Raising standards, improving lives

Raising standards, improving lives The inspection arrangements for maintained schools and academies from September 2013

Brian Cartwright

Her Majesty’s Inspector

Outline of the presentation

Changes to school inspection arrangements from September 2013

Where you can find more information

The focus of school inspection

We are continuing to focus on what really matters

Inspectors judge the quality of education provided in the school and its overall effectiveness - taking account of 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 the leadership in, and management of, the school.

The focus of school inspection

Inspectors will also consider:

the spiritual, moral, social and cultural development of the pupils at the school

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 those with special educational needs

the impact of the pupil premium funding on eligible pupils.

Inspectors will continue to:

spend as much time as possible in classes, observing lessons, talking to pupils about their work, gauging their understanding and engagement in what they are doing, and their perceptions of the school

hear children read in primary schools, and in Years 7 & 8 in secondary schools

scrutinise pupils’ work and look at data

involve the headteacher and senior managers fully during the inspection, including during inspection team meetings.

During the inspection

Key changes from September 2013

Greater clarity in grade descriptors:

on the consistency with which pupils’ progress from different starting points in English and mathematics should meet national figures for achievement to be good

that school proportions should be close to, or above, national figures for achievement to be good.

Achievement

Pupil premium

More emphasis on the progress of those for whom the pupil premium provides support.

For achievement, and OE, to be outstanding, their progress in English and mathematics should match, or be rapidly approaching, the high level of progress of other pupils.

If their progress is falling further behind that of other pupils in either English or mathematics, leadership and management are likely to be inadequate.

Risk assessment will include their progress.

Achievement

The most able pupils

Closer focus on the achievement of the most able.

Underachievement of the most able pupils can trigger judgements of inadequate achievement and inadequate teaching.

When considering how effectively the pupil premium is used to provide support, inspectors must take account of its impact for the most able pupils who are in receipt of the PP.

Achievement

Inspectors must not favour a particular or preferred

approach to teaching or planning lessons. It is for a school to determine how best to teach and engage pupils to secure good or better learning.

There is a further focus on testing and checking Key Stage 1 assessments, through classroom observation, book trawls and other first-hand evidence, to ensure that a school’s assessment of pupils’ performance is robust.

Inspectors will evaluate whether teaching meets the needs of, and provides sufficient challenge to, the most able pupils.

Quality of Teaching

Teachers listen to, carefully observe and skilfully

question pupils during lessons in order to reshape tasks and explanations to improve learning.

Teachers assess pupils’ learning and progress regularly and accurately at all key stages, including in the Early Years Foundation Stage. They ensure that pupils know how well they have done and what they need to do to improve.

Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.

Quality of good teaching

Leadership and ManagementFocus on:

in secondary school inspections, on careers information, advice and guidance available

how primary school sport funding is being used to support physical well-being among pupils

greater recognition of leaders in schools in difficult circumstances.

Leadership and Management Focus on:

strengthening governance – if governance is weak, inspectors will recommend an external review of governance

awareness on e-safety

promoting Parent View.

Recommendations

Inspectors should refer to Ofsted’s good practice and other reports when making recommendations.

Consider more specific recommendations around improving literacy and reading in secondary schools.

Pupil premium spending likely to be included in an external review of governance where governance is weak.

Raising standards, improving lives

Useful information

Documents are available at www.ofsted.gov.uk

Main inspection documents for inspectors are available at http://www.ofsted.gov.uk/schools/for-schools/inspecting-schools/inspecting-maintained-schools/main-inspection-documents-for-inspectors

Inspectors use external data to help identify

inspection trails…. What is causing the data?

Schools should be ready to explain that, and show how external data aligns with in-house information.

Consistency is key to good provision, and not just between English and mathematics.

Our main fieldwork activity is finding out what teachers and pupils are doing with all that assessment data.

What about assessment, then?

Think :Teachers should think before they assess,

while they are assessing, and after they have assessed.

Responsibility vs. accountability.

Pupils power: pupils must know how well they are doing, how they can further improve, and have time to do so.

Transition: Leaders must trust preceding stages, and the professionalism of those teachers.

Standards matter most; they are a necessary but not sufficient measure of a pupils’ preparation for the next stage.

Who is it for?