Ofsted Update September 2014 This has been designed to mainly focus on Ofsted changes from Sept 14 Have also included some key things to remember. Participants should be asked to bring their curriculum plans to share.

Key Changes to Section 5 Framework There are now just three guidance documents: The School Inspection Handbook The framework for school inspection Inspecting safeguarding in maintained school and academies Emphasise that guidance to inspectors has been reduced to one handbook. This will provide all that is needed for inspection. HTs and SLT should study it very closely.

Key Changes The guidance for inspectors has been significantly reduced and the School inspection handbook is a ‘one stop shop’. Changes include: Guidance and graded criteria for judging the early years Greater scrutiny on the breadth and balance of the whole curriculum Greater emphasis on SMSC especially in preparing pupils for life in modern Britain and understanding of how British values are taught Increased emphasis on assessment systems and how schools are adapting to life beyond levels Emphasis on how teaching promotes learning, acquisition of knowledge and raises achievement. There will no longer be a grade for individual lessons. No particular teaching style to be advocated An expectation that governors will be aware of current changes re curriculum, assessment SEN etc and the school’s plans to implement them. Explain no Subsidiary Guidance now. Ofsted have said any previous guidance should not be used, however, hanging onto the subsidiary guidance for now may be useful. Governors – clear direction of roles on Page 47 and 47 of the School handbook Inspectors should not grade the quality of teaching but can grade other key judgements if enough evidence From handbook Lesson observations- P15/16 The key objectives of lesson observations are to inform the evaluation of the overall quality of teaching over time and its contribution to learning and achievement, and to assess the behaviour and safety of pupils and the impact of leadership and management in the classroom. When inspectors carry out observations in lessons, they should not grade the quality of teaching for that individual session or indeed the overall quality of the lesson. Where there is sufficient evidence, inspectors will grade the other key judgements: achievement; behaviour and safety; and leadership and management. For short observations, inspectors might not award grades.

Key Changes Inspection will: Use a new report format – leadership, behaviour, teaching and achievement then EYFS Include a paragraph about the ‘more able’ in the final report Have a greater focus upon outcomes for DSEN especially in making judgements Focus on the performance of ‘disadvantaged pupils’ Use of new evidence form to reflect judgements being made Schools judged to be good will no longer receive an interim assessment letter in the third year after their last section 5 inspection. The inspection selection policy for ‘good’ schools remains unchanged. However ‘no notice’ inspections remain a possibility P 63 Handbook: When judging achievement, inspectors must have regard for pupils’ starting points in terms of their prior attainment and age. This includes the progress that the lowest attaining pupils are making and its effect on raising their attainment, and the progress that the most able are making towards attaining the highest grades. Opprtunity to identify reasons for no notice especially website compliance P63 Inspectors should summarise the achievements of the most able pupils in a separate paragraph of the inspection report. P 63 Inspectors should not insist that there must be three years’ worth of data or that these data must show good progress or achievement, before judging a school’s overall effectiveness to be good. A school can be good overall if teaching, leadership and management, and behaviour and safety are good, and if there is sufficient evidence that progress and/or achievement of current pupils are good as well. This is often the case when a school is improving from requires improvement, serious weaknesses or special measures. However, inspection reports must state that this is the case and explain clearly why the school is good despite published data that appear not to support that judgement. National curriculum levels are being removed from September 2014. In 2014/15, Year 2 and Year 6 pupils will not have been taught the new curriculum. Therefore, the 2015 Key Stage 1 and Key Stage 2 assessments and tests will be on the old national curriculum and will be the last to be reported on against levels. In 2014/15, most schools, academies and free schools will have historic performance data expressed in national curriculum levels, except for those pupils in Year 1. Inspectors may find that schools are tracking attainment and progress using a mixture of measures for some, or all, year groups and subjects.

Early Years Foundation Stage Age 2 progress checks will now need to be transferred to nurseries. Leaders to work effectively with early years providers and other schools to ensure children’s smooth transition into school. EYFS profile is still mandatory, whilst EYFS assessment is statutory. However there is no preferred style. Baseline checks will be introduced from September 2015 How well are children being prepared for Year 1? There will be EYFS data in raise-online such as gender, FSM, Communication and language and GLD. Provision in EYFS in general is not making a significant difference, hence the renewed focus. Opportunity to emphasise working together school to school especially transfer of information The health check may also be amalgamated into the progress check in the future! Watch this space! Several companies are bidding for the baseline check. More emphasis on a smooth transition , particularly from EYFS into Y1

