Transcript Terry Cook Head of Educational Achievement, Improvement

Ofsted – The New Framework in
Action
Terry Cook
Head of Educational Achievement,
Improvement, Leadership and Governance
November 2012
Headlines
• Not a completely new framework
• But… important changes / changes of emphasis
• 2 million pupils in schools less than good – focus on
proportionate inspection of grade 3 schools
• Inspection history – if previous issues not addressed
likely to be no better than requires improvement
• Sharper focus on pupil premium
• Outcomes for groups of pupils – SEND –
narrowing the gap
• Strong focus on additional adults in classes
• Teaching – promote learning and pupils’
achievement – observing learning over time
• Emphasis on impact
• Importance of website and SEF
• Parent View
• An expectation that all schools will be at
least good
• Enhanced focus on achievement,
particularly literacy
• Increased focus on the effectiveness of
governance
• Exploring the management of performance
to improve teaching and learning
Further Developments
More key documents have been issued
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Subsidiary Guidance
SEF Guidance
Deferral Policy
Pupil Premium
Getting to Good
Inspections – unable to contact school the day
before
– Monitoring visits / support for schools
requiring improvement
Requiring Improvement
• Serious weaknesses indicate that the
school has shortcomings, but the capacity
to address them
• Special measures indicates that the school
has shortcomings, but does not have the
capacity in terms of leadership and
governance, to address them
Inspection Timetable
• Depends on the last inspection: if satisfactory
last time, expect a two-year cycle with
increased monitoring
• Good last time means an annual risk
assessment starting three years after the
previous inspection. If school remains good,
re-inspection every 5 years
• Outstanding – not routinely inspected
• PRU/Special/Nurseries – continue 3 year cycle
– with variations
Notice
• Call the day before (no Monday inspections!)
with no performance questions
• No pre-inspection briefing – VITAL that the
school’s website is live and updated!
• Little change to the information required,
except for anonymised PM information and
“documented evidence on the work of
governors”
• Refer to new guidance re unable to contact
school
Phone Call
• On or after noon to announce the inspection
• The call should
– Be Short
– Focus on practical issues
– Not be used to probe the school’s SEF
• Inspector should invite the school to send the
SEF summary to the inspection provider
(SERCO) but nothing else – however best to
reflect/review and present on morning of the
inspection
Changes
• No Pre Inspection Briefing (PIB)
• Lead Inspector may share broad starting
points for inspection with the
Headteacher at start of Day 1
Pupil Premium and Vulnerable
Groups
• Learning and progress of groups is key
• How pupil premium is used to overcome
barriers to learning (include on the school website)
• Strong emphasis on progress of pupils
supported through pupil premium – how
effectively gap is being narrowed with pupils
nationally – children looked after; FSM;
Children of Service families (RAISEonline
data + inspectors to consider school analysis)
• LA support re progress data for Service Children
(contact Simon Davis 01603 303310)
• Key sections: page 17 framework, 27 handbook and
for SEN pages 12-14 Subsidiary Guidance (paras 4041 key re identification of SEN and impact of
intervention)
• Likely that governors will be asked to explain the
impact of this spending as it is their decision about its
deployment
Reporting on Pupil Premium
During inspections, inspectors pursue the following:
• What the school is spending pupil premium money on
• Why is the school spending it in this way
• How it is making a difference for disadvantaged
pupils
• How governors are holding their school to account
for the way in which this money is spent
Can be reported in achievement or leadership and
management sections
Governance
• Governance has assumed a different profile –
Handbook para 122 - no grade for governance, but
inspectors required to comment
• How do governors create ‘optimum opportunities
for pupils’?
• Overall Effectiveness likely to be influenced by
governance
• Inspectors may speak to governor involved in HT’s
P.M
• Do governors seek an independent view of their
effectiveness?
• In relation to serious weaknesses/SpM (bullet point
8) could put the school into a category!
