Transcript Title

Updates for Governors
Brad Murray – Primary Adviser
Autumn Term 2012
Aims for the session
• Overview of Ofsted outcomes
• Information about changes to inspection and
the implications for schools and governors
• The new Teachers’ Standards
• The implications of the new Teachers’ Standards
for adapting performance management
processes
Overview of Ofsted outcomes: summer 2012
Ofsted inspections: reports published
in summer term 2012
Devon
National
No. of schools
inspected/published
22
1,476
Outstanding
5%
11%
Good
79%
55%
Satisfactory
16%
29%
Inadequate
0%
5%
Devon Ofsted inspections: summer term
Overall effectiveness
since last inspection:
improved
21%
stayed the same
58%
declined
21%
Inspection issues for improvement
Key issues in recent reports include:
• The progress of specific groups of pupils
• Ensuring that achievement for each group is compared
with national data for the group and that gaps are closing
• A focus on showing progress over time – pupils’
entitlement to make at least 2 levels progress from KS1 to
KS2
• Demonstrating the progress of different groups of pupils
particularly in reading and writing
• Ensuring that all teaching is at least good
Information about changes to inspection and the
implications for schools
Key Ofsted documents
• The framework for school inspection
Ref no. 12010
• School inspection handbook
Ref no. 120101
• Subsidiary guidance
Ref no. 110166
• Preparing a school self-evaluation summary
Ref no. 120203
What has not changed?
• An evaluation of the quality of education provided and
the school’s overall effectiveness
• The focus on classroom observation, hearing pupils read
and the involvement of the headteacher/senior staff
• A four point scale for making judgements
• ‘Good’ schools will continue to be inspected less
frequently
Some key differences
• Outstanding schools will be required to have outstanding
teaching
• There is an expectation pupils make excellent progress
in outstanding schools
• Schools will only be judged good if they are providing a
good standard of education
• Satisfactory is replaced by ‘requires improvement’
• Schools that ‘require improvement’ will be inspected
earlier than ‘good’ schools
• Schools that ‘require improvement’ are expected to
become good schools within a defined timescale
Inspected before
August 2012
Inspected
after 1
September
2012
Next
inspection
within 12–18
months
Next
Inspection
within 12–18
months
Satisfactory
(Next inspection
within 12–18
months )
Requires
improvement
Requires
improvement
Good/Special
measures
Good
Requires
improvement
Requires
improvement
Good/Special
measures
Some key differences
•
Notice to improve is replaced by ‘serious weaknesses’
•
The notice for inspections is shortened
•
The views of parents will be sought using Parent View
•
The robustness of performance management will be
evaluated
•
There is a greater emphasis on governance
Key differences: Achievement
• A clear focus on the learning and progress of pupils who
have special educational needs and those for whom the
pupil premium provides support.
• Reference to expected/exceeding expected progress is
included within the handbook grade descriptors and
subsidiary guidance
• The phonic screening check is included and any follow
up action/screening taken by the school
Key differences: Teaching
•
Inspectors will consider the extent to which Teachers’
Standards are being met
•
Reaffirms there is no expectation that teachers teach in
a specific way or follow a prescribed methodology
Key differences: Leadership and Management
•
Monitoring of teaching and achievement includes pupils
supported by the pupil premium
•
Are the right priorities selected from data analysis/selfevaluation as areas for improvement?
•
The robustness of performance management and
strategies to improve teaching
•
The effectiveness of governance
LA/academy chain contact
• A meeting with the LA or academy chain will be
requested
• The contact is to gain a view of the school’s engagement
with other partners, the level of any support and the
impact of support
Inspectors prepare for inspections by:
• reading the previous inspection report and any recent
Ofsted survey and/or monitoring letters
• analysing the latest data from RAISEonline
• analysing responses from Parent View
• looking at the school’s website
Documents that will help the inspector
• Information about the school day and timetable (if not
clearly available on the school’s website)
• Information about the organisation of the school, with
staff names and responsibilities (if not clearly available
on the school’s website)
• Details of any changes to ‘normal’ routines
• A summary of the school’s self-evaluation if available (if
not sent before)
• Evidence of the school’s monitoring data for pupils’
progress and attainment, and the use made of this. This
includes pupils who receive alternative provision off the
main school site
• Information about the use of the pupil premium and the
impact this is having on pupils’ achievement
• Evidence of the school’s internal monitoring and
evaluation of teaching and how the findings are used
• Evidence of the school’s improvement planning and
subsequent progress
• Information about the robustness of performance
management arrangements
• Evidence relating to the work of governors and their
impact
‘It is not only possible for every school to be a good school,
it is essential. There can be no complacency in the efforts
made by school leaders and governors to drive
improvement and raise standards.’
Sir Michael Wilshaw HMCI
New appraisal process
Main objectives:
(a)improving the education of pupils at that school;
and
(b)the implementation of any plan of the governing
body designed to improve that school’s
educational provision and performance.
New appraisal process
•
An assessment of the teacher’s performance
against the appropriate standards
The key differences in the new regulations are:
• The three hour limit on classroom observations has been
removed.
• The overlap between the appraisal and capability
systems has been removed.
• All teachers take responsibility for improving their
teaching through appropriate professional development.
New appraisal process
• head teachers (or appraisers) will assess
qualified teachers against the standards to a
level that is consistent with what should
reasonably be expected of a teacher in the
relevant role and at the relevant stage of
their career (whether a Newly-Qualified
Teacher (NQT), mid-career teacher, or a more
experienced practitioner).
New teachers’ standards
"Nothing has more impact on a child's
achievement than the quality of teaching they
receive and in the new standards for teachers
we have prioritised the importance of classroom
practice and subject knowledge."
Sally Coates, Chair of the independent Review of Teachers’ Standards
and Principal of Burlington Danes Academy.
New teachers’ standards
“…the standards had to raise the bar and
highlight the characteristics of good
teaching. “
“The new Teachers’ Standards give an
unequivocal message that highly effective
teaching is what matters in this profession.”
Roy Blatchford, Deputy Chair/Chair of Drafting Group - Director,
National Education Trust
They define the minimum level of practice
expected of teachers in England.
New teachers’ standards
• The most successful education systems in the
world are characterised by high levels of
lesson observation. Teachers benefit from
observing one another’s practice in the
classroom. Teachers learn best from other
professionals. Observing teaching and being
observed, and having the opportunity to plan,
prepare, reflect and teach with other teachers
can help to improve the quality of teaching.