ITE Ofsted Briefing. For Partnership Mentors March/April 2017

Transcription

1 ITE Ofsted Briefing For Partnership Mentors March/April 2017

2 Aims To understand the process of inspection of ITE To prepare for a possible inspection of our YSJU Partnership

3 Key questions What? Inspection will include primary and secondary provision across all programmes (there will be two separate teams) When? Anytime from April 2017 How? In two stages: Stage 1 summer term: trainees and training Stage 2 autumn term: NQTs Two teams with a lead inspector for primary phase and lead inspector for secondary phase

4 Purpose of inspection The inspection of an ITE partnership provides an external evaluation of its effectiveness and a diagnosis of what it should do to improve. It is based on the evidence available to inspectors, which they evaluate against a national framework. Ofsted (2015) Initial Teacher Education Inspection Handbook, p5

5 The key to the inspection The quality of ITE will be judged by the impact of trainees teaching on pupils progress over time and our accuracy in assessing that.

6 The majority of the inspection takes place in partnership schools.

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8 Stage 1 Timeline (Apr-Jul) Thursday morning (by 9.30am) Telephone call to Deputy Head of School (DHOS)of Education Thursday afternoon Shortlist of schools and trainees to be seen provided to lead inspectors Friday Partnership meetings with schools and trainees to be seen Saturday Sunday Meetings and preparation

9 Stage 1 Timeline (Apr-Jul) Monday Wednesday Visits to observe trainees teaching, speak to trainees, mentors and senior leaders, read through trainee documentation and files, observe mentors feeding back to trainees Early evening team discussions back at YSJU with academic staff in attendance Wednesday afternoon Lead inspectors report to YSJU Subject Directors with feedback and actions. Verbal feedback ed to DHOS

10 Stage 2 Timeline (Sept-Dec) Thursday morning (by 9.30am) Telephone call to Deputy of Head of School of Education: information on improvements, data on outcomes, targets of NQTs and employing schools Friday Partnership meetings with schools and NQTs to be seen Saturday Sunday Meetings and preparation

11 Stage 2 Timeline (Sept-Dec) Monday Wednesday Visits to observe NQTs teaching, speak to NQTs, mentors and senior leaders, read NQT documentation and files Observation of any university-based teaching or alliance training Early evening team meetings back at YSJU with academic staff in attendance to check compliance, read documentation Wednesday afternoon Final discussions and overall judgement

12 Lines of enquiry arrived at through scrutiny of Self evaluative document (SED) ITE priorities Improvement plans Primary Secondary Data (NQT survey, Ofsted questionnaire, internal and external data) Pen portraits of trainees and NQTs to be seen

13 Stage 2: inspectors will be looking for the appropriateness of the targets set by the ITE partnership for trainees induction as NQTs how well their training has prepared NQTs for their induction and employment NQTs views about the quality of their training and, where possible, schools views about the quality of training; how well prepared the NQTs are; the information they received from the ITE partnership about the NQTs development needs

14 Questions you will be asked Outcomes for trainees What procedures do you have in place to move trainees from good to outstanding, and from RI to good? How do trainees compare to last year s cohorts?

15 Questions you will be asked Quality of training across the partnership How do you calculate overall grades for trainees across the 8 Standards and how is the final grade calculated? What monitoring procedures are in place to ensure mentors engage with descriptors and accurately assess trainees? What subject knowledge auditing procedures are in place and how are these consistent for subject mentors (secondary)? How do you know that trainees receive appropriate training in their programme design? What procedures are in place to ensure all trainees receive formal feedback of their teaching across all the age groups they teach? What procedures are in place to ensure all trainees work in schools where there are challenging circumstances?

16 Questions you will be asked Leadership and management of the partnership How is feedback to schools provided on their performance? How is mentor training consistent across schools? How are partnership schools involved in developing improvement plans? How do we ensure partnership schools are aware of ITE priorities and outcomes for trainees?

17 Communication

18 Communication YSJ Primary PGCE YSJU Secondary PGCE

19 Key documents

20 Any questions?

21 Contacts Jenny Carpenter, Director of Partnerships Keither Parker, Director of PGCE