Governor briefing: Ofsted Inspection Framework Sept 2012

Directorate of Children’s Services

Governor briefing:

Ofsted Inspection FrameworkSept 2012

January 2013


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


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


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.


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.


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


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


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?


Kate’s Hill Value Added score for 2012 100 is the national mid- point 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.

Page 54


Transition Matrices (KS1 to 2) NB – note those figures above – and below expected progress


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

Page 54


Transition Matrices (KS2 to 4)


Progress in EYFS?

AoE

Nursery Below In line Above

Expected progress

Expected progress

Expected progress

Reception Below In line Above

Expected progress

Expected progress

Expected progress

Y1 Emerging Expected Exceeding

Good Progress?


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 timeScrutiny 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.


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.


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”


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


Leadership and Management - GovernorsThe 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.

• 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


Welcome to the methodological training for school inspection

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)

Governance documents task - notes

20


Inspection Process - Reporting

Increased emphasis on explaining the impact of the leadership of teaching, and the overall impact of leadership and management, including governanceThe 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


Report style - exampleOlympic Primary School Gold Road, Silverton, Bronzeshire, ENG 2012

Inspection dates 4 – 5 June 2013

Previous inspection Satisfactory 3 Overall effectiveness

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

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.

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 handbookhttp://www.ofsted.gov.uk/resources/school-inspection-handbook

• Subsidiary guidancehttp://www.ofsted.gov.uk/resources/subsidiary-guidance-supporting-inspection-

of-maintained-schools-and-academies

• The framework for school inspectionhttp://www.ofsted.gov.uk/resources/framework-for-school-inspection

• School inspection policies and protocolshttp://www.ofsted.gov.uk/resources/school-inspection-policies-and-protocols

Documents

Governor briefing: Ofsted Inspection Framework Sept 2012