Common inspection framework 2015 onwards Sarah Mascall January 2016

Caution!! Please note that the views expressed by the speaker do not represent those of Ofsted

Objectives To provide a broad outline of the key changes to inspection from September 2015 To provide a broad outline of the key changes to inspection from September 2015 To provide information about the new short inspections section 8 and the new arrangements for full section 5 inspections To provide information about the new short inspections section 8 and the new arrangements for full section 5 inspections To consider what the changes will mean for you To consider what the changes will mean for you

Main changes Common inspection framework Common inspection framework All inspectors work for Ofsted as either HMI or Ofsted inspectors All inspectors work for Ofsted as either HMI or Ofsted inspectors Short inspections for good schools Short inspections for good schools Two different inspection handbooks Two different inspection handbooks A different tone to the new frameworks A different tone to the new frameworks

Common inspection framework Applies to early years settings, schools, further education and non-association independent schools Applies to early years settings, schools, further education and non-association independent schools Same grades across all Same grades across all 1. outstanding 2. good 3. requires improvement 4. inadequate (Serious weaknesses or special measures)

Same four key judgements across all types of provision Same four key judgements across all types of provision Effectiveness of leadership and management (includes safeguarding) Effectiveness of leadership and management (includes safeguarding) Quality of teaching, learning and assessment Quality of teaching, learning and assessment Personal development, behaviour and welfare (a new judgement) Personal development, behaviour and welfare (a new judgement) Outcomes for children and learners Outcomes for children and learners

Terminology Section 8 – led by HMI– short inspections Section 8 – led by HMI– short inspections Section 5 – led by HMI or Ofsted Inspectors (OIs) – 2 day inspections Section 5 – led by HMI or Ofsted Inspectors (OIs) – 2 day inspections

How it works Schools previously judged outstanding remain exempt including converted academies (not special, nursery or PRUs) Schools previously judged outstanding remain exempt including converted academies (not special, nursery or PRUs) Outstanding schools still subject to regular risk assessment – if there are concerns, a short inspection takes place Outstanding schools still subject to regular risk assessment – if there are concerns, a short inspection takes place Schools judged good – every three years Schools judged good – every three years Schools judged as requiring improvement – no later than the end of the term in which the 24 th month after the publication of the report falls Schools judged as requiring improvement – no later than the end of the term in which the 24 th month after the publication of the report falls All independent schools will have a full inspection regardless of previous outcomes All independent schools will have a full inspection regardless of previous outcomes

Section 8 - Short inspections For schools judged good at last inspection For schools judged good at last inspection Take place every three years so that Ofsted can identify decline or improvement Take place every three years so that Ofsted can identify decline or improvement Led by HMI (one HMI for under 600, two HMI for over 600) Led by HMI (one HMI for under 600, two HMI for over 600) Two judgements Two judgements –Does the school continue to be good? –Is safeguarding effective? Cannot change the overall grade from good Cannot change the overall grade from good

Continued…… Starting hypothesis – the school remains good Starting hypothesis – the school remains good Format for the day agreed between HMI and senior leaders based on HMI lines of enquiry, improvement issues from previous inspection, leaders’ view of strengths and areas being developed Format for the day agreed between HMI and senior leaders based on HMI lines of enquiry, improvement issues from previous inspection, leaders’ view of strengths and areas being developed Format for the day will be different in each school depending on the above Format for the day will be different in each school depending on the above

Continued…. Three possible outcomes 1.The school remains good 2.School may be outstanding – convert to full inspection 3.Insufficient evidence or concerns about effectiveness or safeguarding – convert to full inspection

Is the school continuing to be good? See flow chart See flow chart

Section 5 inspections Applies to schools previously judged as requiring improvement Applies to schools previously judged as requiring improvement Newly converted academies Newly converted academies Non-association independent schools Non-association independent schools Converted short inspections Converted short inspections Take place over two days Take place over two days Consider all four key judgements Consider all four key judgements Focus on impact across all judgements especially the impact of leadership and management Focus on impact across all judgements especially the impact of leadership and management

Process-section 8 and Section 5 Schools have half a day’s notice (though Ofsted have power to inspect without notice where there are concerns) Schools have half a day’s notice (though Ofsted have power to inspect without notice where there are concerns) School contacted by Ofsted to inform about inspection School contacted by Ofsted to inform about inspection HMI will then call the school to speak to the head teacher HMI will then call the school to speak to the head teacher