• Grade descriptors for L/M contain increased
reference to governors/governance – sometimes
in combination with other leaders/managers –
see L/M outstanding (bullet points 2/3/10) and
good (bullet points 1/5/9) grade descriptions
• Inspectors must be clear re improvements
required in L/M – including governance –
sufficient emphasis must be given to
governance
• Greater emphasis on whether governors are
supporting/challenging leaders and holding
school sufficiently to account
Reporting on Governance
During inspections, inspectors are asked to pursue
particular lines of enquiry including the extent to
which the school’s governance:
• Provides challenge and holds the HT and other
senior leaders to account for improving the quality of
teaching and pupils’ achievement
• Uses performance management systems to improve
teaching / leadership / management
• Uses the pupil premium to overcome barriers to
learning
Not enough to just comment whether governance is
fulfilling statutory duties for safeguarding
Report to comment on governance knows:
• what is happening in the school and whether overall provision
is good – or not
• about the quality of teaching, use of performance
management, what is being done to recognise and reward
good teachers and what is being done to tackle
underperformance
• and understands the data and comparative performance of the
school in relation to similar schools
• the budget, particularly the pupil premium and whether this is
being used to close the gap for FSM/CLA/Service Children
That governors are being professionally trained and developed.
The Report
• Full evaluation of governance – as a paragraph not bullet
points
• Where governance judged to be weak and if school requires
improvement or has serious weaknesses and graded 3 for
leadership and management – governance is an area for
improvement in the report recommendations
• Autumn Term 2012 HMI led inspections such reports include
a recommendation that an external review of governance
should be undertaken ‘An external review of governance
should be undertaken in order to assess how this aspect of
leadership and governance may be improved’
Performance Management
• Check out paragraph 57 of Handbook!
• How does PM influence teaching quality?
• How is professional development linked to identified
need?
• How are PM, appraisal and salary progression
linked?
• What use is the school making of ‘Teachers’
Standards’?
• How do PM targets relate to the school’s SIDP?
• Inspectors will examine the link between HT’s PM
and school performance
• Inspectors should consider the full range of
monitoring/support for improving teaching, including that
forming part of PM
• Key is impact ie quality of/improvements in pupils'
achievement/progress/behaviour; teaching /learning;
morale/commitment to school vision
• Robustness in addressing underperformance
• Strong link between PM/ appraisal and salary progression
• Coherence and effectiveness of professional development –
especially early in career
• Initial phone call request to have PM information available at
start of inspection
• PM info used to evaluate how effectively the targets for staff
performance lead to improvements in the school
• During lesson feedback opportunity for inspectors to
evaluate impact of PM
• Inspectors can ask how well support has focussed on
specific areas for development, to compare impact with the
lesson observed
• There must be specific comments on whether governors
know about the quality of teaching, how well they
understand performance management and know what is
being done on salary progression and promotion issues
within the school
• Inspectors professional judgement is required as many
school leaders have inherited a profile that they cannot alter
– inspectors concerned with current practices and their
impact on teaching and achievement
How to prepare
• Call the Duty Desk – schools are required to
notify the ‘appropriate authority’
• Update your website in line with Management
Information Sheet 134/12
• Maintain a SEF summary of around 4 sides of
A4
• Check Parent View and gather school’s own
evidence
• Keep your own analysis bang up to date!
Parents
• No paper-based questionnaires (or pupils –
staff is optional)
• Parents encouraged to comment on ‘Parent
View’
• Inspectors will check out ‘Parent View’ at the
end of Day One
• Schools can contact Ofsted in relation to
malicious use of ‘PV’
• Key change – paras 107/8 Subsidiary
guidance – role of the LA/ Academy Chain –
need to ring Duty Desk
• Schools causing concern regulations paras
71/81 of the Handbook 45/47 of the
Framework. Informing the HT paras 58/67 of
the Handbook
• Role of LA Duty Desk during the inspection
re advice and support
– 01603 307797 / 307750
– Out of hours: 07876137828
Terry Cook
Head of Educational Achievement,
Improvement, Leadership and
Governance
Tel 01603 307778
Mobile 07876137828
[email protected]