1. Update on Ofsted inspections in schools January 2012

2. General Greater emphasis on the impact of departmental/house leadership on improving teaching, learning and behaviour. References to inspectors having to exercise professional judgement and which grade descriptor “best fits” the evidence Self-evaluation isn’t compulsory but used to draw conclusions about departmental/house leadership and management. Bulk of time spent in the classroom, giving feedback to teachers, here information can be gathered eg behaviour and CPD for teaching and learning

3. Achievement Appear to have reversed the list of areas covered in achievement : attainment is now above progress, then learning and progress of CURRENT pupils. SEN – Inspectors to note students with SEN. Told to look at interventions and effectiveness and school’s arrangements for ensuring accuracy of their data. Subsidiary guidance stresses that a range of measures must be used to develop a picture of the academic performance of a school but no single one holds sway. Inspectors are told NOT to pre-judge the outcome of inspection based on past performance data BUT not to ignore persistently poor performance.

4. More on achievement Sixth Form – High entry levels onto courses in reference to GCSE grades required etc. should result in higher retention and overall pass rates with a large proportion of passes at higher grades. If pass rates are high but poor retention then success rates may be low. As RAISEOnline uses teacher assessment for KS2 where no test level, beware comparing years. Inspectors have been told that an increase in numbers and range of qualifications achieved by pupils may be a reflection of curriculum changes rather than improvements in achievement

5. Inspectors must consider typical features of teaching and not base the judgement predominantly on grades given in lesson observations. This goes for a school’s self-evaluation of teaching and learning too. Observations will be based on issues identified in PIB Numeracy and literacy across the curriculum will be looked at Inspectors won’t expect to see detailed lesson plans but will look at those offered by teachers, focusing on the quality of the school’s planning process and link that to lessons Different strategies for observations related to evidence required – 25-30 minutes, hour, short ones of intervention groups, tracking pupils etc., joint observations. In most secondary schools not all teachers will be observed.Sixth Form - see if teacher expectations are sufficiently high, using stretching targets to raise aspirations, help motivation, discussed with students.Look for evidence of SMSC in lessons.

6. Behaviour and safety Strong focus on bullying and typicality Focus on low level disruption. Check punctuality in lessons with whole school and procedures Consider how long term absentees for medical reasons are kept in touch Inspectors to cross reference absence lists, reasons for absence with exclusions data and sanctions to evaluate behaviour of pupils not in school. Evaluate attitudes to a range of staff e.g. non-teaching, new and supply staff and see small group teaching to see how pupils behave away from class/subject teacher. Look at how the department/year supports its most behaviourally challenging pupils Poor behaviour can be a result of unmet learning needs through weak teaching.

7. Leadership and management of house/department Check dept CPD is aligned with performance management, self-evaluation and priorities for improvement. Curriculum – if good will promote successful progression to next stage of education, training and employment Key words – breadth and balance, meeting needs, aptitudes and interest of pupils. Inspectors to discuss with pupils knowledge of courses and progression routes Look for development of SMSC and how it is coherently planned as part of curriculum. Use of self-evaluation, improvement plans, monitoring and capacity for evaluation to gauge impact. Track record of sustained improvement in important areas. SMSC is important. Promotion of it and preparing pupils for life and the climate and ethos of the school enabling pupils to grow and flourish, become confident individuals and appreciate their own worth and that of others Incorporates elements of community cohesion and appreciation of cultural diversity.