH", "text": "The minimum sufficient action is the least resource-intensive valid option expected to remove or materially reduce the constraint without shifting unacceptable risk. “Minimum” does not mean cheapest item or lowest standard. It includes every component necessary for the service to operate.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-30-b002", "type": "PARAGRAPH", "text": "For a leaking roof, temporary weatherproofing may be sufficient for one season if safe and inspected; repeated temporary work may be more costly and disruptive than permanent repair. The choice records duration, recurrence and end condition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-31", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "31", "title": "Sequencing dependencies", "anchor": "31-sequencing-dependencies", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-31-b001", "type": "PARAGRAPH", "text": "Actions often fail because components arrive in the wrong order. Training precedes materials by a year, teachers are appointed before accommodation is available, or rooms are built before a timetable and staff plan exists. A dependency map identifies which task must precede another and which can occur in parallel.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-31-b002", "type": "PARAGRAPH", "text": "Sequence is especially important where capacity is scarce. The same district engineer, trainer or transport serves several schools. The plan uses realistic throughput and does not assign the same person simultaneously.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-32", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "32", "title": "Teacher participation and working conditions", "anchor": "32-teacher-participation-and-working-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-32-b001", "type": "PARAGRAPH", "text": "Teachers hold direct knowledge of timetable, material and classroom constraints. Their participation improves factual diagnosis and feasibility. It does not transfer the employer's responsibility or require teachers to finance public inputs.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-32-b002", "type": "PARAGRAPH", "text": "The 1966 Recommendation recognises professional participation, appropriate working conditions, preparation and supportive supervision. An improvement action therefore considers workload, notice, professional judgement and the time needed for preparation and collaboration.", "citationIds": [ "REF-11" ] } ] }, { "id": "sec-iceqc-r-2005-04-33", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "33", "title": "Professional development as implementation", "anchor": "33-professional-development-as-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-33-b001", "type": "PARAGRAPH", "text": "Professional development is selected only where the diagnosed constraint concerns knowledge, practice or ability to use a new provision. It is not added automatically to every material or policy change.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-33-b002", "type": "PARAGRAPH", "text": "The WHO guidance available in 2003 emphasises a series of linked training opportunities, modelling of methods, practice, peer support and continuing assistance. These elements imply several evidentiary stages: participation, opportunity to practise, follow-up, observed use and sustained use.", "citationIds": [ "REF-08" ] }, { "id": "sec-iceqc-r-2005-04-33-b003", "type": "PARAGRAPH", "text": "One-off attendance can demonstrate only that the event occurred. It cannot support a claim that teaching changed. Release time and replacement are part of the cost so that improvement activity does not reduce the very instructional time it seeks to strengthen.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-34", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "34", "title": "Procurement and distribution", "anchor": "34-procurement-and-distribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-34-b001", "type": "PARAGRAPH", "text": "Procurement begins with a specification tied to the curriculum and user. Lowest price is not value if goods are unsuitable, arrive late or cannot be maintained. Delivery is verified by quantity, condition and location, followed by distribution and use evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-34-b002", "type": "PARAGRAPH", "text": "Schools require a method to report incorrect or unusable goods without accepting them as complete. Payment and performance controls follow the governing procurement rules; the school evidence records service facts rather than making legal determinations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-35", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "35", "title": "Maintenance and recurrent operation", "anchor": "35-maintenance-and-recurrent-operation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-35-b001", "type": "PARAGRAPH", "text": "Infrastructure and equipment improvements have recurrent conditions: cleaning, consumables, spare parts, minor repair and responsible custody. A capital item without an operating plan can fail quickly and produce repeated expenditure.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-35-b002", "type": "PARAGRAPH", "text": "The improvement budget states who funds and performs maintenance and how failure is reported. Functionality is checked at a frequency proportionate to risk and season.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-36", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "36", "title": "School grants", "anchor": "36-school-grants", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-36-b001", "type": "PARAGRAPH", "text": "A school grant can support responsive local action where the school has authority, financial controls and access to suppliers. The grant formula and eligible uses must not disadvantage small, remote or high-need schools through assumptions about local prices or community contributions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-36-b002", "type": "PARAGRAPH", "text": "Grant receipt is provision evidence. Expenditure is implementation evidence. The service condition is the result. Financial compliance and educational effectiveness are both reviewed but remain distinct.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-37", "partId": "part-iceqc-r-2005-04-v", "parentId": null, "number": "37", "title": "Community participation", "anchor": "37-community-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-37-b001", "type": "PARAGRAPH", "text": "Families and communities can provide evidence about access, safety, attendance barriers and service reliability. Participation is structured to include less powerful groups and to avoid making public education conditional on unpaid labour or contributions.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-37-b002", "type": "PARAGRAPH", "text": "Complaints and reports are verified fairly. An anonymous or community report can trigger inspection; it is not by itself a finding against an individual. Feedback includes what action was taken or why the matter falls outside the reported scope.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-38", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "38", "title": "Implementation states", "anchor": "38-implementation-states", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-38-b001", "type": "PARAGRAPH", "text": "Four states are used for each action: **not started**, where no verified task has begun; **initiated**, where preparatory or partial work exists; **completed as specified**, where required tasks and outputs are verified; and **operating**, where the resource or arrangement is available in the intended service.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-38-b002", "type": "PARAGRAPH", "text": "An action can regress. A repaired water point can fail, a teacher can leave or books can become unavailable. Monitoring therefore includes functionality and not only completion date.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-38-b003-tbl-iceqc-r-2005-04-7", "type": "TABLE", "title": "Table 7. Implementation-state tests", "columns": [ { "key": "c1-action", "label": "Action", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-initiated", "label": "Initiated", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-completed-as-specified", "label": "Completed as specified", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-operating", "label": "Operating", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-evidence-not-sufficient-for-operating-st", "label": "Evidence not sufficient for operating status", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Teacher assignment", "Selection or transfer process begun", "Valid assignment effective", "Teacher reported, scheduled and delivering covered periods", "Appointment letter alone" ], [ "Classroom repair", "Contractor mobilised or materials present", "Work inspected against scope", "Room safely used for intended classes", "Payment certificate alone" ], [ "Textbook provision", "Order or dispatch made", "Correct quantity and titles received", "Books accessible and used in intended classes", "Central procurement total" ], [ "Water service", "Repair or construction underway", "Facility completed and applicable safety check performed", "Water available and accessible during school operation", "Facility inventory entry" ], [ "Professional development", "Programme commenced", "Required linked activities completed", "Specified practice supported and used", "Attendance certificate" ], [ "School grant action", "Funds received or order placed", "Eligible item or service acquired", "Selected constraint demonstrably changed", "Expenditure return alone" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-7-table-7-implementation-state-tests.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-38-b004", "type": "PARAGRAPH", "text": "Source: ICEQC implementation-state controls.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-39", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "39", "title": "Milestones and critical path", "anchor": "39-milestones-and-critical-path", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-39-b001", "type": "PARAGRAPH", "text": "Milestones correspond to decisions and dependencies, not arbitrary reporting dates. A critical task that delays the operating result receives closer monitoring. Non-critical administrative detail is recorded but does not crowd the review.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-39-b002", "type": "PARAGRAPH", "text": "When delay occurs, the record states cause, consequence for service and revised decision. Repeated extension without new evidence is not classified as progress.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-40", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "40", "title": "Leading and result measures", "anchor": "40-leading-and-result-measures", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-40-b001", "type": "PARAGRAPH", "text": "Leading measures describe implementation likely to precede service change: materials dispatched, staff recruited or repairs inspected. Result measures describe the operating condition: books in use, periods covered or room available.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-40-b002", "type": "PARAGRAPH", "text": "Leading measures are valuable for early management but can create false confidence if publicly presented as outcomes. Reports label the stage.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-41", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "41", "title": "Frequency and responsibility", "anchor": "41-frequency-and-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-41-b001", "type": "PARAGRAPH", "text": "Frequency follows volatility and risk. Teacher coverage and school closure may need daily or weekly records; structural condition may need termly and post-event inspection; learning outcomes may be reviewed less often with appropriate instruments.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-41-b002", "type": "PARAGRAPH", "text": "The person who performs an action is not always the person who verifies it. Separation is proportionate to risk. A school can confirm ordinary delivery; high-value works may require technical inspection.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-42", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "42", "title": "Exception management", "anchor": "42-exception-management", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-42-b001", "type": "PARAGRAPH", "text": "An exception is a deviation from the action specification, timetable or expected service. It is classified by impact and authority. Minor deviations can be corrected locally; safety, fraud or persistent service failure follows the applicable escalation route.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-42-b002", "type": "PARAGRAPH", "text": "An exception list is not a substitute for correction. Each material entry has owner, next action and date. Closure requires evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-43", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "43", "title": "Cost tracking", "anchor": "43-cost-tracking", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-43-b001", "type": "PARAGRAPH", "text": "Cost tracking records budget, commitment, expenditure, item or service, and recurrent liability. It aligns with implementation stages. Underspending can indicate efficiency, delay, unavailable supply or incomplete action; interpretation requires the physical record.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-43-b002", "type": "PARAGRAPH", "text": "Cost per school or pupil is not compared without geography, scale and service content. Remote delivery may cost more for legitimate reasons.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-44", "partId": "part-iceqc-r-2005-04-vi", "parentId": null, "number": "44", "title": "Protecting instructional time", "anchor": "44-protecting-instructional-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-44-b001", "type": "PARAGRAPH", "text": "Monitoring itself can interrupt teaching through meetings, visits and form completion. The schedule consolidates requests, uses samples where possible and avoids repeated observation of the same classes without need.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-44-b002", "type": "PARAGRAPH", "text": "The time cost is reported for major initiatives. An action designed to increase instructional time is net of the time consumed in implementing and monitoring it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-45", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "45", "title": "Operational verification", "anchor": "45-operational-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-45-b001", "type": "PARAGRAPH", "text": "Operational verification asks whether the defined service condition changed. It uses the same definition and a comparable period as baseline. For an uncovered subject, it measures required and delivered periods; for a material shortage, usable materials accessible to pupils.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-45-b002", "type": "PARAGRAPH", "text": "This level of review can support continuation or correction even without a causal study. If the service remains absent, the action cannot be declared successful because wider outcomes are favourable.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-46", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "46", "title": "Before-and-after evidence", "anchor": "46-before-and-after-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-46-b001", "type": "PARAGRAPH", "text": "A before-and-after comparison is vulnerable to seasonal change, enrolment movement, staffing change and other interventions. It is strongest for direct, immediate conditions with stable definitions and short causal chains.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-46-b002", "type": "PARAGRAPH", "text": "The report states concurrent changes. It does not use the phrase “caused by” merely because the result followed the action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-47", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "47", "title": "Comparison groups", "anchor": "47-comparison-groups", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-47-b001", "type": "PARAGRAPH", "text": "A comparison group can strengthen inference if selected before implementation and sufficiently similar in relevant conditions. Administrative selection often directs action to the schools with the greatest problems, making untreated schools systematically different.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-47-b002", "type": "PARAGRAPH", "text": "Matched or phased comparisons can help, but methods and residual differences are disclosed. A comparison is not created retrospectively only because it produces a favourable result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-48", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "48", "title": "Interrupted service series", "anchor": "48-interrupted-service-series", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-48-b001", "type": "PARAGRAPH", "text": "Repeated observations before and after an intervention can distinguish a change from ordinary fluctuation. The series requires stable definitions and enough points to interpret trend and season.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-48-b002", "type": "PARAGRAPH", "text": "Administrative record improvements can create a break. A sudden fall in absence after a new attendance system may reflect measurement as well as behaviour. The break is documented.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-49", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "49", "title": "Pupil learning evidence", "anchor": "49-pupil-learning-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-49-b001", "type": "PARAGRAPH", "text": "Learning evidence is aligned to curriculum, grade and intended effect. A short intervention may not plausibly change broad examination scores. Samples of pupil work or focused assessments can provide nearer evidence, but they require common tasks and scoring where comparison is intended.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-49-b002", "type": "PARAGRAPH", "text": "Assessment participation and missing pupils are reported. Improved mean scores can occur if lower-performing pupils leave or are absent. Distribution matters.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-50", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "50", "title": "Attendance and progression", "anchor": "50-attendance-and-progression", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-50-b001", "type": "PARAGRAPH", "text": "Attendance can respond to safety, health, teacher presence, cost, season and household circumstances. Registers need consistent marking and enrolment denominators. A reduction in registered absence may reflect changed recording.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-50-b002", "type": "PARAGRAPH", "text": "Progression and repetition are annual outcomes and cannot validate a brief action without an appropriate horizon. They are interpreted with policy changes in promotion and examination.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-50-b003-tbl-iceqc-r-2005-04-8", "type": "TABLE", "title": "Table 8. Claim strength by review design", "columns": [ { "key": "c1-evidence-design", "label": "Evidence design", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-claim-supported", "label": "Claim supported", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-principal-threat", "label": "Principal threat", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-required-wording", "label": "Required wording", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Verified post-action condition only", "Service is operating at review", "No baseline or trend", "Current-status statement" ], [ "Comparable before and after", "Condition changed over period", "Concurrent change and season", "Temporal association" ], [ "Repeated series", "Level or trend changed after action", "Other events at intervention time", "Qualified intervention association" ], [ "Pre-specified comparison", "Change differed from comparison", "Selection and contamination", "Comparative association with limitations" ], [ "Credible allocation or strong quasi-experimental design", "Estimated effect under design", "Implementation and external validity", "Causal claim bounded to design" ], [ "Qualitative case evidence", "Mechanism, experience and implementation explanation", "Selection and transferability", "Contextual interpretation, not prevalence" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-8-table-8-claim-strength-by-review-design.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-50-b004", "type": "PARAGRAPH", "text": "Source: ICEQC result-review framework.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-51", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "51", "title": "Unintended effects", "anchor": "51-unintended-effects", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-51-b001", "type": "PARAGRAPH", "text": "Review includes effects outside the central measure: teacher workload, pupil cost, safety, exclusion, maintenance burden and displacement of other lessons. An intervention can meet its immediate target and still require modification.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-51-b002", "type": "PARAGRAPH", "text": "Negative evidence is not suppressed because the primary result improved. The decision considers net educational and protective consequence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-52", "partId": "part-iceqc-r-2005-04-vii", "parentId": null, "number": "52", "title": "Decision rules", "anchor": "52-decision-rules", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-52-b001", "type": "PARAGRAPH", "text": "The review ends with continue, adapt, expand, pause or cease. Each outcome is tied to implementation and result evidence. Expansion requires operating success, feasible capacity and evidence that the target contexts are sufficiently comparable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-52-b002", "type": "PARAGRAPH", "text": "Failure to achieve the result is analysed through the evidence chain. It can reflect non-delivery, weak use, incorrect diagnosis or an insufficient action. The record avoids attributing every failure to school commitment.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-53", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "53", "title": "Distribution within averages", "anchor": "53-distribution-within-averages", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-53-b001", "type": "PARAGRAPH", "text": "Improvement is reported by affected group where the intervention could distribute benefit unequally. A school-wide water repair may benefit all users; textbook language, sanitation design or timetable allocation may not.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-53-b002", "type": "PARAGRAPH", "text": "Disaggregation follows an explicit risk and avoids unnecessary sensitive data. Small cells are protected.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-54", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "54", "title": "Disability and accessibility", "anchor": "54-disability-and-accessibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-54-b001", "type": "PARAGRAPH", "text": "An input is not available if pupils cannot physically or communicatively use it. Accessibility is included in specification, inspection and operating evidence rather than added after completion.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-54-b002", "type": "PARAGRAPH", "text": "The relevant evidence can include route, doorway, seating, sanitation, communication or support arrangement under national requirements. A generic “special needs” field is insufficient for action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-55", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "55", "title": "Sex and protection", "anchor": "55-sex-and-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-55-b001", "type": "PARAGRAPH", "text": "Attendance, sanitation, safety and teacher deployment can affect girls and boys differently. Evidence does not assume the direction; it examines the local service and reported barrier.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-55-b002", "type": "PARAGRAPH", "text": "Protection incidents require confidential case procedures and competent response. Aggregate improvement reports do not disclose identities or invite public adjudication.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-56", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "56", "title": "Language and minority groups", "anchor": "56-language-and-minority-groups", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-56-b001", "type": "PARAGRAPH", "text": "Materials, teacher capability and classroom communication are examined against the language requirements and population served. A national-language book count does not demonstrate access to suitable material for every class.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-56-b002", "type": "PARAGRAPH", "text": "Ethnicity is not used as an automatic proxy for language. Data collection follows lawful, respectful and necessary categories.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-57", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "57", "title": "Poverty and household burden", "anchor": "57-poverty-and-household-burden", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-57-b001", "type": "PARAGRAPH", "text": "An intervention can shift costs to households through fees, required materials, transport or unpaid labour. The evidence records these burdens where relevant. A school grant that reduces official shortage but requires unaffordable contributions has not established accessible service.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-58", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "58", "title": "Teacher fairness and individual evidence", "anchor": "58-teacher-fairness-and-individual-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-58-b001", "type": "PARAGRAPH", "text": "Teacher attendance, practice and qualification data can affect reputation and employment. System monitoring is separated from individual performance process. Observation for improvement has a stated purpose, feedback and confidentiality.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-58-b002", "type": "PARAGRAPH", "text": "Unannounced system-level presence studies can estimate availability but cannot alone determine individual misconduct. Reasons, schedules and due process remain necessary.", "citationIds": [ "REF-03" ] } ] }, { "id": "sec-iceqc-r-2005-04-59", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "59", "title": "School comparison and stigma", "anchor": "59-school-comparison-and-stigma", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-59-b001", "type": "PARAGRAPH", "text": "Publishing schools as “failing” from raw outcomes can stigmatise communities and conceal resource allocation. Improvement reporting describes conditions, support and change. Where school names are necessary for safety or service correction, the factual basis and authority are clear.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-60", "partId": "part-iceqc-r-2005-04-viii", "parentId": null, "number": "60", "title": "Data protection", "anchor": "60-data-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-60-b001", "type": "PARAGRAPH", "text": "Personal data are limited to the improvement purpose, accessed by authorised roles and retained under applicable rules. Public tables aggregate and suppress small cells. Free-text complaints are protected because they can identify pupils or staff even without names.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-60-b002-tbl-iceqc-r-2005-04-9", "type": "TABLE", "title": "Table 9. Equity and protection checks", "columns": [ { "key": "c1-check", "label": "Check", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-question", "label": "Evidence question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-unacceptable-shortcut", "label": "Unacceptable shortcut", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-required-control", "label": "Required control", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Access", "Can every intended pupil use the improved service?", "Facility count alone", "Functionality and accessibility review" ], [ "Distribution", "Who received the benefit and who did not?", "School average only", "Relevant disaggregation" ], [ "Household cost", "Did direct or indirect family burden change?", "Treating community contribution as free", "Cost and exclusion evidence" ], [ "Teacher rights", "Could evidence affect employment or reputation?", "Public inference from aggregate data", "Verification, confidentiality and due process" ], [ "Safety", "Did action create or leave a foreseeable hazard?", "Completion certificate alone", "Competent inspection and user evidence" ], [ "Participation", "Were less powerful groups able to provide evidence?", "Open meeting as sole channel", "Multiple safe participation routes" ], [ "Privacy", "Can a released cell or narrative identify a person?", "Removal of names only", "Disclosure-risk review" ], [ "Remedy", "Is the responsible authority acting on known harm?", "Publication as substitute for action", "Dated corrective route" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-9-table-9-equity-and-protection-checks.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-60-b003", "type": "PARAGRAPH", "text": "Source: ICEQC equity and protection review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-61", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "61", "title": "The school–district compact", "anchor": "61-the-school-district-compact", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-61-b001", "type": "PARAGRAPH", "text": "School improvement requires an explicit division of work. The school records the condition, completes tasks within its authority and confirms whether the service operates. The district verifies material evidence, provides technical or financial support, resolves cross-school allocation and escalates matters requiring central action. The compact is administrative, not contractual unless national law provides otherwise.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-61-b002", "type": "PARAGRAPH", "text": "The compact specifies response times. A school report that enters an information system but receives no decision does not constitute evidence use. District records show receipt, classification, action and closure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-62", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "62", "title": "Technical support functions", "anchor": "62-technical-support-functions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-62-b001", "type": "PARAGRAPH", "text": "Different constraints require different competence. Instructional support, building safety, water quality, procurement, finance and personnel administration cannot be performed through one generic inspection. A referral system identifies the competent service and preserves the original school question.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-62-b002", "type": "PARAGRAPH", "text": "Technical visits are scheduled around action. A specialist who documents a defect but cannot authorise or connect a remedy adds evidence but not improvement. The case remains open until the responsible authority acts or issues a reasoned decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-63", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "63", "title": "Supervision and professional support", "anchor": "63-supervision-and-professional-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-63-b001", "type": "PARAGRAPH", "text": "Supervision is most useful when it helps teachers and school leaders diagnose a specified teaching problem, practise a response and review evidence. It is less useful when it consists only of checking compliance with many unrelated fields.