New Framework – New Challenge Inspections from January 2012 A Conference for Headteachers, Senior and Middle Leaders in Schools 1

The judgements and overall effectiveness Inspectors will judge the quality of education provided in the school, its overall effectiveness, taking account of the four key judgements:  the achievement of pupils at the school  the quality of teaching in the school  the behaviour and safety of pupils at the school  the quality of leadership and management of the school. 2

Supporting judgements The inspection report will provide a clear judgement about the overall quality and effectiveness of the school, drawing on the main strengths and areas for improvement found during the inspection and include:  Pupils’ spiritual, moral, social and cultural development – the golden thread  the extent to which the school enables all pupils to achieve, particularly SEN and disability pupils – emphasizing narrowing the gap 3

Grades Inspectors are required to weigh up the evidence in a particular area and to consider it against the descriptors for outstanding, good, satisfactory or inadequate before making a professional judgement. 4

Task 1  Identify the main sources of evidence used by inspectors  What additional evidence can you identify to support your self evaluation? 5

Professional judgement and evidence In making their professional judgements, inspectors must consider which descriptor best fits the evidence available. When evidence indicates that any of the bullet points in the descriptor for inadequate applies, then that aspect of the school’s work is likely to be judged inadequate. 6

The overarching consideration Inspection is primarily about how individual pupils benefit from their school. It is important to test the school’s response to individual needs by observing how well it helps all pupils to make progress and fulfil their potential, especially those whose needs, dispositions, aptitudes or circumstances require particularly perceptive and expert teaching and/or additional support. 7

Task 2  Identify all of the different groups in your school.  Have you sufficient and compelling evidence to show that each group makes good progress? 8

Groups identified by Ofsted  disabled pupils, as defined by the Equality Act 2010, and those who have special educational needs  Boys/girls  groups of pupils whose prior attainment may be different from that of other groups  those who are academically more able  pupils for whom English is an additional language  minority ethnic pupils  Gypsy, Roma and Traveller children  looked after children  pupils known to be eligible for free school meals  lesbian, gay and bisexual pupils, transsexual pupils  young carers  pupils from low income backgrounds  other vulnerable groups. 9

Achievement for all pupils When evaluating the achievement of pupils, inspectors will consider:  Progress relative to starting points  Narrowing the gap between different groups of pupils  Pupils’ current learning and progress in a range of subjects  How well disabled pupils and those who have special educational needs have achieved since joining the school  The development and application of a range of skills  The standards attained by oldest pupils  Pupils’ attainment in reading by the end of Key Stage 1 and by the time they leave the school. 10

Gathering evidence What techniques and methods will inspectors use to gather sufficient evidence to make a judgement? 11

Inspection evidence  observation of lessons and other learning activities and discussions with staff and senior leaders  scrutiny of pupils’ work to assess standards, progress and the quality of learning of pupils currently in the school  discussions with pupils about their work  parent, pupil and staff questionnaires  case studies of individual pupils and in primary schools:  listening to pupils read and checking on their rate of progress to assess the standards attained with a particular focus on weaker readers 12

Task 3 The evaluation schedule for achievement  Use the descriptors on pages 9 and 10 of the schedule to pinpoint achievement in your school.  What evidence would you need to prove to inspectors the accuracy of your judgements? 13

Task 4 Judging teaching  Consider the key features that Ofsted will use to judge teaching. Grade each one in relation to your school’s teaching  Using the grade descriptors highlight particular strengths (pages 12 to 14) 14

Key points to include in the teaching section of the SEF  Approaches to teaching reading  Training for staff on reading  Particular improvements as a result of leaders’ interventions  The teaching of SEND pupils  The teaching of pupils with English as an additional language 15

What about inadequate teaching? Teaching is likely to be inadequate where any of the following apply.  As a result of poor teaching, pupils or groups of pupils currently in the school are making inadequate progress.  Teachers do not have sufficiently high expectations and teaching over time fails to excite, enthuse, engage or motivate particular groups of pupils, including those with special educational needs and/or disabilities.  Pupils cannot communicate, read, write or use mathematics as well as they should.  Learning activities are not sufficiently well matched to the needs of pupils so that they make inadequate progress. 16