Early Years Foundation Stage Inspection will: Judge the accuracy of assessment, how this is used to plan next steps to challenge pupils sufficiently and the progress children make from their given starting points Attainment at the end of reception will be compared with EYFSP national figures. (Remember a good level of development does not necessarily mean good progress) Evaluate the progress of disadvantaged children, boys , ethnic groups and summer born. Cases may be sampled by inspectors. Make a judgement for the overall effectiveness and quality of standards of the Early Years although this is not a ‘limiting judgement’ Evaluate effectiveness of provision within leadership and management Effective assessment: para 2.1 The statutory Framework states that: ongoing assessment is an integral part of the learning and development process. It involves practitioners observing children to understand their level of achievement, interests and learning styles, and to then shape learning experiences for each child reflecting those observations. Para 2.2 parents and/or carers should be kept up-to-date with their child’s progress and development. Emphasise that there is no preferred teaching style. Teaching will vary according to the needs of the children.

Early Years Foundation Stage Judging overall effectiveness: Inspectors should then judge the effectiveness of any early years or sixth form provision. For either (or both) cases, inspectors must report a numerical grade and write sections in the inspection report that summarise the key findings and explain the effectiveness grading. Early years and sixth form provision grades may be higher or lower than the overall effectiveness grade; inspectors should explain any variation between the grades in the report text. The early years and sixth form provision grades may not determine, but could influence, the key judgements, including on leadership and management, and in turn the school’s overall effectiveness Within the guidance for coming to an overall judgement Also check graded descriptors for leadership and management and effective provision. What impact can judgements of EYFS have on other judgements? Consider proportionality

Early Years Foundation Stage Implications for schools: Accuracy of assessment and role of leaders in moderating judgements through sampling Tracking the progress of individuals, groups and cohorts throughout EYFS and into KS1 Identifying how much progress is made by individuals as well as groups and cohort. Ensuring principles of good practice are followed Self evaluate effectiveness of provision and consider impact upon leadership judgement Emphasise the need for providing challenge in the next steps. Opportunity for some discussion regarding next steps although may limit Junior schools P73 handbook the proportions of children who have made at least typical or better progress from their starting points, including disabled children, those with special educational needs and the more able the attainment of children at the end of Reception compared with Early Years Foundation Stage Profile national figures, including the proportion that achieve a good level of development 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 of the approach to teaching phonics in Reception how well teaching nurtures, engages and motivates children, includes a broad range of educational programmes and is based on accurate assessment of children’s learning and development, so that activities and experiences meet their needs how well all staff work with parents, engage them in their children’s learning and keep parents informed about their children’s achievements and progress A child achieves a good level of development, as defined by the government, if s/he meets the expected level in the early learning goals in the prime areas of learning (personal, social and emotional development; physical development; and communication and language), and in the specific areas of mathematics and literacy. This is not the same as making good progress.

Curriculum Inspectors should check: If information about what is taught in each year is available to parents. That curriculum information is easily accessible on the school website and if it is broad and balanced. Inspectors will not expect to see a particular range of subjects but should be alert to any unexplained narrowness in the breadth of curriculum being offered by the school If the curriculum and SMSC is planned to prepare pupils for life in modern Britain by teaching fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs P42 handbook: Inspectors should consider how well leadership and management ensure that the curriculum: is broad and balanced, complies with legislation and provides a wide range of subjects, preparing pupils for the opportunities, responsibilities and experiences of later life in modern Britain; inspectors should not expect to see a particular range of subjects but should be alert to any unexplained narrowness in the breadth of curriculum being offered by the school actively promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs focuses on the necessary priorities for ensuring that all pupils make excellent progress in reading, writing and mathematics promotes high levels of achievement and good behaviour links to the school’s system of assessment and that together they set out what pupils are expected to know, understand and do, and when information about what is taught in the curriculum each year is shared with parents and carers, including by meeting the statutory requirement to make curriculum information available on the school’s website promotes tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles through the effective spiritual, moral, social and cultural development of pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community Explain will discuss what are British values and move to next slide.