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-63-b002", "type": "PARAGRAPH", "text": "The 1966 Recommendation states that inspection or supervision is to encourage and assist teachers and not diminish professional initiative and responsibility. Improvement records therefore distinguish supportive observation from individual appraisal and disciplinary investigation.", "citationIds": [ "REF-11" ] } ] }, { "id": "sec-iceqc-r-2005-04-64", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "64", "title": "Resource allocation", "anchor": "64-resource-allocation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-64-b001", "type": "PARAGRAPH", "text": "Allocation combines a predictable base with targeted support for verified need where the national finance system permits it. A purely enrolment-based formula may not cover fixed costs of small schools, remoteness or accessibility. Pure discretion can favour schools with greater influence or reporting capacity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-64-b002", "type": "PARAGRAPH", "text": "The allocation rule and exception process are published. School evidence informs targeted components but does not permit the authority to ignore structural inequity shown by system data.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-65", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "65", "title": "Supply and logistics", "anchor": "65-supply-and-logistics", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-65-b001", "type": "PARAGRAPH", "text": "School evidence can reveal delayed delivery, wrong items, loss and consumption rates. System logistics use these observations to improve specification, routing, buffer stock and replacement. The objective is not to make every school a procurement office.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-65-b002", "type": "PARAGRAPH", "text": "Distribution records contain dispatch, receipt, condition and final user allocation. Repeated shortages despite adequate central stock indicate a logistics constraint rather than a need for additional procurement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-66", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "66", "title": "Maintenance systems", "anchor": "66-maintenance-systems", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-66-b001", "type": "PARAGRAPH", "text": "Minor and major maintenance require different authority and funding. Schools need a safe route for urgent closure and a predictable process for routine work. Deferred maintenance is recorded as a liability because apparent annual savings can create larger later costs and instructional loss.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-66-b002", "type": "PARAGRAPH", "text": "Maintenance evidence includes asset condition, functionality, repair history and consequence for service. An inventory without condition is insufficient.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-67", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "67", "title": "Information support", "anchor": "67-information-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-67-b001", "type": "PARAGRAPH", "text": "The information function maintains definitions, school lists, validation and controlled reports. It provides schools with their submitted and derived results so they can correct facts. A one-way collection system cannot establish local use or data quality.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-67-b002", "type": "PARAGRAPH", "text": "Where communication is limited, paper or periodic district transmission can support the same method. The evidence standard concerns traceability and timing, not a particular technology.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-68", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "68", "title": "Capacity and workload", "anchor": "68-capacity-and-workload", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-68-b001", "type": "PARAGRAPH", "text": "System capability includes people able to analyse evidence, authorise action, manage funds and verify completion. Expanding the number of indicators without expanding these functions creates unresolved cases.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-68-b002", "type": "PARAGRAPH", "text": "Capability planning estimates case volume, travel, specialist availability and decision time. Schools in difficult locations must not receive less support merely because verification costs more.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-68-b003-tbl-iceqc-r-2005-04-10", "type": "TABLE", "title": "Table 10. Support function and completion evidence", "columns": [ { "key": "c1-support-function", "label": "Support function", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-school-contribution", "label": "School contribution", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-system-contribution", "label": "System contribution", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-completion-evidence", "label": "Completion evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-failure-if-only-the-following-exists", "label": "Failure if only the following exists", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Instructional support", "Defined practice problem and classroom evidence", "Relevant coaching, materials and follow-up", "Intended practice operating under stated observation", "Adviser visit count" ], [ "Teacher coverage", "Timetable and uncovered periods", "Appointment, deployment or substitute decision", "Required periods assigned and delivered", "Vacancy notification" ], [ "Materials", "Need, receipt and use record", "Specification, procurement and distribution", "Suitable materials accessible in intended lessons", "Purchase order" ], [ "Infrastructure", "Condition and service-loss report", "Technical assessment, finance and works", "Safe facility operating", "Inspection report without remedy" ], [ "Water and sanitation", "Functionality and access evidence", "Technical and health support", "Applicable service functioning and accessible", "Facility count" ], [ "Finance", "Costed school action and records", "Allocation, control and payment", "Acquired service operating and reconciled", "Funds transferred" ], [ "Data", "Accurate school facts and correction", "Definitions, validation and feedback", "Decision record traceable to evidence", "Form submission" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-10-table-10-support-function-and-completion-evidence.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-68-b004", "type": "PARAGRAPH", "text": "Source: ICEQC school–system support map.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-69", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "69", "title": "Escalation and unresolved cases", "anchor": "69-escalation-and-unresolved-cases", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-69-b001", "type": "PARAGRAPH", "text": "Escalation is based on risk, authority and delay. Immediate threats to safety or protection use urgent procedures. Recurrent failures and cases beyond district resources move to the competent central body with a complete record.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-69-b002", "type": "PARAGRAPH", "text": "The unresolved-case register shows age, affected service, responsible authority, interim protection and next decision. Closing a reporting period does not close the case.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-70", "partId": "part-iceqc-r-2005-04-ix", "parentId": null, "number": "70", "title": "Scaling improvement", "anchor": "70-scaling-improvement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-70-b001", "type": "PARAGRAPH", "text": "An action is considered for wider use only after its operating conditions, cost, staff requirements and effects are understood. What succeeds in a nearby, well-supported school may fail where transport, language or staff stability differ.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-70-b002", "type": "PARAGRAPH", "text": "Scaling changes the intervention. Supply chains, training, supervision and monitoring that work for ten schools may not work for a thousand. The expansion plan tests system capacity and preserves a phased review.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-71", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "71", "title": "Restoring instructional time", "anchor": "71-restoring-instructional-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-71-b001", "type": "PARAGRAPH", "text": "A school reports that official hours are met, but sampled class logs show repeated late starts and early finishes. The diagnostic record separates school closure, teacher availability, timetable gaps, assembly, meals, travel and administrative interruptions. Total intended time is not treated as delivered time.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-71-b002", "type": "PARAGRAPH", "text": "The action addresses the dominant verified cause. If arrival is constrained by transport, a warning to teachers may be ineffective. If administrative meetings occupy classes, the district can reschedule them. The result measure is restored class periods, not signed attendance alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-72", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "72", "title": "Reducing uncovered lessons", "anchor": "72-reducing-uncovered-lessons", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-72-b001", "type": "PARAGRAPH", "text": "An overall pupil–teacher ratio can appear acceptable while a grade or subject has no teacher. The evidence uses the timetable and assignment, not headcount alone. Temporary internal reallocation is tested for effects on other classes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-72-b002", "type": "PARAGRAPH", "text": "The minimum result is a stable allocation of required periods. Observation of teaching and pupil work follows if the improvement question extends to practice and learning.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-73", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "73", "title": "Making textbooks usable", "anchor": "73-making-textbooks-usable", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-73-b001", "type": "PARAGRAPH", "text": "The school inventory shows one book per pupil, but observation finds many copies locked in storage or in the wrong language or edition. The binding constraint may be distribution, fear of loss, curriculum mismatch or lack of teacher guidance.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-73-b002", "type": "PARAGRAPH", "text": "An additional purchase is not justified until existing stock is classified. The action can include controlled issue, replacement responsibility, teacher planning and access for pupils unable to take books home. Use evidence samples actual lessons rather than relying only on an issue register.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-74", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "74", "title": "Addressing overcrowded classes", "anchor": "74-addressing-overcrowded-classes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-74-b001", "type": "PARAGRAPH", "text": "Class crowding is measured by teaching group and period, not the school pupil–teacher ratio. The diagnostic considers room capacity, class formation, shifts, teacher contact load and enrolment by grade.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-74-b002", "type": "PARAGRAPH", "text": "Options include timetable change, additional group, room repair, temporary safe space or new construction. Each changes different resources. A reduction in average school ratio does not prove that the largest class changed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-75", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "75", "title": "Repairing unsafe teaching space", "anchor": "75-repairing-unsafe-teaching-space", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-75-b001", "type": "PARAGRAPH", "text": "Unsafe space is withdrawn from use under the competent procedure. The interim plan protects instruction without placing pupils in another hazardous or inaccessible location. Technical assessment determines scope; school evidence records closures and class displacement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-75-b002", "type": "PARAGRAPH", "text": "Completion requires inspection and safe operation. Photographs or payment records can support but not replace competent verification where structural safety is concerned.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-76", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "76", "title": "Restoring water and sanitation", "anchor": "76-restoring-water-and-sanitation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-76-b001", "type": "PARAGRAPH", "text": "Facility inventory is supplemented by functionality, water availability, privacy, accessibility, cleaning, seasonal reliability and use. The FRESH framework places safe water and sanitation within a broader school-health programme rather than as an isolated construction count.", "citationIds": [ "REF-07" ] }, { "id": "sec-iceqc-r-2005-04-76-b002", "type": "PARAGRAPH", "text": "Responsibility may be shared between education, water and health authorities. The case record names each dependency and interim protection. Pupil reports can reveal access restrictions not visible during a brief inspection.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-77", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "77", "title": "Improving teacher support after training", "anchor": "77-improving-teacher-support-after-training", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-77-b001", "type": "PARAGRAPH", "text": "Teachers complete a workshop but report difficulty applying the method with large classes and limited materials. The improvement action shifts from repeated central instruction to school-based practice, peer planning, adapted materials and follow-up.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-77-b002", "type": "PARAGRAPH", "text": "The review examines whether the specified practice occurs and is feasible. It does not infer teacher unwillingness from non-use before constraints are examined.", "citationIds": [ "REF-08" ] } ] }, { "id": "sec-iceqc-r-2005-04-78", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "78", "title": "Strengthening pupil attendance evidence", "anchor": "78-strengthening-pupil-attendance-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-78-b001", "type": "PARAGRAPH", "text": "Registers contain blanks and inconsistent symbols, preventing identification of prolonged absence. The first action standardises recording and follows up missing marks. Improved data can initially increase reported absence because previously unknown cases become visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-78-b002", "type": "PARAGRAPH", "text": "Only after the recording break is documented can trends be interpreted. Attendance response is linked to verified barriers and competent services; the school is not expected to resolve poverty, illness or transport alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-79", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "79", "title": "Supporting a small remote school", "anchor": "79-supporting-a-small-remote-school", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-79-b001", "type": "PARAGRAPH", "text": "The school has a low pupil–teacher ratio but only one teacher, intermittent supply and no replacement during absence. The condition is not diagnosed as surplus from the ratio. The service risk is complete closure when the teacher is unavailable and high delivery cost.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-79-b002", "type": "PARAGRAPH", "text": "Possible actions include a substitute arrangement, cluster support, scheduled delivery and remote-post conditions. Consolidation is considered only with travel, safety, attendance and community evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-80", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "80", "title": "Using a school grant for a bounded constraint", "anchor": "80-using-a-school-grant-for-a-bounded-constraint", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-80-b001", "type": "PARAGRAPH", "text": "The school receives a small grant and selects a repair after comparing essential service cases. The plan states scope, cost, procurement route, maintenance and operating result. Community participation does not replace required financial control.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-80-b002", "type": "PARAGRAPH", "text": "Success is the verified restoration of the selected service within budget, not expenditure of the full grant. Any balance follows the governing rule.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-80-b003-tbl-iceqc-r-2005-04-11", "type": "TABLE", "title": "Table 11. Applied case evidence map", "columns": [ { "key": "c1-case", "label": "Case", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-baseline-unit", "label": "Baseline unit", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-binding-constraint-evidence", "label": "Binding-constraint evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-operating-result", "label": "Operating result", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-outcome-requiring-stronger-evidence", "label": "Outcome requiring stronger evidence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Instructional time", "Scheduled and delivered periods", "Loss by cause and duration", "Required periods restored", "Learning change" ], [ "Uncovered subject", "Subject periods and matched assignment", "Timetable and teacher availability", "Stable covered timetable", "Subject learning" ], [ "Textbooks", "Usable copies accessible per pupil/class", "Inventory, suitability, issue and observation", "Materials used in intended lessons", "Effect on teaching and learning" ], [ "Overcrowded class", "Pupils per teaching group and room", "Grade, room and timetable constraints", "Target groups reorganised safely", "Participation and learning" ], [ "Unsafe room", "Rooms and lost class-days", "Competent condition assessment", "Inspected room safely operating", "Attendance change" ], [ "Water and sanitation", "Functional accessible services", "Direct functionality and user evidence", "Service reliable during school hours", "Health or attendance effect" ], [ "Teacher support", "Specified practice and implementation conditions", "Observation, teacher evidence and material availability", "Supported practice operating", "Sustained practice and pupil result" ], [ "Attendance records", "Marked pupil-days and unknown share", "Register-quality audit", "Complete consistent recording", "Change in actual attendance" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-11-table-11-applied-case-evidence-map.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-80-b004", "type": "PARAGRAPH", "text": "Source: ICEQC applied-case map.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-81", "partId": "part-iceqc-r-2005-04-x", "parentId": null, "number": "81", "title": "Case comparison", "anchor": "81-case-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-81-b001", "type": "PARAGRAPH", "text": "The cases demonstrate why a uniform school-improvement package is unsuitable. Some require rapid physical action, some administrative assignment, some professional support and some correction of evidence before a result can be judged.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-81-b002", "type": "PARAGRAPH", "text": "Their common structure is the evidence chain and decision discipline, not the intervention content. This allows comparable governance without assuming comparable school problems.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-82", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "82", "title": "Purpose of publication", "anchor": "82-purpose-of-publication", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-82-b001", "type": "PARAGRAPH", "text": "Public reporting shows the condition, coverage, action, expenditure and operating result needed for accountability. It does not expose every operational detail or personal record. The audience must be able to distinguish need, commitment and completed service.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-83", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "83", "title": "School and system responsibilities", "anchor": "83-school-and-system-responsibilities", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-83-b001", "type": "PARAGRAPH", "text": "Reports assign findings to the competent level. “The school failed to provide a teacher” is inaccurate where recruitment and deployment are controlled centrally. The wording states that the school had uncovered periods and identifies the authority responsible for staffing.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-84", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "84", "title": "Headline measures", "anchor": "84-headline-measures", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-84-b001", "type": "PARAGRAPH", "text": "Headline measures are few and tied to current priorities: schools with essential service gaps, pupils affected, duration, action status, operating restoration and unresolved cases. They are accompanied by distribution and coverage.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-84-b002", "type": "PARAGRAPH", "text": "Composite school scores are not used as the principal public result. Readers can see which condition changed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-85", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "85", "title": "Financial and physical reconciliation", "anchor": "85-financial-and-physical-reconciliation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-85-b001", "type": "PARAGRAPH", "text": "The publication links allocation and expenditure to verified outputs and operating conditions without implying that a single school manager controls every stage. Cost is shown for the same scope and period as the service result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-85-b002", "type": "PARAGRAPH", "text": "Variance is explained. A lower cost can indicate efficient procurement, reduced scope or incomplete work; the physical record determines which.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-86", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "86", "title": "Reporting limitations", "anchor": "86-reporting-limitations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-86-b001", "type": "PARAGRAPH", "text": "Limitations appear beside affected figures. Sampled classroom use is not described as every lesson. Schools without returns are not included in the compliant denominator. A revised school list or definition is marked as a break.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-87", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "87", "title": "Avoiding school league tables", "anchor": "87-avoiding-school-league-tables", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-87-b001", "type": "PARAGRAPH", "text": "Raw rankings can reward favourable intake and resources, conceal severity and encourage reporting distortion. Public comparison groups schools only for a specified management question with necessary contextual evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-87-b002", "type": "PARAGRAPH", "text": "Where outcomes are published by school under national policy, the report separates status from change, resources and coverage and avoids unsupported causal judgement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-88", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "88", "title": "Feedback and correction", "anchor": "88-feedback-and-correction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-88-b001", "type": "PARAGRAPH", "text": "Schools receive a factual correction route before or immediately after release, depending on urgency and policy. Correction does not permit suppression of valid unfavourable evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-88-b002", "type": "PARAGRAPH", "text": "Material corrections are dated and visible. The original release remains traceable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-88-b003-tbl-iceqc-r-2005-04-12", "type": "TABLE", "title": "Table 12. Public school-improvement profile", "columns": [ { "key": "c1-field", "label": "Field", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-public-content", "label": "Public content", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-required-qualification", "label": "Required qualification", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Defined condition", "Specific service gap", "Definition and reference period" ], [ "Scale", "Schools, classes or pupils affected", "Coverage and missing cases" ], [ "Distribution", "Relevant geographic and population pattern", "Confidentiality and comparability" ], [ "Responsible authority", "Body with decision competence", "School role separately stated" ], [ "Approved action", "Scope and intended completion", "Commitment is not result" ], [ "Expenditure", "Budget and verified expenditure", "Price basis and scope" ], [ "Implementation state", "Not started, initiated, completed or operating", "Evidence for state" ], [ "Operating result", "Service restored or constraint reduced", "Review date and direct measure" ], [ "Longer outcome", "Attendance, practice or learning where available", "Design and causal limitation" ], [ "Unresolved risk", "Remaining essential service cases", "Interim protection and next action" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-12-table-12-public-school-improvement-profile.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-88-b004", "type": "PARAGRAPH", "text": "Source: ICEQC public-profile specification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-89", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "89", "title": "Statistical independence and confidentiality", "anchor": "89-statistical-independence-and-confidentiality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-89-b001", "type": "PARAGRAPH", "text": "Methods, revisions and confidentiality follow professional official-statistics principles. Political or administrative preference does not determine whether a material gap is reported. Personal case data remain protected.", "citationIds": [ "REF-12" ] } ] }, { "id": "sec-iceqc-r-2005-04-90", "partId": "part-iceqc-r-2005-04-xi", "parentId": null, "number": "90", "title": "Public-interest conclusion for reporting", "anchor": "90-public-interest-conclusion-for-reporting", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-90-b001", "type": "PARAGRAPH", "text": "The public value of school evidence lies in making service failure and remedy visible. Publication is incomplete when it lists deficiencies without action, and misleading when it lists expenditure as improvement. The operating result closes the account.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-91", "partId": "part-iceqc-r-2005-04-xii", "parentId": null, "number": "91", "title": "The improvement discipline", "anchor": "91-the-improvement-discipline", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-91-b001", "type": "PARAGRAPH", "text": "School-level evidence supports improvement when it is narrow enough to guide action and broad enough to prevent a false solution. The method begins with the educational service, not the available indicator or preferred programme.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-92", "partId": "part-iceqc-r-2005-04-xii", "parentId": null, "number": "92", "title": "Immediate policy considerations", "anchor": "92-immediate-policy-considerations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-92-b001", "type": "PARAGRAPH", "text": "Education authorities need a common constraint record, clear escalation, a small core evidence set, protected teacher time and a public action-status vocabulary. These are administrative foundations rather than a new layer of school inspection.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-93", "partId": "part-iceqc-r-2005-04-xii", "parentId": null, "number": "93", "title": "Medium-term capability", "anchor": "93-medium-term-capability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-93-b001", "type": "PARAGRAPH", "text": "Over time, school census, personnel, finance, maintenance and learning evidence are to be aligned around common school and period definitions. District capability is needed to interpret and act, not merely transmit data.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-94", "partId": "part-iceqc-r-2005-04-xii", "parentId": null, "number": "94", "title": "Research priorities at the 2005 cut-off", "anchor": "94-research-priorities-at-the-2005-cut-off", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-94-b001", "type": "PARAGRAPH", "text": "Priority research concerns which combinations of school conditions most constrain instruction in different settings; how school grants and professional support operate under limited capacity; how observation can inform improvement without distorting practice; and how distributional effects can be measured with low burden.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-94-b002", "type": "PARAGRAPH", "text": "Causal evaluation is especially needed before large-scale claims about one input are generalised. Implementation evidence is required alongside outcomes so that failure can be interpreted.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-95", "partId": "part-iceqc-r-2005-04-xii", "parentId": null, "number": "95", "title": "Limitations", "anchor": "95-limitations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-95-b001", "type": "PARAGRAPH", "text": "The available international evidence does not provide a complete global school-level dataset or a universal minimum package. Definitions, reference years and coverage differ. The report therefore offers a method and controlled instruments rather than a global ranking or cost estimate.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-95-b002", "type": "PARAGRAPH", "text": "School evidence can be inaccurate, strategically reported or incomplete. Corroboration reduces but does not remove these risks. Improvement methods also depend on authorities having resources and willingness to act; better data alone do not create a post, repair a roof or deliver water.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-96", "partId": "part-iceqc-r-2005-04-xii", "parentId": null, "number": "96", "title": "Final conclusion", "anchor": "96-final-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-96-b001", "type": "PARAGRAPH", "text": "Resource-constrained systems cannot pursue every improvement at once, but they can make each choice more defensible. The required sequence is to identify the service at risk, verify the binding constraint, protect minimum duties, select a feasible action, monitor the transition from provision to operation and review the result without overstating causation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-96-b002", "type": "PARAGRAPH", "text": "The school provides the evidence because it is where educational service is experienced. Responsibility remains with the authority capable of remedy. A credible improvement system connects the two and keeps the case open until the condition, not merely the paperwork, has changed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-97", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "97", "title": "Register purpose", "anchor": "97-register-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-97-b001", "type": "PARAGRAPH", "text": "The register is a decision record for verified teaching-condition constraints. It is not a catalogue of every aspiration, complaint or asset. A case enters when a defined educational service is absent, materially impaired or at foreseeable risk and when evidence identifies a decision route.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-97-b002", "type": "PARAGRAPH", "text": "Each case has one identifier and can contain several linked actions. Similar constraints in many schools may be grouped for procurement or policy, but the school-level service status remains available so that aggregate completion does not conceal unresolved cases.