Behaviour and safety of pupils Inspectors will evaluate:  pupils’ attitudes to learning and conduct in lessons and around the school  pupils’ behaviour towards, and respect for, other young people and adults, including freedom from bullying and harassment that may include cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability  how well teachers manage the behaviour and expectations of pupils to ensure that all pupils have an equal and fair chance to thrive and learn in an atmosphere of respect and dignity  pupils’ ability to assess and manage risk appropriately and keep themselves safe  pupils’ attendance and punctuality at school and in lessons  how well the school ensures the systematic and consistent management of behaviour. 17

What sort of evidence do you need?  types, rates and patterns of bullying  the views expressed by pupils, parents and carers, staff, governors and others  the extent to which pupils are able to understand and respond to risk,  pupils’ attitudes to learning and their behaviour in a range of different contexts  the school’s analysis of and response to pupils’ behaviour  pupils’ respect for and courtesy towards each other and adults, and their care for school facilities  the impact of the school’s strategies  rates and patterns of permanent and fixed-period exclusions  the number taken off roll as a result of behaviour, safety and attendance  persistent absence and attendance rates for different groups and punctuality  case studies to evaluate the experience of particular individuals and groups, including pupils with special educational needs and/or disabilities, looked after children and those with mental health needs. 18

Task 5 How would you judge this aspect? Consider the ‘good’ descriptor  Highlight strengths and weaknesses  What action do you need to take to raise this aspect to outstanding?  What evidence do you have that this aspect is outstanding? 19

Leadership and management  demonstrate an ambitious vision for the school and high expectations for what every pupil and teacher can achieve, and set high standards for quality and performance  improve teaching and learning including the management of pupils’ behaviour  provide a broad and balanced curriculum that meets the needs of all pupils, enables all pupils to achieve their full educational potential and make progress in their learning, and that promotes their good behaviour and safety and their spiritual, moral, social and cultural development  evaluate the school’s strengths and weaknesses and use their findings to promote improvement  improve the school and develop its capacity for sustaining improvement by developing leadership capacity and high professional standards among all staff  engage with parents and carers in supporting pupils’ achievement, behaviour and safety and their spiritual, moral, social and cultural development  ensure that all pupils are safe. 20

Task 6 You can do it because you’ve done it!  List four (or more!) significant successes since you became a headteacher, senior leader  It is important to identify the strengths and their impact on the four main strands for inspection and where possible spiritual, moral, social and cultural development. 21

What is missing? Identify any elements in the current framework that are missing from the new framework 22

Are there any extra requirements? What are new elements in this aspect? 23

The curriculum Ensuring that the curriculum:  is broad and balanced and meets the needs, aptitudes and interest of pupils so that it promotes high levels of achievement and good behaviour and promotes their spiritual, moral, social and cultural development  promotes a successful progression to the pupils’ next stage of education, training or employment 24

Other additions  Care and guidance – especially in relation to academic success and raising attendance  The provision and support of SEND pupils  Capacity to improve  The effectiveness of the school’s self evaluation 25

Overall effectiveness Inspectors must take account of the judgements on:  the achievement of pupils in the school  the quality of teaching in the school  the behaviour and safety of pupils at the school  the quality of leadership and management of the school. 26

How to secure a favourable judgement Include evidence about  the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of disabled pupils and pupils who have special educational needs 27

Spiritual, moral, social and cultural development How well the school promotes pupils’ spiritual, moral, social and cultural development by providing positive experiences through planned and coherent opportunities in the curriculum and through interactions with teachers and other adults to:  reflect on the experiences, use their imagination and creativity, and develop curiosity  develop and apply an understanding of right and wrong  take part in a range of activities requiring social skills  gain a well-informed understanding of the options and challenges facing them  overcome barriers to their learning  respond positively to a range of artistic, sporting and other cultural opportunities, for example, appreciation of theatre, music and literature  develop the skills and attitudes to enable them to participate fully and positively in democratic, modern Britain  understand and appreciate the range of different cultures within school and further afield as an essential element of their preparation for life 28

Task 7 Spiritual, moral, social and cultural development  Use the pro forma to identify key aspects of your provision for pupils’ spiritual, moral, social and cultural development and identify the range of evidence available in your school  What aspects need further development and/or evidence? 29

Have a safe journey home Thank you for your contributions To obtain copies of the materials used today please go to 30