Reading Champions Conference Wednesday 1 st October 2014 Key Changes to Ofsted Framework

Introduction Implications for Reading Champions… Findings and Recommendations in “Ready to Read?” Brief overview of key changes to Ofsted Inspection Framework from September 2014

Really Useful Resources Rose Review (2006) “Reading by Six”- how the best schools do it (Ofsted 2010) “Getting Them Reading Early” (Ofsted Training Materials 2011) “Ready to Read?” (Ofsted Report on 12 schools in Stoke on Trent, June 2014) Ofsted Handbook for School Inspection (September 2014)

Key inspection changes from September 2014 No fundamental changes to inspection methodology 3 essential documents (Handbook, Framework, Safeguarding) Separate judgements for early years and sixth forms Greater focus on the school’s curriculum, how it is broad and balanced and how well it prepares young people for “life in modern Britain” Revised guidance to inspectors in making judgements following the removal of NC levels No grade on QoT observed during lessons Clear guidance to inspectors on the duties and responsibilities of Governors

Key inspection changes from September 2014 Key Themes: The National Curriculum and Assessment Inspection judgements (now includes Early Years) How well do schools prepare pupils for “life in modern Britain” How well schools use Pupil Premium funding (‘disadvantaged’ pupils)

National Curriculum New PoS states ‘schools should do everything to promote wider reading’ Phonics is the ‘route to decode words’ and is a statutory requirement of the National Curriculum Teachers should develop pupils’ reading and writing in all subjects…taught to read fluently, understand extended prose (both fiction and non-fiction) and be encouraged to read for pleasure “Two Dimensions” -word reading (decoding) and comprehension (both listening and reading)

National Curriculum “ It is essential that, by the end of their primary education, all pupils are able to read fluently, and with confidence, in any subject in their forthcoming secondary education”

National Curriculum As Reading Champions… How can we help to ensure that the curriculum is designed to respond to the particular needs of pupils and ensure that they reach their potential? Read through the extract (Findings and Recommendations) from “Ready to Read?” and identify 3 key actions that you are going to take back to school to discuss with your Line Manager, Team Leader or Headteacher.

Inspection Judgements Behaviour and safety (Good): “Pupils are properly prepared for each lesson, bring the right equipment and are ready and eager to learn”

Inspection Judgements Quality of Teaching(Good): “Inspectors should consider the extent to which the Teachers’ Standards are being met” “Reading, Writing, Communication and Mathematics are taught effectively”

Inspection Judgements Achievement(Good): “progress across year groups… including English and maths, is consistently strong and evidence in pupils’ work indicates that they achieve well” “Pupils read widely and often” “ …They develop and apply a wide range of skills, in reading, writing, communication and maths. This ensures that they are well prepared for the next stage in their education, training or employment”

Inspection Judgements Achievement(Good): “Where attainment, including that in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period”

Inspection Judgements Early Years: Inspectors must consider: Whether achievement is consistent across areas of learning, particularly in the prime areas and the specific areas of literacy and mathematics, and if any groups are underachieving The quality and approach to the teaching of phonics in Reception

Inspection Judgements Early Years(Good): “Children who join the school at a level below what is typical for their age, but not significantly so, catch up quickly. Any gaps between the attainment of groups, including those for whom the school receives additional funding, and all children nationally are closing”

Inspection Judgements Leadership and Management (Good): “Well thought out policies ensure that pupils make at least good progress in literacy” “The school’s curriculum encourages a thirst for knowledge and understanding, and a love of learning”

Inspection Judgements Overall Effectiveness (Good): “Pupils’ progress is not held back by an inability to read accurately and fluently…” “… Those pupils who have fallen behind are being helped to make substantial and sustained progress in their reading”

“Life in Modern Britain” What are “Fundamental British Values?” Discuss How might we promote FBV through our work as Reading Champions?

Questions? What, if any, are the implications of these changes for my own professional development? How does “Whatever it Takes…” need to adapt to better equip staff in Leicester’s schools to prepare for these new challenges?