Transcript Slide 1

Governor briefing:
Ofsted Inspection Framework
Sept 2012
January 2013
Directorate of Children’s Services
What’s Changed?
Much is the same, but there’s an emphasis on:
• Progress of pupils, esp. disadvantaged pupils
• The use of the pupil premium to raise achievement
• Reading, literacy and mathematics
• Teaching and the management of performance to
improve it
• The leadership of teaching
• Governance
+
• Short notice
• New report format
Directorate of Children’s Services
What’s Changed?
•
4 Key judgements areas remain the same (Achieve, T&L,
L&M, Behave and Safe).
•
Only a good standard of education is good enough satisfactory replaced by ‘requires improvement’
•
•
•
Old ‘Notice to Improve’ now ‘Serious Weaknesses’
Outstanding schools should have outstanding T&L
Overall effectiveness (and Achievement judgement) has an
increased focus on literacy
Directorate of Children’s Services
Governance
It is not enough to comment on whether the governance is fulfilling
statutory duties for safeguarding. Reports must comment on whether
the school’s governance:
• Knows what is happening in the school and whether overall
provision is good or not
• Knows about the quality of teaching, the use of performance
management, what is being done to recognise and reward good
teachers and also what is being done to tackle underperformance
• Understands the data and the comparative performance of the
school in relation with similar schools
• Has a handle on the budget, particularly the pupil premium and
whether this is being used to close the gap for poor children
• Ensures that ‘governors’ are being professionally trained and
developed.
Directorate of Children’s Services
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 headteacher and other senior
leaders to account for improving the quality of teaching and pupils’
achievement.
Uses performance management systems to improve teaching,
learning and management.
Uses the pupil premium to overcome barriers to learning.
Directorate of Children’s Services
Ofsted Process
Ofsted report on the Overall Effectiveness of a school based on
4 key judgements:
• Achievement (= attainment + progress)
•
•
•
•
Quality of Teaching
Leadership and Management
+
SMSC
Behaviour and Safety
Focus is on the progress children and groups of children are
making
Directorate of Children’s Services
Achievement
Now has an increased focus on:
The proportions of pupils who…,
~ make expected progress
~ make more than expected progress
Closing the gaps for those who….
~ are supported through the pupil premium
~ are disabled
~ have special educational needs
Directorate of Children’s Services
Pupils’ Progress – Grade descriptors
Outstanding
• Taking account of their different starting points, the
proportions of pupils making and exceeding expected
progress are high compared with national figures.
Good
• Taking account of their different starting points, the
proportions of pupils making and exceeding expected
progress compare favourably with national figures.
Where the proportion making expected progress overall is
lower than that found nationally, it is improving over a
sustained period.
Based on VA score + Transition Matrices?
Directorate of Children’s Services
Page 54
Kate’s Hill Value Added score for 2012
100 is the
national midpoint for value
added – so a
score above 100
is better
progress than
national and
below 100 is
worse progress.
School VA is
‘broadly average’ –
neither well above
or below.
Directorate of Children’s Services
Transition Matrices (KS1 to 2)
Directorate of Children’s Services
NB – note
those figures
above – and
below expected
progress
Page 54
Kate’s Hill progress in English
1 pupil didn’t make
expected progress
(from L1 in Y2 to
Level 2 in Y6 – only
1 level progress)
16 pupils made more than
expected progress –
8 from L1 to L4 = 3 levels
8 from L2 to L5 = 3 levels
Directorate of Children’s Services
Transition Matrices (KS2 to 4)
Directorate of Children’s Services
Progress in EYFS?
AoE
Nursery
Reception
Y1
Below
In line
Above
Expected
progress
Expected
progress
Expected
progress
Below
In line
Above
Expected
progress
Expected
progress
Expected
progress
Emerging
Expected
Exceeding
Good Progress?
Directorate of Children’s Services
Evaluation schedule: Quality of Teaching
•
Inspectors must not expect teaching staff to teach in any
specific way or follow a prescribed methodology.
•
Inspectors should consider the extent to which the
‘Teachers’ Standards’ are being met.
Observing learning over time
Scrutiny of pupils’ work, with particular attention given to:
•
how well and frequently marking, assessment and testing are
used to help teachers improve pupils’ learning
•
•
the level of challenge provided
pupils’ effort and success in completing their work and the
progress they make over a period of time.
Directorate of Children’s Services
Quality of Teaching: GOOD
•
Teaching in most subjects, including English and
mathematics, is usually good, with examples of some
outstanding teaching. As a result, most pupils and groups of
pupils currently on roll in the school make good progress
and achieve well over time.