Phone call Confirmation of date and purpose of inspection Confirmation of date and purpose of inspection Likely format of the inspection Likely format of the inspection Initial arrangements for meetings with SLT, GB, staff pupils and parents Initial arrangements for meetings with SLT, GB, staff pupils and parents Establish governance structure Establish governance structure Agree with HT how to best gather evidence of parents’ views and where possible meet with parents or groups of parents Agree with HT how to best gather evidence of parents’ views and where possible meet with parents or groups of parents Establish whether there are resource bases, any off site provision or if the school provides support for other schools Establish whether there are resource bases, any off site provision or if the school provides support for other schools

Continued….. During the call HMI will discuss sources of information that will enable SLT to provide evidence that the school remains good. During the call HMI will discuss sources of information that will enable SLT to provide evidence that the school remains good. Agree a time at the start of the inspection for a focussed discussion with the HT and/ or other SLT Agree a time at the start of the inspection for a focussed discussion with the HT and/ or other SLT NB – evidence gathered during a short inspection will be used for any subsequent section 5 inspection where HMI decides to convert to a section 5 inspection NB – evidence gathered during a short inspection will be used for any subsequent section 5 inspection where HMI decides to convert to a section 5 inspection

Before the inspection:- HMI will:- Gain an overview of recent performance and any changes since the last inspection An analysis of: 1. previous report 2. any Ofsted surveys 3. Parent View (also gathered throughout the inspection) 4. any qualifying complaints

Continued……. 5. the summary and areas for development of the inspection of local authority’s child protection arrangements 6. Any information from Regional Schools Commissioners, LA, DfE, police 6. Any information from Regional Schools Commissioners, LA, DfE, police 7. Data from RAISEonline, inspection dashboard, sixth form PANDA and Level 3 Value Added 7. Data from RAISEonline, inspection dashboard, sixth form PANDA and Level 3 Value Added

8. Information on the school’s website (use of funding PP, PE Sport premium), curriculum information, including preparation for life in modern Britain, SEND information report, safeguarding guidance, information about equality of opportunity, other information for parents 8. Information on the school’s website (use of funding PP, PE Sport premium), curriculum information, including preparation for life in modern Britain, SEND information report, safeguarding guidance, information about equality of opportunity, other information for parents

School documents See list provided

Format of a section 8 inspection Every one day inspection will be different Every one day inspection will be different Focus for the inspection will depend on information gathered from the pre inspection and the meeting on the first morning with the HT and SLT Focus for the inspection will depend on information gathered from the pre inspection and the meeting on the first morning with the HT and SLT Previous data does not drive the initial meeting Previous data does not drive the initial meeting Focus on safeguarding and on areas of focus Focus on safeguarding and on areas of focus

Activities based on areas for focus as agreed Activities based on areas for focus as agreed How effective is leadership and management in maintaining /improving provision? How effective is leadership and management in maintaining /improving provision? IMPACT IMPACT Initial meeting with inspector/s is key- how will you manage it? Initial meeting with inspector/s is key- how will you manage it?

SEF Not a requirement to have one but ……..? Not a requirement to have one but ……..? Think about…. Think about….  Keeping it succinct  Overall judgement plus judgements on each section  Text must reflect the judgements made  Areas for improvement must reflect judgements  Are they evident in school’s improvement plan/action plan?  Include section on addressing PIR KIs – impact?  Bullet points- succinct and clear

Continued….. Teaching section about strengths and areas for improvement Teaching section about strengths and areas for improvement What makes teaching, learning and assessment as it is in your school? What makes teaching, learning and assessment as it is in your school? Use the Common inspection framework as a guide but…….. Use the Common inspection framework as a guide but……..

Managing an inspection-the easy bits!!! Remember – most inspectors are human- a different approach! Remember – most inspectors are human- a different approach! Be prepared for phone conversation with HMI/OI – have the info ready Be prepared for phone conversation with HMI/OI – have the info ready Be organised:- Be organised:-  Timetables – check they are accurate  Times of meetings – GB etc  Who should they meet?  Who will do joint obs?  Who will attend team meetings?  Safeguarding checks when they arrive

SECTION 5

Effectiveness of leadership and management The impact of leaders’ work in sustaining an ambitious culture and vision The impact of leaders’ work in sustaining an ambitious culture and vision Clear understanding of school’s strengths and weaknesses Clear understanding of school’s strengths and weaknesses Robust performance management Robust performance management Safeguarding arrangements meet statutory requirements and promote pupils’ welfare Safeguarding arrangements meet statutory requirements and promote pupils’ welfare Use of the pupil premium Use of the pupil premium Role of the GB in holding the school to account Role of the GB in holding the school to account

