Towards the Education Inspection Framework 2019 Jonathan Smart

Towards the Education Inspection Framework 2019 Jonathan Smart HMI 16 October 2018 Towards the Education Inspection Framework 2019 Slide 1

The new framework will be one of the main ways in which we implement Ofsted’s strategy The new framework will be based on a solid evidence base relating to educational effectiveness and valid inspection practice. Towards the Education Inspection Framework 2019 We will continue to be clear about our expectations and fight misconceptions. We will remove any measures that do not genuinely assess quality of education and training. We will prioritise weaker provision and observe more outstanding practice. Slide 2

The importance of the curriculum “Twelve years of education should give children a lot more than a disposition to learn and some ill-defined skills. Yet the evidence from the first stage of our research this year is that the focus on substance, on the knowledge that we want young people to acquire, is often lost… …If their entire school experience has been designed to push them through mark-scheme hoops, rather than developing a deep body of knowledge, they will struggle in later study. ” Towards the Education Inspection Framework 2019 Slide 3

What did the curriculum survey find? Lack of curriculum knowledge and expertise Curriculum being confused with assessment and qualifications Teaching to the test Curriculum narrowing Towards the Education Inspection Framework 2019 Social justice issues Slide 4

Phase 2 - Across the schools we visited we found several factors that may be linked to curriculum quality § Focus on subject disciplines even when topics are taught § Considering depth and breadth of curriculum content § Seeing the curriculum as the progression model § Having a clear purpose for assessment § Reviewing and evaluating curriculum design § Clear curriculum leadership (often distributed) and ownership § Considering local context and filling gaps from pupil backgrounds Towards the Education Inspection Framework 2019 Slide 5

So, the curriculum will be at the heart of the new framework 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), and § for evaluating what knowledge and skills pupils have gained against expectations (impact/achievement). ’ Towards the Education Inspection Framework 2019 Slide 6

What do we mean when we talk about progress and the curriculum? Towards the Education Inspection Framework 2019 Slide 8

What do we mean when we talk about progress? What does it mean to ‘get better’ at languages, mathematics, history or English? Towards the Education Inspection Framework 2019 Slide 9

Has the content of the curriculum been learned long term? ‘Learning is defined as an alteration in long-term memory. If nothing has altered in long-term memory nothing has been learned. ’ Sweller, J. , Ayres, P. , & Kalyuga, S. (2011). Cognitive load theory (Vol. 1). Springer Science & Business Media. Curriculum & the future of education inspection 10

Knowledge does not sit as isolated ‘information’ in pupils’ minds. 11

Concepts that matter when discussing the curriculum § Progress means knowing more and remembering more. § Knowledge is generative (or ‘sticky’), i. e. the more you know easily you can learn. § Knowledge is connected in webs or schemata. § Vocabulary size relates to academic success, schooling is crucial for increasing the breadth of children’s vocabulary. Towards the Education Inspection Framework 2019 and 12

Skill a false. Progress Skills and knowledge: binary (capacity to perform) Progress Knowledge Skills Progress Knowledge 13

What will this mean for the new inspection framework? Towards the Education Inspection Framework 2019 Slide 14

The case for change § Accountability is important, but the system as currently constructed can divert schools from the real substance of education. § An industry has arisen around data, and what young people learn is too often coming second to the delivery of performance table data. § This data focus also leads to unnecessary workload for teachers, diverting them from the reason they chose to enter the profession. § Teaching to the test and narrowing have had the greatest negative effect on those we care about the most: the most disadvantaged and the least able children. § 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. Towards the Education Inspection Framework 2019 Slide 15

Judgement areas: our working hypothesis Behaviour and attitudes Quality of education Personal development Leadership & management Towards the Education Inspection Framework 2019 Slide 16

Judgement areas: evolution, not revolution Overall effectiveness Teaching, learning & assessment Quality of education Outcomes Behaviour and attitudes Personal development, behaviour & welfare Personal development Leadership & management Towards the Education Inspection Framework 2019 Slide 17

