The New OFSTED Framework Raising Expectations Autumn 2012.

The New OFSTED FrameworkThe New OFSTED Framework

Raising ExpectationsRaising Expectations

Autumn 2012

The purpose of the dayTo give an update on the current Ofsted framework through:• Delivering key messages• Reviewing the handbook and other key documents • Begin familiarisation, identifying and discussing implications for

schools.

Monitoring and gathering evidence to inform accurate self evaluation in preparation for raising standards and inspection.

April 19, 2023Primary Improvement Team

The OFSTED Framework Sept 2012

• Another “revision” – not a change


The judgements• Outstanding• Good• Requires Improvement• Inadequate

If leadership and management is not inadequate the inadequate school will be judged to have serious weakness.

If achievement and leadership and management is inadequate the school will be requiring special measures


In judging the overall effectiveness of schools, inspectors must take into account:

• the achievement of pupils in the school• the quality of teaching in the school • the behaviour and safety of pupils at the school• the quality of leadership in, and management of, the school.

When reporting, inspectors must also consider

• how well the school promotes all pupils’ spiritual, moral, social and cultural development

• the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular those with SEN or disabilities.


Some Key Changes

Notice of inspection will be the afternoon of the working day prior to the start.

Schools cannot be judged outstanding for overall effectiveness unless they have outstanding teaching.

An ‘acceptable’ standard of education is defined as a ‘good’ standard of education

Several leadership considerations are expanded with more emphasis on effectiveness of governors

Ofsted have given an example of a summary self evaluation template.


High focus on

- the quality of teaching and its impact on learning

- reading, literacy and maths and their application across curriculum areas

- behaviour and safety

- narrowing gaps in performance and progress for different groups e.g. SEN, and those with protected characteristics.

- the role of school leaders in bringing about improvement.


High focus (continued)

• The accuracy and use of assessments • The robustness of all monitoring and evaluation.• Evaluation feeding into improvement plans with success criteria

giving percentage improvements and timescales.• School’s records of lesson observation and impact on improved

teaching and learning.


Inspectors must consider

• the standard of education is ‘good’ (grade 2), or exceeds this standard sufficiently to be judged as ‘outstanding’ (grade 1)

• if one or more of the four key judgements ‘requires improvement’, and / or there are weaknesses in the overall provision for pupils SMSC then the school will be judged as ‘requires improvement’.


• the school is ‘inadequate’ (grade 4) and, if so, whether it has serious weaknesses, or requires special measures.

• A school with serious weaknesses is ‘inadequate’ (grade 4) in one or more of the key areas, and/or there are important weaknesses in the overall provision for pupils’ spiritual, moral, social and cultural development. However, leaders, managers and governors are judged to be capable of securing improvement (this means that leadership and management are judged at grade 3 or above). Such a school requires significant improvement because it is performing significantly less well than it might in all the circumstances be expected to perform.

• A school requires special measures because it is failing to give its pupils an acceptable standard of education: it is ‘inadequate’ in one or more of the key areas, and the leaders, managers or governors are not demonstrating the capacity to secure the necessary improvement.


Inspection methodology will retain

• clear grade descriptors and outline guidance for each judgement

• oral feedback to teachers as requested following lesson observations

• high levels of engagement with headteachers and senior staff

• taking account of the views of pupils, parents and staff.


Measures of Progress

• pupils’ progress in the last three years, including looked after children, disabled pupils and those who have special educational needs. Evidence gathered by inspectors during the course of the inspection should include:

• the proportion meeting and exceeding expected progress from different starting points compared with national figures (defined by the government as two National Curriculum levels of progress between Key

Stages 1 and 2 ). • value-added indices for the school overall and for different

groups of pupils and subjects


• other relevant indicators, including value-added data

• Early Years Foundation Stage Profile data

(development matters data for current EYFS in school)

• use of data below National Curriculum Level 1, including the national data analysis

• any analysis of robust progress data presented by the school, including information provided by external organisations


Activity 1: School Self Evaluation

1. How aware are you of your current SEF against this framework?

2. Very briefly write notes on the template for your current hunch.

3. Consider how your middle leaders and governors might be forming their ideas.

Hold on to this and we will look at this again later.


Inspectors will take account of the following when looking at achievement

- Lesson observations- Work scrutiny- School’s own record of progress- Pupil discussion about their work- Case studies, particularly of least able pupils and those who

attract pupil premium- Listening to pupils read and checking on their rate of progress

with a particular focus on weaker readers.- Pupil progress over three years.


Pupil attainment in relation to national standards and

compared with all schools, based on data over three years.

• the proportion of pupils attaining particular standards • capped average points scores • average points scores • pupils’ attainment in reading and writing • pupils’ attainment in mathematics • the outcomes of the most recent phonic screening check and

any follow-up screening undertaken by the school • attainment as shown by test and examination results available

in school.


Judging Achievement inspectors should also take into account

• for those groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, the judgement on achievement should be based on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages, and any assessment measures held by the school. Evaluations should not take account of their attainment compared with national benchmarks

• for those schools where children are aged four years old and move to primary school before any nationally comparable assessments are made, the judgement should be based on an evaluation of children’s learning and progress relative to their age and evidence of their starting points.


Pupils with Special Educational Needs/Disabilities inspectors will take account of

• The proportion of pupils with need related to cognitive difficulties.

• School data (rigorous, accurate) alongside broader evidence of learning and progress obtained during the inspection.

• How schools identify pupils with SEN• Note progress of pupils receiving additional interventions

and their effectiveness.

There is not an expectation that all of these children will make 2 levels progress


Vulnerable pupils

• There will still be a focus on identifying the extent of any variation between different groups. Are they identified in school? In the classroom? Are the needs of such groups planned for? Are gaps being narrowed?

