The NEW Ofsted Framework : The NEW Ofsted Framework January 2012
Overview : Overview Raise expectations especially for teaching and pupil achievement give greater priority to reading and literacy Focus in more depth on the quality of teaching and pupils’ behaviour and safety Give greater priority to the impact of school leadership on improving teaching and achievement
Graded judgements made on inspection : Graded judgements made on inspection Achievement The quality of teaching Behaviour and safety Leadership and management Overall effectiveness of the above and how well the school promotes pupils’ spiritual, moral, social and cultural development (SMSC)
Other key changes : Other key changes No separate grade for post 16 and EYFS Greater emphasis on narrowing gaps in performance of particular groups compared to all pupils nationally Use of VA (value added) rather than CVA (contextual VA) as a measure of progress in previous years No on line SEF and we can present our SEF in whatever form we choose
The focus continues on : The focus continues on Pupils’ outcomes, for all groups and how well the school promotes those outcomes Bulk of the inspection time in the classroom, with feedback to teachers Engaging with HT and senior staff Taking in to account all stakeholder views
Judging Achievement : Judging Achievement Single judgement Narrowing the gap VA replaces CVA Reading and Literacy Achievement across the curriculum
Judging Achievement : Judging Achievement Inspectors will consider the importance of the learning and progress of SEND relative to the whole school Proportion of all pupils and groups of pupils making expected progress (NC levels) compared to all pupils nationally given their starting points Attainment of different groups of pupils compared to peers nationally (floor targets) Gathering a range of evidence about the quality of learning School self evaluation of all groups and SEND
Judging Achievement : Judging Achievement How does the school identify pupils who have SEN Even for pupils whose attainment is deemed to be ‘low’ the school should be able to demonstrate their learning and progress relative to their age and starting point
Judging Achievement : Judging Achievement Inspectors will evaluate pupils’ achievement in reading Inspectors will look for the teaching of reading, expectations and the schools reading culture Awareness of own progress and development as a reader
Judging Achievement - LITERACY : Judging Achievement - LITERACY Pupils’ use of grammar and spelling in their writing in different subjects Pupils’ use of speaking and listening skills across the curriculum Pupils’ use of extended writing and writing for purpose in different subjects How do we promote Literacy across the curriculum??????
Judging Achievement - Summary : Judging Achievement - Summary How well the school is: Narrowing the gaps in achievement between nationally underachieving group and all groups nationally Improving pupils’ achievement in reading Improving achievement across the curriculum
Quality of Teaching : Quality of Teaching Inspectors will evaluate the impact of teaching on the quality of learning and progress over time, not just that seen on the snapshot of inspection. Inspectors will track groups and individuals – which may mean a teacher is seen more than once Inspectors will gather a range of evidence
Quality of Teaching : Quality of Teaching Inspectors MUST meet groups and individuals to discuss their typical experience of learning Inspectors, NOT the school, should select the pupils to take part in their discussions!!!
Quality of Teaching : Quality of Teaching The key criterion for judging the quality of teaching in a lesson is the quality of learning and progress made by pupils Inspectors need to consider the key strengths and weaknesses and not simply draw on the grade profile seen on the inspection. Does the school look at key issues and plan to address these issue Just because teaching on the inspection is deemed to be good/outstanding – it may not necessarily mean that teaching overall is good Strong link between Teaching and Achievement
Quality of Teaching - Summary : Quality of Teaching - Summary Evaluation of the quality of teaching by its impact on learning and progress The most important evidence will be from lesson observations Inspectors will tailor lesson observations according to circumstances A wide rang of evidence must be gathered to establish the quality of teaching OVER TIME, not just as seen on the inspection
Behaviour and Safety : Behaviour and Safety Grade descriptors are now more challenging and will identify where behaviour and safety are unacceptable Inspectors will gather a range of evidence that provides a picture of ‘what behaviour is typically like’ Inspectors need to consider whether a culture of safety operates
Behaviour and Safety : Behaviour and Safety Inspectors will compare exclusions to LA and NA Inspectors will look at behaviour log analysis In lessons – how does behaviour promote learning? Inspectors will check that pupils are safe on the school site