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-98", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "98", "title": "Core case fields", "anchor": "98-core-case-fields", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-98-b001-tbl-iceqc-r-2005-04-a1", "type": "TABLE", "title": "Table A.1. School constraint register fields", "columns": [ { "key": "c1-field", "label": "Field", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-definition", "label": "Definition", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-validation", "label": "Validation", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-decision-use", "label": "Decision use", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Case identifier", "Unique non-personal code", "No reuse after closure", "Trace action and revision" ], [ "School and programme", "Versioned school, level and programme code", "Active for reference date", "Define responsibility and population" ], [ "Service statement", "Intended educational service, group and time", "Conforms to controlled form", "Establish object of improvement" ], [ "Constraint statement", "Verified immediate condition preventing service", "Evidence and cause fields complete", "Select action route" ], [ "Affected population", "Pupils, classes or teachers directly affected", "Unit and date stated", "Scale and distribution" ], [ "Baseline evidence", "Source, measure, date and coverage", "Source exists and aligns", "Compare later result" ], [ "Essential-service status", "Whether minimum safety, access or instruction is absent", "Reason and governing basis", "Urgency and interim protection" ], [ "Responsible authority", "Body able to alter immediate cause", "Authority code valid", "Route decision" ], [ "Proposed minimum result", "Observable operating condition", "Measurable under feasible source", "Define completion" ], [ "Action status", "Not started, initiated, completed or operating", "Status evidence present", "Monitor implementation" ], [ "Review date", "Date for next decision", "Within risk-based interval", "Prevent indefinite delay" ], [ "Limitation", "Evidence uncertainty or scope boundary", "Material limitation stated", "Control interpretation" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-13-table-a-1-school-constraint-register-fields.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-98-b002", "type": "PARAGRAPH", "text": "Source: ICEQC school constraint register.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-99", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "99", "title": "Service-statement syntax", "anchor": "99-service-statement-syntax", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-99-b001", "type": "PARAGRAPH", "text": "The preferred form is: “The specified pupils are to receive or use the specified educational service during the defined period under the applicable minimum condition.” The form avoids embedding a cause. Diagnosis follows separately.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-99-b002", "type": "PARAGRAPH", "text": "For example, “The 64 grade-five pupils are to receive the prescribed weekly science periods in a room authorised for use” does not assume whether the current gap concerns teacher assignment, room safety or timetable. This separation allows evidence to change the diagnosis without changing the service obligation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-100", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "100", "title": "Evidence attachment", "anchor": "100-evidence-attachment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-100-b001", "type": "PARAGRAPH", "text": "Attachments are referenced rather than copied into every system. They can include timetable extract, inspection record, inventory, attendance sample, photograph under appropriate safeguards, expenditure record or pupil-work sample. Personal information is controlled.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-100-b002", "type": "PARAGRAPH", "text": "Each attachment has date, source, creator or authority, scope and verification status. A photograph without location, date and condition definition has limited evidentiary value.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-101", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "101", "title": "Case severity", "anchor": "101-case-severity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-101-b001", "type": "PARAGRAPH", "text": "Severity is described in words and controlled categories: immediate safety or protection; complete loss of required service; substantial recurring loss; partial impairment; or foreseeable risk. The category does not replace the narrative consequence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-101-b002", "type": "PARAGRAPH", "text": "Essential-service cases require interim protection while a permanent remedy is arranged. The register records closure, relocation, substitute teaching or other temporary protection and its review date.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-102", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "102", "title": "Case linkage", "anchor": "102-case-linkage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-102-b001", "type": "PARAGRAPH", "text": "One condition can affect several services, and one service can face several constraints. Links preserve these relations without duplicating evidence. A failed water supply can affect attendance, sanitation and school operation; separate result measures may follow a shared repair action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-103", "partId": "part-iceqc-r-2005-04-xiii", "parentId": null, "number": "103", "title": "Closure", "anchor": "103-closure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-103-b001", "type": "PARAGRAPH", "text": "A case closes only when the operating result is verified or the competent authority issues a reasoned decision that the case was invalid, duplicated or outside the defined service. “Funds exhausted”, “referred” or “works completed” do not close a case if the service remains absent.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-103-b002", "type": "PARAGRAPH", "text": "Closed cases retain reopening criteria. Recurrence creates a new episode linked to the original so that repeated temporary failure is visible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-104", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "104", "title": "Baseline boundary", "anchor": "104-baseline-boundary", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-104-b001", "type": "PARAGRAPH", "text": "The baseline records the condition before material implementation begins. If urgent action cannot wait, the best available pre-action evidence is preserved and its limits stated. A post-action reconstruction is not presented as a contemporaneous baseline without qualification.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-104-b002", "type": "PARAGRAPH", "text": "The period is selected to represent the service. A one-day visit may establish that a roof is unsafe; it is insufficient to estimate a term-long teacher-presence rate. The protocol matches intensity to the decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-105", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "105", "title": "School operation and time", "anchor": "105-school-operation-and-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-105-b001", "type": "PARAGRAPH", "text": "The school calendar, opening log, timetable and sampled class records are reconciled. Intended days, school-open days, scheduled periods, cancelled periods and delivered periods remain separate. Reasons for closure or loss use controlled categories and an unknown option.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-105-b002", "type": "PARAGRAPH", "text": "Observers do not infer that every open school delivers every class. A sample records class, period, subject, teacher or replacement and whether instruction is operating. Where observation is infeasible, the limitation of log evidence is stated.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-106", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "106", "title": "Staffing and timetable", "anchor": "106-staffing-and-timetable", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-106-b001", "type": "PARAGRAPH", "text": "The protocol records assigned teachers, workload, grades or subjects, expected presence and replacements. It does not collect salary or personal information unless required for the authorised decision. Personnel and payroll records are reconciled at the responsible level.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-106-b002", "type": "PARAGRAPH", "text": "Teacher absence is initially an availability observation. Authorised leave, official duty, training, assignment error and unauthorised absence are classified after verification. The improvement record concerns uncovered instruction unless an individual process is separately initiated.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-107", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "107", "title": "Materials", "anchor": "107-materials", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-107-b001", "type": "PARAGRAPH", "text": "Material counts distinguish total, correct and usable stock. “Usable” requires appropriate title or specification, physical condition and availability to the intended class. Storage stock and issued stock are separate.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-107-b002", "type": "PARAGRAPH", "text": "Use sampling observes whether the material is accessible and used in the relevant activity. It does not prescribe one teaching method. Teachers can explain legitimate non-use, such as unsuitable content or a different planned resource.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-108", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "108", "title": "Physical environment", "anchor": "108-physical-environment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-108-b001", "type": "PARAGRAPH", "text": "Room and facility evidence uses a competent condition checklist. School staff can report visible hazards and service loss, but structural or technical determinations remain with qualified authorities. Inspection status and temporary closure are recorded.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-108-b002", "type": "PARAGRAPH", "text": "Measurements include functionality and capacity rather than item count alone. A room exists in inventory even when unsafe; it does not enter available teaching-space capacity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-109", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "109", "title": "Water, sanitation and health conditions", "anchor": "109-water-sanitation-and-health-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-109-b001", "type": "PARAGRAPH", "text": "The record includes source or facility, functionality during school hours, accessibility, privacy where relevant, cleaning, consumables and applicable safety verification. Seasonal reliability and user restrictions are noted.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-109-b002", "type": "PARAGRAPH", "text": "The FRESH framework provides a policy context for safe water and sanitation, health-related policies, skills-based education and links to services. The school baseline does not claim to assess health outcomes merely by recording these components.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2005-04-110", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "110", "title": "Pupil attendance and participation", "anchor": "110-pupil-attendance-and-participation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-110-b001", "type": "PARAGRAPH", "text": "Attendance evidence requires a current enrolment list, common marking rule and date coverage. Unknown marks are not absence or presence. Late arrival and early departure are collected only if the decision requires them and the method is feasible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-110-b002", "type": "PARAGRAPH", "text": "Participation can concern access to a class, material or facility. It is not inferred from enrolment. Pupil evidence is collected safely and with age-appropriate procedures.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-111", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "111", "title": "Classroom practice and pupil work", "anchor": "111-classroom-practice-and-pupil-work", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-111-b001", "type": "PARAGRAPH", "text": "Practice evidence is tied to a defined intervention, such as use of a new reading routine or formative task. Observation instruments contain a limited set of directly observable elements and space for context. The observer is trained and the purpose is stated.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-111-b002", "type": "PARAGRAPH", "text": "Pupil work samples use a defined task, selection and scoring where comparison is intended. Names are removed from analytical copies. Samples illustrate practice and result but do not automatically represent every pupil.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-111-b003-tbl-iceqc-r-2005-04-b1", "type": "TABLE", "title": "Table B.1. Baseline source selection", "columns": [ { "key": "c1-question", "label": "Question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-preferred-direct-source", "label": "Preferred direct source", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-corroborating-source", "label": "Corroborating source", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-minimum-timing", "label": "Minimum timing", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-principal-limitation", "label": "Principal limitation", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Did school open?", "Dated opening or closure observation/log", "District incident record", "Each relevant day or episode", "Log may be completed retrospectively" ], [ "Were required periods delivered?", "Timetable plus period record or sample", "Pupil and teacher evidence", "Comparable weeks", "Sample may miss seasonal variation" ], [ "Was a teacher available?", "Expected roster and observed/verified presence", "Personnel and leave record", "Required time points", "Presence does not equal instruction quality" ], [ "Were materials usable?", "Physical count and suitability check", "Procurement and issue record", "Before action and review", "Use varies across lessons" ], [ "Was space safe and available?", "Competent condition inspection", "Closure and class-location record", "At defect and after work", "Technical expertise required" ], [ "Were water and sanitation functional?", "Direct functionality and access check", "Maintenance and user evidence", "Risk- and season-based", "Short visit may miss interruption" ], [ "Could intended pupils participate?", "Class, access and attendance evidence", "Pupil or family evidence", "Relevant service period", "Sensitive barriers may be underreported" ], [ "Did specified practice occur?", "Bounded observation or work sample", "Teacher planning and reflection", "Repeated as necessary", "Observation can alter behaviour" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-14-table-b-1-baseline-source-selection.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-111-b004", "type": "PARAGRAPH", "text": "Source: ICEQC baseline protocol.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-112", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "112", "title": "Enumerator and verifier preparation", "anchor": "112-enumerator-and-verifier-preparation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-112-b001", "type": "PARAGRAPH", "text": "Preparation covers definitions, ethical conduct, observation limits, safe reporting and practice with ambiguous cases. Agreement is tested for fields requiring judgement. Retraining follows systematic disagreement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-112-b002", "type": "PARAGRAPH", "text": "The verifier does not revise unfavourable data merely because they differ from administrative expectations. Differences are investigated and documented.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-113", "partId": "part-iceqc-r-2005-04-xiv", "parentId": null, "number": "113", "title": "Data-quality statement", "anchor": "113-data-quality-statement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-113-b001", "type": "PARAGRAPH", "text": "Every baseline ends with coverage, missingness, reference dates, source independence, known bias and revision status. The statement accompanies later comparison so that apparent change is not produced by a stronger second measurement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-114", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "114", "title": "Screening sequence", "anchor": "114-screening-sequence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-114-b001", "type": "PARAGRAPH", "text": "Screening first identifies immediate safety, protection or complete service loss. These cases bypass ordinary portfolio comparison for interim protection. The remaining cases move through severity, distribution, duration, feasibility, cost, risk and learning value.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-114-b002", "type": "PARAGRAPH", "text": "The sequence does not produce an automatic score. It creates a comparable record for reasoned decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-115", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "115", "title": "Option definition", "anchor": "115-option-definition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-115-b001", "type": "PARAGRAPH", "text": "Every option includes tasks, authority, time, full cost, recurrent condition, expected result and principal risk. “No immediate action” is an explicit option with documented consequence and next review; it is not the absence of a decision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-116", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "116", "title": "Cost boundary", "anchor": "116-cost-boundary", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-116-b001", "type": "PARAGRAPH", "text": "Costs include school and district staff time, transport, professional release, maintenance, consumables and future liability. Community contribution is not zero cost. Household burden and exclusion risk are separately assessed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-117", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "117", "title": "Feasibility evidence", "anchor": "117-feasibility-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-117-b001", "type": "PARAGRAPH", "text": "Readiness is classified as confirmed, conditional or unavailable. Confirmed requires authority, critical staff, supply, access and funding. Conditional names the unresolved dependency and date. Unavailable options are not selected as the operating plan, though they can remain a longer-term objective.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-118", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "118", "title": "Distributional test", "anchor": "118-distributional-test", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-118-b001", "type": "PARAGRAPH", "text": "The appraisal shows pupils and teachers affected by each option and any group left without service. An option that improves the aggregate by relocating a scarce teacher can create a complete loss elsewhere. Both sides enter the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-118-b002-tbl-iceqc-r-2005-04-c1", "type": "TABLE", "title": "Table C.1. Option-appraisal record", "columns": [ { "key": "c1-criterion", "label": "Criterion", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence", "label": "Evidence", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-option-a", "label": "Option A", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-option-b", "label": "Option B", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-option-c", "label": "Option C", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c6-decision-note", "label": "Decision note", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Minimum service achieved", "Defined operating result", "Yes/No/Conditional", "Yes/No/Conditional", "Yes/No/Conditional", "Non-negotiable condition" ], [ "Pupils and groups reached", "School and population data", "Stated number and distribution", "Stated number and distribution", "Stated number and distribution", "Exclusion identified" ], [ "Completion time", "Dependency schedule", "Date/range", "Date/range", "Date/range", "Seasonal or term effect" ], [ "Full initial cost", "Cost record", "Amount", "Amount", "Amount", "Common price basis" ], [ "Recurrent cost", "Maintenance and operation", "Amount/requirement", "Amount/requirement", "Amount/requirement", "Sustainability" ], [ "Staff and authority ready", "Verified readiness", "Confirmed/Conditional/No", "Confirmed/Conditional/No", "Confirmed/Conditional/No", "Critical dependency" ], [ "Instructional disruption", "Time analysis", "Periods/days", "Periods/days", "Periods/days", "Replacement arrangement" ], [ "Safety and rights risk", "Competent review", "Description", "Description", "Description", "Unacceptable risk excluded" ], [ "Reversibility", "Implementation analysis", "High/Medium/Low", "High/Medium/Low", "High/Medium/Low", "Relevant under uncertainty" ], [ "Evidence gained", "Review design", "Stated learning", "Stated learning", "Stated learning", "Supports later decision" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-15-table-c-1-option-appraisal-record.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-118-b003", "type": "PARAGRAPH", "text": "Source: ICEQC option-appraisal record. Options are not assigned a universal weighted score.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-119", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "119", "title": "Selection statement", "anchor": "119-selection-statement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-119-b001", "type": "PARAGRAPH", "text": "The selection statement identifies the chosen option, decisive evidence, alternatives rejected, residual risk, affected groups, funding and review date. It states whether the action is interim or intended to be sustained.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-120", "partId": "part-iceqc-r-2005-04-xv", "parentId": null, "number": "120", "title": "Portfolio review", "anchor": "120-portfolio-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-120-b001", "type": "PARAGRAPH", "text": "Individual decisions are aggregated to test whether the portfolio systematically overlooks remote, small or weak-reporting schools; whether one type of action consumes disproportionate resources; and whether recurrent costs exceed future capacity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-120-b002", "type": "PARAGRAPH", "text": "The portfolio publishes essential cases remaining unresolved. Deferral has a named consequence and authority.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-121", "partId": "part-iceqc-r-2005-04-xvi", "parentId": null, "number": "121", "title": "Charter function", "anchor": "121-charter-function", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-121-b001", "type": "PARAGRAPH", "text": "The charter is a short operating document for one defined constraint. It is approved by the authority responsible for resources and by the school for factual implementation. It does not create powers beyond existing law.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-122", "partId": "part-iceqc-r-2005-04-xvi", "parentId": null, "number": "122", "title": "Required content", "anchor": "122-required-content", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-122-b001", "type": "PARAGRAPH", "text": "The charter contains baseline, constraint, action proposition, tasks, dependencies, resources, implementation states, measures, review rules and safeguards. It also records what the action will not establish.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-122-b002-tbl-iceqc-r-2005-04-d1", "type": "TABLE", "title": "Table D.1. 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Urgent safety changes can occur immediately and are documented afterwards under the applicable procedure.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-123-b002", "type": "PARAGRAPH", "text": "The original baseline is not altered to fit the revised action. If the object of improvement changes, a linked case is created.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-124", "partId": "part-iceqc-r-2005-04-xvi", "parentId": null, "number": "124", "title": "Completion declaration", "anchor": "124-completion-declaration", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-124-b001", "type": "PARAGRAPH", "text": "The implementer submits evidence for completed-as-specified status. Operating status is confirmed through the direct service measure by the designated verifier. The declaration distinguishes outstanding defects and recurrent requirements.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-125", "partId": "part-iceqc-r-2005-04-xvi", "parentId": null, "number": "125", "title": "Adaptation note", "anchor": "125-adaptation-note", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-125-b001", "type": "PARAGRAPH", "text": "Adaptation states which assumption failed or contextual condition differed, what is changed and whether the review design remains valid. Continuous undocumented modification prevents interpretation and is avoided.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-126", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "126", "title": "Event record", "anchor": "126-event-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-126-b001", "type": "PARAGRAPH", "text": "Every material event has date, task, actor, evidence, status effect and exception. The log is concise and can be maintained on paper. It is not a narrative diary.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-127", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "127", "title": "Service interruption record", "anchor": "127-service-interruption-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-127-b001", "type": "PARAGRAPH", "text": "Where action itself interrupts classes, the log records periods, classes, reason and replacement. This allows net instructional benefit to be calculated for time-related interventions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-128", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "128", "title": "Cost event", "anchor": "128-cost-event", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-128-b001", "type": "PARAGRAPH", "text": "Commitment, payment and physical receipt are separate. The log links financial reference to the task and item without publishing sensitive supplier or personal data unnecessarily.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-129", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "129", "title": "Review observation", "anchor": "129-review-observation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-129-b001", "type": "PARAGRAPH", "text": "Review uses the pre-stated measure and comparable period. Deviations are noted before results are interpreted. Unknown cases remain unknown.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-129-b002-tbl-iceqc-r-2005-04-e1", "type": "TABLE", "title": "Table E.1. Implementation and review log", "columns": [ { "key": "c1-date", "label": "Date", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-task-or-observation", "label": "Task or observation", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-responsible-actor", "label": "Responsible actor", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-evidence-reference", "label": "Evidence reference", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-status-before", "label": "Status before", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c6-status-after", "label": "Status after", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c7-exception-or-next-action", "label": "Exception or next action", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Defined date", "Charter task or service check", "Named role or authority", "Controlled record", "Not started/Initiated/Completed/Operating", "Updated state", "Material deviation and date" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-17-table-e-1-implementation-and-review-log.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-129-b003", "type": "PARAGRAPH", "text": "Source: ICEQC implementation log template. Each action contains as many dated rows as required; blank example fields are not treated as data.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-130", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "130", "title": "Review summary", "anchor": "130-review-summary", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-130-b001", "type": "PARAGRAPH", "text": "The summary gives baseline value, review value, implementation fidelity, cost, distribution, unintended effects and decision. Where only qualitative evidence is appropriate, it states selection and method.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-131", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "131", "title": "Failure analysis", "anchor": "131-failure-analysis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-131-b001", "type": "PARAGRAPH", "text": "If the result is not achieved, the reviewer locates failure in specification, readiness, implementation, use or causal proposition. This analysis directs adaptation. It does not assign motive.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-132", "partId": "part-iceqc-r-2005-04-xvii", "parentId": null, "number": "132", "title": "Sustainability review", "anchor": "132-sustainability-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-132-b001", "type": "PARAGRAPH", "text": "Operating status is checked after an interval suited to the action. Consumables, maintenance, staff turnover and continued use are examined. An intervention that operated only during the verification visit is not sustained.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-133", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "133", "title": "Match design to claim", "anchor": "133-match-design-to-claim", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-133-b001", "type": "PARAGRAPH", "text": "Evaluation effort is proportionate to the decision and claim. Verification that a repaired room is safe requires competent inspection and operating evidence. A claim that the repair caused higher attendance requires a time and comparison design capable of separating other influences. A claim about learning requires still broader evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-133-b002", "type": "PARAGRAPH", "text": "The design is chosen before results are known. Methods are not upgraded rhetorically after a favourable change or downgraded after an unfavourable one.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-134", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "134", "title": "Process evaluation", "anchor": "134-process-evaluation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-134-b001", "type": "PARAGRAPH", "text": "Process evaluation examines reach, fidelity, dose, timing, adaptation and context. It answers whether the specified action operated and for whom. It is essential where outcomes fail because it distinguishes a weak proposition from weak implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-134-b002", "type": "PARAGRAPH", "text": "Reach uses the intended population. Counting workshop places or books delivered is insufficient if the intended teachers or classes did not receive them. Fidelity is judged against critical components, not every minor procedural detail.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-135", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "135", "title": "Outcome definition", "anchor": "135-outcome-definition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-135-b001", "type": "PARAGRAPH", "text": "Primary and secondary outcomes are pre-stated. The primary outcome is closest to the defined service result. Secondary outcomes include wider educational effects and possible harm. Many weak outcomes are not substituted for one clear measure.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-135-b002", "type": "PARAGRAPH", "text": "The measurement instrument, timing and handling of missing cases are fixed. A later change is documented and results under both definitions are reported where feasible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-136", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "136", "title": "Simple pre–post review", "anchor": "136-simple-pre-post-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-136-b001", "type": "PARAGRAPH", "text": "For bounded operational changes, comparable baseline and follow-up can support a management decision. The review aligns term, day, class and data source. It records enrolment, staffing and other concurrent changes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-136-b002", "type": "PARAGRAPH", "text": "The conclusion uses temporal language: the condition improved after implementation. It does not claim the action caused the improvement unless the design supports that claim.