Transcript New Framework – New Challenge Inspections from January 2012

New Framework – New Challenge
Inspections from January 2012
A Conference for Headteachers, Senior and Middle Leaders in
Schools
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The judgements and overall effectiveness
Inspectors will judge the quality of education
provided in the school, its overall effectiveness,
taking account of the four key judgements:
the achievement of pupils at the school
the quality of teaching in the school
the behaviour and safety of pupils at the
school
the quality of leadership and management of
the school.
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Supporting judgements
The inspection report will provide a clear
judgement about the overall quality and
effectiveness of the school, drawing on the main
strengths and areas for improvement found during
the inspection and include:
Pupils’ spiritual, moral, social and cultural
development – the golden thread
the extent to which the school enables all pupils
to achieve, particularly SEN and disability pupils –
emphasizing narrowing the gap
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Grades
Inspectors are required to weigh up the
evidence in a particular area and to
consider it against the descriptors for
outstanding, good, satisfactory or
inadequate before making a professional
judgement.
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Task 1
Identify the main sources of evidence used
by inspectors
What additional evidence can you identify
to support your self evaluation?
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Professional judgement and evidence
In making their professional judgements,
inspectors must consider which descriptor
best fits the evidence available. When
evidence indicates that any of the bullet
points in the descriptor for inadequate
applies, then that aspect of the school’s
work is likely to be judged inadequate.
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The overarching consideration
Inspection is primarily about how
individual pupils benefit from their school.
It is important to test the school’s
response to individual needs by observing
how well it helps all pupils to make
progress and fulfil their potential,
especially those whose needs,
dispositions, aptitudes or circumstances
require particularly perceptive and expert
teaching and/or additional support.
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Task 2
Identify all of the different groups in your
school.
Have you sufficient and compelling
evidence to show that each group makes
good progress?
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Groups identified by Ofsted
disabled pupils, as defined by the Equality Act 2010, and those who
have special educational needs
Boys/girls
groups of pupils whose prior attainment may be different from that of
other groups
those who are academically more able
pupils for whom English is an additional language
minority ethnic pupils
Gypsy, Roma and Traveller children
looked after children
pupils known to be eligible for free school meals
lesbian, gay and bisexual pupils, transsexual pupils
young carers
pupils from low income backgrounds
other vulnerable groups.
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Achievement for all pupils
When evaluating the achievement of pupils, inspectors will
consider:
 Progress relative to starting points
 Narrowing the gap between different groups of pupils
 Pupils’ current learning and progress in a range of
subjects
 How well disabled pupils and those who have special
educational needs have achieved since joining the
school
 The development and application of a range of skills
 The standards attained by oldest pupils
 Pupils’ attainment in reading by the end of Key Stage 1
and by the time they leave the school.
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Gathering evidence
What techniques and methods will
inspectors use to gather sufficient
evidence to make a judgement?
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Inspection evidence
observation of lessons and other learning activities and
discussions with staff and senior leaders
scrutiny of pupils’ work to assess standards, progress and
the quality of learning of pupils currently in the school
discussions with pupils about their work
parent, pupil and staff questionnaires
case studies of individual pupils
and in primary schools:
listening to pupils read and checking on their rate of
progress to assess the standards attained with a particular
focus on weaker readers
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Task 3
The evaluation schedule for achievement
Use the descriptors on pages 9 and 10 of
the schedule to pinpoint achievement in
your school.
What evidence would you need to prove to
inspectors the accuracy of your
judgements?
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Task 4
Judging teaching
Consider the key features that Ofsted will
use to judge teaching. Grade each one in
relation to your school’s teaching
Using the grade descriptors highlight
particular strengths (pages 12 to 14)
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Key points to include in the teaching section
of the SEF
Approaches to teaching reading
Training for staff on reading
Particular improvements as a result of
leaders’ interventions
The teaching of SEND pupils
The teaching of pupils with English as an
additional language
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What about inadequate teaching?
Teaching is likely to be inadequate where any of the
following apply.
As a result of poor teaching, pupils or groups of pupils
currently in the school are making inadequate progress.
Teachers do not have sufficiently high expectations and
teaching over time fails to excite, enthuse, engage or
motivate particular groups of pupils, including those with
special educational needs and/or disabilities.
Pupils cannot communicate, read, write or use
mathematics as well as they should.
Learning activities are not sufficiently well matched to the
needs of pupils so that they make inadequate progress.
