Inspection

1. Inspection Changes since September 2013 Eileen Mulgrew Senior Her Majesty’s Inspector John Nixon Her Majesty’s Inspector 29 May 2014 1

2. Purpose of today’s presentation Revisions To share the changes to the inspection framework since September 2013/January 2014. To explore ways in which you and your staff can feel prepared for an inspection at any time.

3. Changes

4. Ofsted – restructured Revisions

5. HMCI: speech 2 October 2013 Independent schools Ofsted is the key driver and lever of national expectations. I am using that lever to raise the bar on standards – to abolish satisfactory entirely from the lexicon of Ofsted terminology, and to signal unequivocally that mediocrity will no longer be tolerated by our inspection regime.

6. Changes since September 2013 These have been derived from: • An evaluation of section 5 inspections. • Recent surveys, particularly: • Unseen children: access and achievement 20 years on June 2013 (130155) • The most able students : are they doing as well as they should in our non-selective secondary schools? June 2013 (130118) • And national priorities for school inspections.

7. The focus of school inspection Inspectors are required to report on the quality of education provided and must cover: • the achievement of students • the quality of teaching • the behaviour and safety of students • the quality of leadership in, and management of, the school.

8. The focus of school inspection Students’ spiritual, moral, social and cultural development. This is the ‘golden thread’ running through all aspects of the framework.

9. Achievement

10. Achievement: A greater focus on … judging the progress made by different prior-attainment groups of pupils in mathematics and English consistency of the progress made by all groups across year groups the progress of the lowest attaining pupils and its effect on helping them to make up lost ground to raise their attainment. To be good – school proportions should be close to, or above, national figures Revisions

11. Achievement: A greater focus on … Pupil Premium Changes to who is eligible and how Looked after Children’s grant is managed is highlighted in the subsidiary guidance. More emphasis on the progress of those pupils who receive support through pupil premium funding. For achievement, and overall achievement, to be graded outstanding, the progress in English and mathematics of pupils for whom the pupil premium provides support, should match that of other pupils in the school, or has risen rapidly. If their progress is falling further behind that of other pupils with similar prior attainment in the school in English or mathematics, leadership and management are likely to be inadequate. Revisions

12. Achievement: A greater focus on … The most able pupils Closer focus on the achievement of the most able. Underachievement of the most able pupils can trigger judgements of inadequate achievement and inadequate teaching. When considering how effectively the pupil premium is used to provide support, inspectors must take account of its impact for the most able pupils who are in receipt of the pupil premium. Revisions

13. Achievement: A greater focus on … Early Years Foundation Stage and Key Stage 1 The progress made in EYFS and KS1 must be taken into account in the achievement judgement. The quality and rigour of assessment in Nursery, Reception and KS1. There is a further focus on testing and checking Key Stage 1 assessments, through classroom observation, book trawls and other first-hand evidence, to ensure that a school’s assessment of pupils’ performance is robust. Revisions

14. Achievement: A greater focus on … Evaluation of achievement in the EYFS and KS1 should take account of the proportions who have made typical progress or more from their starting points as well as their readiness for the next stage of their learning. Typical progress EYFS: Children who start nursery or reception with skills and knowledge typical for their age should meet the Early Learning Goals by the end of Reception. Typical progress KS1: Children who reach a good level of development by the end of Reception ought to be reaching at least L2b by the end of Year 2. Revisions

15. Achievement: A greater focus on … In primary schools, the use of additional funding and the impact it is having on raising achievement and pupils’ physical wellbeing. Achievement (paragraph 116) In primary schools, inspectors must take account of: how increasing participation in PE and sport is helping all pupils to develop healthy lifestyles and reach the performance levels of which they are capable. Revisions

16. Achievement: A greater focus on … In secondary schools, the impact on pupils’ progress of early entry to GCSE. Inspectors will balance evidence about previous cohorts of pupils with evidence about the progress being made by the pupils being taught in the school currently. (Grade descriptors - January 2014) Revisions

17. Good achievement From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress, in English and in mathematics, are close to or above national figures. For pupils for whom the pupil premium provides support, the proportions are similar to, or above those for other pupils in the school or are improving. Revisions

18. teaching

19. Teaching… promote learning and raise pupils’ achievement promote pupils’ spiritual, moral, social and cultural development observed teaching and evidence of pupils’ learning and progress over time no expectation of teaching in any specific way the engagement and inclusion of all pupils challenge, adapting to learning, ensuring pupils know how to improve their work how well Teachers’ Standards are met Revisions

20. Teaching Inspectors must consider whether: all pupils are taught well so that they are properly prepared for the next stage in their learning, including in the Early Years Foundation Stage where the development of their communication, language and literacy skills must equip them well for Key Stage 1. Revisions

21. Good teaching Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils, including disabled pupils, those who have special educational needs, those for whom the pupil premium provides support and the most able, make good progress and achieve well over time. Revisions

22. Good teaching Inspectors must not expect teaching staff to teach in any specific way. Schools and teachers should decide for themselves how to teach. Inspectors should gather evidence to judge and report on how well children are engaged in lessons, acquire knowledge and learn well. (Jan 2014)

23. Behaviour and safety

24. The behaviour and safety of pupils attitudes to learning good manners and an understanding of how such behaviour contributes to school life, adult life and work behaviour exclusions keeping safe Revisions

25. The behaviour and safety of pupils Inspectors must make a clear written judgement about behaviour, and a separate clear written judgement about safety within the inspection report. There will be a number of instances, for example in relation to bullying and to conduct around the school, where inspectors may gather evidence which can contribute to both judgements. These judgements must be weighed to determine a balanced, graded judgement on behaviour and safety overall. This overall judgement is recorded in the inspection report. (Jan 2014)

26. Leadership and management Revisions

27. Leadership and management Focus on: the impact of leaders at all levels in secondary school inspections, on careers information, advice and guidance available how primary school sport funding is being used to support physical well-being among pupils greater recognition of leaders in schools in difficult circumstances.