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-137", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "137", "title": "Phased implementation", "anchor": "137-phased-implementation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-137-b001", "type": "PARAGRAPH", "text": "Where resources require staged implementation, later-phase schools can provide a temporary comparison if allocation timing is determined independently of expected outcome and if withholding does not leave an essential duty unmet. The phase rule is documented before implementation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-137-b002", "type": "PARAGRAPH", "text": "Spillover and anticipation are considered. Teachers may share materials or alter practice before their formal phase, reducing contrast but potentially spreading benefit.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-138", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "138", "title": "Matched comparison", "anchor": "138-matched-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-138-b001", "type": "PARAGRAPH", "text": "Matched schools are selected using pre-intervention characteristics relevant to outcome and implementation: baseline condition, school size, location, intake, staffing and prior trend. Matching cannot remove unmeasured differences.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-138-b002", "type": "PARAGRAPH", "text": "Results report balance and exclusions. A close match on a composite score can conceal an important mismatch on the actual constraint.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-139", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "139", "title": "Repeated series", "anchor": "139-repeated-series", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-139-b001", "type": "PARAGRAPH", "text": "Repeated measures can identify level or trend change and seasonal patterns. The intervention date, interruptions and definition changes are marked. Sufficient pre-action observations are needed to establish ordinary variation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-139-b002", "type": "PARAGRAPH", "text": "Data collected only after concern became visible can exaggerate the apparent baseline. The history of detection is part of interpretation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-140", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "140", "title": "Qualitative evidence", "anchor": "140-qualitative-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-140-b001", "type": "PARAGRAPH", "text": "Interviews, focus groups, open observation and documents explain mechanisms, feasibility and experience. Sampling aims for relevant variation and includes dissenting or less-visible participants. Quotations are protected and not treated as prevalence estimates.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-140-b002", "type": "PARAGRAPH", "text": "Qualitative evidence can establish that a process occurred or reveal an unanticipated barrier. It does not quantify distribution without an appropriate sample and method.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-140-b003-tbl-iceqc-r-2005-04-f1", "type": "TABLE", "title": "Table F.1. Evaluation design selection", "columns": [ { "key": "c1-decision-question", "label": "Decision question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-minimum-design", "label": "Minimum design", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-stronger-design-where-warranted", "label": "Stronger design where warranted", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-claim-boundary", "label": "Claim boundary", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Is the resource physically complete?", "Technical and record verification", "Independent inspection", "Completion only" ], [ "Is the service operating?", "Direct status or repeated sample", "Continuous or repeated service record", "Availability or use" ], [ "Did the condition change?", "Comparable baseline and follow-up", "Repeated series", "Temporal change" ], [ "Did implementation differ across schools?", "Common process measures", "Mixed-method comparative process study", "Implementation variation" ], [ "Did the action contribute to attendance or practice?", "Pre–post with documented concurrent change", "Phased, matched or repeated comparison", "Qualified association" ], [ "Did the action cause a learning effect?", "Not established by routine monitoring alone", "Credible experimental or quasi-experimental evaluation", "Effect bounded to design and population" ], [ "Why was the action feasible or not?", "Structured case evidence", "Comparative qualitative study", "Mechanism and context, not frequency" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-18-table-f-1-evaluation-design-selection.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-140-b004", "type": "PARAGRAPH", "text": "Source: ICEQC evaluation-design guide.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-141", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "141", "title": "Missing outcomes and attrition", "anchor": "141-missing-outcomes-and-attrition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-141-b001", "type": "PARAGRAPH", "text": "Outcome missingness is reported by treatment or phase, school and relevant pupil group. Pupils leaving school cannot simply be dropped from learning comparisons when the intervention could affect retention.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-141-b002", "type": "PARAGRAPH", "text": "Sensitivity analysis states how conclusions change under plausible assumptions. No imputation is used without method and rationale.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-142", "partId": "part-iceqc-r-2005-04-xviii", "parentId": null, "number": "142", "title": "Independence and conflict of interest", "anchor": "142-independence-and-conflict-of-interest", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-142-b001", "type": "PARAGRAPH", "text": "Routine review can be performed by implementing authorities, but higher-stakes evaluation benefits from independent analysis or verification. Roles and funding are disclosed. Independence does not mean unfamiliarity with context; it means freedom to report results and methods.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-143", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "143", "title": "Instructional-time instrument", "anchor": "143-instructional-time-instrument", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-143-b001", "type": "PARAGRAPH", "text": "The instrument records intended school day, actual opening, class-period start and end, scheduled subject, expected teacher, observed teacher or replacement, and whether instructional activity occurs. Reasons are verified separately.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-143-b002", "type": "PARAGRAPH", "text": "Sampling covers different days and periods where inference extends beyond the visit. Observers do not assess pedagogical quality unless a separate instrument and preparation exist.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-144", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "144", "title": "Material-access instrument", "anchor": "144-material-access-instrument", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-144-b001", "type": "PARAGRAPH", "text": "For each selected class and subject, the record contains required title or material, usable copies, copies accessible during the lesson, pupils present, distribution arrangement and observed use. Suitability follows curriculum and language specifications.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-144-b002", "type": "PARAGRAPH", "text": "Loss and damage are analysed with storage and issue practice. The instrument is not used to blame pupils or teachers without evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-145", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "145", "title": "Space and class-organisation instrument", "anchor": "145-space-and-class-organisation-instrument", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-145-b001", "type": "PARAGRAPH", "text": "The record contains room identifier, authorised status, hazard or closure, usable capacity under the applicable rule, class or groups assigned, pupils present, shifts and alternative location. It separates building inventory from available teaching space.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-145-b002", "type": "PARAGRAPH", "text": "Class crowding is measured at the period because groups can change. A single official enrolment figure cannot represent every class.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-146", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "146", "title": "Water and sanitation instrument", "anchor": "146-water-and-sanitation-instrument", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-146-b001", "type": "PARAGRAPH", "text": "The record contains source or facility type, operating status, water available at visit, access during school hours, privacy, accessibility, cleanliness, consumables, maintenance responsibility and recent interruption. Technical safety results are entered only from competent tests.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-146-b002", "type": "PARAGRAPH", "text": "User evidence identifies restrictions, queues or non-use. A brief visit can miss seasonal failure; maintenance history provides context.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-147", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "147", "title": "Professional-support instrument", "anchor": "147-professional-support-instrument", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-147-b001", "type": "PARAGRAPH", "text": "The instrument identifies the specified practice, support received, materials, planning time, opportunity to practise, observation or peer feedback and teacher assessment of feasibility. It records class size and other conditions relevant to application.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-147-b002", "type": "PARAGRAPH", "text": "The result is a description of implementation. Individual appraisal uses a separate authorised process.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-148", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "148", "title": "Inclusion and participation instrument", "anchor": "148-inclusion-and-participation-instrument", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-148-b001", "type": "PARAGRAPH", "text": "The instrument begins from a defined barrier: physical access, communication, language, cost, safety or timetable. It records the service and accommodation, not an undifferentiated pupil label. Personal case data are restricted.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-148-b002-tbl-iceqc-r-2005-04-g1", "type": "TABLE", "title": "Table G.1. Observation instrument controls", "columns": [ { "key": "c1-instrument", "label": "Instrument", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-observation-unit", "label": "Observation unit", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-required-context", "label": "Required context", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-reliability-control", "label": "Reliability control", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-prohibited-inference", "label": "Prohibited inference", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Instructional time", "Class-period", "Timetable, expected roster and day type", "Observer training and repeated sample", "Teaching quality from presence" ], [ "Material access", "Pupil/class-material opportunity", "Curriculum title, language and pupils present", "Physical verification and sample rule", "Learning from possession" ], [ "Space and crowding", "Room-period", "Capacity rule, group and shift", "Common measurement and technical referral", "Building safety without competent review" ], [ "Water and sanitation", "Facility-school-time", "Season, users and maintenance", "Functionality definition and user check", "Health outcome from facility count" ], [ "Professional support", "Teacher-practice opportunity", "Intervention, class and resources", "Bounded observable elements", "Individual capability from one visit" ], [ "Inclusion", "Pupil-service opportunity", "Defined barrier and required accommodation", "Protected case verification", "Group characteristic as automatic need" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-19-table-g-1-observation-instrument-controls.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-148-b003", "type": "PARAGRAPH", "text": "Source: ICEQC domain-instrument controls.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-149", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "149", "title": "Observer conduct", "anchor": "149-observer-conduct", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-149-b001", "type": "PARAGRAPH", "text": "Observers minimise interruption, explain purpose, protect confidentiality and record facts separately from interpretation. Immediate hazards are reported through the urgent route and not held for research completion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-150", "partId": "part-iceqc-r-2005-04-xix", "parentId": null, "number": "150", "title": "Instrument revision", "anchor": "150-instrument-revision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-150-b001", "type": "PARAGRAPH", "text": "Piloting identifies ambiguous fields, missing options and burden. Revision occurs before baseline where possible. If definitions change during implementation, the break and comparability loss are reported.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-151", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "151", "title": "Full cost of an action", "anchor": "151-full-cost-of-an-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-151-b001", "type": "PARAGRAPH", "text": "Full cost equals purchased goods and services plus staff time, travel, training release, replacement, maintenance and recurrent consumables attributable to the action. Existing salaried time is not free for opportunity-cost analysis merely because no additional payment occurs.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-151-b002", "type": "PARAGRAPH", "text": "Financial reporting can retain the cash cost separately. Both bases are labelled.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-152", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "152", "title": "Cost per operating result", "anchor": "152-cost-per-operating-result", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-152-b001", "type": "PARAGRAPH", "text": "Cost per completed item can mislead when some items do not operate. For repairs, a stronger denominator is facilities verified operating at review. For materials, it is usable copies accessible or pupil-material opportunities, depending on purpose.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-153", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "153", "title": "Instructional-time balance", "anchor": "153-instructional-time-balance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-153-b001", "type": "PARAGRAPH", "text": "Net periods gained equal restored periods less periods lost to implementation, training or disruption, over the stated horizon. Longer-term benefit can outweigh a short implementation loss, but both are visible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-154", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "154", "title": "Material access", "anchor": "154-material-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-154-b001", "type": "PARAGRAPH", "text": "If a school has 500 books and 400 pupils, a 1.25 book-per-pupil inventory ratio does not establish access. Suppose 80 books are obsolete, 60 damaged and 120 stored for grades not currently using them. Only 240 are usable for the intended classes. The relevant ratio depends on pupils in those classes, not total school enrolment.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-155", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "155", "title": "Class reorganisation", "anchor": "155-class-reorganisation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-155-b001", "type": "PARAGRAPH", "text": "If 120 pupils occupy two classes of 60 and a repaired room permits a third class, the operating result can be three classes of 40 if a teacher and timetable are also available. Repair alone creates space capacity; it does not create the third class without the linked conditions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-156", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "156", "title": "School grant utilisation", "anchor": "156-school-grant-utilisation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-156-b001", "type": "PARAGRAPH", "text": "Grant utilisation is verified expenditure divided by available grant, but educational completion is operating actions divided by approved actions or the specific service result. A 100 per cent expenditure rate can coexist with incomplete service.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-156-b002-tbl-iceqc-r-2005-04-h1", "type": "TABLE", "title": "Table H.1. Illustrative action-cost account", "columns": [ { "key": "c1-component", "label": "Component", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-quantity", "label": "Quantity", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-unit-cost", "label": "Unit cost", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-cash-cost", "label": "Cash cost", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-time-or-opportunity-cost", "label": "Time or opportunity cost", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c6-recurrence", "label": "Recurrence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Repair materials", "1 specified set", "4,000", "4,000", "None stated", "As condition requires" ], [ "Skilled labour", "8 days", "250", "2,000", "None stated", "One-off" ], [ "Technical inspection", "2 visits", "300", "600", "Included", "At completion and follow-up" ], [ "School coordination", "24 staff-hours", "Existing salary", "0 additional cash", "24 hours", "One-off" ], [ "Temporary relocation", "10 class-days", "Existing space", "0 additional cash", "50 lost or altered periods before replacement", "During works" ], [ "Annual maintenance", "1 provision", "500", "500", "4 staff-hours", "Annual" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-20-table-h-1-illustrative-action-cost-account.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-156-b003", "type": "PARAGRAPH", "text": "Source: ICEQC hypothetical illustration. Values do not describe a school or prescribe prices. The example shows the separation of cash, time and recurrent cost.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-157", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "157", "title": "Priority portfolio arithmetic", "anchor": "157-priority-portfolio-arithmetic", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-157-b001", "type": "PARAGRAPH", "text": "Portfolio totals preserve essential and non-essential cases separately. Funding 80 of 100 cases does not imply 80 per cent essential-service coverage if the unfunded 20 contain most urgent cases or pupils. Results are weighted by the relevant service population only where the weighting is meaningful.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-158", "partId": "part-iceqc-r-2005-04-xx", "parentId": null, "number": "158", "title": "Sensitivity", "anchor": "158-sensitivity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-158-b001", "type": "PARAGRAPH", "text": "Cost sensitivity varies price, transport, failure rate, maintenance and staff time. Result sensitivity varies use and sustainability. A cheap action with high failure can cost more per operating year than a larger initial repair.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-159", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "159", "title": "Comparison purpose", "anchor": "159-comparison-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-159-b001", "type": "PARAGRAPH", "text": "Comparison begins with a defined question: allocation, diagnosis, implementation learning or outcome evaluation. The school group, variables and method follow that purpose. Comparison is not undertaken merely because school data can be ordered.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-159-b002", "type": "PARAGRAPH", "text": "For allocation, the relevant comparison may be pupils without an essential service. For implementation learning, it may be schools attempting the same action under different conditions. For outcome evaluation, baseline and exposure must be sufficiently aligned. These uses are not combined into a single rank.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-160", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "160", "title": "Status and change", "anchor": "160-status-and-change", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-160-b001", "type": "PARAGRAPH", "text": "Status measures the condition at a point or period; change measures movement from a valid baseline. A school with severe initial need may improve substantially and remain below another school's status. Both results are shown.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-160-b002", "type": "PARAGRAPH", "text": "Change is not calculated across incompatible definitions. If a new inspection identifies defects more accurately, the increase in reported need is partly a measurement change. A comparable subset may be used with the limitation stated.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-161", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "161", "title": "Context and comparability", "anchor": "161-context-and-comparability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-161-b001", "type": "PARAGRAPH", "text": "Relevant context includes school size, programme, geography, pupil population, language, prior resources, shift pattern and exposure to the action. Context is selected because it affects the measure or feasibility, not to create an exhaustive school profile.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-161-b002", "type": "PARAGRAPH", "text": "Context is not used to excuse avoidable failure. It defines the appropriate comparison and can show that a different remedy is required. A remote school may legitimately have higher delivery cost, but persistent non-delivery still requires action.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-162", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "162", "title": "Distribution within schools", "anchor": "162-distribution-within-schools", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-162-b001", "type": "PARAGRAPH", "text": "School averages are accompanied by class, grade or pupil distribution where the condition varies internally. A school can have acceptable mean material access and one grade with none. An average attendance rate can conceal prolonged absence among a small group.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-162-b002", "type": "PARAGRAPH", "text": "The distribution unit matches the service. Room condition is analysed by room and class location; subject coverage by required period; material access by intended class and pupil opportunity.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-163", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "163", "title": "Statistical precision and small numbers", "anchor": "163-statistical-precision-and-small-numbers", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-163-b001", "type": "PARAGRAPH", "text": "Sampled outcomes include uncertainty. Small schools can show large percentage changes from few pupils or events. Counts accompany rates, and multi-period aggregation is used where it preserves meaning.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-163-b002", "type": "PARAGRAPH", "text": "Rare safety or protection events are not dismissed because a rate is unstable. They follow their own case and safeguarding procedures rather than a comparative league table.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-163-b003-tbl-iceqc-r-2005-04-i1", "type": "TABLE", "title": "Table I.1. Comparison safeguards", "columns": [ { "key": "c1-comparison-risk", "label": "Comparison risk", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-example", "label": "Example", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-safeguard", "label": "Safeguard", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-remaining-limitation", "label": "Remaining limitation", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Intake difference", "Raw learning scores", "Baseline and relevant pupil evidence", "Unmeasured differences remain" ], [ "Resource difference", "Attendance across remote and urban schools", "Report access and service inputs", "Context may not be fully captured" ], [ "Regression to mean", "Selecting worst baseline schools", "Repeated baseline or comparison", "Extreme values can still fluctuate" ], [ "Measurement change", "New register after intervention", "Series break and dual coding", "Trend may remain uncertain" ], [ "Selective participation", "Missing pupils at assessment", "Participation and missingness report", "Outcomes of non-participants remain unknown" ], [ "Spillover", "Teachers share materials or practice", "Record exposure beyond assigned group", "Contrast can be reduced" ], [ "Small numbers", "One event changes rate greatly", "Counts, pooled periods and uncertainty", "Rare events remain unstable" ], [ "Ranking pressure", "Schools alter reporting", "Verification and improvement-focused use", "Strategic behaviour cannot be eliminated" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-21-table-i-1-comparison-safeguards.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-163-b004", "type": "PARAGRAPH", "text": "Source: ICEQC school-comparison safeguards.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-164", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "164", "title": "Comparison-group construction", "anchor": "164-comparison-group-construction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-164-b001", "type": "PARAGRAPH", "text": "Schools are included or excluded under a pre-stated rule. Post-intervention exclusion because records are inconvenient can bias the result. Closure, merger or non-response is retained as an outcome or limitation where relevant.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-164-b002", "type": "PARAGRAPH", "text": "Matching variables are measured before action. A composite distance can assist selection, but the final set is examined on each material variable. The report shows the number of eligible and selected schools.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-165", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "165", "title": "Presentation", "anchor": "165-presentation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-165-b001", "type": "PARAGRAPH", "text": "Tables order schools only when order serves the decision. Otherwise they group by condition or region. Narrative avoids “best”, “worst”, “high-performing” or “failing” where evidence concerns one bounded indicator.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-166", "partId": "part-iceqc-r-2005-04-xxi", "parentId": null, "number": "166", "title": "Action from comparison", "anchor": "166-action-from-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-166-b001", "type": "PARAGRAPH", "text": "Comparison produces a diagnostic question, support decision or evaluation result. It does not assign individual blame. Schools with weaker evidence systems may require data support before a substantive conclusion.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-167", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "167", "title": "Release contents", "anchor": "167-release-contents", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-167-b001", "type": "PARAGRAPH", "text": "The release contains definition, reference date, coverage, baseline, action status, cost, operating result, distribution, limitations and unresolved cases. Detailed individual and procurement records remain in controlled systems.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-167-b002", "type": "PARAGRAPH", "text": "The visible order begins with the service condition and affected population. Administrative process follows. This prevents a list of activities from displacing the educational result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-168", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "168", "title": "Draft verification", "anchor": "168-draft-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-168-b001", "type": "PARAGRAPH", "text": "Schools and responsible authorities verify facts, dates and scope. They can correct errors and add evidence. They cannot remove a valid result solely because it is unfavourable. Disputed cases are labelled with the basis of dispute and the evidence available.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-168-b002", "type": "PARAGRAPH", "text": "Urgent risks are acted upon before the ordinary verification period ends. Factual review is not used to delay safety or protection measures.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-169", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "169", "title": "Revision classes", "anchor": "169-revision-classes", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-169-b001", "type": "PARAGRAPH", "text": "Routine revision incorporates late or corrected returns under the same method. Methodological revision changes definition, source or calculation. Error correction repairs an invalid value. Each class has a date and effect statement.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-169-b002", "type": "PARAGRAPH", "text": "A methodological break is not presented as school change. Where possible, overlapping results under old and new methods show the scale of the break.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-170", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "170", "title": "Confidentiality", "anchor": "170-confidentiality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-170-b001", "type": "PARAGRAPH", "text": "Release tables are reviewed for direct and indirect identification. Small cells, rare incidents and free-text detail receive particular protection. Safety-sensitive locations can be aggregated.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-170-b002", "type": "PARAGRAPH", "text": "Removing names is not sufficient when a school contains only one teacher or one pupil in a category. The disclosure review considers combinations across tables and narrative.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-171", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "171", "title": "Archival record", "anchor": "171-archival-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-171-b001", "type": "PARAGRAPH", "text": "Each release retains source vintage, code lists, calculation, approval and prior version. This permits reconstruction and protects against silent alteration.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-171-b002-tbl-iceqc-r-2005-04-j1", "type": "TABLE", "title": "Table J.1. Release gate", "columns": [ { "key": "c1-gate", "label": "Gate", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-required", "label": "Evidence required", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-failure-disposition", "label": "Failure disposition", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Definition", "Service, unit, period and status documented", "Return for clarification" ], [ "Coverage", "Schools and missing cases stated", "Restrict or delay inference" ], [ "Baseline comparability", "Same or reconciled method", "Mark break or remeasure" ], [ "Action status", "Stage supported by direct evidence", "Downgrade status" ], [ "Cost reconciliation", "Financial and physical records align", "Report variance and investigate" ], [ "Result verification", "Operating condition observed or validly recorded", "Do not claim completion" ], [ "Distribution", "Relevant affected groups examined", "Add analysis or narrow claim" ], [ "Causal language", "Wording matches design", "Revise conclusion" ], [ "Confidentiality", "Disclosure risk controlled", "Suppress, aggregate or withhold detail" ], [ "Revision trail", "Version and reason recorded", "Do not overwrite prior release" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-22-table-j-1-release-gate.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-171-b003", "type": "PARAGRAPH", "text": "Source: ICEQC publication and revision protocol.