And you can…… Check GB is up to speed on key aspects of the school particularly SEF, SDP, pupil premium funding, performance management, behaviour, quality of teaching and pupil progress Check GB is up to speed on key aspects of the school particularly SEF, SDP, pupil premium funding, performance management, behaviour, quality of teaching and pupil progress Ensure monitoring records are clear and show a range of strategies to monitor, support teaching and impact Ensure monitoring records are clear and show a range of strategies to monitor, support teaching and impact Be clear about data/ progress and the systems used for tracking and interventions Be clear about data/ progress and the systems used for tracking and interventions Provide samples of reports to parents/annual review/EHCP reviews Provide samples of reports to parents/annual review/EHCP reviews

Be clear about how you are empowering middle leaders and ensuring they have the skills to become leaders and managers Be clear about how you are empowering middle leaders and ensuring they have the skills to become leaders and managers Ensure there is good detail about impact of PP spending and other additional funds Ensure there is good detail about impact of PP spending and other additional funds Have available anonymised targets for performance management Have available anonymised targets for performance management Have evidence of how you have supported and improved quality of teaching Have evidence of how you have supported and improved quality of teaching Identify how you are working with parents/carers in supporting their children’s learning (homework!) Identify how you are working with parents/carers in supporting their children’s learning (homework!)

How do you check/moderate your judgements? How do you check/moderate your judgements?

Safeguarding Inspectors look for evidence of the five main aspects of safeguarding 1.Leaders create a positive culture with good training for all 2.The effectiveness of policies and safe recruitment and vetting 3.The quality of practice with high staff awareness 4.The timeliness of response to concerns 5.The quality of work to support multi-agency plans

Safeguarding Safeguarding handbook sets out signs of successful safeguarding arrangements Ensure there is rigour in:- SCR checks SCR checks Pupil absence checks Pupil absence checks Arrangements for pupils at risk Arrangements for pupils at risk Actions following serious incidents Actions following serious incidents Checks of pupils educated off site Checks of pupils educated off site Checks regarding radicalisation and what is done if pupils at risk Checks regarding radicalisation and what is done if pupils at risk

Quality of teaching, learning and assessment Teachers’ standards Teachers’ standards Individual lessons not graded Individual lessons not graded Forms of observations Forms of observations Assessment in all its forms Assessment in all its forms Learning concepts including resilience Learning concepts including resilience Homework Homework No set expectations on marking and feedback No set expectations on marking and feedback

So what’s different? Focus more on learning and impact of teaching Focus more on learning and impact of teaching Cannot criticise a specific style of teaching Cannot criticise a specific style of teaching Frees up teachers to teach as they wish Frees up teachers to teach as they wish Inspectors not judging ‘quality of teaching’ based on individual lessons Inspectors not judging ‘quality of teaching’ based on individual lessons Judgement on teaching takes account of a range of factors including scrutiny of work, learning walks, school’s own evaluations, discussions with students and staff; parents/carers views. Judgement on teaching takes account of a range of factors including scrutiny of work, learning walks, school’s own evaluations, discussions with students and staff; parents/carers views.

As leaders are you….. Clear about what is consistently good in terms of teaching/learning and what is not yet consistent Clear about what is consistently good in terms of teaching/learning and what is not yet consistent Ensuring all SLT are clear about judgements when observing and are recording these properly Ensuring all SLT are clear about judgements when observing and are recording these properly Ensuring SLT are confident in providing good quality feedback to staff Ensuring SLT are confident in providing good quality feedback to staff Ensuring there is a record of all forms of monitoring; the outcomes of monitoring and the support and its impact? Ensuring there is a record of all forms of monitoring; the outcomes of monitoring and the support and its impact?

Checking the effectiveness of scrutiny of work to monitor students’ progress, differentiation etc? Checking the effectiveness of scrutiny of work to monitor students’ progress, differentiation etc? Ensuring books are marked in line with school's policy and students know what they have to do to improve Ensuring books are marked in line with school's policy and students know what they have to do to improve How do you assess pupils’ positive attitudes to learning? How do you assess pupils’ positive attitudes to learning?

