Presentation on theme: "OFSTED School Visit under the New Criteria Reflections from Sue Davies Head Teacher Harlow Fields School and College School."— Presentation transcript:
OFSTED School Visit under the New Criteria Reflections from Sue Davies Head Teacher Harlow Fields School and College School website:
Call from SERCO Pen paper – long list to write down Lead inspector Judith Charlesworth Lead inspector Debra McCarthy Team inspector CRB check already completed will show badges at reception Notice on school Gate and website informing parents visitors when inspection is taking place OFFICE Sue website Parent questionnaire send out this afternoon Pupil Q makaton OFFICE Parent view survey online does not affect/replace paper copyOFFICE INFORM PARENTS Clerical support officer in on Tuesday 7 th February Helen Kybert analysis of Q’s OFFICE School improvement plan, Review of SIP, staff mtg notes SLT mtg notes. SUE SEFSUE School TimetableKATHLEEN Staff lists and responsibilities Teachers lesson observation evaluations, grades OFFICE Sue Anything happening interrupting the main routine Single Central RecordHELEN Logs, exclusions, behaviour bullyingKATHLEEN
Call from SERCO Pen paper – long list to write down con’td Records of monitoring Q of T&LSUE Reports external evaluation of schoolSUE Receive username and PIN code, passwordFrom INSPIRE check junk (by 1pm today) Problems call Rachel Dayanne serco SUE PUPIL CLASS LISTSSAM OFFICE TIDY UPOFFICE MEETING ROOM / HOSPITALITY LUNCHES TIDY ETC / buffet OFFICE TRAINING RECORDSSAM Registers
Pre Inspection Briefing RV1 PIB Brief Commentary and Hypotheses The achievement of pupils in school PIR (Grade); SSE (Grade) The previous inspection The monitoring visit The School Self Evaluation Hypothesis: Issues to pursue Discussion re achievement Summary analysis of progress data Examples of pupils’ individual progress files
The quality of teaching in the school: PIR ; SSE Positive aspects identified by the previous inspection: Negative aspects identified by the previous inspection The monitoring visit found: The current SSE says that teaching ………. The SSE gives extensive evidence of how learning ………….. Hypothesis………. Issues to pursue How are the individual needs of each pupil met during lessons? Is teaching equally good for all groups and age- groups of pupils, including groups within groups, such as ASD? How are pupils with PMLD helped to understand and review their targets? An overview of the outcomes of the school’s own monitoring of teaching systems, including discussion Examples of the planning system – long, medium and short-term Samples of IEPs and PLTs Samples of unified plans Discussion and examples of the link between planning, teaching and pupils’ individual needs Homework policy Marking policy Discussion with pupils How would you grade teachers and what interventions have you made? What impact?
The behaviour and safety of pupils at the school: PIR (overall); SSE The previous inspection The current SSE safe safety and well-being Attitudes Attendance behaviours, Hypothesis Issues to pursue What is the situation regarding bullying in the school, and what action is the school taking to eradicate it? Is the school doing all it can to promote good attendance? What is the provision for the pupils who are educated off-site, and how is this monitored? Summary attendance data for the last three years List of pupils not in school on both inspection days, with reasons why Information on pupils who are persistently absent Evidence of action taken to improve attendance of particular individuals The provision for the pupils who are educated off- site, including the monitoring and evaluation of its effectiveness Sample of IBPs and outcomes Evidence of pupils’ outcomes in their SMSC development (if available) Minutes of the school council Discussion with pupils Records of incidents of racism, bullying, physical intervention, exclusion, complaints, severe behavioural incidents Discussion with staff if required (in which case, TBA) What provision is made for pupils educated offsite? Evidence of partnership mtgs, assessment results, workbooks.
The quality of leadership and management of the school: PIR (overall); SSE The previous inspection The monitoring The current SSE The SSE says that the curriculum SMSC governance. safeguarding whistle blowing. Hypothesis Issues to pursue The work and effectiveness of the governing body How well have the stated improvements been embedded in the school’s everyday practice Discussion with middle leaders/subject leaders Evidence to show improvements in teaching as a result of monitoring and support (monitoring and support file) (including discussion) Evidence to show action taken as a result of data analysis (including discussion) Curriculum information – provision maps for each age group plus examples of mid-term planning Single central record Records of any safeguarding concerns Staff training records relating to all safeguarding matters Child protection policy Health and safety policy Risk assessments Minutes of the governing body Discussion with members of the governing body
How effective is Early Years provision and achievement? PIR How effective is sixth form provision and achievement? PIR- The previous inspection The current SSE Early Years development plan Analysis of progress and all outcomes for the EYFS, Planning for provision Discussion with TiC of the EYFS if necessary, in which case TBA The previous inspection The current SSE. Sixth form development plan Analysis of progress and achievement of sixth form students Curriculum and accreditation for the sixth form Discussion with the TIC of the sixth form if necessary, in which case TBA
SUMMARY OF MAIN PRE-INSPECTION ISSUES Are the school’s expectations of pupils’ achievement sufficiently high? How wide-ranging and penetrating is the school’s analysis of different groups of pupils’ progress? How well do pupils achieve in the sixth form and Early Years Foundation Stage? Is teaching equally good for all groups and age-groups of pupils, including groups within groups, such as ASD? What is the situation regarding bullying in the school, and what action is the school taking to eradicate it? How effective is the work of the governing body? What is the pupils perception of bullying? And do they know how to keep themselves safe? What has the school done to help them keep themselves safe?
EYFSschool and overall6 th form Debby (1 day) Achievement - lesson observations Teaching -lesson observations -discussion with pupils* -as appropriate, review of marked work Behaviour and safety -lesson observations -attitudes and conduct -bullying* -keeping safe* -attendance/ punctuality* -behaviour & its management Leadership and management -safeguarding* - Outcomes* - Provision - Leadership and management - Overall effectiveness Including accreditation and vocational education * denotes summary EF required, please Judith (2 days) - Outcomes - Provision - Leadership and management - Overall effectiveness Achievement - lesson observations Teaching -lesson observations Behaviour and safety -lesson observations -attitudes and conduct -equal opportunities to thrive and learn Leadership and management - Pursuit of excellence -Extent and scope of SSE -Improvement of teaching and behaviour -Curriculum -SMSC -Managing performance -Support for special groups/underachievement -The governing body -Partnerships with parents and others Both-Overall effectiveness Capacity for further improvement
What was different from previous inspections? Focus on 4 areas: The quality of T & L Assessment Time to assess each of the 4 areas. More opportunity for a forensic look! Observed lessons (30-40mins). Wanted to see learning, (what had changed for those pupils in that time?). Know and see evidence of SLT interventions and wanted to know what had happened as a result. SLT Observe with inspectors. Progress identified in using the National progression guideline matrix. (Linked to age and prior attainment). Progress in KS2 takes into account attainment at end of KS1 and sets a target for where they should be at end of KS2. Wanted to see examples of assessment, and marking. Key evidence to have for pupils with SEN; moderated.
What was different from previous inspections? Cont’d Behaviour and Safety Leadership & Management Interviews with pupils focussed on B&S; were pupils equipped to deal with bullying? Pupils attitudes and conduct in lessons. Know what we had done to make pupils safe. Evidence of SLT interventions. What action has been taken as a result of the schools self evaluation and external evaluations of the school?