challengepartners.org Notes on the revised Ofsted Framework September 2015

Aims of the new framework One framework for all settings. All settings will receive graded judgements against the same areas Deliver timely inspections where there are signs of decline or improvement Have a proportionate approach to inspections A more effective and consistent workforce: ensuring rigorous quality of all inspections Close gap between achievement of rich and poor pupils Improve provision at KS3 Challenge Partners

New work force Ofsted now contracts directly with inspectors 70% are current practitioners Link HMIs, ongoing QA, train and inspect together: shared ownership ‘Keen intellect and good bedside manner’ Humility and without fear or favour Challenge Partners

Changes in frequency Outstanding school still exempt (see paras handbook) Short inspections for good schools (every 3 years: one day, one HMI/OI, one day’s notice) Letter confirming ‘good’ or else a full inspection within 48 hours (initial day counts as Day One of inspection) Inadequate or Requiring Improvement schools – a full inspection but ‘capacity to drive improvement’ will be the key issue (remember this is leadership at all levels) Challenge Partners

What will a short inspection look like? “Most good schools stay good” Will not change the judgements made at the previous inspection Starts with a meeting where honest, challenging and professional dialogue can take place (Don’t be afraid to accurately identify weaknesses) Not the full range of judgements but will judge ‘Safeguarding’ and the ‘Capacity of leaders and managers to continue to drive improvement in their setting.” Does the school continue to provide a good quality of education for pupils? Are any weaknesses known by leaders and governors, and are they being tackled? (proven capacity). “Have they got a grip?” Be clear of actions which are planned, taken and their impact. “Can you show me what you’ve just said?”. Is safeguarding effective? Challenge Partners

New Areas for Judgement Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils And will state clearly whether safeguarding is effective Separate early years judgement Separate study programme judgement Overall effectiveness judgement Challenge Partners

Key Approaches Ofsted has no preferred style Clearer emphasis on judging progress – especially of the most able, disadvantaged pupils and children in care Clearer emphasis on judging the effectiveness of leadership and management as being of central, pivotal importance Emphasis on rate of progress in secondary schools, KS3 curriculum and whether the curriculum meets employers’ needs Challenge Partners

Leadership and management Among some of the aspects inspectors will consider are: the design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal development, behaviour and welfare how well the school supports the formal curriculum with extra- curricular opportunities for pupils to extend their knowledge and understanding and to improve their skills in a range of artistic, creative and sporting activities how well leaders ensure that the school has a motivated, respected and effective teaching staff to deliver a high quality education for all pupils and how effectively governors hold them to account for this the quality of continuing professional development for teachers at the start and middle of their careers and later, including to develop leadership capacity and how leaders and governors use performance management to promote effective practice across the school Challenge Partners

Leadership and management the effectiveness of leaders’ and governors’ work to raise awareness and keep pupils safe from the dangers of abuse, sexual exploitation, radicalisation and extremism and what the staff do when they suspect that pupils are vulnerable to these issues. how well the school prepares pupils positively for life in modern Britain and promotes the fundamental British values of democracy, the rule of law, individual liberty and mutual respect for and tolerance of those with different faiths and beliefs and for those without faith Emphasis on governors’ impact Challenge Partners

Leadership and management So, key areas are: Impact of leaders’(including governors’) work in promoting an ambitious culture of high expectations and aspirations How leaders motivate teaching staff and use performance management to improve teaching How well leaders prepare pupils for life in modern Britain and keep them safe, while promoting their personal development How well the curriculum is designed, implemented and evaluated (including the extra-curricular activities) How well additional funding (eg pupil premium, PE premium, catch up funding) impacts on pupils’ outcomes The effectiveness of safeguarding Challenge Partners

Teaching, learning and assessment Transition between early years and KS1, as well as between KS2 and KS3 Parents’ views – whether children are sufficiently challenged and how quickly leaders tackle poor teaching Scrutiny of pupils’ work emphasised Emphasis on literacy and mathematics Challenge Partners

Personal development, behaviour and welfare Separate judgement on behaviour Separate judgement on personal development and welfare Broader than the old Behaviour and Safety: Attendance Keeping healthy Self-confidence, self-assurance Challenge Partners

Outcomes for pupils Main emphasis is now the progress of pupils currently in the school, across a range of years and subjects Achievement of current pupils is main driver – very little emphasis on pupils’ achievement over the last 3 years Previous outcomes will be considered as part of the inspection preparation to set inspection trails. If published data for past cohorts do not reflect the judgement on outcomes, this will be explained in the report. Inspectors will evaluate: The progress from different starting pints, of pupils in a range of subjects including English and mathematics The progress, from their starting points, of disadvantaged pupils, SEND pupils, the most able, pupils who need catch up Pupils’ preparedness for their next stage of education, training or employment Challenge Partners

Early years provision and programmes Grade descriptors and judgements now in line with the Common Inspection Framework. Challenge Partners

Conclusion Ofsted has made the quality of leadership the top criterion Emphasis is on the progress of current pupils in school, rather than past performance How the progress of pupils currently in school is assessed is key How well staff, pupils and parents understand the process of assessment is important These are notes on key updates to the new inspection framework. For full information please refer to the new Ofsted inspection handbook.new Ofsted inspection handbook Challenge Partners