Behaviour and Safety - Bullying : Behaviour and Safety - Bullying Inspectors will take full account of the views or pupils, parents and where appropriate staff Therefore parental and pupil questionnaires are key as well as discussions with pupils Any relevant comment will be followed through
Behaviour and Safety - Summary : Behaviour and Safety - Summary Evaluate behaviour and safety over time – not just the inspection Take full account of the views of different groups of pupils, parents and staff Focus on what the school does to promote good behaviour and safety Test out thoroughly whether the school is a safe place where all pupils can thrive
Leadership and Management : Leadership and Management Greater focus on how leaders and managers improve teaching Evaluation of the curriculum including its impact on pupils’ SMSC development Focus on key aspects of L and M which are: Bringing about, or impeding, improvement Helping groups and individuals overcome barriers to learning
Leadership and Management : Leadership and Management Capacity to improve is an integral part of the L and M judgement Changed expectations about inspecting safeguarding
Leadership and Management - Curriculum : Leadership and Management - Curriculum Breadth and balance Meeting the needs, aptitudes and interests of pupils Successful progression to pupils next stage Will be predominantly academic rather than vocational for most pupils to the end of KS4
Leadership and Management - SMSC : Leadership and Management - SMSC Does the curriculum promote/create opportunities to develop aspects of SMSC e.g. Through lesson observations Inspectors will observe a range of activities such as tutorials, citizenship programmes and discussions with pupils about their work Evaluate opportunities for pupils to take part in a range of artistic, cultural, sporting, dramatic and where appropriate international events
Leadership and Management –Capacity to improve : Leadership and Management –Capacity to improve Will be reflected across all levels of L and M Inspectors will scrutinise the schools SEF and improvement plans Inspectors will evaluate any track record of improvement in important areas sustained over time
Leadership and Management : Leadership and Management Capacity to improve is likely to be inadequate: In receipt of extensive external support Has not resolved areas for improvement from last inspection Has outcomes which are no better than satisfactory and which were satisfactory at the last inspection – slow progress
Leadership and Management - Safeguarding : Leadership and Management - Safeguarding A range of stakeholder responsibilities regarding child protection and the training and support for safeguarding Single central record + appropriate recruitment of staff and vetting Inspectors will not need to spend excessive amounts of time checking policies/ proceedures /protocols
Leadership and Management - Safeguarding : Leadership and Management - Safeguarding Inspectors through observation and discussions will determine whether the school helps pupils to keep safe, adopt safe and responsible practices and deal sensibly with risk: Handling hazardous equipment and materials Looking after themselves during outdoor activities When attending alternative educational or work-related provision Using the internet If they come into contact with groups that encourage the use of violence or other extremist behaviour
Leadership and Management - Summary : Leadership and Management - Summary Focus on how well leaders and managers improve T and L, help pupils overcome barriers to learning and ensure that the curriculum meets the needs of all pupils Test out capacity for improvement Impact on pupils’ SMSC development How L and M impacts on the other3 judgements
Leadership and Management - SMSC : Leadership and Management - SMSC Inspectors will have gathered evidence on: How pupils and different groups of pupils interact with each other and staff How teaching promotes SMSC through observations/work scrutiny/discussions Does teaching stimulate curiosity and interest Does teaching encourage the opportunity for reflection Does teaching raise pupils’ aspirations and expectations
Overall Effectiveness : Overall Effectiveness Inspectors will weigh the four judgements with the evidence for the school’s promotion of SMSC development
Overall effectiveness - Summary : Overall effectiveness - Summary If achievement is satisfactory for the majority but inadequate for some groups = OE inadequate If teaching is inadequate in a certain aspect e.g. Post 16 or for a specific group of pupils and even though teaching is satisfactory every where else = OE inadequate Attitudes to learning and general behaviour is satisfactory in lessons but inadequate due to persistent bullying = OE inadequate L and M are judged inadequate if for example curriculum does not meet need , even though there is evidence of secure improvement in other key areas of the schools work
Overall Effectiveness - Summary : Overall Effectiveness - Summary All 4 key judgements need to be at least satisfactory with no major weaknesses in the promotion of SMSC = OE is satisfactory If all 4 are good and SMSC is a strength = OE is good If Teaching and achievement are outstanding and the rest is at least good with a strong promotion of SMSC = OE outstanding