The New Common Inspection Framework. Update for Governor s forum

Transcription

1 The New Common Inspection Framework Update for Governor s forum

2 Purpose and outcomes Update on the new Common Inspection Framework. Outline the scope of the document, how and when Ofsted inspects schools and the changes in focus for inspection. Provide an opportunity to consider key messages and practical points for schools and leaders.

3 The Common Inspection Framework (CIF) The common inspection framework is designed to bring together the inspection of different education settings to provide a more like with like view of different providers. It should ensure more comparability through inspection when children and learners move from one setting to another.

4 The common inspection framework: reflects relevant legislation for each type of setting. is accompanied by a separate inspection handbook for each of the four remits: early years maintained schools and academies non-association independent schools further education and skills.

5 The different types of school inspection o Section 5 inspection Framework: Ordinary school inspections (regulations set Section 5 inspections within five years from the end of the school year in which the last inspection took place ) o Section 8 Framework which includes: short inspections of good and outstanding schools (from approximately every three years) monitoring inspections of schools judged RI, SW and SM section 8 no formal designation inspection unannounced behaviour inspections Section 8 inspections deemed Section 5

6 How and when Ofsted inspect schools o Ofsted uses a two stage risk assessment process to ensure that its approach to inspection is proportionate; This takes place in time for the start of the third year after the last inspection. It involves the use of the available academic and attendance data, outcomes of previous inspections, views of parents and qualifying complaints to Ofsted. Governors should be aware of the Ofsted data dashboard, Raise online inspection dashboard and Ofsted Parent View.

7 Ofsted Data Dashboard

8 Raise Online Inspection Dashboard

9 Ofsted Parent View

10 Changes to the key judgements January 2015 September 2015 Overall Effectiveness: the quality of education provided in the school Overall Effectiveness: the quality and standards of education Quality of leadership in and management of the school The behaviour and safety of pupils at the school Quality of teaching in the school Achievement of pupils at the school Effectiveness of leadership and management Quality of Teaching, Learning and Assessment Personal development, behaviour and welfare Outcomes for pupils

11 Increased focus on: the effectiveness of leaders and managers at all levels. the extent to which leaders and managers ensure a purposeful orderly community. e.g. the adherence to school uniform policy, high standards of literacy and numeracy and the pupils' access to highquality texts. What do leaders and governors do in your school to promote a purposeful orderly community?

12 Continued focus on: The effectiveness of the early years provision: the quality and standards The effectiveness of the sixth form provision: the quality of education provided in the post-16 study programmes Preparation for, and an appreciation of life in modern Britain Safeguarding, including: keeping pupils safe from the dangers of radicalisation and extremism

13 Key messages Emphasis on evidence of impact across all key judgements on the overall effectiveness of the school. Evidence of impact of the culture of the school on pupils and their learning. The importance of safeguarding runs throughout all key judgements, including the testing of leaders work to meet the new Prevent Duty. The importance of a broad and balanced curriculum.

14 Assessment without levels Schools are expected to have developed the curriculum to meet the needs and interests of their pupils and have devised a system to gauge progress in that curriculum. Inspectors must not ask schools to present assessment information in a certain way.

15 Key questions for leaders and governors What is our curriculum? Is it sufficiently broad and balanced? How do leaders assess progress on our curriculum? What do we know about standards in our school? How do leaders ensure that teaching and learning are leading to good and better outcomes?

16 Overall effectiveness Inspectors must use all their evidence to evaluate what it is like to be a pupil in the school. Inspectors will consider whether the standard of education is good or whether it exceeds good and is outstanding. If it is not good, then inspectors will consider whether it requires improvement or is inadequate. What evidence do you have about what it is like to attend the school or work at the school?

17 Effectiveness of leadership and management o Inspectors will consider; impact of leaders and governors vision and ambition for the school and how these are communicated to all stakeholders. The highest expectations of social behaviour. The design, breadth and balance of the curriculum including extracurricular activity. The effectiveness of actions to improve teaching and how governors hold leaders to account for this. How effectively leaders monitor children s progress and use funding to ensure none fall behind, in particular disadvantaged pupils and how governors hold leaders to account for this. The effectiveness of safeguarding. How well the school prepares pupils for life in modern Britain including keeping pupils safe from abuse, sexual exploitation, radicalisation and extremist views.