• Inspection trails will focus on any under-achieving groups: e.g. boys/girls; statemented; gifted and talented; particular ethnic groups; looked after children and other groups – this can include short observations.


Judging the Quality of Teaching -

• The most important role of teaching is to promote learning and to raise pupils’ achievement.

• The judgement on the quality of teaching must take account of evidence of pupils’ learning and progress over time..

• Inspectors should consider the extent to which the ‘Teachers’ Standards’ are being met.

• Inspectors must not expect teaching staff to teach in any specific way or follow a prescribed methodology.

• Inspectors must evaluate the use that is made of teaching assistants.


Judging the Quality of Teaching cont

Inspectors must consider• work is challenging enough for all pupils and meets their

individual needs • pupils’ responses demonstrate sufficient gains in their

knowledge, skills and understanding, including in literacy and mathematics

• teachers monitor pupils’ progress in lessons and use the information well to adapt their teaching

• teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning

• pupils understand well how to improve their work.


Outstanding teaching

• All are making rapid and sustained progress • All teachers have consistently high expectations of all pupils. • Teachers check pupils’ understanding throughout lessons, anticipating

need. • The teaching of reading, writing, communication and mathematics is

highly effective and cohesively planned and implemented across the curriculum.

• Inspirational• Consistently high quality marking and constructive feedback


Inadequate teaching

• Teaching is likely to be inadequate where any of the following apply: • As a result of weak teaching over time, pupils or particular groups of

pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress.

• Pupils cannot: communicate; read or write; apply mathematics as well as they should.

• Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs.

• Learning activities are not sufficiently well matched to the needs of pupils.

•


Judging Leadership and Management

The leadership and management judgement has an increased focus on the management of performance to improve teaching and learning

• Good grade descriptor: “teaching is good and/or improving strongly as a result of– accurate monitoring– effective performance management and professional

development– which are closely matched to the needs of the school

and staff”


Judging Leadership and Management

The leadership and management judgement has an increased focus on governance, in particular:

• Holding senior leaders to account for all aspects of the school’s performance including performance management and rewarding the best staff

• Ensuring the effective and efficient management of financial resources such as the pupil premium funding, leading to the effective deployment of staff and resources


An extract from the leadership and management section:

Inspectors must examine the impact of leaders at all levels, including governors …….

Inspectors should focus on the effectiveness of leadership and management in promoting improvements within the context of the school. They evaluate the extent to which the school enables all pupils to over come specific barriers to learning.

Activity

What does your school do to enable pupils to overcome barriers to learning?


So what does outstanding leadership look like?“The pursuit of excellence in all of the school’s activities is demonstrated by an

uncompromising and highly successful drive to strongly improve achievement or maintain the highest levels of achievement, for all pupils including disabled pupils and those with SEN over a sustained period of time. All leaders and managers including the governing body, are highly ambitious for the school and lead by example. They base their actions on a deep and accurate understanding of the schools performance and of staff and pupils’ skills and attributes. Key leaders focus relentlessly on improving teaching and learning, resulting in teaching that is likely to be outstanding and at least consistently at least good. The school’s curriculum provides highly positive, memorable experiences and rich opportunities for high quality learning, has a very positive impact on all pupils behaviour and safety and contributes very well to pupils achievement and to their SMSC development. The school has highly successful strategies for engaging with parents and carers, to the very obvious benefit of pupils, including those who might traditionally find working with school difficult. The school’s arrangements for safeguarding pupils meet statutory requirements and give no cause for concern.”


Judging Behaviour and SafetyThis judgement takes account of a wider range of evidence than the

judgement on behaviour in the current arrangements, as it includes:• behaviour in the classroom and attitudes to learning• behaviour around school• attendance and punctuality• a focus on freedom from bullying.

Central to the new judgement is the collection of evidence that provides a picture of what behaviour is typically like, not just that observed during the inspection over an extended period

The views of parents, pupils and staff are important sources of evidence to consider when assessing pupils behaviour and safety over time.


The links between teaching, learning and behaviour

• Stimulating teaching promotes good behaviour• Pupils cannot learn where behaviour is poor and lessons are

disrupted and if attendance and punctuality are poor• Effective teaching promotes good social and moral behaviour


Judging Overall Effectiveness This takes account of the four judgements

In addition inspectors must consider

- the extent to which the education provided by the school meets the needs of the range of pupils at the school, and how well they are prepared for their next steps.

-They must also consider the impact of teaching on pupils’ learning and robustness of leadership in improving the quality of education or maintaining already high standards. In addition they must evaluate the provision for SMSC


Being prepared..... Activity

So if you are interviewed by an OFSTED inspector what might they ask you in the role that you hold?


How inspections will bring about improvement

During inspections, inspectors will:• focus throughout on what the school needs to

do to improve• continue to engage in professional dialogue

with the headteacher to help them understand the judgements and how teaching may be improved


Finally – Your next steps

• Familiarise yourself, governors and staff with the school handbook for inspection (and subsidiary guidance)

• Work with governance to support their accountability role

• Ensure that monitoring records are robust, evidence teaching over time and demonstrate the impact of how teaching has been led and improved

• Ensure leaders understand how to evaluate achievement of groups from given starting points and make comparisons with national expectations of progress

• Through self evaluation be clear about the strengths and weaknesses of the school and the impact of what has been done to improve


• A Quadrant Commissioner is allocated to your school – please contact us as soon as possible after you have the telephone call. There is an expectation that inspectors will have meeting/telephone conversation with a LA representative during the inspection.

• We are there to support you in ensuring your school has the best possible outcome.

• Further linked professional development support is available from Education Consultancy Team.

The New OFSTED Framework Raising Expectations Autumn 2012.

Documents

Transcript of The New OFSTED Framework Raising Expectations Autumn 2012.