Judgements: our working hypothesis in detail Intent § Curriculum design, coverage and appropriateness Quality of education Implementation § Curriculum delivery § Teaching (pedagogy) § Assessment (formative and summative) Impact § Attainment and progress (incl national tests & assessments) § Reading § Destinations Towards the Education Inspection Framework 2019 Behaviour and attitudes § § § Attitudes to learning Behaviour Exclusions Attendance Bullying Personal development § § § § SMSC Fundamental British Values Careers guidance Healthy living Citizenship Equality & diversity Preparation for next stage Leadership & management § § § Vision & ethos Staff development Staff workload and wellbeing Off-rolling Governance / oversight Safeguarding Slide 18

We will retain our current focus on safeguarding Our inspection of safeguarding will continue to be built around three core areas: § Identify: identifying children/learners who may need early help or are at risk of neglect, abuse, grooming or exploitation. § Help: reducing the risk of harm to children/learners and secure the support they need. § Manage: safe recruitment and management of allegations about adults who may be a risk to children, learners and vulnerable adults. Safeguarding will hold the same weight across all remits. Towards the Education Inspection Framework 2019 Slide 19

More focus on education; less focus on data “In the new framework, we’re thinking about how we can take the inspection conversation even further on education itself and less on data. “We want to know how schools are achieving a good education, not just what the results are. ” HMCI, Education Policy Institute conference, 3 July 2018 Towards the Education Inspection Framework 2019 Slide 20

The outstanding grade § We have said that we will retain the outstanding grade in the new framework, reflecting parents’ wishes. § To ensure public confidence in the grading, we’d like to see the removal of the outstanding exemption. § This will be subject to agreement with the Df. E on funding and the will of parliament. Towards the Education Inspection Framework 2019 Slide 21

The grading structure § We are likely to keep the same four level grading structure including requires improvement and inadequate. § We are exploring removing the exemption from schools judged ‘outstanding’. § Discussions are going on with the Df. E about the feasibility of removing the exemption and getting funding. § We are also dependent on the will of parliament as there will need to be a change in legislation to remove the exemption. Towards the Education Inspection Framework 2019 Slide 22

What next? § We are undertaking a process of reflection, development and piloting within Ofsted as we look towards the new Education Inspection Framework 2019. § From September 2018, we have started to share the developing thinking with partners across the sectors we inspect and inviting their thoughts and views – shaping and influencing what we produce. § We will consult on the substance and detail of the new framework (not just high level principles) over Spring Term 2019. § The final framework will be published in Summer 2019, and will go live from 1 September 2019. § Research is ongoing on the curriculum, lesson observation and a wide range of other topics. The findings from this research will feed into the ongoing development of the framework. Towards the Education Inspection Framework 2019 Slide 23

Key considerations… Reflecting on the content of the presentation on Ofsted’s approach to developing the Education Inspection Framework 2019 – what are your views or concerns in relation to the following: § the curriculum-centred approach § The key judgement areas in the Education Inspection Framework § outstanding grade § reducing the data burden Towards the Education Inspection Framework 2019 Slide 24

Do you, or a school that you support, want to be involved in a pilot inspection? § Pilots will be full inspections, however, there will be no written report and no graded judgements will be made. § It is an opportunity to be part of the research and to receive some informal feedback. § All the pilots will be led and teamed by HMI and Lead OI. § If you are interested in taking part, please email: vincent. ashworth@ofsted. gov. uk Towards the Education Inspection Framework 2019 Slide 25

Any questions? Towards the Education Inspection Framework 2019 Slide 26

Ofsted on the web and on social media www. gov. uk/ofsted https: //reports. ofsted. gov. uk www. linkedin. com/company/ofsted www. youtube. com/ofstednews www. slideshare. net/ofstednews www. twitter. com/ofstednews Towards the Education Inspection Framework 2019 Slide 27