18 Governance o Are governors : holding leaders sufficiently to account for pupils achievement and the quality of teaching? supporting and systematically challenging school leaders? deploying resources effectively, including the pupil premium? o Governors will be asked about their understanding of the quality of teaching, performance management and its link to salary progression.

19 Quality of teaching, learning and assessment Inspectors will use a considerable amount of first hand evidence gained from observing pupils in lessons, looking at work and assessing how well leaders are securing improvements in teaching. Particular attention will be paid to evaluating the impact of the teaching of literacy, including reading and the impact of teaching in mathematics. Inspectors will consider; Leaders evaluations of teaching and its impact. Whether work is demanding enough for pupils. Pupils views of the work they have done and what they have learned from it. Parents views on the quality of teaching and whether they feel their children are challenged and how leaders tackle poor teaching. Teachers use of assessment for establishing pupils starting points and to modify their teaching so that pupils achieve their potential by the end of a year or Key Stage.

20 Key questions for leaders and governors What do we know about the quality of teaching and learning, how it is improving and the pace at which it is happening? Is it leading to good and better outcomes? What could we do to find out more?

21 Personal development, behaviour and welfare o Behaviour: Inspectors must make a clear written judgement about behaviour and a separate written judgment about personal development and welfare. This is so that parents clearly understand the two separate judgments; o Key points about behaviour and in particular classroom behaviour: Emphasis is on attitudes are pupils ready to learn? Do attitudes impact positively on progress? Behaviours that show respect for the school and other pupils. Conduct and self-discipline. No misbehaviour is expected. Lack of misbehaviour does not mean good behaviour. How is good or outstanding behaviour linked to increased levels of engagement and how pupils love the challenge of learning?

22 Personal development, behaviour and welfare In securing judgements on attendance, inspectors will take into account: Overall absence and persistent absence rates for all pupils, and for different groups in relation to national figures for all pupils The extent to which low attenders are improving their attendance over time and whether attendance is consistently low (in the lowest 10%) Punctuality in arriving at school and at lessons Each grade descriptor now has clear links to attendance.

23 Personal development, behaviour and welfare In securing judgements on welfare, inspectors will take into account: Pupils self-confidence, pride in their work, school and appearance. Pupils positive attitudes to all aspects of their learning. Pupils physical and emotional well-being, including their learning about safe and positive relationships, staying healthy, emotional and mental health awareness. How the school teaches pupils about using technology safely. How teachers and other adults promote of clear messages about the impact of bullying. The school s open culture, how it promotes all aspects of pupil welfare and that pupils are safe and feel safe. How do governors support leaders to check on and improve pupil welfare?

24 Outcomes for Pupils In securing judgements on achievement, inspectors will gather evidence through observation in lessons, pupil discussions, scrutiny of pupil s acquisition of knowledge, understanding and skills, including that in work books. Inspectors will; Take account of current standards and progress, including the school s own performance information. Give most weight to pupils progress. They will take account of pupils starting points in terms of their prior attainment and age when evaluating progress. Give most weight to the progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where relevant. Consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests.

25 Disadvantaged pupils Inspectors will take particular account of the progress made by disadvantaged pupils by the end of the key stage; compared with that made nationally by other pupils with similar starting points and; the extent to which any gaps in this progress, and consequently in attainment, are closing.

26 The most able Inspectors will pay attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should. Are these pupils receiving the support they need to reach their full potential?

27 Disabled pupils and those with special educational needs Inspectors will consider the progress of disabled pupils and those with SEN in relation to the progress of pupils nationally with similar starting points. The expectation is that the identification of special educational needs leads to additional or different arrangements being made and a consequent improvement in progress.

28 Key questions for leaders and governors Consider the vital role that you play in promoting better outcomes and challenging underachievement, particularly for SEN, disadvantaged pupils or vulnerable groups. Do we routinely check on check on pupil progress, particularly groups and individuals? How?

29 Early Years- Quality and Standards In judging the overall quality and standards in EYFS, inspectors will take into account; The effectiveness of leadership and management including the effectiveness of monitoring, evaluation, CPD and use of resources. The quality of teaching, learning and assessment in the early years. Provision for children s personal development, behaviour and welfare including safeguarding procedures. Outcomes for children and how well they are prepared for Key Stage 1.

30 Early Years- Provision for two year olds Provision for two year olds on roll will now be inspected under section 5 and will be reported in the evaluation of EYFS. Inspectors will assess whether practitioners are knowledgeable about the typical development and characteristics of learning for two year olds?