Personal development, behaviour and welfare One judgement overall but 2 written judgements – one on behaviour and another of personal development and welfare – How effectively is the school promoting: self-confidence and self-awareness self-confidence and self-awareness Pride in achievement and commitment to learning Pride in achievement and commitment to learning Choices about the next stage of their education, employment or training Choices about the next stage of their education, employment or training

Employability skills Employability skills Prompt and regular attendance Prompt and regular attendance Good behaviour, including enabling pupils to manage their own feelings and behaviour Good behaviour, including enabling pupils to manage their own feelings and behaviour Understanding of how to keep themselves safe including when using internet and social media Understanding of how to keep themselves safe including when using internet and social media Knowledge of how to keep themselves healthy, emotionally and physically Knowledge of how to keep themselves healthy, emotionally and physically Personal development so that pupils are well prepared to respect others and contribute to wider society amend life in Britain Personal development so that pupils are well prepared to respect others and contribute to wider society amend life in Britain SMSC prepares pupils to be good citizens SMSC prepares pupils to be good citizens

Evidence you could provide…….. Analysis of data based on systems you use to monitor behaviour and attendance Analysis of data based on systems you use to monitor behaviour and attendance Impact on improving attendance for those at risk Impact on improving attendance for those at risk Actions taken to prevent bullying Actions taken to prevent bullying Evidence of working with individuals at risk Evidence of working with individuals at risk Case studies of individuals where there has been an impact – ensure this includes those such as LACs; range of SEN, those with mental health issues Case studies of individuals where there has been an impact – ensure this includes those such as LACs; range of SEN, those with mental health issues Actions taken to prevent e-bullying – work with parents and carers Actions taken to prevent e-bullying – work with parents and carers Risk assessments Risk assessments

Evidence that school prevents discriminatory/ derogatory language Evidence that school prevents discriminatory/ derogatory language How are students empowered to understand and calculate risk and are aware of support available to them? How are students empowered to understand and calculate risk and are aware of support available to them? Ensure checks on student punctuality and systems for supporting good attendance are robust Ensure checks on student punctuality and systems for supporting good attendance are robust

Outcomes for pupils Progress of pupils from their different starting points and how well they achieve or exceed standards expected for their age Progress of pupils from their different starting points and how well they achieve or exceed standards expected for their age How gaps are closing for disadvantaged pupils and others against age related expectations (ARE) How gaps are closing for disadvantaged pupils and others against age related expectations (ARE) The most able achieve the highest standards The most able achieve the highest standards The impact of funded support for disabled pupils and those with special educational needs The impact of funded support for disabled pupils and those with special educational needs

Life without levels Different systems in different schools Different systems in different schools Recognition that schools are at different stages of developing a system of assessment without NC levels Recognition that schools are at different stages of developing a system of assessment without NC levels How do you know your assessment of progress is accurate? How do you know your assessment of progress is accurate? How well is the systems understood by staff, parents, pupils? How well is the systems understood by staff, parents, pupils? How effective is transition to/from your school? How effective is transition to/from your school?

How effectively are the criteria for progress being used by staff in assessment and targets setting? How effectively are the criteria for progress being used by staff in assessment and targets setting? Ensure that you have secure tracking systems of students’ progress Ensure that you have secure tracking systems of students’ progress Ensure that interventions are recorded and there is evidence of impact. Ensure that interventions are recorded and there is evidence of impact. Ensure that students’ work reflects progress in knowledge, skills and understanding Ensure that students’ work reflects progress in knowledge, skills and understanding

Analysis is key Ensure there is detailed analysis of progress particularly in literacy and numeracy Ensure there is detailed analysis of progress particularly in literacy and numeracy Inspectors focus on the present cohort of pupils Inspectors focus on the present cohort of pupils They are unlikely to look at data from 2-3 years ago. Last year’s maybe relevant but the focus is on present cohort They are unlikely to look at data from 2-3 years ago. Last year’s maybe relevant but the focus is on present cohort Progress over time – hence ‘outcomes’ Progress over time – hence ‘outcomes’

Ensure there is analysis of progress across all groups of students – must include gender, ethnicity, PP, LAC. Ensure there is analysis of progress across all groups of students – must include gender, ethnicity, PP, LAC. Analysis of progress across key stages including, separately, Early Years provision and Post 16 Analysis of progress across key stages including, separately, Early Years provision and Post 16 If you have a range of SEN should this be included? If you have a range of SEN should this be included?

Early Years Provision Inspectors will look at  progress from children’s starting points across all the areas of learning  Quality of teaching  Curriculum and assessment  Work with parents  Behaviour, safety and attitudes  Leadership and management  Safeguarding

Key elements  ELGs do not always enable SEN provisions to record progress  Development Matters recognised as an appropriate assessment tool  Need to be very clear about what constitutes good progress for your early years cohort  Systems for recording progress need to be robust  Curriculum needs to cover a range of experiences  How effective is leadership in bringing about improvements

Sixth Form Inspectors will consider:- How is the curriculum preparing students for world of work/training/ life after school? How do courses build on students’ skills? Progress in developing literacy and numeracy skills The quality of teaching and learning Assessment and setting of challenging targets Quality of careers advice and support Leadership and management

Any questions? Thank you for listening!