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-172", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "172", "title": "Public correction", "anchor": "172-public-correction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-172-b001", "type": "PARAGRAPH", "text": "Material errors are corrected promptly with an explanation. Minor typographical changes that do not alter meaning can be logged without full republication under the applicable policy.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-173", "partId": "part-iceqc-r-2005-04-xxii", "parentId": null, "number": "173", "title": "Unresolved conditions", "anchor": "173-unresolved-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-173-b001", "type": "PARAGRAPH", "text": "The release ends with open essential-service cases and the next responsible action. This prevents publication success from being confused with service resolution.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-174", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "174", "title": "Educational boundary", "anchor": "174-educational-boundary", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-174-b001", "type": "PARAGRAPH", "text": "Health and nutrition conditions enter this report where they determine access, attendance, safety or readiness for instruction. The school-improvement record does not turn teachers into health professionals or substitute education monitoring for competent health services.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-174-b002", "type": "PARAGRAPH", "text": "The FRESH framework offers four connected starting components: school health policy, safe water and sanitation, skills-based health education, and access or links to health and nutrition services. Their value for a resource-constrained method lies in the emphasis on feasible, mutually supporting action.", "citationIds": [ "REF-07" ] } ] }, { "id": "sec-iceqc-r-2005-04-175", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "175", "title": "Policy and responsibility", "anchor": "175-policy-and-responsibility", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-175-b001", "type": "PARAGRAPH", "text": "School policy specifies roles, non-discrimination, safe operation and response. National and local health authorities retain technical duties. School staff need clear referral and emergency procedures appropriate to their role.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-175-b002", "type": "PARAGRAPH", "text": "Evidence distinguishes policy issued, staff informed, required materials available and procedure used when needed. A policy document alone does not demonstrate protection.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-176", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "176", "title": "Water and sanitation", "anchor": "176-water-and-sanitation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-176-b001", "type": "PARAGRAPH", "text": "Baseline evidence includes functionality, reliability, accessibility, privacy, cleaning, water availability and applicable safety verification. Separate facilities or arrangements are interpreted in national context and with pupils' needs.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-176-b002", "type": "PARAGRAPH", "text": "The improvement result is a reliable service during school operation. Facility construction is an implementation stage. Seasonal failure, queueing or restricted access can prevent use even when a structure exists.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-177", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "177", "title": "Skills-based education", "anchor": "177-skills-based-education", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-177-b001", "type": "PARAGRAPH", "text": "Curriculum content, teacher preparation, materials, timetable and supported practice form the implementation chain. The 2003 WHO guidance advises linked training, opportunities to practise and continuing support. An isolated teacher workshop therefore cannot establish an operating programme.", "citationIds": [ "REF-08" ] }, { "id": "sec-iceqc-r-2005-04-177-b002", "type": "PARAGRAPH", "text": "Observation focuses on the specified teaching activity and classroom conditions. Sensitive content is handled under appropriate ethical and curricular procedures.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-178", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "178", "title": "Health and nutrition service links", "anchor": "178-health-and-nutrition-service-links", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-178-b001", "type": "PARAGRAPH", "text": "A service link records provider, schedule, eligibility, referral, supplies and follow-up under the competent authority. Counting a school as “covered” because a programme is announced is insufficient if visits or supplies do not occur.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-178-b002", "type": "PARAGRAPH", "text": "Teachers' time and curriculum are protected. Duties requiring health expertise are not shifted to teachers without authority, preparation and support.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-179", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "179", "title": "Attendance and health evidence", "anchor": "179-attendance-and-health-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-179-b001", "type": "PARAGRAPH", "text": "Attendance changes can reflect health, season, household work, transport, safety, teaching or recording. The school can record reason where reliably known but does not diagnose illness from absence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-179-b002", "type": "PARAGRAPH", "text": "Health outcomes require valid methods and competent interpretation. A functioning water point supports an immediate service claim; an effect on disease or learning requires additional evidence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-179-b003-tbl-iceqc-r-2005-04-k1", "type": "TABLE", "title": "Table K.1. FRESH component evidence chain", "columns": [ { "key": "c1-component", "label": "Component", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-provision", "label": "Provision", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-availability", "label": "Availability", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-use", "label": "Use", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-immediate-educational-result", "label": "Immediate educational result", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c6-boundary", "label": "Boundary", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "School health policy", "Approved policy and procedures", "Staff know roles and referral route", "Procedure applied when required", "Safer, non-discriminatory school operation", "Compliance document alone is insufficient" ], [ "Water and sanitation", "Facility or repair completed", "Functional, accessible and supplied", "Pupils and staff can use it", "Reduced service interruption and access barrier", "Health effect requires further evidence" ], [ "Skills-based health education", "Curriculum, materials and preparation provided", "Scheduled time and teacher support exist", "Intended lessons and methods occur", "Curriculum service delivered", "Learning and behaviour require assessment" ], [ "Health and nutrition links", "Service agreement and resources", "Provider and supplies available", "Eligible pupils receive or reach service", "Educational access or readiness constraint addressed", "Clinical quality remains with health authority" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-23-table-k-1-fresh-component-evidence-chain.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-179-b004", "type": "PARAGRAPH", "text": "Source: ICEQC application of the 2000 FRESH framework to the school evidence chain.", "citationIds": [ "REF-07", "REF-08" ] } ] }, { "id": "sec-iceqc-r-2005-04-180", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "180", "title": "Minimum package and local adaptation", "anchor": "180-minimum-package-and-local-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-180-b001", "type": "PARAGRAPH", "text": "The four components are a starting framework, not an identical facility list for every school. Local disease patterns, water systems, geography, age, sex, disability and existing services inform design. Adaptation cannot remove essential safety or non-discrimination requirements.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-181", "partId": "part-iceqc-r-2005-04-xxiii", "parentId": null, "number": "181", "title": "Intersectoral case closure", "anchor": "181-intersectoral-case-closure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-181-b001", "type": "PARAGRAPH", "text": "Where several authorities contribute, one case record identifies tasks and dependencies. The education authority remains responsible for protecting instructional access while technical health work proceeds. Closure requires the school service result, not merely completion of another sector's task.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-182", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "182", "title": "Scenario purpose", "anchor": "182-scenario-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-182-b001", "type": "PARAGRAPH", "text": "The scenarios demonstrate decision method and arithmetic. They do not describe actual schools or prescribe universal solutions. Every national application replaces values, rules and authority with verified local evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-183", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "183", "title": "Competing essential repairs", "anchor": "183-competing-essential-repairs", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-183-b001", "type": "PARAGRAPH", "text": "A district has funds for two of four urgent repairs. School A has a room closed, displacing 70 pupils into overcrowded classes. School B has a failed water source affecting 240 pupils. School C has a damaged store causing material loss but classrooms operate. School D has a boundary defect creating a documented immediate safety risk.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-183-b002", "type": "PARAGRAPH", "text": "The decision does not multiply pupils by a severity weight and accept the largest total. Immediate protection is arranged for School D under the safety route. The competent authority assesses School B's water service and interim supply. Remaining funds are compared among remedies capable of restoring minimum service, with duration and alternative arrangements recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-184", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "184", "title": "Textbook stock without access", "anchor": "184-textbook-stock-without-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-184-b001", "type": "PARAGRAPH", "text": "A school reports 600 books for 500 pupils. Verification finds 100 obsolete titles, 80 damaged copies, 160 copies for subjects not taught in the current term and 260 usable copies for the intended classes. The inventory ratio is 1.2 books per pupil, while the usable intended stock is much lower.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-184-b002", "type": "PARAGRAPH", "text": "Before procurement, the school redistributes the 260 copies, identifies the exact class shortfall and reports unsuitable stock. The district then purchases to the verified specification. Review samples classroom access and use rather than recounting central delivery.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-185", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "185", "title": "Teacher development under time constraint", "anchor": "185-teacher-development-under-time-constraint", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-185-b001", "type": "PARAGRAPH", "text": "Twenty teachers are to attend five full days of training during term. Without replacement, the activity would remove 100 teacher-days of scheduled service. The design considers holiday timing, shorter linked school-based sessions, substitute cost and peer support.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-185-b002", "type": "PARAGRAPH", "text": "The selected model protects required teaching periods and retains practice and follow-up. Attendance, opportunity to practise and observed use are separate measures. If support cannot operate, the action is not declared ready merely because training funds exist.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-186", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "186", "title": "Small grant and recurrent liability", "anchor": "186-small-grant-and-recurrent-liability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-186-b001", "type": "PARAGRAPH", "text": "A school can purchase a low-cost pump with high recurring fuel expense or repair a gravity-fed system at greater initial cost and lower maintenance. Option appraisal uses a multi-year horizon, supply reliability and technical feasibility. Community ability to purchase fuel is not assumed.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-186-b002", "type": "PARAGRAPH", "text": "The decision records who pays recurrent cost. A facility that operates during the launch but fails when fuel ends does not meet the sustainability result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-187", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "187", "title": "Attendance recording reform", "anchor": "187-attendance-recording-reform", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-187-b001", "type": "PARAGRAPH", "text": "Baseline registers contain 15 per cent unknown pupil-days. After standardisation, unknowns fall to 2 per cent and recorded absence rises from 8 to 13 per cent. It would be incorrect to conclude immediately that attendance worsened by five percentage points.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-187-b002", "type": "PARAGRAPH", "text": "The first result is improved completeness and a statistical break. A comparable subset or later period is needed to assess attendance change. Newly visible prolonged absence can nevertheless trigger support.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-188", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "188", "title": "Phased classroom repair", "anchor": "188-phased-classroom-repair", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-188-b001", "type": "PARAGRAPH", "text": "Ten similar schools require roof repair, but teams can complete five before the rainy season. The phase rule uses verified risk, accessibility and readiness, not anticipated outcome. Later schools receive interim protection.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-188-b002", "type": "PARAGRAPH", "text": "The first phase can inform cost and implementation, but the schools may differ in weather exposure and contractor access. Any comparison of lost days accounts for those differences.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-188-b003-tbl-iceqc-r-2005-04-l1", "type": "TABLE", "title": "Table L.1. Scenario decision summary", "columns": [ { "key": "c1-scenario", "label": "Scenario", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-misleading-headline", "label": "Misleading headline", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-correct-decision-object", "label": "Correct decision object", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-operating-result", "label": "Operating result", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Competing repairs", "Pupils per dollar alone", "Minimum service, safety, alternatives and duration", "Specified safe service restored" ], [ "Textbook stock", "Books purchased or books per total pupil", "Usable suitable access for intended class", "Materials available and used in relevant lessons" ], [ "Teacher development", "Participants trained", "Supported practice with protected teaching time", "Specified practice operating" ], [ "Water option", "Lowest purchase price", "Full recurrent cost and reliability", "Service sustained through review period" ], [ "Attendance reform", "Recorded absence increased", "Measurement completeness and comparable trend", "Valid attendance series and case response" ], [ "Phased repair", "First phase outperformed later schools", "Readiness, exposure and implementation learning", "Safe rooms operating across phases" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-24-table-l-1-scenario-decision-summary.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-188-b004", "type": "PARAGRAPH", "text": "Source: ICEQC hypothetical scenarios.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-189", "partId": "part-iceqc-r-2005-04-xxiv", "parentId": null, "number": "189", "title": "Scenario conclusion", "anchor": "189-scenario-conclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-189-b001", "type": "PARAGRAPH", "text": "In every case, the improvement decision depends on the transition between an administrative output and an operating educational condition. Scarcity narrows feasible options but does not alter that evidentiary requirement.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-190", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "190", "title": "Purpose", "anchor": "190-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-190-b001", "type": "PARAGRAPH", "text": "The response standard ensures that school evidence reaches a body able to decide. It specifies classification, acknowledgement, technical review, resource decision, implementation and closure. It applies to teaching-condition cases and does not replace urgent protection or emergency procedures.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-191", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "191", "title": "Intake and acknowledgement", "anchor": "191-intake-and-acknowledgement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-191-b001", "type": "PARAGRAPH", "text": "The receiving authority records case identifier, school, service, essential-status flag, receipt date and completeness. Acknowledgement confirms the route and next expected decision; it does not imply acceptance of every factual or causal claim.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-191-b002", "type": "PARAGRAPH", "text": "Incomplete submissions receive a specific request. The authority does not return an urgent case merely because a non-essential field is absent. It gathers the minimum evidence needed to protect service.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-192", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "192", "title": "Classification", "anchor": "192-classification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-192-b001", "type": "PARAGRAPH", "text": "Cases are classified by function: staffing, timetable, materials, infrastructure, water or sanitation, professional support, finance, inclusion, protection, data or other defined service. Multiple classifications are allowed where dependencies exist.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-192-b002", "type": "PARAGRAPH", "text": "Classification identifies the lead authority and contributors. The school is not required to send separate unlinked reports to every office.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-193", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "193", "title": "Technical validation", "anchor": "193-technical-validation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-193-b001", "type": "PARAGRAPH", "text": "Validation checks whether the service condition is correctly described, evidence is current and immediate cause is within the proposed route. It can confirm, revise or leave the cause unresolved. The observed service gap remains valid even when cause changes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-193-b002", "type": "PARAGRAPH", "text": "Technical personnel distinguish advice from authority. An engineer can assess a building; the finance or works body authorises expenditure under the applicable rules.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-194", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "194", "title": "Response time", "anchor": "194-response-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-194-b001", "type": "PARAGRAPH", "text": "Response time is risk-based. Immediate safety and protection cases use the shortest route. Complete loss of scheduled teaching receives rapid interim action. Partial or developmental cases enter the planned cycle.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-194-b002", "type": "PARAGRAPH", "text": "Time is measured from receipt and from verification, because delay at either stage affects pupils. A backlog report shows median and tail age, not only average time.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-195", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "195", "title": "Decision types", "anchor": "195-decision-types", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-195-b001", "type": "PARAGRAPH", "text": "The authority can approve action, request targeted evidence, provide interim protection, combine cases, schedule a later funded action, refer with retained oversight, or issue a reasoned non-approval. “No response” and indefinite pending are not decision types.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-195-b002", "type": "PARAGRAPH", "text": "Non-approval identifies the factual, legal, technical or resource basis and next review if the service gap persists. Lack of current funds does not invalidate the evidence.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-196", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "196", "title": "Implementation instruction", "anchor": "196-implementation-instruction", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-196-b001", "type": "PARAGRAPH", "text": "An approved action contains tasks, resources, responsibility, completion condition and operating measure. The school receives only tasks within its authority. Specialist and cross-sector tasks remain assigned to the competent body.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-197", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "197", "title": "Case communication", "anchor": "197-case-communication", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-197-b001", "type": "PARAGRAPH", "text": "Schools and affected communities receive information proportionate to the case. Personal, procurement-sensitive and safety-sensitive detail is protected. Communication distinguishes approved action from operating result.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-197-b002-tbl-iceqc-r-2005-04-m1", "type": "TABLE", "title": "Table M.1. Authority response record", "columns": [ { "key": "c1-stage", "label": "Stage", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-required-record", "label": "Required record", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-time-control", "label": "Time control", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-completion-evidence", "label": "Completion evidence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Receipt", "Case, service, school, date and urgent flag", "Date of receipt", "Traceable acknowledgement" ], [ "Classification", "Lead and contributing function", "Initial review interval", "Valid authority assignment" ], [ "Verification", "Confirmed condition, cause status and evidence gaps", "Risk-based visit or desk review", "Dated validation result" ], [ "Decision", "Approved, interim, evidence request, scheduled, referred or reasoned non-approval", "Decision deadline", "Authorised decision and rationale" ], [ "Resourcing", "Funds, people, supply and recurrent provision", "Budget and mobilisation dates", "Resources available for task" ], [ "Implementation", "Tasks, owners, dependencies and exceptions", "Milestones", "Completed-as-specified evidence" ], [ "Operation", "Defined service condition", "Review date", "Direct operating evidence" ], [ "Closure", "Result, residual risk and reopening rule", "Closure review", "Competent closure decision" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-25-table-m-1-authority-response-record.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-197-b003", "type": "PARAGRAPH", "text": "Source: ICEQC authority response standard.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-198", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "198", "title": "Referral without abandonment", "anchor": "198-referral-without-abandonment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-198-b001", "type": "PARAGRAPH", "text": "The referring office retains case visibility until the receiving body accepts it. A referral timestamp alone does not remove the case from unresolved totals. This is particularly important where education, health, water and public works responsibilities meet.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-199", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "199", "title": "Backlog management", "anchor": "199-backlog-management", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-199-b001", "type": "PARAGRAPH", "text": "Backlogs are ordered first by essential service and harm, then duration and scale. The oldest case is not always first, but age remains visible. Temporary protection is reviewed and cannot become a reason to postpone permanent action indefinitely.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-200", "partId": "part-iceqc-r-2005-04-xxv", "parentId": null, "number": "200", "title": "System learning", "anchor": "200-system-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-200-b001", "type": "PARAGRAPH", "text": "Repeated cases with the same cause trigger review of allocation, specification, logistics or policy. The system does not require each school to solve a recurrent upstream failure separately.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-201", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "201", "title": "Evidence distortion", "anchor": "201-evidence-distortion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-201-b001", "type": "PARAGRAPH", "text": "Schools or offices may report favourable status under target pressure. Risk rises when the same actor controls resources, verification and public result. Direct checks, source reconciliation, protected correction and non-punitive improvement use reduce distortion.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-201-b002", "type": "PARAGRAPH", "text": "Verification is sampled according to consequence and anomaly. Universal inspection can consume excessive resources and create its own reporting behaviour.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-202", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "202", "title": "Action substitution", "anchor": "202-action-substitution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-202-b001", "type": "PARAGRAPH", "text": "An authority can substitute an easily counted action for the diagnosed need: workshops for staff shortage, new books for distribution failure, construction for timetable problems or grants for absent technical capability. The charter requires a mechanism linking action to constraint.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-203", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "203", "title": "Completion inflation", "anchor": "203-completion-inflation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-203-b001", "type": "PARAGRAPH", "text": "Projects may be declared complete at payment, delivery or construction. Operating status requires use and functionality. Public reports show both stages so that administrative completion cannot displace the service result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-204", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "204", "title": "Burden transfer", "anchor": "204-burden-transfer", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-204-b001", "type": "PARAGRAPH", "text": "Improvement can shift financial, labour or time burden to teachers, pupils or families. The appraisal records contributions, travel, meeting time, maintenance and household cost. An intervention does not become low-cost by omitting transferred burden.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-205", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "205", "title": "Exclusion", "anchor": "205-exclusion", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-205-b001", "type": "PARAGRAPH", "text": "Average benefit can rise while an inaccessible facility, unsuitable language or fee excludes a group. Specification and result evidence include intended users and accessibility.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-206", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "206", "title": "Professional harm", "anchor": "206-professional-harm", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-206-b001", "type": "PARAGRAPH", "text": "Observation and presence data can be used beyond their stated improvement purpose. Role separation, notice where appropriate, reason verification and due process protect teachers. System estimates are not converted into individual findings.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-207", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "207", "title": "Pupil and community harm", "anchor": "207-pupil-and-community-harm", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-207-b001", "type": "PARAGRAPH", "text": "Participation can expose sensitive experiences or create retaliation risk. Safe channels, confidentiality, referral and limits on public detail are required. Children do not carry responsibility for verifying dangerous conditions.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-208", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "208", "title": "Financial and procurement risk", "anchor": "208-financial-and-procurement-risk", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-208-b001", "type": "PARAGRAPH", "text": "School-level urgency can be used to bypass valid controls. Emergency procedures remain governed and documented. Evidence of need does not select a supplier or establish price reasonableness.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-209", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "209", "title": "Temporary measure persistence", "anchor": "209-temporary-measure-persistence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-209-b001", "type": "PARAGRAPH", "text": "Interim rooms, temporary teachers or emergency water supply can continue beyond the intended period. Every temporary measure has expiry or review and a permanent-action case. Operating temporarily is not closure where the defined service requires sustainability.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-210", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "210", "title": "Data loss and confidentiality", "anchor": "210-data-loss-and-confidentiality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-210-b001", "type": "PARAGRAPH", "text": "Paper or electronic records can be lost, altered or disclosed. Access, copies, transfer logs and retention follow risk and available capacity. The method can operate with simple media but still requires custody and version control.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-210-b002-tbl-iceqc-r-2005-04-n1", "type": "TABLE", "title": "Table N.1. Risk and safeguard matrix", "columns": [ { "key": "c1-risk", "label": "Risk", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-early-indication", "label": "Early indication", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-preventive-safeguard", "label": "Preventive safeguard", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-corrective-evidence", "label": "Corrective evidence", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Favourable reporting bias", "Sudden uniform compliance or missing exceptions", "Independent sample and protected correction", "Reconciled source and visit result" ], [ "Action substitution", "Activity unrelated to immediate cause", "Intervention proposition", "Revised action and service measure" ], [ "Completion inflation", "High completion, low functionality", "Four-state implementation record", "Operating verification" ], [ "Burden transfer", "Unrecorded teacher or household contribution", "Full cost and participation review", "Burden and exclusion assessment" ], [ "Hidden exclusion", "Average improves, subgroup gap persists", "Relevant disaggregation and accessibility specification", "Group-level service result" ], [ "Professional misuse", "Improvement observation enters disciplinary claim", "Purpose separation and due process", "Verified case under proper authority" ], [ "Safety delay", "Case remains in ordinary queue", "Urgent route and interim protection", "Dated hazard response" ], [ "Procurement irregularity", "Scope or price changes without authority", "Change control and financial separation", "Audit and physical reconciliation" ], [ "Temporary permanence", "Review date repeatedly extended", "Expiry and permanent-action link", "Sustainability decision" ], [ "Confidentiality breach", "Small cells or identifying narrative", "Disclosure review and role access", "Correction, containment and revised release" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-26-table-n-1-risk-and-safeguard-matrix.