Curriculum where pupils are taught in mixed ability groups/classes, inspectors will consider whether the most able are stretched and the least able are supported sufficiently to reach their full potential where pupils are taught in sets, inspectors will consider how leaders ensure that pupils in lower sets are not disadvantaged or that teachers take into account that pupils within a set may still have very different needs. Opportunity to discuss curriculums readiness and challenges

Assessment Schools will be able to introduce their own approaches to formative assessment, to support pupil attainment and progression. The assessment framework should be built into the school curriculum, so that schools can check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and so that they can report regularly to parents. Ofsted’s inspections will be informed by whatever pupil tracking data schools choose to keep. Schools will continue to benchmark their performance through statutory end of key stage assessments, including national curriculum tests. In the consultation on primary assessment and accountability, the department will consult on core principles for a school’s curriculum and assessment system. Although schools will be free to devise their own curriculum and assessment system, the DfE will provide examples of good practice which schools may wish to follow Expectation is that internal and external systems of moderation are robust. Current Y2 and Y6 will be tested against the old curriculum Not sure when examples will be available Partnerships and cross school/ cluster moderation will be very important. Good idea to keep examples of joint moderated work in folder. Note learning is across subjects so not just English and maths.

Advice and guidance DfE Assessment principles Assessment Innovation Fund Winners DfE National curriculum and assessment from Sept 2014 Report of the NAHT Commission Assessment Michael Wilshaw letter to School July 2014 The School inspection handbook July 2014 These are helpful documents all available on the DfE site, Ofsted site and NAHT

Assessment What inspectors will do: Spend more time looking at pupils’ work and talking to pupils. Talk to leaders about the school’s use of formative and summative assessment and how it improves teaching and raises achievement. Evaluate how pupils are doing against relevant age-related expectations as set out in the National Curriculum. Consider pupils’ starting points including the lowest attaining pupils and the most able to judge if they are achieving as well as they could. Consider how the school identifies those pupils falling behind including the most able. Check if pupils are set aspirational targets and if on track to meet or exceed them and if they will reach or exceed the expected standards by the end of the Key Stage. Inspectors will judge teaching overtime through looking at books. Stress the importance of pupils recording their learning. Key is to be able to show how well the less able and more able pupils are progressing.

Assessment Evaluate how effectively the school helps parents to understand how their children are doing in relation to standards expected and how they can improve. In evaluating the accuracy of assessment, inspectors will consider how well: (teaching) any baseline assessment, teacher assessment and testing are used to modify teaching so that pupils achieve the expected standards by the end of a year or key stage assessment draws on a range of evidence of what pupils know, understand and can do in the different aspects of subjects in the curriculum, for example through regular testing teachers make consistent judgements and share them with each other, for example within a subject, across a year group and between adjacent year groups. Inspectors will be looking at school reports. These should show how well pupils are doing in meeting the national expectations

Assessment In arriving at judgements about progress, inspectors will usually consider how well: (achievement) pupils’ work shows that, where possible, they have the knowledge, understanding and skills expected for their age as set out by the curriculum and assessment system Opportunity for some discussion regarding schools work and feelings about assessment without levels

Teaching Inspection evaluates the overall quality of teaching over time. Therefore lesson grades will not be given for individual lessons Whilst feedback is offered for teachers this will focus upon the strengths and weaknesses of the lesson Learning over time is judged through a range of teaching observed, work within books and folders, how well pupils explain their knowledge and understanding in subjects and outcomes in tests

Teaching Implications for schools: Judge the quality of teaching in the school by looking at outcomes Look for evidence in pupils’ books for progress and age related expectations Interviews with pupils to judge how well the pupils feel they are learning Look at planning and if the next steps are challenging pupils sufficiently. Discussions with parents to judge what they know about their pupils progress and learning Look at data on attainment and progress for the different groups of pupils and judge how it compares to national expectations. Work scrutiny Look at the quantity of work in the books to ascertain if the pupils are given enough time to work. Check how frequent the work is and if any practical work is referenced. E.g through evaluation comments by pupils, feedback comments by teachers, photos, recordings. Look for appropriate content, skills, vocabulary, depth and organisation Judge if the pupils are acquiring new skills and if they are able to apply the skills. Compare books from different abilities to ascertain if the work is pitched at the right level for them to be challenged. Judge the quality of presentation and handwriting. Are the books cared for/treasured.

Example grids for recording teaching over time. Date Subject Lesson Observation Work Scrutiny: Attainment and Progress   Data analysis Pupil voice Planning scrutiny Overall Judgement Up to 3 development points: Tick when achieved This is only one example of how an individual teacher’s or an individual teaching assistant’s teaching can be judged over time. The development point should be followed up during the next observation cycle.

Summary of Quality of teaching Teacher   Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Overall teaching Judgement for the school. Percentages RI G OS This is an overview of how teaching is improving, hopefully, overtime. Should link to the school’s action plan targets for teaching. The table has been reduced , there would normally be more than 3 teachers in the school unless it is a very small school.

