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Pilot inspections summer 2011 SCHOOLS North East 14 th October 2011
Inspection Judgements achievement the quality of teaching leadership and management behaviour and safety of pupils at the school overall effectiveness, takes into account the four main judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development. No limiting judgements Best fit model. However, evidence of one of the ‘inadequate bullet points’ results in a judgement of inadequate.
Key Changes Greater focus on: quality of teaching and its impact on learning reading and literacy behaviour and safety narrowing gaps in performance leaders’ and managers’ impact on improvement
Starting Point for Inspectors RAISEonline SEF (optional) Evidence you wish to share Inspection Framework The PIB drives the inspection
A pilot inspection framework – the evaluation schedule
Achievement What is similar to current arrangements? Inspectors will take account of standards of attainment, past progress and current learning and progress Achievement of different groups of pupils, including those with disabilities and those with special educational needs remains at the heart of the judgement Note: Considerable emphasis upon progress of FSM, SEND, LAC students throughout inspection Learning and progress are key drivers of achievement
Achievement Key differences There is no CVA data. Value added (VA) data is provided in RAISEonline for different groups. FFT A rather than FFT D There is no separate judgement on attainment There is a greater focus on how schools are narrowing the gaps in attainment between different groups of pupils and all pupils nationally. Standards and progress in reading will be inspected.
The quality of teaching What is similar to current arrangements? Teaching is evaluated in terms of its impact on learning and progress Key source of evidence is through lesson observations Joint observations enabling inspectors to consider the school’s understanding of the quality of teaching Feedback to teachers Achievement Key differences
The Quality of Teaching Key differences Gathering evidence alongside lesson observations to provide information about what impact teaching has on learning over time A greater focus on: teaching of reading and developing literacy skills formative assessment in supporting learning Inspectors will observe supply teachers
The Quality of Teaching What is the current standard in your school? How are you improving T&L? How do you know that CPD is effective? What are you doing about inadequate teaching?
Feedback from Observations Inspectors may ask about: Where the lesson fits within a sequence of lessons Other T & L activities typically used by the teacher CPD opportunities and impact on teachers’ expertise Performance management procedures and their impact Any other issues related to particular inspection trails
Leadership and Management The focus is on improving outcomes, overcoming barriers to learning and improving teaching
Leadership and Management Key differences There will be one judgement on leadership and management No separate capacity to improve judgement: this is incorporated in the single judgement on leadership and management. Focus inspectors on particular school improvement strategies in the context of the individual school.
Behaviour and Safety Inspectors will evaluate: pupils’ conduct in lessons and around the school pupils’ ability to assess and manage risk appropriately and keep themselves safe pupils’ attendance and punctuality at school and in lessons pupils’ behaviour towards, and respect for, other young people and adults, including freedom from bullying
Overall Effectiveness Takes account of the four judgements and how the school promotes the pupils’ spiritual, moral, social and cultural (SMSC) development. A key aspect of judging overall effectiveness will be weighing the four judgements together with the evidence for the school’s promotion of SMSC At Northfield SMSC was determined through our Humanities subjects, form groups, assemblies and community/cultural links
Conducting Pilot Inspections
Pre-inspection Notification process is as under current arrangements A shorter pre-inspection briefing (PIB) template will be provided (Key document along with framework) Schools will be asked to provide an up-to-date self- evaluation. The current SEF will suffice. There was no expectation that schools should update their SEF prior to the pilot inspection Note: Lead Inspector will accept a school version of SEF linked to new areas of judgement
Inspection Procedure A maximum of 2 days notice, can be less Initial telephone call to Headteacher Extended telephone conversation with Headteacher and Lead Inspector or on-site visit to school for one-to-one conversation to determine evidence trails Pre-Inspection Brief (PIB) produced The major focus of the inspection is students’ learning and the impact of teaching
1 st Day Brief meeting with Head and SLT Inspect Safeguarding policy and practice Short briefing to staff, if appropriate Learning Observations to gather evidence and make judgements of 4 areas and SMSC Joint Learning Observations with Inspectors, Head/SLT Feedback to staff observed for more than 30 minutes
1 st Day Focus on establishing quality of teaching and learning through classroom observations focusing on the learning and progress of different groups of students Mid day meeting to share initial findings End of the day meeting to consider provisional findings against the 4 principal judgements and SMSC
2 nd Day First meeting. Issues tested and confirmed Continued learning observations Final gathering of evidence and judgements Formal feedback to Head, Chair of Governors and SLT reps
Headteacher will be invited to: Attend the meetings of the inspection team Discuss emerging inspection trails Participate in joint lesson observations Receive regular brief feedback meetings with LI throughout the inspection Present evidence against evidence trail (time limited) Note: Importance of challenging judgements if you disagree Receive information on any inadequate or outstanding teaching Discuss any serious concerns that may place the school in a category
Inspection Procedure: Head Discuss the inspectors’ recommendations for how the school can improve Attend the meeting between the inspection team and the governor representatives Attend the final summative meeting of the inspection team (listening brief only) The Headteacher is not allowed to be present when parents, students and staff are interviewed
Things to do: Ensure that (all staff) Class lists are accurate and up-to date Students’ work is marked up-to date and complies with school and dept policy You can show quality of homework Registers are taken and are accurate (legal requirement) Students are aware of current levels and how to improve. (They will be asked) You highlight student progress (‘The students make progress because I ……..’ Schemes of work are available
Things to do Class Teachers Prepare the following ‘pack’ of information: Lesson plans/ Schemes of Work Assessment data for your class Seating plan with students levels/grades/reading ages Pen portrait of the class emphasising positive features, and explanation for any underachievement (if attendance, what you are doing about this and ensuring that students who are absent are supported to catch up) Have faith in your ability and the quality of your school
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