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-210-b003", "type": "PARAGRAPH", "text": "Source: ICEQC school-improvement risk register.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-211", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "211", "title": "Proportionality", "anchor": "211-proportionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-211-b001", "type": "PARAGRAPH", "text": "Every control is proportionate to risk and burden. A minor, reversible classroom arrangement does not require the same verification as structural repair or a high-stakes outcome claim. Proportionality reduces unnecessary administration without lowering the evidence needed for safety, rights or public expenditure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-212", "partId": "part-iceqc-r-2005-04-xxvi", "parentId": null, "number": "212", "title": "Residual risk", "anchor": "212-residual-risk", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-212-b001", "type": "PARAGRAPH", "text": "Residual risk after safeguards is recorded. An action may proceed with uncertainty if delay is more harmful and the action is safe and reviewable. The decision states that judgement rather than describing the evidence as complete.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-213", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "213", "title": "School-level evidence", "anchor": "213-school-level-evidence", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-213-b001", "type": "PARAGRAPH", "text": "Information tied to a school, class, pupil group, facility, timetable or service event. The term does not imply that the school owns the underlying responsibility or that every record originates at the school.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-214", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "214", "title": "Teaching condition", "anchor": "214-teaching-condition", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-214-b001", "type": "PARAGRAPH", "text": "A material, organisational, professional or protective circumstance that enables or constrains scheduled teaching. It is not a synonym for teaching quality or teacher performance.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-215", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "215", "title": "Educational service", "anchor": "215-educational-service", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-215-b001", "type": "PARAGRAPH", "text": "The defined instruction, access, support or safe operating condition to be provided to a specified population during a stated period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-216", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "216", "title": "Service gap", "anchor": "216-service-gap", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-216-b001", "type": "PARAGRAPH", "text": "The difference between the defined educational service and the verified current condition. It is measured in the unit appropriate to the service.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-217", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "217", "title": "Constraint", "anchor": "217-constraint", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-217-b001", "type": "PARAGRAPH", "text": "A condition that prevents or materially impairs the service. The immediate constraint is supported by current evidence; wider contributing causes remain separate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-218", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "218", "title": "Binding constraint", "anchor": "218-binding-constraint", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-218-b001", "type": "PARAGRAPH", "text": "A condition whose removal is necessary for the service to proceed at the relevant stage. Several jointly necessary conditions can be binding.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-219", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "219", "title": "Provision", "anchor": "219-provision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-219-b001", "type": "PARAGRAPH", "text": "An authorised, financed, procured, delivered or completed input. The precise transaction is stated. Provision does not establish availability or use.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-220", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "220", "title": "Availability", "anchor": "220-availability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-220-b001", "type": "PARAGRAPH", "text": "The condition of an input or service being accessible and capable of use at the required time. Availability includes functionality and applicable access.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-221", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "221", "title": "Use", "anchor": "221-use", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-221-b001", "type": "PARAGRAPH", "text": "The intended educational or operational activity involving the available input. Use is recorded under a defined opportunity or period.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-222", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "222", "title": "Operating status", "anchor": "222-operating-status", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-222-b001", "type": "PARAGRAPH", "text": "The state in which the specified service is functioning for the intended users under the action definition. Physical or administrative completion alone is not operating status.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-223", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "223", "title": "Immediate result", "anchor": "223-immediate-result", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-223-b001", "type": "PARAGRAPH", "text": "The first observable service change expected from the action, such as restored periods, accessible books or a safe room. It is closer to the action than a learning outcome.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-224", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "224", "title": "Longer outcome", "anchor": "224-longer-outcome", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-224-b001", "type": "PARAGRAPH", "text": "An educational result that follows through a longer or more complex pathway, including attendance, progression, practice or learning. It requires evidence appropriate to that pathway.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-225", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "225", "title": "Essential service floor", "anchor": "225-essential-service-floor", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-225-b001", "type": "PARAGRAPH", "text": "The minimum safe, accessible and educationally necessary condition derived from applicable duties and context. It is not a universal inventory detached from national rules.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-226", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "226", "title": "Minimum sufficient action", "anchor": "226-minimum-sufficient-action", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-226-b001", "type": "PARAGRAPH", "text": "The least resource-intensive valid action expected to meet the defined operating result without unacceptable risk or transferred burden.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-227", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "227", "title": "Baseline", "anchor": "227-baseline", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-227-b001", "type": "PARAGRAPH", "text": "The documented pre-action condition measured under a stated source, period and coverage. 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Places offered or goods dispatched are not reach unless they correspond to receipt.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-230", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "230", "title": "Adaptation", "anchor": "230-adaptation", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-230-b001", "type": "PARAGRAPH", "text": "A documented change to action content or delivery in response to evidence or context. Material adaptation changes the interpretation and may require a revised review design.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-231", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "231", "title": "Interim protection", "anchor": "231-interim-protection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-231-b001", "type": "PARAGRAPH", "text": "A temporary safe arrangement that reduces immediate service or harm while a durable remedy is prepared. It has a review and end condition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-232", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "232", "title": "Functionality", "anchor": "232-functionality", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-232-b001", "type": "PARAGRAPH", "text": "The ability of a facility, material or arrangement to perform its specified service at the reference time. 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Repeated copying of one record is not corroboration.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-237", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "237", "title": "Coverage", "anchor": "237-coverage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-237-b001", "type": "PARAGRAPH", "text": "The schools, classes, pupils, staff, facilities or periods represented by the evidence. Coverage includes missing and excluded units.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-238", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "238", "title": "Statistical break", "anchor": "238-statistical-break", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-238-b001", "type": "PARAGRAPH", "text": "A discontinuity caused by a change in definition, source, coverage or method rather than necessarily by a change in the school condition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-239", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "239", "title": "Operating result verification", "anchor": "239-operating-result-verification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-239-b001", "type": "PARAGRAPH", "text": "Direct or validly recorded evidence that the defined service functions at review. It is the minimum basis for declaring the improvement action operationally complete.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-240", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "240", "title": "Causal claim", "anchor": "240-causal-claim", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-240-b001", "type": "PARAGRAPH", "text": "A statement that an action produced an outcome beyond temporal sequence. Its strength is limited by design, implementation and population.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-241", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "241", "title": "Scale-up", "anchor": "241-scale-up", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-241-b001", "type": "PARAGRAPH", "text": "Expansion of an action to additional schools or populations. Scale-up changes logistics and support requirements and is treated as a new implementation phase.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-242", "partId": "part-iceqc-r-2005-04-xxvii", "parentId": null, "number": "242", "title": "Case closure", "anchor": "242-case-closure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-242-b001", "type": "PARAGRAPH", "text": "A decision that the service result is verified or that the recorded case is invalid, duplicated or superseded under a reasoned process. Referral or expenditure does not constitute closure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-243", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "243", "title": "Purpose", "anchor": "243-purpose", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-243-b001", "type": "PARAGRAPH", "text": "The protocol is used before an authority continues, adapts, expands, pauses or ceases an improvement action. It reviews the educational decision rather than the quality of a school as a whole. The review is based on the service, population, period and evidence defined in the action charter.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-244", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "244", "title": "Baseline validity", "anchor": "244-baseline-validity", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-244-b001", "type": "PARAGRAPH", "text": "The reviewer confirms that the baseline precedes material action, covers the affected classes or pupils and uses a definition that can be applied at review. If the baseline was reconstructed or incomplete, the resulting limitation remains in the decision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-244-b002", "type": "PARAGRAPH", "text": "A stronger follow-up measurement does not create an apparent improvement or decline without adjustment. Where comparability cannot be restored, current status and implementation are reported separately from change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-245", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "245", "title": "Constraint and action alignment", "anchor": "245-constraint-and-action-alignment", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-245-b001", "type": "PARAGRAPH", "text": "The review asks whether the action addressed the verified immediate constraint. An action can be well delivered yet irrelevant to the service gap. In that case, implementation evidence does not support continuation on the same rationale.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-245-b002", "type": "PARAGRAPH", "text": "Where diagnosis changed during implementation, the decision states when and why. The revised action is assessed against its own proposition and does not borrow the original expected result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-246", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "246", "title": "Implementation sufficiency", "anchor": "246-implementation-sufficiency", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-246-b001", "type": "PARAGRAPH", "text": "Critical tasks, reach, timing, resources and adaptations are reviewed. Minor deviations do not invalidate an action if the mechanism remains intact. Missing critical components prevent a conclusion about the proposition because the intended action did not operate.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-247", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "247", "title": "Operating result", "anchor": "247-operating-result", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-247-b001", "type": "PARAGRAPH", "text": "The defined service condition is verified directly or through an appropriate record. Completion of expenditure, training, procurement or works is supporting evidence but does not replace operating status.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-247-b002", "type": "PARAGRAPH", "text": "Result evidence includes distribution. A service restored for most classes but not the group named in the case is not recorded as complete.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-248", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "248", "title": "Cost, burden and sustainability", "anchor": "248-cost-burden-and-sustainability", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-248-b001", "type": "PARAGRAPH", "text": "The review compares actual and expected cash cost, staff time, instructional disruption, maintenance and household burden. It identifies resources required to continue. 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The decision includes corrective safeguards or ceases the harmful component.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-250", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "250", "title": "Strength of outcome claim", "anchor": "250-strength-of-outcome-claim", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-250-b001", "type": "PARAGRAPH", "text": "The wording follows the design. Operating verification supports a service-status statement. Comparable before-and-after evidence supports a temporal change. Stronger causal language requires a suitable comparison or other credible design. The review does not infer learning from an input count.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-250-b002-tbl-iceqc-r-2005-04-p1", "type": "TABLE", "title": "Table P.1. Improvement decision review", "columns": [ { "key": "c1-review-question", "label": "Review question", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-evidence-required", "label": "Evidence required", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-continue-or-expand-condition", "label": "Continue or expand condition", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-adapt-pause-or-cease-condition", "label": "Adapt, pause or cease condition", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Was the baseline valid?", "Definition, period and coverage", "Comparable baseline or sufficient current-status purpose", "Material incomparability affects decision" ], [ "Did action address the constraint?", "Constraint and mechanism record", "Direct and credible alignment", "Action unrelated or diagnosis changed" ], [ "Did critical implementation occur?", "Tasks, reach, timing and adaptation", "Critical components operating", "Missing critical component or unacceptable delay" ], [ "Is the service operating?", "Direct result and distribution", "Minimum result verified for intended group", "Service absent, unstable or unevenly withheld" ], [ "Are costs and burdens acceptable?", "Cash, time, maintenance and household evidence", "Sustainable and proportionate", "Unfunded liability or transferred exclusion" ], [ "Were safeguards effective?", "Safety, rights, privacy and teacher-condition review", "No material unresolved harm", "Harm exceeds benefit or lacks control" ], [ "Is evidence strong enough for the claim?", "Design, missingness and concurrent change", "Wording remains within design", "Causal or general claim exceeds evidence" ], [ "Can the system support wider use?", "Supply, staff, supervision and finance", "Capacity confirmed for next phase", "Expansion would weaken implementation" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-27-table-p-1-improvement-decision-review.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-250-b003", "type": "PARAGRAPH", "text": "Source: ICEQC improvement decision protocol.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-251", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "251", "title": "Decision and follow-up", "anchor": "251-decision-and-follow-up", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-251-b001", "type": "PARAGRAPH", "text": "The decision records continuation, adaptation, expansion, pause or cessation; reasons; responsible authority; resources; next review; and unresolved risk. A decision to expand identifies which settings are sufficiently similar and which require adaptation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-252", "partId": "part-iceqc-r-2005-04-xxviii", "parentId": null, "number": "252", "title": "Institutional learning", "anchor": "252-institutional-learning", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-252-b001", "type": "PARAGRAPH", "text": "Across cases, authorities examine recurring constraints, ineffective actions and implementation bottlenecks. The purpose is to improve allocation, logistics and support, not to reward schools for producing favourable records. Findings that concern national policy are transferred upward with their evidence and remain visible until a competent decision is made.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-253", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "253", "title": "The decision determines the evidence design", "anchor": "253-the-decision-determines-the-evidence-design", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-253-b001", "type": "PARAGRAPH", "text": "School-level evidence is collected for a defined decision. A headteacher deciding whether to rearrange teaching groups may require a complete class list and a short observation of room use. A district deciding how to allocate repair funds requires comparable condition records from all eligible schools, or a sample designed to estimate the unmet need. A ministry estimating the prevalence of a teaching condition requires a probability design and an account of uncertainty. These are different purposes. Evidence adequate for one is not automatically adequate for another.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-253-b002", "type": "PARAGRAPH", "text": "The first design statement identifies the population, unit, reference period, condition, decision and tolerable consequence of error. “Schools lacking materials” is insufficient. The intended measure may concern schools, classes, pupils or scheduled lessons; current stock, usable stock or pupil access; one day, one term or a seasonal period. Each choice changes both the numerator and the action that can follow.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-254", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "254", "title": "Complete administrative coverage", "anchor": "254-complete-administrative-coverage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-254-b001", "type": "PARAGRAPH", "text": "A complete return from every school is appropriate where each school requires a case decision, such as allocation of a fixed grant, confirmation of an unsafe building or replenishment of a defined stock. Apparent completeness is tested against the current school list. A return rate is calculated from eligible operating schools, not from forms distributed. Closed, newly opened, temporarily inaccessible and unregistered sites remain separately accounted for.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-254-b002", "type": "PARAGRAPH", "text": "Administrative coverage does not remove measurement error. A full census can contain common misinterpretation, copied values, out-of-date inventories or favourable reporting. Coverage and validity are reported separately. Where the same error affects every school, a larger number of returns does not correct it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-255", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "255", "title": "Probability samples for system estimates", "anchor": "255-probability-samples-for-system-estimates", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-255-b001", "type": "PARAGRAPH", "text": "Where a complete census is not feasible and the purpose is an aggregate estimate, schools are selected by a known probability. The sampling frame records omissions, duplicate schools and outdated classifications. Stratification may be required for rurality, school size, level, region or other conditions likely to affect both the teaching condition and the feasibility of observation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-255-b002", "type": "PARAGRAPH", "text": "A simple random sample gives each listed school an equal chance of selection, but it does not give each pupil an equal chance when school sizes differ. Selection proportional to enrolment may better support pupil-level estimates, while an equal-school design may better support the proportion of schools affected. The unit of inference is declared before selection. Weights reflect the design; they are not applied merely to make a result resemble a known total.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-255-b003", "type": "PARAGRAPH", "text": "Small or remote groups may be deliberately sampled at a higher rate to permit separate estimates. Their additional observations are then weighted appropriately in the combined estimate. Oversampling is a means of obtaining evidence on groups that would otherwise be obscured, not a basis for giving them disproportionate weight in a national statistic.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-256", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "256", "title": "Clustered observations", "anchor": "256-clustered-observations", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-256-b001", "type": "PARAGRAPH", "text": "Observing several classes or teachers within the same school is efficient, but these observations commonly share facilities, management and local conditions. They are not treated as if they came from unrelated schools. A result based on 300 classes in 20 schools may provide less information about between-school variation than a smaller number of classes spread across many schools.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-256-b002", "type": "PARAGRAPH", "text": "The report states the number of schools, classes, teachers, pupils and observation occasions. Where a formal sampling error is calculated, it reflects clustering and stratification. Where technical capacity does not permit a reliable calculation, the publication avoids a spurious margin and gives the design, range and limitations in plain terms.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-257", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "257", "title": "Repeated observation and unstable conditions", "anchor": "257-repeated-observation-and-unstable-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-257-b001", "type": "PARAGRAPH", "text": "Some conditions are stable enough for one dated observation: the existence and visible state of a roof, the dimensions of a room or the presence of a fixed water source. Other conditions vary by day or period: teacher presence, water availability, timetable operation, material use or pupil attendance. Repeated observation is used when a single occasion would materially misclassify the service.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-257-b002", "type": "PARAGRAPH", "text": "The timing of visits is part of the measure. An observation confined to the first lesson, the dry season, examination weeks or easily reached days cannot be generalised to the full school year without qualification. Surprise visits may reduce preparation for a presence measure, but they do not remove seasonal, timetable or travel effects. A visit that cannot take place because the school is inaccessible is not recorded as an observed closure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-258", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "258", "title": "Non-response", "anchor": "258-non-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-258-b001", "type": "PARAGRAPH", "text": "Non-response is classified by stage and reason. The school may be absent from the frame, unreachable, closed on the visit day, unwilling to participate, unable to locate the record, or missing only one item. These outcomes have different implications. Combining them under “no data” conceals whether the evidence system, the service or the visit failed.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-258-b002", "type": "PARAGRAPH", "text": "Replacement of a selected school is not automatic. Replacing a difficult remote school with a nearby accessible school changes the population represented. If replacement is permitted by the design, the rule is fixed before fieldwork and the original non-response remains reported. Follow-up effort is recorded because differential effort can alter whose conditions become visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-258-b003", "type": "PARAGRAPH", "text": "An adjusted estimate may use weighting classes or other defensible procedures where response is related to known characteristics. Adjustment cannot recover an unmeasured condition merely by calculation. The result includes both the observed estimate and the principal assumption required by the adjustment.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-258-b004-tbl-iceqc-r-2005-04-q1", "type": "TABLE", "title": "Table Q.1. Evidence design and principal error controls", "columns": [ { "key": "c1-decision-purpose", "label": "Decision purpose", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-preferred-coverage", "label": "Preferred coverage", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-principal-error", "label": "Principal error", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-minimum-control", "label": "Minimum control", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-required-qualification", "label": "Required qualification", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Decide an individual school case", "Complete case evidence", "Misclassification of the service", "Source reconciliation and direct verification where material", "Applies only to the named school and period" ], [ "Allocate a benefit to every eligible school", "Complete eligible-school return", "Frame omission and favourable reporting", "Current school list, exception checks and sampled verification", "Unresolved schools listed separately" ], [ "Estimate proportion of schools affected", "Probability sample of schools", "Sampling and school non-response", "Known selection probability and response account", "School-level inference only" ], [ "Estimate proportion of pupils exposed", "Size-sensitive school and pupil design", "Unequal pupil selection", "Enrolment-based selection or appropriate weights", "Dependent on enrolment-frame quality" ], [ "Assess variable daily service", "Repeated observations", "Day and time effects", "Visits across relevant periods", "Observation period stated" ], [ "Compare subgroups", "Adequate sample within groups", "Small numbers and differential response", "Planned strata, common definitions and uncertainty", "No ranking where uncertainty is material" ], [ "Monitor an action over time", "Stable panel or comparable repeated samples", "Attrition and changing composition", "Track exits, entries and definition changes", "Change separated from sample change" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-28-table-q-1-evidence-design-and-principal-error-controls.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-258-b005", "type": "PARAGRAPH", "text": "Source: ICEQC evidence-design framework.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-259", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "259", "title": "Observer and instrument effects", "anchor": "259-observer-and-instrument-effects", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-259-b001", "type": "PARAGRAPH", "text": "An observer can alter the activity observed, particularly where the visit is announced or linked to sanctions. The protocol states the observer's role, introduction, duration and permitted interaction. Short visits reduce burden but can increase sensitivity to the exact moment. Long visits provide context but may change routine and require stronger protection for pupils and staff.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-259-b002", "type": "PARAGRAPH", "text": "Questions that ask whether a school “has adequate materials” transfer an undefined judgement to the respondent. An instrument instead records title or material type, quantity, language, condition, location, access rule and intended group, then derives the service measure. Judgement remains necessary for safety and suitability, but its criteria are stated.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-259-b003", "type": "PARAGRAPH", "text": "Training concentrates on boundary cases, not only standard examples. Supervisors compare independent classifications on a small set of observations. Persistent disagreement leads to revision or qualification; it is not concealed by averaging. Field correction records retain the original entry, the reason and the authorised change.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-260", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "260", "title": "Measurement error and decision consequences", "anchor": "260-measurement-error-and-decision-consequences", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-260-b001", "type": "PARAGRAPH", "text": "False inclusion directs scarce support to a school that does not meet the defined need. False exclusion withholds support from a school that does. Their consequences are rarely equal. For safety, exclusion of a hazardous school can be the more serious error and the initial threshold may properly favour precaution. For a costly intervention with limited places, direct verification before final allocation may be necessary.