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Behaviour and safety of pupils
Inspectors will evaluate:
pupils’ attitudes to learning and conduct in lessons and around the
school
pupils’ behaviour towards, and respect for, other young people and
adults, including freedom from bullying and harassment that may
include cyber-bullying and prejudice-based bullying related to special
educational need, sexual orientation, sex, race, religion and belief,
gender reassignment or disability
how well teachers manage the behaviour and expectations of pupils to
ensure that all pupils have an equal and fair chance to thrive and learn
in an atmosphere of respect and dignity
pupils’ ability to assess and manage risk appropriately and keep
themselves safe
pupils’ attendance and punctuality at school and in lessons
how well the school ensures the systematic and consistent
management of behaviour.
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What sort of evidence do you need?
types, rates and patterns of bullying
the views expressed by pupils, parents and carers, staff, governors and others
the extent to which pupils are able to understand and respond to risk,
pupils’ attitudes to learning and their behaviour in a range of different contexts
the school’s analysis of and response to pupils’ behaviour
pupils’ respect for and courtesy towards each other and adults, and their care
for school facilities
the impact of the school’s strategies
rates and patterns of permanent and fixed-period exclusions
the number taken off roll as a result of behaviour, safety and attendance
persistent absence and attendance rates for different groups and punctuality
case studies to evaluate the experience of particular individuals and groups,
including pupils with special educational needs and/or disabilities, looked after
children and those with mental health needs.
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Task 5
How would you judge this aspect?
Consider the ‘good’ descriptor
Highlight strengths and weaknesses
What action do you need to take to raise
this aspect to outstanding?
What evidence do you have that this
aspect is outstanding?
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Leadership and management
demonstrate an ambitious vision for the school and high expectations for what
every pupil and teacher can achieve, and set high standards for quality and
performance
improve teaching and learning including the management of pupils’ behaviour
provide a broad and balanced curriculum that meets the needs of all pupils,
enables all pupils to achieve their full educational potential and make progress
in their learning, and that promotes their good behaviour and safety and their
spiritual, moral, social and cultural development
evaluate the school’s strengths and weaknesses and use their findings to
promote improvement
improve the school and develop its capacity for sustaining improvement by
developing leadership capacity and high professional standards among all staff
engage with parents and carers in supporting pupils’ achievement, behaviour
and safety and their spiritual, moral, social and cultural development
ensure that all pupils are safe.
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Task 6
You can do it because you’ve done it!
List four (or more!) significant successes
since you became a headteacher, senior
leader
It is important to identify the strengths and
their impact on the four main strands for
inspection and where possible spiritual,
moral, social and cultural development.
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What is missing?
Identify any elements in the current
framework that are missing from the new
framework
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Are there any extra requirements?
What are new elements in this aspect?
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The curriculum
Ensuring that the curriculum:
is broad and balanced and meets the needs,
aptitudes and interest of pupils so that it promotes
high levels of achievement and good behaviour
and promotes their spiritual, moral, social and
cultural development
promotes a successful progression to the pupils’
next stage of education, training or employment
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Other additions
Care and guidance – especially in relation
to academic success and raising
attendance
The provision and support of SEND pupils
Capacity to improve
The effectiveness of the school’s self
evaluation
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Overall effectiveness
Inspectors must take account of the
judgements on:
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 and management
of the school.
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How to secure a favourable judgement
Include evidence about
 the extent to which the education
provided by the school meets the needs
of the range of pupils at the school, and in
particular the needs of disabled pupils
and pupils who have special educational
needs
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Spiritual, moral, social and cultural
development
How well the school promotes pupils’ spiritual, moral, social and cultural
development by providing positive experiences through planned and coherent
opportunities in the curriculum and through interactions with teachers and other
adults to:
reflect on the experiences, use their imagination and creativity, and develop
curiosity
develop and apply an understanding of right and wrong
take part in a range of activities requiring social skills
gain a well-informed understanding of the options and challenges facing them
overcome barriers to their learning
respond positively to a range of artistic, sporting and other cultural
opportunities, for example, appreciation of theatre, music and literature
develop the skills and attitudes to enable them to participate fully and positively
in democratic, modern Britain
understand and appreciate the range of different cultures within school and
further afield as an essential element of their preparation for life
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Task 7
Spiritual, moral, social and cultural development
Use the pro forma to identify key aspects
of your provision for pupils’ spiritual, moral,
social and cultural development and
identify the range of evidence available in
your school
What aspects need further development
and/or evidence?
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Have a safe journey home
Thank you
for your contributions
To obtain copies of the materials used today please go
to
www.prospectsimprove.co.uk/resources/
[email protected]
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