The Education Inspection Framework 2019 Clive Haines Rebecca

The Education Inspection Framework 2019 Clive Haines & Rebecca Walker

Improved Inspections Why new framework To have an inspection on the real substance of education: the curriculum. In some ways, the first batch of new reports lives up to this expectations. We are about 3 months in

Curriculum at the heart (Three I’s) Ofsted’s working definition: • ‘The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage (intent) • for translating that framework over time into a structure and narrative, within an institutional context (implementation) • for evaluating what knowledge and skills pupils have gained against expectations (impact/achievement). ’

Curriculum at the heart (Importance) “If [children’s] entire school experience has been designed to push them through markscheme hoops, rather than developing a deep body of knowledge, they will struggle in later study. ” MORE KNOWLEDGE THAN SKILLS – Long term memory approach

What will this mean for the new inspection framework in your school s

The case for change • Accountability is important, but old system divert schools from the real substance of education. • An industry has arisen around and delivery of performance table data. • This data focus also leads to unnecessary workload for teachers • Teaching to the test has the greatest negative effect on those we care about the most: the most disadvantaged and the least able children.

AND It is therefore time for Ofsted to stop making separate judgements about pupil outcomes. Any conversation about pupil outcomes should be part of a larger conversation about the quality of education they receive.

How does this look?

How does this look?

The new framework covers The new framework draws on the knowledge built up through inspection history as well as wider research. 75% of the visit is focused on: • • Quality of education Curriculum design – appropriateness and delivery Teaching method Assessment (informative and summative) Attainment progress (National – published) Reading Readiness for next stage in life

The new framework covers Safeguarding will continue to be built around these three core areas: • Identify: are leaders and other staff identifying the right children and how do they do that? • Help: what timely action do staff within the provider take, and how well do they work with other agencies? • Manage: how do responsible bodies and staff manage their statutory responsibilities, and in particular, how do they respond to allegations about staff and other adults? Safeguarding will hold the same weight across all remits and is classed as a deep dive.

The Inspection Process

The Processes All inspections section 5 and section 8 will last two days unless you have less than 150 pupils You will have an HMI and Ofsted Inspector – (min 2) Governors will be interviewed on second day 90 minute conversation (remember they have seen your website at this point • Head is notified of visit • Call back from Ofsted for school content and suggestions of deep dives (between 4 -6 depending on numbers on role – one will be reading (primary) • Other Deep Dives probably be related to the previous inspection’s areas for improvement. • School uploads documentation and sends over scheduled

Day One Example Agenda • Meeting with SLT to finalise the agenda for day one • Meeting with Staff • Meeting parents Safeguarding • Check SCR • Meet with Designated Safeguarding Lead • Meeting with SENCo • Talk to staff and pupils during day • Middle Leaders – Ofsted Curriculum Deep Dives X 3 am and x 2 pm (Learning walks – conversation around intent • Conversation with pupils about learning etc • Keeping in touch meetings will be scheduled

Day Two Example Agenda • Keeping in Touch Meeting • Governor Meeting • LA/External Support • Book looks to triangulate Deep Dives • Keep in touch meetings • Final feedback

What is the remit for governors

The Framework is all around the core responsibilities Ensuring clarity of vision and ethos – Strategic • • What is your vision and priorities Where are you now How do you know you are getting there Do we measure the impact/value Remember they have had a day looking at your strengths and weakness

The Framework is all around the core responsibilities How are you holding leaders to account • What will Ofsted inspectors expect governors to see to qualify this? • We know inspectors will not want to see internal data but we can talk about it to ensure we know progress is being made • Bear in mind that SEND and provision for disadvantaged children will be a feature of every deep dive

The Framework is all around the core responsibilities Impact of Pupil Premium

The Framework is all around the core responsibilities Overseeing Financial Responsibilities • Inspectors tend not to be financial experts and do not dip into this area unless concerns have been raised

What is the remit for Schools DEEP DIVES

The curriculum - what Ofsted is looking for 2 a The curriculum is at least as ambitious as standards set by the national curriculum / external qualifications. 3 b Subjects leaders have the knowledge, expertise and practical skill to design and implement a curriculum. 4 a Leaders ensure that ongoing professional development / training is available for staff to ensure that curriculum requirements can be met. 5 b The way that the curriculum is planned meets pupils’ learning needs. 5 c Curriculum delivery is equitable for all groups and appropriate. 6 b There is a model for curriculum progression for every subject.