Other considerations Academies Middle leaders Features of an effective SEF Pupil Premium A quick slide just to let them know now going to cover some more general aspects. Middle leaders, teaching over time, Pupil Premium are key focus areas for Ofsted.

Academies Inspectors must take care not to include undue consideration of the progress and attainment in the predecessor school nor take account of the progress made by a new academy against the areas for improvement identified in the most recent inspection report of its predecessor school. Although inspectors may take account of information relating to a predecessor school such information may only be used to inform the inspection of an academy during the period from the date on which the academy was established. Academies are not required to apply the ‘Teachers Standards’ as part of their performance management arrangements. However, inspectors should examine closely how the academy promotes high quality teaching through its performance management and professional development arrangements. P21 handbook :When inspecting and reporting on academies, inspectors must have regard for their new legal status. Inspectors must take care not to include undue consideration of the progress and attainment in the predecessor school nor take account of the progress made by a new academy against the areas for improvement identified in the most recent inspection report of its predecessor school. Although inspectors may take account of information relating to a predecessor school, either from a predecessor school inspection report or from another source such as RAISEonline, such information may only be used to inform the inspection of an academy during the period from the date on which the academy was established. However, information or data relating to a predecessor school may be used to inform the evidence base that is gathered during the inspection of the academy in order to enhance inspectors’ understanding about the performance of an academy; for example, whether the academy, since its establishment has: 1. improved, consolidated or is responsible for a decline in the performance of pupils using the predecessor school performance as a baseline. 2. tackled any areas of weakness or built on areas of strength. Academies are not required to apply the ‘Teachers Standards’ as part of their performance management arrangements. However, inspectors should examine closely how the academy promotes high quality teaching through its performance management and professional development arrangements.

Middle Leaders Inspectors should consider the quality of middle leadership in the school The extent to which schools are adequately developing their middle leadership The succession planning and development of future leaders in the school. P 44 This is all the info on middle leaders in the handbook. Training of middle leaders is now very prominent as is succession planning. As systems often fail when an experienced leader moves on. Possible opportunities: Acting up/shadowing/ working in a team on subject leadership/ attending external accredited programmes.

Features of an effective SEF Brief context, to the point Under the four key headings of Leadership and management, achievement, teaching and behaviour and safety. With clear judgements. Also to include Early Years Statements under the headings address the bold bullet points in the school inspection handbook Content is accurate and up to date. Evidence supports the impact Has an evaluation of current data and predictions indicate future trends Includes evaluation of any current areas being focussed on by by Ofsted e.g British values, EYFS, Curriculum Identifies improvement priorities This is only a suggestion. SEF would be too long if all the bullets headed ‘inspectors should ‘are addressed. Probably better to look at the good criteria and address those points using any ideas from the ‘inspectors should’ paragraphs. Then look at the outstanding criteria and see if any thing else could be added. Emphasise the inclusion of evaluations on Bristish values, EYFS and curriculum being broad and balanced. For SMSC spiritual is usually week so to mention that too.

Pupil Premium (disadvantaged pupils) Pupil premium (PP) pupils are CIC, FSM and service children It is expected that these pupils’ attainment and progress is the same as those pupils who do not receive the pupil premium funding. Achievement descriptor changes for good From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are close to or above national figures. For disadvantaged pupils, the proportions are similar to, or improving in relation to, those for other pupils nationally and in the school. The attainment and progress of disadvantaged pupils are similar to or improving in relation to those of other pupils nationally and in the school. It is really important to show how the gaps for these pupils is closing no matter how small the number. It is accountability for the pupil premium funding as well improving the chances for disadvantaged pupils. In the handbook criteria ‘Pupil Premium’ has been replaced by ‘disadvantaged.’

Grids to show how closing the gap across the year groups Cohort Reading APS Attainment Writing APS Maths APS   FSM/CLA NFSM/ NCLA Gap FSM/ CLA Year 1 2019 Year 2 2018 Year 3 2017 Year 4 2016 Year 5 2015 Year 6 2014 Target tracker does have this information but the gaps need to be worked out. So this chart is a handy overview to share with inspectors etc.

How gaps compare to national gaps in Y6. Group Closing the attainment gap for FSM/CLA: APS   School National 2011 2012 2013 2014 FSM/CLA NFSM/NCLA Gap Comments This chart enable you to compare how fast the gap is closing overtime compared to how fast the gap is closing overtime for the national figures. Depending on figures a useful tool to share with Ofsted.

Lessons Learned Website HMI desktops – “no notice” Leadership transition Parental complaints Middle leaders Consistency Governors All leaders confident in EYFS