Presentation on theme: "Overview Securing School Improvement. Welcome and introduction AIM Understanding the Ofsted Inspection Framework To give some insight into how some of."— Presentation transcript:
Overview Securing School Improvement
Welcome and introduction AIM Understanding the Ofsted Inspection Framework To give some insight into how some of the key judgements may work together, including: attainment, achievement and overall effectiveness Monitoring the progress of different groups of pupils Creating a climate and ethos to secure the best outcomes for all pupils
Main features and implications of the new Ofsted inspection framework More involvement of head teachers and senior leaders Greater attention given to outcomes of different groups of pupils School Evaluation Framework
Main features and implications More emphasis given to attainment AND to other ECM outcomes More detailed and specific descriptors for all four grades in each judgment
Main features and implications More precisely-focused recommendations for improvement Sharper criteria for capacity to improve Sharper focus on learning, with lesson observations to the fore
Crucial Implication for Schools: Limiting Judgements Some aspects of inspection will involve ‘limiting grades’: that is, grades which contribute to and affect other judgements, including overall effectiveness. These apply to a small number of critical judgements which Ofsted considers to be essential in assuring the quality of education and the well-being of children, young people and adult learners.
Crucial Implication for Schools: Limiting Judgements The three critical judgements are safeguarding, equality and diversity, and capacity to improve. The judgement on achievement can also be a limiting grade.
The ‘capacity to improve’ grade will contribute to and may limit the grade for ‘overall effectiveness’ in the following ways: where a judgement of inadequate is awarded for capacity to improve it is most unlikely that overall effectiveness will be better than satisfactory. It is likely that the overall judgement will be inadequate where a judgement of satisfactory is awarded for capacity to improve it is most unlikely that overall effectiveness will be better than good. Limiting Judgements Capacity to improve
Limiting Judgements Equality and Diversity There will be a single judgement on equality and diversity. Evidence contributing to the grade will be gathered when inspecting the five ECM outcomes. (Be healthy, stay safe, enjoy and achieve, make a positive contribution, achieve economic well-being.) The equality and diversity grade will contribute to and may limit the grade for overall effectiveness.
The equality and diversity grade may limit the grade for overall effectiveness in the following ways: If a school cannot demonstrate that it is working within the two operating principles this should prompt a judgement of inadequate for equality and diversity. The two ‘operating principles’ are: 1 How effectively a provider is narrowing the achievement gap 2 How effectively a provider actively promotes equality and diversity and tackles discrimination. If ‘inadequate ‘is awarded for equality and diversity it is most unlikely that the overall effectiveness of the provider will be better than ‘satisfactory.’ It is likely that the overall judgement will be ‘inadequate’. If ‘satisfactory’ is awarded for equality and diversity it is most unlikely that the overall effectiveness of the provider will be better than good. Limiting Judgements Equality and Diversity
Limiting Judgements Safeguarding Two judgements on safeguarding will be made under the ‘leadership and management ‘ and ‘staying safe’ sections of all reports. If a school is not meeting its legal duties this should prompt a judgement of ‘inadequate’.
Limiting Judgements Safeguarding Where a judgement of inadequate is awarded for either safeguarding judgement it is most unlikely that the overall effectiveness of the provider will be better than satisfactory. It is likely that the overall judgement will be inadequate where a judgement of satisfactory is awarded for safeguarding and it is most unlikely that the overall effectiveness of the provider will be better than good.
Limiting Judgements Achievement If standards are low and learning and progress are satisfactory but with no signs of improvement, achievement may be graded inadequate. This would impact on the overall effectiveness grade which may also be inadequate. If standards are low (grade 4) but rising rapidly, and learning and progress are good (grade 2), a school is likely to receive a grade 3 for achievement.
Organisation of Inspections Schools who were graded 1 or 2 may be inspected on up to a five year cycle. OFSTED will plan their inspection programme for the following Autumn in March using an automated risk assessment system. Schools who were awarded an overall grade 3 in their last inspection will be inspected on a three year cycle. The notice for all section five inspections will not be longer than 2 working days and will be routinely between 1 and 1.5 days. Heads and senior staff will be invited to play a full part in the inspection.
Guidance for Schools Understanding school data crucial Pupil tracking to identify underachievement Safeguarding more important Equality more important Digest serious implications of ‘limiting judgements’ Leadership and management more important
Summary of the main proposals: Inspection 2012 1.Report on the quality of the education provided by the school, giving priority to the achievement of its pupils and their behaviour and safety, the quality of teaching and the quality of leadership and management of the school. 2.Take account of the spiritual, moral, social and cultural development of pupils especially disabled pupils and SEN 3.Be more streamlined, giving greater priority to detailed observation of teaching and learning 4.Take particular account of pupils’ attainment and rates of progress when evaluating achievement
5.Focus strongly on standards of reading and numeracy in primary schools and literacy in secondary schools 6.Use measures of relative progress other than contextual value-added indicators 7.Give more emphasis to reporting on pupils’ behaviour, with particular attention to conduct in lessons and around the school, and each pupil’s safety from bullying and harassment 8.Focus more time on evaluating the quality of teaching and the use of assessment to support effective learning 9.Evaluate how well reading is taught in primary schools and literacy is taught in secondary schools
10. Judge the effectiveness of leadership and management, especially the leadership of teaching and learning 11. Judge the overall effectiveness of the school by giving more weight to the quality of teaching and pupils’ achievement, their behaviour and the impact of leadership and management, including how well the school promotes the spiritual, moral, social and cultural development of pupils 12. Report on the effectiveness of sixth form and early years provision within other reporting areas rather than as separate sections 13. Continue to take account of self-evaluation evidence in the form adopted by the school
14. Undertake annual risk assessment of good and outstanding schools beginning three years after their latest inspection 15. Stop the routine inspection of most schools judged outstanding at their last inspection 16. Inspect schools previously judged as good within five years of their last inspection 17. Take greater account of the views of parents and carers in deciding when a school should be inspected 18. Strengthen our monitoring of satisfactory schools 19. Target inspection to bring about more rapid improvement in schools judged to be inadequate 20. Respond more flexibly to requests made by schools for an inspection