The Teaching - what Ofsted is looking for Teaching 2 a Teachers demonstrate good communication skills. 2 b Teachers’ use of presentation allows pupils to build knowledge and make connections. 2 c Teachers use relevant and appropriate resources during presentation to clarify meaning to pupils. 2 d Teachers possess good questioning skills. 2 e Teachers give detailed and constructive feedback in class.

The Behaviour - what Ofsted is looking for Behaviour 3 a Teachers create supportive classrooms focused on learning. 3 b Teachers create focused classrooms through their high expectations for pupils. 3 c Teachers communicate clear and consistent expectations which are understood and followed. 3 d Pupils’ behaviour contributes to the focus on learning.

How governors will be inspected

Governance – Framework Ofsted inspectors assess governance as part of the overall judgement on 'leadership and management'. There isn’t a separate judgement or grading for governance, but inspectors will include a section on governance in the inspection report.

What are the Inspectors looking for? Ofsted looks at how well those “responsible for governance” • • • Understand their core roles and carry it out effectively Ensure the school has a clear vision, ethos, and strategic direction Ensure resources are well managed Hold executive leaders (the headteacher or CEO, for example) to account for educational performance and the performance management of staff Oversee the financial performance of the school, and ensure money is well spent (including the pupil premium)

What are the Inspectors looking for? Ofsted looks at how well those “responsible for governance” • Hold leaders to account for the quality of education • Ensure the provider fulfils its statutory duties (like the ones placed on school by the Equality Act 2010, the 'Prevent' strategy or Keeping Children Safe in Education) • Promote the welfare of learners

Why does Ofsted say “those responsible for governance”? Because in academies and multi-academy trusts, the people who are in charge of key governance functions may not be local governors, they might be trustees. Phrasing it this way makes sure Ofsted inspectors hold the right people to account.

Evidence Inspectors will use Ofsted will gather evidence for its evaluation of governance through: • Meetings with governors and/or trustees • First-hand evidence gathered during the course of inspection • Responses to staff and pupil questionnaires, and Ofsted’s Parent View questionnaire • Documents setting out school improvement and governance priorities • Governance records, like minutes and reports • Schemes of delegation • Any school improvement plan/strategic plan (or equivalent) that sets out the longer-term vision for the school

Evidence of Governors’ Involvement With the School Inspectors will look for evidence that governors: • Undertake purposeful visits to the school • Perform link roles effectively • Regularly attend full governing board and committee meetings • Inspectors don’t expect all governors to be equally active in governing board business, or involved with the school. • However, they'll look at how well the chair of governors and the school make use of each governor’s skill set.

Demonstrating Governors’ Impact You don't have to create specific documents or statements to demonstrate to Ofsted that you are having an impact. They'll look for this in the evidence listed on previous slide. However, some schools publish impact statements as part of the wider information the publish about the governing board.

Key – Gold Dust Documents (evidence) • Safeguarding, inclusion and what the school has done with regards to radicalisation and extremism • The school's performance data (in-house) • How governor visits are organised and how often they take place and what do they say • Performance management of the headteacher and teachers • How the governing body supports and challenges the school’s senior leaders • Communications with parents and stakeholders

Questions that have been asked to-date Vision, Ethos and Strategic direction: What is the vision the governors have for the school? How well do you think the school is achieving now? How do you know / what do you do to check that policy is being followed? Challenge & support: How do you hold the Headteacher to account? How do you know what is going on? Curriculum: New Ofsted inspection framework has a curriculum focus. Deep dives obtain evidence in 4 - 6 areas. What areas of the curriculum do you (governors) see as 'good'? What are the strengths in the curriculum areas?

Questions that have been asked to-date Pupil premium: Governors have certain statutory responsibilities - please talk about. . pupil premium. How do you know how the money is spent? What spend / money has had the most impact? When discussing with school leaders – interested in looking at the extra provision for the disadvantaged (the bottom 20% - not just PP) Staff wellbeing: What do you do to make sure that staff well-being is a focus? Views of parents & stakeholders: Have we viewed the results from the Ofsted parent survey?

Questions that have been asked to-date Safeguarding: Is Safeguarding effective? How do you know? Would children know what to do? How do you know? Also asked school leaders about staff and governor training / do governors have annual training? Additional comments: Inspectors looking for governor use of pedagogy related language -and that Head Teacher had driven governor awareness of this language. Equalities statement, objectives and policy – are they on website and up to date

Self review for Governors on Quality of Education