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-260-b002", "type": "PARAGRAPH", "text": "Thresholds are therefore linked to the decision stage. A sensitive screening measure can identify possible cases; a more specific verification establishes eligibility; operating evidence closes the case. Requiring final-proof precision at screening can hide urgent conditions. Treating screening as final proof can misallocate resources.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-261", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "261", "title": "Small numbers and disclosure", "anchor": "261-small-numbers-and-disclosure", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-261-b001", "type": "PARAGRAPH", "text": "Small school or subgroup counts can be educationally important and statistically unstable. Both facts are retained. A difference based on very few observations is not described as a general pattern, yet those pupils are not removed from the improvement case. Administrative action can proceed on verified individual need even when a publishable rate would be unreliable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-261-b002", "type": "PARAGRAPH", "text": "Public tables avoid identifying pupils or staff through small cells, rare characteristics or narrative detail. Suppression is applied consistently and is accompanied by totals that do not permit subtraction to recover the value. Confidentiality limits public detail; it does not permit the responsible authority to ignore the underlying case.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-262", "partId": "part-iceqc-r-2005-04-xxix", "parentId": null, "number": "262", "title": "Interpretation record", "anchor": "262-interpretation-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-262-b001", "type": "PARAGRAPH", "text": "Every material estimate is accompanied by the definition, population, frame date, selection, fieldwork period, response, weighting, missing-data treatment and principal sources of error. This information is proportionate to the claim. It permits a decision-maker to distinguish a verified school case, a descriptive group result and a system estimate.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-262-b002", "type": "PARAGRAPH", "text": "The interpretation record ends with the decisions the evidence can support and those it cannot. It does not convert methodological caution into inaction. Where evidence is incomplete, the authority identifies the lowest-risk provisional decision, the additional evidence required and the date at which the provisional status will be reviewed.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-263", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "263", "title": "Purpose of a portfolio", "anchor": "263-purpose-of-a-portfolio", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-263-b001", "type": "PARAGRAPH", "text": "A recurrent constraint seldom has one valid response in every school. The portfolio sets out a limited family of actions, the conditions under which each may be used and the evidence needed to choose among them. It is not a catalogue from which schools select activities without diagnosis. Nor does it prescribe equal expenditure. Its function is to prevent the repeated use of a familiar input where the mechanism does not fit the local service gap.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-263-b002", "type": "PARAGRAPH", "text": "Each portfolio distinguishes immediate protection, restoration of service, improvement of reliability and longer-term prevention. These stages may overlap, but they are not reported as the same result. A temporary room can restore lessons before a building repair; it does not establish that the facility constraint has been resolved.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-264", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "264", "title": "Loss of scheduled instructional periods", "anchor": "264-loss-of-scheduled-instructional-periods", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-264-b001", "type": "PARAGRAPH", "text": "The initial evidence separates school closure, teacher vacancy, authorised absence, unexplained absence, timetable conflict, late start, early finish, non-instructional duty and pupil non-attendance. A count of lost periods without reason cannot identify the responsible authority.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-264-b002", "type": "PARAGRAPH", "text": "Where a single timetable conflict is the immediate cause, rearrangement may restore service without new expenditure. Where one teacher covers simultaneous grades, multigrade organisation, class regrouping or a temporary additional assignment may be considered. Where an established post is vacant, the school cannot solve recruitment and deployment by changing its record. The district action addresses appointment, travel, housing or replacement arrangements as applicable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-264-b003", "type": "PARAGRAPH", "text": "Monitoring uses scheduled periods as the denominator and records delivered periods by class or subject. A restored total that leaves the same remote class without instruction is not sufficient. The review also checks whether additional periods create excessive workload, remove preparation time or displace another subject.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-265", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "265", "title": "Unusable or inaccessible learning materials", "anchor": "265-unusable-or-inaccessible-learning-materials", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-265-b001", "type": "PARAGRAPH", "text": "The diagnosis separates insufficient quantity, wrong title, wrong language, damaged stock, locked storage, delayed distribution, lack of teacher copy, unsuitable level and weak integration into lessons. Procurement addresses only some of these causes.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-265-b002", "type": "PARAGRAPH", "text": "Redistribution is appropriate when usable surplus exists and transport is feasible. Repair or rebinding can extend service for durable materials where content remains current and total cost is proportionate. A revised access arrangement may address locked or centrally stored stock. New procurement is justified where the correct material is absent and the supply route can deliver it in time. Teacher support is added only where evidence shows that material use is constrained by preparation or unfamiliar method.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-265-b003", "type": "PARAGRAPH", "text": "The operating result is pupil access during the defined lesson or study period, not boxes received. Verification samples the intended grades and languages. It records sharing arrangements because one book per pupil is not the only possible service design, while an aggregate book–pupil ratio can conceal unusable concentrations.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-266", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "266", "title": "Overcrowding and room constraints", "anchor": "266-overcrowding-and-room-constraints", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-266-b001", "type": "PARAGRAPH", "text": "Evidence records pupils present, usable floor area, seating, ventilation, light, teacher movement, timetable, shifts and other available spaces. The word “overcrowded” is not used without the observed condition and applicable rule or educational consequence.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-266-b002", "type": "PARAGRAPH", "text": "Low-cost reorganisation may include moving an activity to a safer available space, revising group schedules or adjusting furniture. Such action is valid only if it preserves instructional time, accessibility and protection. Double shifting can expand capacity but may shorten the school day and impose travel or household burdens. Temporary shelter may protect continuity during repair, but weather resistance, sanitation and security remain specified.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-266-b003", "type": "PARAGRAPH", "text": "Construction is considered where the durable capacity gap is verified and demographic, site, recurrent-cost and maintenance evidence support it. A completed room is not an improvement if teachers, furniture, water access or recurrent finance prevent its use. The appraisal therefore compares the full service package rather than the structure alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-267", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "267", "title": "Unsafe water, sanitation or hygiene conditions", "anchor": "267-unsafe-water-sanitation-or-hygiene-conditions", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-267-b001", "type": "PARAGRAPH", "text": "The service definition distinguishes a facility from safe, functional and accessible provision. Evidence includes source reliability, quantity where measurable, distance, privacy, separate arrangements where required, accessibility, cleaning, handwashing means, drainage and seasonal failure. Sensitive pupil experience is collected through safe and appropriate channels.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-267-b002", "type": "PARAGRAPH", "text": "Immediate protection can include restricting access to a hazardous structure, providing a temporary safe arrangement or organising an urgent supply. Restoration may involve minor repair, cleaning provision, water storage or a service link. Capital work is justified where the source or structure is inadequate. Health education does not substitute for safe facilities, and facilities do not substitute for supported skills-based education and service links. This connected treatment follows the feasible school-health framework available by the cut-off.", "citationIds": [ "REF-07", "REF-08" ] }, { "id": "sec-iceqc-r-2005-04-267-b003", "type": "PARAGRAPH", "text": "The review verifies use and reliability after an appropriate interval. A photograph on the day of completion cannot establish seasonal availability or maintenance. Responsibility for recurrent supplies and repair is assigned before closure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-268", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "268", "title": "Teacher practice constrained by insufficient support", "anchor": "268-teacher-practice-constrained-by-insufficient-support", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-268-b001", "type": "PARAGRAPH", "text": "The evidence identifies the practice sought, the preparation previously provided, curriculum and material conditions, class context, opportunity to practise, supervisory support and competing duties. It avoids attributing a system condition to teacher disposition.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-268-b002", "type": "PARAGRAPH", "text": "An isolated workshop is rarely an adequate portfolio. Feasible actions may include demonstration, guided planning, peer observation, supervised practice, access to suitable materials and a follow-up discussion based on classroom evidence. The sequence is chosen according to the specific practice and available capability. Training time and travel are counted because support that repeatedly removes teachers from instruction can worsen the service it seeks to improve.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-268-b003", "type": "PARAGRAPH", "text": "The immediate result is use of the defined practice under the relevant conditions, assessed with an observation or work sample suited to the practice. It is not attendance, satisfaction or a general rating of the teacher. Pupil learning is examined only with a design and period capable of supporting that inference.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-269", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "269", "title": "Attendance and participation barriers", "anchor": "269-attendance-and-participation-barriers", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-269-b001", "type": "PARAGRAPH", "text": "School absence is disaggregated by pupil group, duration and known reason, with privacy protection. Possible constraints include direct and indirect cost, distance, disability, safety, language, illness, seasonal work, household responsibility, school climate and perceived relevance. The school register can locate a pattern; it cannot by itself establish the cause.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-269-b002", "type": "PARAGRAPH", "text": "Responses may include correction of an unlawful or unintended charge, timetable adjustment within applicable rules, accessibility measures, safe transport arrangements, language support, health referral or communication with families. Enforcement directed at families is not treated as the default improvement method where the service itself is inaccessible or unacceptable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-269-b003", "type": "PARAGRAPH", "text": "The operating result is restored access and participation for the affected group. Average attendance can improve while the original group remains excluded. The review therefore follows the named cohort, subject to confidentiality, and examines recurrence rather than a single return day.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-270", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "270", "title": "Leadership and administrative workload", "anchor": "270-leadership-and-administrative-workload", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-270-b001", "type": "PARAGRAPH", "text": "Where a headteacher or teacher loses substantial time to duplicated returns, cash handling, travel for approvals or unresolved cases, the constraint is administrative as well as local. Evidence maps each recurring task, its authority, frequency, time, duplication and decision use.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-270-b002", "type": "PARAGRAPH", "text": "Actions may consolidate forms, align submission dates, delegate a valid decision, provide a scheduled district service or remove a return that has no identified user. Technology is not presumed to reduce burden: equipment, power, communications, training and continued paper requirements are included. The result is time restored to instructional leadership or teaching, with no loss of necessary financial or protective control.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-271", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "271", "title": "Small and remote schools", "anchor": "271-small-and-remote-schools", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-271-b001", "type": "PARAGRAPH", "text": "Remoteness changes cost, frequency of support, staffing feasibility and evidence collection. It does not lower the entitlement to an essential educational service. A portfolio may combine multigrade preparation, clustered material distribution, scheduled mobile support, teacher accommodation or adjusted supervisory routes. Each measure is tested against continuity and recurrent feasibility.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-271-b002", "type": "PARAGRAPH", "text": "Comparisons use schools facing reasonably similar geography and scale. A small school may have a low pupil–teacher ratio and still lack a teacher for one grade or language. Unit costs may be higher because a minimum service cannot be divided below one teacher, one safe room or one delivery journey. Efficiency is assessed in relation to the service and population, not by forcing the remote school to match an urban average.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-272", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "272", "title": "Conflict, displacement and interruption", "anchor": "272-conflict-displacement-and-interruption", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-272-b001", "type": "PARAGRAPH", "text": "Where insecurity or displacement affects schooling, evidence collection is limited by protection. School identity, routes and population detail are not publicly disclosed where they could create harm. Rapid evidence establishes whether a safe learning arrangement, responsible adult, essential materials and referral routes operate. It does not attempt a comprehensive survey while immediate protection is unresolved.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-272-b002", "type": "PARAGRAPH", "text": "Temporary arrangements record population movement, language, accessibility, teacher continuity and the status of the ordinary school. Enrolment totals are treated as changing estimates. The review interval is shorter because conditions can change quickly. Continuity measures do not imply that temporary provision is an acceptable permanent standard.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-272-b003-tbl-iceqc-r-2005-04-r1", "type": "TABLE", "title": "Table R.1. Constraint-to-action portfolio", "columns": [ { "key": "c1-verified-constraint", "label": "Verified constraint", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-immediate-measure", "label": "Immediate measure", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-service-restoration-option", "label": "Service-restoration option", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-evidence-for-longer-action", "label": "Evidence for longer action", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-result-that-permits-closure", "label": "Result that permits closure", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Timetable conflict", "Protect affected periods", "Rearrange groups or assignments", "Repeated period loss and workload", "Scheduled instruction delivered without displacement" ], [ "Vacant teaching post", "Temporary safe coverage", "Appointment or supported deployment", "Establishment, candidate and retention evidence", "Appropriate teacher providing defined service" ], [ "Materials inaccessible", "Release usable stock", "Redistribution or access revision", "Stock, language, curriculum and supply route", "Intended pupils can use correct materials" ], [ "Unsafe room", "Restrict hazardous use", "Safe temporary space and repair", "Engineering, enrolment and recurrent-cost evidence", "Safe room functioning for intended class" ], [ "Water or sanitation failure", "Interim safe provision", "Repair, supply or service arrangement", "Seasonal reliability and maintenance responsibility", "Functional, accessible service at review" ], [ "Unsupported teaching practice", "Protect planning and support time", "Demonstration, practice and follow-up", "Observed constraint and material readiness", "Defined practice used under relevant conditions" ], [ "Participation barrier", "Protect access of affected pupil", "Remove verified cost, safety or accessibility barrier", "Group-specific attendance and cause evidence", "Access restored and sustained for affected group" ], [ "Administrative overload", "Suspend unnecessary duplication where authorised", "Consolidate or delegate valid processes", "Task-time and decision-use record", "Time restored without loss of control" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-29-table-r-1-constraint-to-action-portfolio.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-272-b004", "type": "PARAGRAPH", "text": "Source: ICEQC intervention portfolio for recurrent teaching constraints.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-273", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "273", "title": "Selection among options", "anchor": "273-selection-among-options", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-273-b001", "type": "PARAGRAPH", "text": "Options are compared on expected service effect, time to operation, total cost, recurrent liability, implementation capacity, distribution, risk and reversibility. The lowest purchase price does not necessarily represent the least-cost service. A donated item with no correct content, repair route or access arrangement may have no educational value and can impose storage and disposal costs.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-273-b002", "type": "PARAGRAPH", "text": "The chosen option records why plausible alternatives were not selected. This protects decision quality where a familiar activity has institutional support but a less visible operational measure better addresses the constraint. It also permits later review to distinguish a poor decision from a reasonable decision affected by an unforeseen condition.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-274", "partId": "part-iceqc-r-2005-04-xxx", "parentId": null, "number": "274", "title": "Portfolio governance", "anchor": "274-portfolio-governance", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-274-b001", "type": "PARAGRAPH", "text": "The competent authority sets the limits within which a school may act, the cases requiring technical or financial approval and the urgent conditions requiring immediate referral. A portfolio does not transfer statutory or financial responsibility to the school. It makes the path from evidence to authorised action explicit.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-274-b002", "type": "PARAGRAPH", "text": "Portfolio performance is reviewed across schools. Repeated failure of one option leads to examination of its assumptions, supply chain and support. A successful option is not expanded merely because it produced one favourable case. Wider use requires evidence that the mechanism, capacity and relevant conditions can be reproduced.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-275", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "275", "title": "The district as an operating link", "anchor": "275-the-district-as-an-operating-link", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-275-b001", "type": "PARAGRAPH", "text": "Many school constraints cannot be resolved at school level and do not require a national policy decision. The district or equivalent intermediate authority commonly controls deployment, maintenance referral, distribution, supervision, financial approval or aggregation of evidence. Its capacity determines whether a verified school need becomes a timely service response.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-275-b002", "type": "PARAGRAPH", "text": "Capacity is not measured only by staff establishments or office equipment. It includes authority, competence, workload, transport, information, funds, supplier access and the reliability of decisions. A fully staffed office without delegated authority may accumulate cases; an authorised office without transport may be unable to verify or support remote schools.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-276", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "276", "title": "Case-flow stages", "anchor": "276-case-flow-stages", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-276-b001", "type": "PARAGRAPH", "text": "The case register distinguishes receipt, screening, verification, assignment, decision, resource commitment, delivery, operating verification and closure. Each stage has a responsible role and date. Cases can be returned for missing evidence, referred upward, combined with a wider action, held pending funds or rejected with reason. These states are visible rather than compressed into “pending.”", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-276-b002", "type": "PARAGRAPH", "text": "Elapsed time is measured between stages. A long interval before verification suggests access or triage constraints; a long interval after approval suggests procurement, finance or delivery constraints. Total backlog alone cannot locate the failure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-277", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "277", "title": "Triage", "anchor": "277-triage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-277-b001", "type": "PARAGRAPH", "text": "Triage first identifies immediate threat to life, protection, access or continuity. It then considers the essential service affected, scale, duration, distribution and reversibility. Political prominence, ease of travel and quality of the submitted form are not legitimate substitutes for severity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-277-b002", "type": "PARAGRAPH", "text": "Schools with weaker administrative capacity may submit less complete evidence despite greater need. The district provides proportionate assistance to establish the case. It does not reward reporting ability as if it were educational need. At the same time, unsupported claims are not converted into approved expenditure; provisional status and the next verification step are recorded.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-278", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "278", "title": "Workload and staffing", "anchor": "278-workload-and-staffing", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-278-b001", "type": "PARAGRAPH", "text": "District workload is estimated from incoming cases, scheduled school support, recurring statutory tasks and the average time by case type. The calculation separates professional judgement, clerical processing, travel and waiting. Adding staff may not resolve delay where approval, vehicle access or procurement is binding.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-278-b002", "type": "PARAGRAPH", "text": "Seasonality matters. Road access, school calendar, budget release, examination periods and construction conditions can concentrate demand. An annual average can conceal months in which urgent cases cannot be reached. Capacity planning therefore uses a monthly or term profile where the variation is material.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-279", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "279", "title": "Travel and geographic access", "anchor": "279-travel-and-geographic-access", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-279-b001", "type": "PARAGRAPH", "text": "Travel plans group visits where doing so does not delay urgent response or compromise the purpose of an unannounced observation. Remote routes include realistic travel time, weather, vehicle availability and safe access. The office records schools not visited and why; it does not report only completed visits.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-279-b002", "type": "PARAGRAPH", "text": "Alternative evidence, including a verified local record or communication through another public service, may support provisional action. It does not automatically equal direct observation. The authority specifies which claim it can support and schedules further verification where consequence requires it.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-280", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "280", "title": "Funds and delegated authority", "anchor": "280-funds-and-delegated-authority", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-280-b001", "type": "PARAGRAPH", "text": "Small repairs and replacement materials can remain unresolved when the amount is below a central programme threshold but above a school's lawful authority or means. A district service standard therefore identifies the decisions delegated at each level, monetary limits, required safeguards and expected response time.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-280-b002", "type": "PARAGRAPH", "text": "Delegation is accompanied by competence, funds and review. Authority without a funded line creates nominal responsibility. Funds without technical specification can produce unsafe or unusable work. Central retention of every minor approval can protect formal control while allowing service loss to continue. The design balances consequence, capability and transaction cost.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-281", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "281", "title": "Technical support and specification", "anchor": "281-technical-support-and-specification", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-281-b001", "type": "PARAGRAPH", "text": "District personnel do not need to hold every specialist skill, but they need a reliable referral route. Structural hazards, water safety, disability access, specialised materials and sensitive protection cases may require external technical competence. The case remains owned by a named authority during referral.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-281-b002", "type": "PARAGRAPH", "text": "Standard specifications can shorten routine action, provided they allow adaptation for site and users. A standard that assumes road access, a particular language or a uniform school size can systematically fail in the settings of greatest need. Exceptions are documented and reviewed for whether the standard itself requires revision.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-282", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "282", "title": "Backlog analysis", "anchor": "282-backlog-analysis", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-282-b001", "type": "PARAGRAPH", "text": "Backlogs are reported by service, severity, age, stage, location and responsible unit. A declining total can conceal the accumulation of old difficult cases if recent easy cases are closed first. Age bands and the oldest unresolved essential-service cases remain visible.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-282-b002", "type": "PARAGRAPH", "text": "Closure rates are interpreted with incoming volume. Closing 80 cases while receiving 100 increases the backlog by 20. Conversely, a temporary rise in registered cases can reflect improved access to reporting rather than deteriorating conditions. The district distinguishes demand recognition from service performance.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-282-b003-tbl-iceqc-r-2005-04-s1", "type": "TABLE", "title": "Table S.1. Illustrative monthly case-flow account", "columns": [ { "key": "c1-case-flow-item", "label": "Case-flow item", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-month-1", "label": "Month 1", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-month-2", "label": "Month 2", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-month-3", "label": "Month 3", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-interpretation", "label": "Interpretation", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Opening unresolved cases", "120", "138", "131", "Stock carried into month" ], [ "New valid cases received", "54", "47", "63", "Demand recognised during month" ], [ "Cases closed with operating verification", "36", "54", "49", "Verified service result, not administrative referral" ], [ "Cases otherwise removed with reason", "0", "0", "4", "Duplicate, invalid or superseded cases" ], [ "Closing unresolved cases", "138", "131", "141", "Opening plus entries less verified and reasoned removals" ], [ "Cases older than 90 days", "31", "29", "35", "Persistent cases requiring stage analysis" ], [ "Urgent cases beyond response period", "4", "1", "3", "Protective service failure requiring immediate review" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-30-table-s-1-illustrative-monthly-case-flow-account.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-282-b004", "type": "PARAGRAPH", "text": "Source: ICEQC illustrative case-flow account. Values are hypothetical and do not describe a jurisdiction.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-283", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "283", "title": "Service standards", "anchor": "283-service-standards", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-283-b001", "type": "PARAGRAPH", "text": "A response standard applies to a defined stage and case class. “Respond within 30 days” is ambiguous unless response means acknowledgement, verification, decision, delivery or operating restoration. Urgent protection, routine verification and capital action require different periods.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-283-b002", "type": "PARAGRAPH", "text": "Performance against a standard is published with exclusions and paused time. An office cannot stop the clock merely by requesting unnecessary information. Where the school or another authority must act, the case state and responsibility are shown. A favourable average does not excuse a serious tail of overdue urgent cases.