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Leek Education PartnershipConference 2016
Lorna FitzjohnWest Midlands Regional Director
24 June 2016
Inspecting schools and improving education
Key messages informing our priorities
Changes to inspection
Improving schools
What does the future hold for inspection?
SubtitleSpeaker’s name
Strategic PrioritiesImproved quality,
efficiency and
effectivenessensuring that inspection and
regulation provide value for
money
Improved focus
so that we target inspection and
regulation where we can make the most difference
Improved engagementEnsuring that we
are credible, valued and
trusted and do not introduce unforeseen
burdens
Keeping children and young people safe
Improving education and care for the disadvantaged
Raising aspirations and better transition
Prioritising less than good
with a regional focus on...
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
Embed the new education inspection arrangements
Review early years inspection Review social care inspection Transform administrative, professional
and technical support Develop and implement our workforce
strategy
Across Ofsted we will:Improved quality,
efficiency and
effectivenessensuring that inspection and
regulation provide value for
money
Focus inspection on services that are less than good
Focus on the performance of the most disadvantaged and vulnerable
Identify and promote exceptional leadership
Ensure that inspection looks at safeguarding issues, including preventing radicalisation
Promote the improvement of vocational and further education
Across Ofsted we will:
Improved focus
so that we target inspection and
regulation where we can make the most difference
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
Across Ofsted we will: Work with parents and carers, learners
and employers Work with policy makers and
influencers Work with those we inspect
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. .
Improved engagementEnsuring that we
are credible, valued and
trusted and do not introduce unforeseen
burdens
How are we doing in the West Midlands?
The proportion of good or better early years by local authority (December 2015)
Sandwell
Walsall
| 9
The proportion of good or better primary schools by local authority (April 2016)
Sandwell
Walsall
The proportion of good or better secondary schools by local authority (April 2016)
Sandwell
Walsall
How do inspection outcomes compare between Staffordshire and West Midlands for primary schools? (April 2016)
How do inspection outcomes compare between Staffordshire and West Midlands for secondary schools? (April 2016)
How does attainment in Staffordshire compare with West Midlands and England?
| 14
% pupils achieving 5 A*-C including English and mathematics - fsm pupils
With the exception of Birmingham and Coventry low attainers at KS2 make less progress to KS4 than similar pupils nationally
Changes to inspection
A new Common Inspection Framework Short inspections for all good maintained schools
and academies Short inspections also apply to good and
outstanding special schools, pupil referral units and maintained nursery schools
Ofsted InspectorsWe will: Do everything we can to remove the pressure for
schools to ‘get ready for inspection’ – we want to see what you do daily for all of your pupils.
Changes to the way that we inspect:
Emphasis on impact across all key judgements Impact of the culture of the school Importance of safeguarding as a golden thread
throughout all judgements, including the testing of leaders’ work to meet the new Prevent Duty
The importance of a broad and balanced curriculum
A new judgement – personal development, behaviour and welfare
Alignment of the judgements on early years and 16-19 study programmes.
CIF Key messages
You may have heard some myths on what Ofsted expects around:lesson planninggrading and observationself-evaluationmarking and pupil feedback.
School inspections: myths
We don’t expect: schools to provide evidence beyond that
in our inspection handbook teachers or pupils to do work specifically
for the inspection evidence of the sub-headings in the
teachers’ standards for each teacher performance and pupil-tracking
information in a specific format for the inspection. Just use the format you’d ordinarily use to monitor the progress of pupils.
Evidence for inspection
‘We take a range of evidence into account …
published performance data school’s in-year performance
information work in pupils’ books/folders/online how teaching and learning is routinely
monitored and its link to teachers’ performance management and standards
but we don’t expect you to prepare this specifically.’
Evidence for inspection
Effectiveness of leadership and management
Increased emphasis on:impact of leaders’ work in developing and sustaining an ambitious culture and visiontackling mediocrity and using robust performance management to improve staff performance ensuring that safeguarding arrangements to protect pupils meet statutory requirements, promote their welfare and prevent radicalisation and extremism.An example from the descriptor for grade 1: Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas.
CIF
‘Choose a format that’s right for your school.’