•
Reading, writing, communication and mathematics are
taught effectively.
•
Effective teaching strategies, including setting appropriate
homework, and appropriately targeted support and
intervention are matched well to most pupils’ individual
needs, including those most and least able, so that pupils
learn well in lessons.
Directorate of Children’s Services
Leadership and Management
“We will expect good schools to have:
~ good teaching and
~ effective systems for improving it
The leadership and management judgement has
an increased focus on the management of
performance to improve teaching and learning”
Directorate of Children’s Services
Leadership and Management - Performance
Management and professional development
The robustness of PM and effectiveness of strategies for
improving teaching, including the extent to which the school
takes account of the ‘Teachers’ Standards’ – this is
demonstrated through:
•
the robustness of monitoring the quality of teaching and learning and
the extent to which underperformance is tackled
•
the coherence and effectiveness of the programme of CPD, and the
opportunities provided for promotion. Particular attention should be
given to the extent to which CPD is based on the identified needs of
staff and the needs of newly qualified teachers and teachers at an early
stage of their career
•
the accuracy with which best practice is identified and modelled
Directorate of Children’s Services
Leadership and Management - Governors
The leadership and management judgement has an
increased focus on governance, in particular:
– holding senior leaders to account for all aspects of
the school’s performance including performance
management and rewarding the best staff
– ensuring the effective and efficient management of
financial resources such as the pupil premium
funding, leading to the effective deployment of staff
and resources.
•
Directorate of Children’s Services
Ofsted New Framework Training Sept 2012
The process of inspection
“We will consider how well governors:
~
~
~
~
use performance management, including of the
headteacher, to lever up quality
understand the strengths and weaknesses of the school,
including the quality of teaching, and the underlying data
make strategic decisions about the development and
improvement of the school, particularly whether they are
supporting or hindering school improvement
meet statutory duties, including those with respect to
promoting equalities and ensuring the pupils’ safety”
• Ofsted New Framework Training Sept 2012
Directorate of Children’s Services
Governance documents task - notes
20 This lead inspector usually looks for
 Urgency in dealing with weak achievement and teaching
 Challenge for weaknesses and any proposed solutions
 Requests for timely evidence of impact, including forms
of data that governors can readily interpret
 Discussion on allocation of pupil premium funding and
timely evaluation of its impact
 Questions on money spent on intervention and
evaluation of its impact
 Questions on the impact of the deployment of teachers
 Gaps for confidential sections (to follow up with
headteacher regarding capability/disciplinary action)
Directorate of Children’s Services
Welcome to the methodological training for school inspection
Inspection Process - Reporting
Increased emphasis on explaining the impact of the
leadership of teaching, and the overall impact of
leadership and management, including governance
The summary on the front page must include:
–
a brief statement about the impact of leaders,
managers and governors on the quality of teaching
and the achievement and outcomes of pupils.
– This must make it clear whether the school is
improving or not
Directorate of Children’s Services
Report style - example
Olympic Primary School
Gold Road, Silverton, Bronzeshire, ENG 2012
Inspection dates
4 – 5 June 2013
Previous inspection
Satisfactory
3
This inspection:
Requires improvement
3
Achievement of pupils
Requires improvement
3
Quality of teaching
Requires improvement
3
Behaviour and safety of pupils
Good
2
Leadership and management
Good
2
Overall effectiveness
Summary of key findings for parents and pupils
This is a school that requires improvement. It is not good because:
 Although pupils’ progress is good in Key
Stage 2 and outstanding in Year 6, it is not
yet good in Key Stage 1.
 The slower progress made by pupils in Key
Stage 1 means that the attainment of less
able 7 year olds in reading and mathematics
is still low.
 Less able 6 and 7 year olds do not learn to
read quickly because phonics are not taught
systematically in Key Stage 1.
Directorate of Children’s Services
 While teaching has improved significantly
across the school, some teachers’ expertise in
teaching the early stages of reading requires
improvement.
 In mathematics, less able pupils in Key Stage
1 are not always provided with enough
practical experience to ensure they
understand new concepts.
Rules of the game?...
•
School inspection handbook
http://www.ofsted.gov.uk/resources/school-inspection-handbook
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Subsidiary guidance
http://www.ofsted.gov.uk/resources/subsidiary-guidance-supporting-inspectionof-maintained-schools-and-academies
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The framework for school inspection
http://www.ofsted.gov.uk/resources/framework-for-school-inspection
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School inspection policies and protocols
http://www.ofsted.gov.uk/resources/school-inspection-policies-and-protocols
Directorate of Children’s Services