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-284", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "284", "title": "Learning across cases", "anchor": "284-learning-across-cases", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-284-b001", "type": "PARAGRAPH", "text": "The district periodically groups cases by immediate and upstream cause. Repeated delivery shortages may indicate a route or contract problem; repeated timetable conflicts may indicate staffing rules; repeated minor repairs may indicate weak preventive maintenance. Aggregation converts individual school evidence into a system-improvement agenda without erasing the schools still awaiting service.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-284-b002", "type": "PARAGRAPH", "text": "The district reports which recurring causes it can resolve and which it has referred. Referral includes the evidence, scale, affected populations, interim measures and requested decision. National offices acknowledge and track the issue. Upward transfer does not close local cases.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-285", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "285", "title": "Integrity and review", "anchor": "285-integrity-and-review", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-285-b001", "type": "PARAGRAPH", "text": "Separation is maintained between evidence verification, supplier selection, payment and operating confirmation where risk warrants it. Small offices may not have separate staff for every role; compensating review, recorded approval and sampled independent checks are then used.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-285-b002", "type": "PARAGRAPH", "text": "Performance measures do not reward closure count alone. A narrow target can encourage rejection of complex cases, premature closure or concentration on accessible schools. The balanced record includes service restored, distribution, overdue urgent cases, recurrence, cost and verified user access.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-286", "partId": "part-iceqc-r-2005-04-xxxi", "parentId": null, "number": "286", "title": "Minimum district capacity statement", "anchor": "286-minimum-district-capacity-statement", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-286-b001", "type": "PARAGRAPH", "text": "Each district publishes or maintains a concise capacity statement covering its authority, staff functions, access arrangements, available funds, technical referral routes, case volume and material limitations. The statement is not an excuse for unmet service. It identifies the support or decision required from the next level and prevents expectations that cannot be met with the assigned means.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-287", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "287", "title": "The framework is a decision method, not a universal standard", "anchor": "287-the-framework-is-a-decision-method-not-a-universal-standard", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-287-b001", "type": "PARAGRAPH", "text": "This report specifies how evidence can support improvement under constrained resources. It does not establish one global inventory of acceptable school conditions, one expenditure level or one instructional method. Applicable law, curriculum, language, geography, climate, age and population determine material parts of the service specification.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-287-b002", "type": "PARAGRAPH", "text": "The essential service floor is derived in context from rights, safety and educational purpose. It cannot be reduced to the least condition presently affordable. Resource constraint affects sequencing and choice; it does not convert an unsafe or discriminatory condition into an adequate service.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-288", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "288", "title": "Evidence availability is unequal", "anchor": "288-evidence-availability-is-unequal", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-288-b001", "type": "PARAGRAPH", "text": "Schools with stable administration, trained staff, secure storage and easy communications produce more records. A method that admits only well-documented needs can direct support towards already advantaged institutions. This report therefore permits proportionate verification and assistance, but such measures cannot fully correct structural differences in evidence capacity.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-288-b002", "type": "PARAGRAPH", "text": "Missing evidence has several possible meanings. The service may be absent, the record may be absent, the definition may be misunderstood or the school may be unreachable. No single imputation is valid for all. Unknown status remains visible and is considered in both action and public interpretation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-289", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "289", "title": "Local measures and international comparison", "anchor": "289-local-measures-and-international-comparison", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-289-b001", "type": "PARAGRAPH", "text": "School-level measures are designed primarily for local and system decisions. Even apparently simple quantities can differ across jurisdictions: operating school, trained teacher, scheduled period, usable classroom, learning material or completion. International comparison requires common definitions or a careful mapping of differences. This report does not treat local records as automatically comparable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-289-b002", "type": "PARAGRAPH", "text": "World Development Indicators 2004 and the Global Education Digest 2004 illustrate the importance of definitions, reference years and coverage in comparative statistics. Their national aggregates provide context but cannot identify the condition of a particular school.", "citationIds": [ "REF-04", "REF-05" ] } ] }, { "id": "sec-iceqc-r-2005-04-290", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "290", "title": "Attribution", "anchor": "290-attribution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-290-b001", "type": "PARAGRAPH", "text": "Improvement actions occur alongside staffing changes, seasonal variation, curriculum events, household conditions and other programmes. A service can improve after an action without the action being the sole cause. Before-and-after observation establishes temporal change only where definitions and populations remain comparable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-290-b002", "type": "PARAGRAPH", "text": "Stronger causal designs may be infeasible or inappropriate for urgent service restoration. The absence of a comparison group does not prevent repair of a dangerous facility. It limits the later claim. Operational decisions and research claims are therefore governed separately.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-291", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "291", "title": "Short follow-up periods", "anchor": "291-short-follow-up-periods", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-291-b001", "type": "PARAGRAPH", "text": "Immediate operating results can often be observed soon after implementation. Reliability, maintenance, teacher practice, attendance and learning require longer periods. A report issued immediately after delivery can assess receipt and initial use but not sustained effect.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-291-b002", "type": "PARAGRAPH", "text": "Review schedules reflect the mechanism. A timetable change may be checked over several cycles; water reliability may require observation across seasons; material access may require repeated lessons; a learning outcome requires sufficient exposure and an appropriate assessment. Early reporting labels the stage rather than projecting a mature result.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-292", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "292", "title": "Proxy measures", "anchor": "292-proxy-measures", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-292-b001", "type": "PARAGRAPH", "text": "Inputs and process indicators can be useful proxies where direct outcomes are delayed or costly. Their validity depends on a plausible and evidenced link. Teacher attendance is closer to instructional availability than payroll status, but presence alone does not prove teaching. Material use is closer to access than delivery, but does not prove comprehension.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-292-b002", "type": "PARAGRAPH", "text": "A chain of proxies is not accumulated into certainty. Each transition has a separate risk. The report selects the measure nearest to the service that can be collected credibly and states what remains unobserved.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-293", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "293", "title": "Reporting and behavioural response", "anchor": "293-reporting-and-behavioural-response", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-293-b001", "type": "PARAGRAPH", "text": "When an indicator controls funds, recognition or sanction, actors have reason to influence it. This does not imply dishonesty; they may change classification, concentrate effort near observation, avoid difficult enrolments or prioritise the counted service. Independent checks and multiple measures reduce but do not remove this response.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-293-b002", "type": "PARAGRAPH", "text": "Measures are reviewed for unintended incentives. A target for case closure can encourage premature closure. A target for low pupil–teacher ratios can discourage enrolment or conceal teacher assignment. A target for material distribution can reward dispatch without access. Public-interest reporting includes counter-indicators where the risk is material.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-294", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "294", "title": "Costs are incompletely observed", "anchor": "294-costs-are-incompletely-observed", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-294-b001", "type": "PARAGRAPH", "text": "School accounts may capture purchases but omit teacher time, district travel, household contribution, maintenance, donated resources and instructional disruption. Full economic valuation may exceed available capacity. The minimum approach records material non-cash resources and identifies excluded costs.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-294-b002", "type": "PARAGRAPH", "text": "Cost comparison is limited where actions provide different service levels or durability. A cheap temporary measure and a durable remedy are not equivalent. The report therefore relates cost to the defined operating result and expected period, while avoiding precision unsupported by records.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-295", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "295", "title": "Rights and protection limit data collection", "anchor": "295-rights-and-protection-limit-data-collection", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-295-b001", "type": "PARAGRAPH", "text": "Some questions should not be asked publicly or by unprepared personnel. Evidence on violence, health, disability, household status or individual performance can create harm. The need for a system estimate does not override privacy, consent where applicable, referral responsibility or safe handling.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-295-b002", "type": "PARAGRAPH", "text": "Protective limits can reduce detail and sample size. That limitation is reported; it is not overcome by collecting identifiable information without safeguards. Responsible authorities retain a route for individual assistance separate from aggregate research.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-296", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "296", "title": "External validity and scale", "anchor": "296-external-validity-and-scale", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-296-b001", "type": "PARAGRAPH", "text": "An action that works in one school may depend on leadership, supplier access, language, class size or unusual support. Expansion changes workload and may dilute supervision or supply. Similarity is examined on the conditions required by the mechanism, not on superficial school labels.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-296-b002", "type": "PARAGRAPH", "text": "Scale decisions use a staged approach. Additional settings are selected to test important variation. Implementation and operating results are examined before further expansion. A failed transfer can indicate a missing support condition rather than an invalid objective.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-297", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "297", "title": "Uncertainty and precaution", "anchor": "297-uncertainty-and-precaution", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-297-b001", "type": "PARAGRAPH", "text": "Uncertainty does not have one policy consequence. For a reversible low-risk rearrangement, action and close review may be preferable to delay. For structural work or a decision affecting rights, stronger technical evidence may be necessary. For an immediate safety threat, precaution and interim protection may precede complete diagnosis.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-297-b002", "type": "PARAGRAPH", "text": "The decision record states the uncertainty, consequence of error, interim safeguard and additional evidence. It avoids both false confidence and indefinite study where the cost of inaction is evident.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-298", "partId": "part-iceqc-r-2005-04-xxxii", "parentId": null, "number": "298", "title": "Research priorities as at March 2005", "anchor": "298-research-priorities-as-at-march-2005", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-298-b001", "type": "PARAGRAPH", "text": "The framework identifies several needs for further work: reliable measures of delivered instructional time; practical methods for assessing material access and use; evidence on the durability and full cost of small school improvements; stronger understanding of district case flow; and comparative study of how remoteness, school size and language affect minimum service provision.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-298-b002", "type": "PARAGRAPH", "text": "Further work is also required on the relation between school conditions and teaching practice, the distribution of benefit within schools, and methods that permit pupil and teacher participation without creating disclosure or retaliation risk. These priorities concern both statistical quality and public administration. Better measurement is valuable only where it improves a legitimate decision or makes an unresolved service obligation visible.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-299", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "299", "title": "Status of the examples", "anchor": "299-status-of-the-examples", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-299-b001", "type": "PARAGRAPH", "text": "The cases in this appendix are hypothetical. They demonstrate the arithmetic and judgement required by the framework and do not describe an actual school or jurisdiction. Monetary units are omitted so that the examples cannot be read as price guidance. Every conclusion remains conditional on local authority, safety rules and educational specification.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-300", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "300", "title": "Case one: apparent material shortage", "anchor": "300-case-one-apparent-material-shortage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-300-b001", "type": "PARAGRAPH", "text": "A school reports 600 enrolled pupils and 360 copies of the principal grade-level reading material. The aggregate ratio is 0.60 copies per enrolled pupil. Inventory review finds that 40 copies are damaged beyond use and 80 are in a language not used by the intended classes. The usable relevant stock is therefore 240 copies, or 0.40 per enrolled pupil.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-300-b002", "type": "PARAGRAPH", "text": "The school operates two shifts. The morning shift has 320 enrolled pupils and the afternoon shift 280. If books can be securely transferred between shifts, the simultaneous requirement is determined by the larger shift rather than total enrolment. A complete one-copy-per-pupil service would require 320 usable relevant copies, leaving a gap of 80, not 360. If the educational specification permits one copy between two pupils for guided lessons, the stock may be numerically sufficient but distribution and lesson access still require verification.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-300-b003", "type": "PARAGRAPH", "text": "Class observation finds that 70 usable books remain locked because the lending record assigns personal liability to one teacher. Releasing those books under a revised custody procedure changes accessible stock from 170 to 240 without procurement. The operating review asks whether intended pupils can use the books during the relevant lessons. The example shows why aggregate inventory, usable stock, simultaneous demand and access are separate quantities.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-301", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "301", "title": "Case two: instructional time", "anchor": "301-case-two-instructional-time", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-301-b001", "type": "PARAGRAPH", "text": "A grade is scheduled for 25 instructional periods each week. During a four-week baseline, school closure removes 10 periods, teacher authorised duty removes 6, timetable conflict removes 8 and late starts account for an estimated equivalent of 4 periods. Of 100 scheduled periods, 72 are delivered, giving a delivery rate of 72 per cent.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-301-b002", "type": "PARAGRAPH", "text": "The first action removes the timetable conflict and protects replacement for official duty. During the next comparable four weeks, 92 of 100 periods are delivered. The change is 20 delivered periods, or 27.8 per cent relative to the baseline delivered total. It is also a 20 percentage-point increase in the delivery rate. These expressions are not interchangeable.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-301-b003", "type": "PARAGRAPH", "text": "The review does not attribute all change to the action without examining school closure and late starts in both periods. It also checks that the periods restored to this grade were not removed from another. If observation confirms the timetable mechanism and no displacement, the authority can report restored scheduled service; it cannot infer a learning gain from the period count alone.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-302", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "302", "title": "Case three: choosing between repair and temporary provision", "anchor": "302-case-three-choosing-between-repair-and-temporary-provision", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-302-b001", "type": "PARAGRAPH", "text": "Two classrooms serving 90 pupils become unusable. Option A provides temporary space within five school days, operates for one term and requires repeated transport and weather protection. Option B repairs the rooms in 25 school days and is expected to restore durable service, but no safe space is available during the works. The options address different periods.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-302-b002", "type": "PARAGRAPH", "text": "A combined action uses temporary provision for continuity and repair for durable restoration. Its cost exceeds either item viewed alone but meets both immediate and longer service requirements. Appraisal includes the instructional days protected, accessibility, safety, teacher travel, storage, maintenance and the risk that temporary provision persists after repair.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-302-b003", "type": "PARAGRAPH", "text": "Administrative completion occurs when the repair is certified. Operating completion occurs when the rooms are safe, furnished, accessible and used by the intended classes. The temporary arrangement ends only after operating verification; its removal is part of closure.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-303", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "303", "title": "Case four: district backlog", "anchor": "303-case-four-district-backlog", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-303-b001", "type": "PARAGRAPH", "text": "A district begins a quarter with 210 unresolved cases, receives 150 valid new cases and closes 180 with operating verification. Ten duplicate cases are removed with recorded reason. The closing stock is 170: 210 + 150 − 180 − 10. Reporting 180 closures alone would suggest high activity but would not reveal the remaining stock.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-303-b002", "type": "PARAGRAPH", "text": "Of the 170 unresolved cases, 45 are older than 90 days. Twenty-eight of those await technical verification, 9 await an approval outside the district and 8 await delivery after funding. The appropriate response differs by stage. Increasing school submissions would not resolve any of the three bottlenecks.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-303-b003", "type": "PARAGRAPH", "text": "The district also finds that remote schools constitute 18 per cent of valid cases but 36 per cent of cases older than 90 days. This does not by itself establish discriminatory intent. It establishes an unequal service pattern requiring examination of travel, verification, supplier and allocation arrangements.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-304", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "304", "title": "Case five: comparison with changing coverage", "anchor": "304-case-five-comparison-with-changing-coverage", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-304-b001", "type": "PARAGRAPH", "text": "In year one, 80 of 100 schools return a sanitation functionality item and 52 report a functioning service, giving 65 per cent among respondents. In year two, 95 of 100 return the item and 67 report functioning service, giving 70.5 per cent among respondents.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-304-b002", "type": "PARAGRAPH", "text": "The increase among respondents is 5.5 percentage points. It cannot be assumed to represent the same increase among all schools because the additional 15 respondents may differ. If all 20 year-one non-respondents lacked service, the year-one all-school proportion would be 52 per cent; if all had service, it would be 72 per cent. The wide bound shows that the first-year coverage materially limits change interpretation.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-304-b003", "type": "PARAGRAPH", "text": "A panel analysis of the 75 schools responding in both years may provide a more comparable change measure, but it represents continuing respondents rather than every school. The publication gives both coverage and the basis of comparison.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-304-b004-tbl-iceqc-r-2005-04-u1", "type": "TABLE", "title": "Table U.1. Worked cases and decision lessons", "columns": [ { "key": "c1-case", "label": "Case", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c2-misleading-initial-measure", "label": "Misleading initial measure", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c3-required-distinction", "label": "Required distinction", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c4-supported-decision", "label": "Supported decision", "dataType": "TEXT", "alignment": "LEFT" }, { "key": "c5-unsupported-inference", "label": "Unsupported inference", "dataType": "TEXT", "alignment": "LEFT" } ], "rows": [ [ "Reading materials", "Total copies divided by total enrolment", "Usable, relevant, simultaneous and accessible stock", "Redistribute, release or procure against verified gap", "Learning improved because books arrived" ], [ "Instructional time", "Teacher employed or present", "Scheduled, lost and delivered periods by cause", "Remove timetable conflict and protect replacement", "Restored periods caused higher attainment" ], [ "Classroom failure", "Works completed", "Interim continuity, durable repair and operating use", "Combine temporary protection with repair where necessary", "Certification alone restored instruction" ], [ "District cases", "Number closed", "Opening stock, entries, stage, removals and closing stock", "Address the stage causing delay", "High closure count means needs are declining" ], [ "Sanitation trend", "Respondent percentages", "Coverage, common panel and bounds", "Improve response and qualify change", "Difference reflects system improvement" ] ], "notes": [], "sourceNote": "Source and methodological notes are stated immediately below the table in the authoritative Markdown text.", "citationIds": [], "csvPath": "tables/table-31-table-u-1-worked-cases-and-decision-lessons.csv", "renderHints": { "responsive": true, "stickyHeader": true, "allowHorizontalScroll": true, "repeatHeaderOnPrint": true, "firstColumnAsRowHeader": true, "compactOnSmallScreens": false } }, { "id": "sec-iceqc-r-2005-04-304-b005", "type": "PARAGRAPH", "text": "Source: ICEQC worked examples. All values are hypothetical.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-305", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "305", "title": "Decision record", "anchor": "305-decision-record", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-305-b001", "type": "PARAGRAPH", "text": "Each worked case ends with a short decision record: service and population; verified gap; immediate cause; selected action; authority; resources; operating measure; review date; uncertainty; and safeguard. The record makes the decision reproducible without claiming that every contextual judgement can be reduced to a formula.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-305-b002", "type": "PARAGRAPH", "text": "Calculation sheets retain units and denominators. Percentages are accompanied by counts where disclosure permits. Rounding occurs after calculation and does not create apparent precision. Where a figure is reconstructed, estimated or assumed, that status appears beside the figure and in the interpretation.", "citationIds": [] } ] }, { "id": "sec-iceqc-r-2005-04-306", "partId": "part-iceqc-r-2005-04-xxxiii", "parentId": null, "number": "306", "title": "Concluding application", "anchor": "306-concluding-application", "level": 1, "blocks": [ { "id": "sec-iceqc-r-2005-04-306-b001", "type": "PARAGRAPH", "text": "The examples demonstrate a common principle. Evidence becomes useful when it preserves the transitions between provision, availability, use and service. A ratio may locate a possible gap; it does not identify the action until stock, timing, distribution and mechanism are examined. An activity count may show administrative effort; it does not establish that the educational service operates.", "citationIds": [] }, { "id": "sec-iceqc-r-2005-04-306-b002", "type": "PARAGRAPH", "text": "Resource constraint heightens the importance of these distinctions. When funds, staff and time are scarce, a wrongly specified action carries an opportunity cost for another unresolved school. Exact definitions and proportionate verification are therefore not technical additions to improvement. They are safeguards for fair allocation and dependable educational service.", "citationIds": [] } ] } ], "technicalAppendices": [], "notes": [], "references": [ { "id": "REF-01", "authoringBody": "World Education Forum", "title": "The Dakar Framework for Action: Education for All — Meeting Our Collective Commitments", "year": 2000, "publicationDate": "2000-04-28", "documentSymbol": "ED-2000/WS/27", "sourceType": "POLICY_DOCUMENT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000121147", "evidenceRole": "The commitment to free primary education of good quality, measurable learning outcomes and attention to children in difficult circumstances." }, { "id": "REF-02", "authoringBody": "Education for All Global Monitoring Report Team", "title": "Education for All: The Quality Imperative", "year": 2004, "publicationDate": "2004-11-08", "edition": "EFA Global Monitoring Report 2005", "sourceType": "OFFICIAL_REPORT", "url": "https://unesdoc.unesco.org/ark:/48223/pf0000137333", "evidenceRole": "The contemporaneous global framework connecting learner characteristics, context, enabling inputs, teaching and learning, and outcomes." }, { "id": "REF-03", "authoringBody": "World Bank", "title": "World Development Report 2004: Making Services Work for Poor People", "year": 2003, "sourceType": "OFFICIAL_REPORT", "url": "https://documents1.worldbank.org/curated/en/832891468338681960/pdf/268950WDR00PUB0ces0work0poor0people.pdf", "evidenceRole": "Evidence that financed inputs do not necessarily become services, including provider presence, information and accountability at the point of delivery." }, { "id": "REF-04", "authoringBody": "World Bank", "title": "World Development Indicators 2004", "year": 2004, "sourceType": "OFFICIAL_REPORT", "url": "https://documents.worldbank.org/curated/en/517231468762935046/pdf/289690PAPER0WDI02004.pdf", "evidenceRole": "Contemporaneous education-input, participation and progression indicators and their limitations for school-level interpretation." }, { "id": "REF-05", "authoringBody": "UNESCO Institute for Statistics", "title": "Global Education Digest 2004: Comparing Education Statistics Across the World", "year": 2004, "sourceType": "OFFICIAL_REPORT", "url": "https://uis.unesco.org/sites/default/files/documents/global-education-digest-2004-comparing-education-statistics-across-the-world-en_0.pdf", "evidenceRole": "International statistical definitions, programme classification and cautions concerning data coverage and comparability." }, { "id": "REF-06", "authoringBody": "World Bank", "title": "Achieving Universal Primary Education by 2015: A Chance for Every Child", "year": 2003, "sourceType": "OFFICIAL_REPORT", "url": "https://documents1.worldbank.org/curated/en/558081468767411386/pdf/multi0page.pdf", "evidenceRole": "Country-based evidence on the interdependence of teachers, class conditions, repetition, learning materials, management and finance in primary expansion." }, { "id": "REF-07", "authoringBody": "World Health Organization, United Nations Educational, Scientific and Cultural Organization, United Nations Children's Fund and World Bank", "title": "Focusing Resources on Effective School Health: A FRESH Start to Enhancing the Quality and Equity of Education", "year": 2000, "sourceType": "INTERAGENCY_FRAMEWORK", "url": "https://documents.worldbank.org/en/publication/documents-reports/documentdetail/722511468740994206", "evidenceRole": "A feasible minimum framework linking school policy, safe water and sanitation, skills-based health education, and health and nutrition services." }, { "id": "REF-08", "authoringBody": "World Health Organization", "title": "Skills for Health: Skills-Based Health Education Including Life Skills — An Important Component of a Child-Friendly/Health-Promoting School", "year": 2003, "sourceType": "TECHNICAL_GUIDANCE", "url": "https://iris.who.int/bitstream/handle/10665/42818/924159103X.pdf?sequence=1", "evidenceRole": "Implementation guidance emphasising 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"https://docstore.ohchr.org/SelfServices/FilesHandler.ashx?enc=4slQ6QSmlBEDzFEovLCuW1AVC1NkPsgUedPlF1vfPMJb2C7KRvOaewo5P54LEjsHEpeN01Dr2U7Zw%2BK5%2F3WZKUclog1%2BBe3TC8O6zK4NNSgWPJ0yZhtq61OlL", "evidenceRole": "The availability, accessibility, acceptability and adaptability framework for interpreting essential school conditions." }, { "id": "REF-11", "authoringBody": "International Labour Organization and United Nations Educational, Scientific and Cultural Organization", "title": "Recommendation concerning the Status of Teachers", "year": 1966, "publicationDate": "1966-10-05", "sourceType": "INTERNATIONAL_RECOMMENDATION", "url": "https://www.ilo.org/ilo-unesco-recommendation-concerning-status-teachers-1966", "evidenceRole": "International principles concerning teacher working conditions, professional participation, preparation, supervision and school facilities." }, { "id": "REF-12", "authoringBody": "United Nations Economic and Social Council", "title": "Fundamental Principles of 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