28. Leadership and management Focus on: • promoting Parent View • the extent to which leadership is able to contribute towards school improvement in the local or wider area, for example,by working in partnership or by sharing advanced skills practitioners, mentoring or shadowing opportunities for new middle leaders, or sharing best practice or offering other support and challenge on self-evaluation.

29. Leadership and management the creation of a culture of high expectations and aspirations, academically and socially the establishment of an orderly and hardworking school community promotes the spiritual, moral, social and cultural development of all pupils, including through the extent to which schools engage their pupils in extra-curricular activity and volunteering within their local community.

30. Leadership and management including through providing a balanced curriculum, and to prevent extremist behaviour. (Jan 2014)

31. Middle leadership The quality of middle leadership. The extent to which schools are adequately developing their middle leadership. Succession planning and the development of future leaders in the school. Revisions

32. Governance How well governors: contribute to the school’s self-evaluation and understand its strengths and weaknesses, including the impact of their own work. support and strengthen school leadership, including by developing their own skills. provide challenge and hold the headteacher and other senior leaders to account for improving the quality of teaching, pupils’ achievement and pupils’ behaviour and safety, including by using the data dashboard, other progress data, examination outcomes and test results. Revisions

33. Governance • Recognising the different arrangements of governance found in schools - Inspectors will increasingly encounter different models of governance, such as those associated with federated arrangements, free schools and academy chains. Inspectors should ensure that they clearly understand the governance arrangements for a school and that they identify and engage with the right people. (April 2014) • strengthening governance – if governance is weak, inspectors will recommend an external review of governance. • Use of the pupil premium funding is likely to be included in an external review of governance where governance is weak. Revisions

34. Safeguarding The effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes action taken following any serious incident. Revisions

35. Capacity for further improvement A track record of improvements in achievement and/or maintenance of high levels of achievement, with particular reference to how well pupils for whom the pupil premium provides support achieve. How effectively the school works in partnership to improve the school, extend the curriculum and increase the range and quality of learning opportunities for pupils. Revisions

36. Curriculum How well leaders and managers ensure that the curriculum provides timely independent information, advice and guidance to assist pupils on their next steps to training education or employment. Revisions

37. Leadership: outstanding and good The school’s actions have secured improvement in achievement for those supported by the pupil premium, which is rising rapidly, including in English and mathematics. Revisions

38. Overall effectiveness … the promotion of pupils’ spiritual, moral, social and cultural development and their physical wellbeing … ….growth in pupils’ knowledge … Revisions

39. School website

40. Website: School Information Regulations 2012 Came into effect September 2012 Linked to leadership and management – compliance with statutory requirements. Academies and Free Schools are required to publish information through their funding agreements. The new model funding agreement will require academies and Free Schools to publish the same information as maintained schools. Revisions

41. Website 11 Points (1) The name, address and telephone number of the school, and the name of a person to whom enquiries should be addressed. The determined admission arrangements for the school. Ofsted Report Either: The school’s most recent Key Stage 2 orthe school’s most recent Key Stage 4 results. Information as to where and by what means parents may access the School Performance Tables. Revisions

42. Website 11 Points (2) Information about the school curriculum -in relation to each academic year, the content of the curriculum followed by the school for each subject-Key Stage 1 - the names of any phonics or reading schemes in operation-Key Stage 4 - a list of the courses provided and the qualifications that may be acquired. Behaviour policy. A statement of the school’s ethos and values. Revisions

43. Website 11 points (3) Pupil Premium funding in respect of the current academic year: - how much - what it was, or is being, spent on - the effect of this expenditure on the educational attainment of those pupils at the school in respect of whom grant funding was allocated. The special educational needs policy report. The school’s charging and remissions policy. Revisions

44. Being inspected Inspectors will continue to: • spend as much time as possible in classes, observing lessons, talking to pupils about their work, gauging their understanding and engagement in what they are doing, and their perceptions of the school • hear children read in primary schools, and in Years 7 and 8 in secondary schools • scrutinise pupils’ work and look at data • involve the headteacher and senior managers fully during the inspection, including during inspection team meetings.

45. Being inspected • Confidentiality is given higher priority in new handbook.The lead inspector must make clear that inspection outcomes are restricted and confidential to the relevant senior personnel (as determined by the school) until it receives the final report. • Outstanding schools and academy converters (from predecessor Grade 1) are exempt from Section 5 inspection unless there is just cause arising from an annual risk assessment or concern brought to Ofsted’s attention. • Exemption does not apply to special schools, pupil referral units and maintained nursery schools which are inspected within three years of the end of the school year in which last inspected. • Good schools are risk assessed annually: the next inspection must be within 5 school years from the end of the school year in which it was last inspected. • Schools can request an inspection.

46. Requires improvement

47. Requires improvement Ofsted will re-inspect schools judged as ‘requires improvement’ within a maximum period of 24 months. RI schools may receive up to 3 visits from Her Majesty’s Inspector, and invitations to seminars, conferences, on-line resources and surgeries. The timing of the next Section 5 inspection will reflect the individual school’s circumstances and will be informed by what HMI find out at monitoring visits. If the school is judged to require improvement at two consecutive inspections, and is still not ‘good’ at the third, it is likely the school will require special measures. Revisions

48. Moving the goal posts? Raising the bar? Revisions