Self-evaluation
Self-evaluation should be part of the school’s business processes – not just for inspection.
‘Inspectors are interested in the effectiveness of planning rather than the form it takes.’
Planning for learning
We don’t specify: how planning should be set out the length of time it should take the amount of detail it should contain.
And we don’t need to see individual or previous lesson plans.
Teaching, learning and assessment
Increased emphasis on: the importance of developing pupils’ knowledge, understanding and skills in all aspects of the curriculum and across key stages – not just English and mathematicsassessment in all its forms.No grading of lesson observations – removing myths
CIF
‘We don’t grade the quality of teaching or outcomes in the individual lessons visited.’
Grading of lessons
We don’t grade
individual lessons.
‘Inspectors are interested in the effectiveness of planning rather than the form it takes.’
Lesson observations
We don’t:expect schools to carry out a specified amount of observationsneed to see specific pay grade details of individual teachers that we observe.
Personal development, behaviour and welfare
Personal development: A key focus on pupils’ self-confidence and self-awareness, and their understanding about how to be successful learnersWelfare: Physical and emotional well-being, including healthy eating, fitness and mental health awarenessStaying safe onlineSafe from all forms of bullying
CIF
‘We don’t expect to see any specific frequency, type, volume or written records of all feedback.’
Marking and feedback
It’s for schools to decide
through their assessment policy.
We’ll look at how it’s used to promote learning.
If marking needs to improve, we’ll make sure that our recommendations don’t lead
to unnecessary workload for
teachers.
Personal development,
behaviour and welfare
Behaviour:Emphasis on attitudes – are pupils ready to learn?Behaviours that show respect for the school and other pupilsConduct and self-disciplineAttendance
CIF
Outcomes
Key message:In judging outcomes, inspectors will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress. Within this, they will give most weight to the progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where relevant.
CIF
‘We don’t expect to see a particular frequency or quantity of work in pupils’ books or folders.’
Pupils’ work – in books and folders
We understand that this depends on the subject being studied and the age and ability of the pupils.
Short inspections
A different kind of inspection
All short inspections are led by HMI for 1 day approximately every three years.
One HMI in most primary schools; two HMI in secondary schools
No requirement to prepare documentary evidence solely for inspection purposes. No preferred format for documentation.
Two judgements: Is the school continuing to be a good school? Is safeguarding effective?
If more evidence is needed to reach a decision, or there is evidence of improvement/decline, it will be converted to a section 5 inspection.
A short inspection will not change any of the graded judgements for the school nor the overall effectiveness grade.
Short inspections
Schools receive half a day’s notice, as at present. Every good school is different. There is no ‘standard’
short inspection timetable. Meeting the headteacher/leaders throughout the day. Gathering first hand evidence from observing learning
and behaviour in lessons and around the school. Meetings with governors, leaders, staff and parents. Talking to pupils in lessons and at break/lunchtimes. Gathering evidence about the effectiveness of
safeguarding – not just relating to statutory requirements, but all aspects of safeguarding.
The short inspection day
Short inspections
Professional dialogue between HMI and school leaders
HMI will begin the discussions with leaders from the starting hypothesis that the school remains good.
School leaders will need to demonstrate that the school is still good, where there are areas for development, and how they are tackling these.
HMI will test leaders’ and governors’ assessment through a range of inspection activity including observations and discussion with pupils, staff, governors and parents.
Professional dialogue with ongoing feedback to school leaders throughout the day.
Short inspections
Have the leaders got a grip on the institution? Do they fully understand its strengths and weaknesses?
Have they communicated their strategy for raising standards to the key stakeholders?
Are they focussed on what really benefits children and young people, rather than wasting their time endlessly preparing for an Ofsted inspection which could be years away?
Do they refuse to accept excuses for underachievement and are they prepared to go the extra mile to compensate for family background?
Are they presiding over the status quo, content to take the path of least resistance or are they prepared to challenge staff and students to do better?
Have they built, or are they developing, a culture that is calm, orderly and aspirational?
Questions for school leaders in short inspections
When will school leaders know if the inspection is converting?Regular dialogue throughout the day, with a final decision usually no later than 4pm.
Does a conversion always mean that the overall effectiveness grade of the school will change?No! Once the additional evidence to complete a full section 5 inspection is gathered, inspectors may still find the school to be good.
Converting to a full inspection
Short inspections
Reasons for conversion
From the 364 inspections that converted:- 100 inspections, or 27%, were because there was
sufficient evidence to suggest the overall effectiveness judgement might be outstanding
- 248 inspections, or 68%, required more evidence- 16 inspections, or 4%, identified concerns regarding
safeguarding that required further investigation
(Percentages may not add up to 100% because of rounding)
Short inspections
Evaluations of the school’s performance are
inaccurate, often based on over-generous views about the quality of teaching or school standards
Poor strategic leadership and a lack of clarity on key performance issues
Leaders and governors often slow to identify weaknesses or fail to act quickly and decisively to turn these round
Too much inconsistency and variation in performance across the school, particularly in the quality of teaching, behaviour of pupils or middle leadership
(Taken from HMCI monthly commentary January 2016)
Common threads of schools that declined from ‘good’
Short inspections
Self-critical leadership An aspirational culture in which the whole
school community was striving to do better Commitment to enriching all aspects of school
life Robust plans in place for addressing weaknesses
and headteachers able to demonstrate how these are making a difference to performance
(Taken from HMCI monthly commentary January 2016)
Common threads of schools remaining ‘good’ or improving
Short inspections
Update and future of inspection?
Lessons learnt so far on the new framework
Further positives New Ofsted Inspectors (OI) have been well received by schools and are performing well
Schools have valued new notification arrangements and sharing of lines of enquiry between Headteachers and lead inspectors
New short inspection reports are succinct but detailed, with a strong focus on leadership, ethos and safeguarding
Methodology tests so far confirm that inspectors apply the framework consistently and come to the same judgements about conversion.
Lessons learnt so far on the new framework
We have recently moved to inspecting new schools in their third year
Academy converters that were previously good qualify for a short inspection
We await the outcome of the Education and Adoption Bill which is seeking to enable earlier intervention on failing schools in terms of academisation. This Bill also includes the new powers for intervention in coasting schools.
Improving schools
HMCI commentaries and national reports
Rich sources of key messages and other information for providers to help them to improve their provision can be found in:HMCI monthly commentaries:Improving primary schools (October 2015)Governance (November 2015)Short inspections (January 2016)Teacher recruitment and retention (February 2016)National reports, for example:Key Stage 3: the wasted years?Alternative provision
Government proposals for Ofstedinspections
The Government’s White Paper: Educational Excellence Everywhere, published March 2016, announced the transformation of England’s schools and included specific reference to the work of Ofsted through two key proposals.
Government proposals for Ofstedinspections
The paper proposes: the removal of the specific judgement on the
quality of teaching, learning and assessment from our inspections of schools, early years and further education and skills.
A consultation process to canvas views about how this might work and the impact it would have will start sometime in the new academic year of 2016/17. This will ensure that everyone with an interest is given the chance to contribute their views.
Government proposals for Ofstedinspections
The paper proposes: new leaders of challenging schools will have ‘inspection
breaks’
- It will become established policy to carry out a re-inspection, of a school that was judged to ‘require improvement’ at its last inspection, around 30 months after the previous inspection when a school has appointed a new headteacher.
- Similar arrangements are proposed for existing academies where a new sponsor takes over the operation of the academy. The academy would not normally be inspected before its third year of operation, in line with the current policy for new schools.
Raising standards through inspection
The White Paper makes clear that inspection remains an important part of the accountability system.
Ofsted looks forward to continuing our work with the Government and listening to the profession to alleviate unnecessary burdens on school leaders and classroom teachers.
Ofsted will never decrease the rigour of our inspections as we champion the rights of every child to a good education.
Thank youAny questions?
https://www.gov.uk/ofstedhttp://reports.ofsted.gov.uk/
And many of our presentations are at:
Ofsted on the web and on social media
https://uk.linkedin.com/company/ofsted
@Ofstednews
http://www.slideshare.net/Ofstednews