OFSTED READINESS: PURPOSE OF THE SESSION
Provide an opportunity for colleagues to consider
 the insights, emphasise and lessons learned ITE OfSTED 2012
2013
 the implications for the partnership and your involvement
 key actions
Based on: work with providers, the Handbook, reports from
2012/2013, 20th Sept letter and revisions to guidance
THE MMU ITE PARTNERSHIP
• Greatest advantage of involvement in ITE?
• Even better if?
• What do you need to know about the Ofsted ITE inspection
framework?
NEW GAME, NEW RULES, NEW SUCCESS CRITERIA,
NEW LANGUAGE
 An inspection of the quality of the ITE partnership
 Time, preparation and shared understanding are of the essence
 An expectation of good and outstanding outcomes for all new
teachers, where impact on pupil learning central
 An inspection where anything less than good requires
improvement
 An inspection where the quality and strategic presentation of
robust evidence is critical
Write your own report
G1 / outstanding is doable
PRESSING QUESTIONS: JOT YOUR THOUGHTS
 What do you need to know more about?
 What are the key areas for improvement to ensure the
partnership continues to success?
 What barriers could stand in the way of this and what could be
done about them?
 What are the key strengths of the partnership that you can build
on?
G1 PARTNERSHIPS
 Are outstanding at preparing new teachers and they present the
evidence to prove it
 Understand the Ofsted ITE ‘game’ and are strategic in ensuring
everything they present works to shape Ofsted judgements of G1
What does this say about the partnership?
What could this say about the partnership?
 Essentially write their own report
KEY THEMES FROM G1 OFSTED REPORTS
 Shared vision and expectations across the partnership
 Strategic, visible use of data to support improvement
 Rigorous self evaluation and IP
 Involvement of schools in all aspects of leadership, management ,
development and delivery of programmes
 Good and outstanding attainment
 High completion and employment rates mirrored by effective recruitment
and selection with partnership involvement
 Structured coherence of training
KEY THEMES FROM G1 OFSTED REPORTS
 Rigorous and accurate assessment and monitoring
 Close tracking of trainee progress to secure effective interventions
 High quality training placements
 High quality mentoring and training for mentors
 Secondary – support for literacy and mathematics across all subjects
and support for ‘whole school issues’ which synchronises universitybased training with school placements
 High quality training in national priorities
WHAT ARE THEY LOOKING FOR?
1. Partnership
2. Impact and outcomes
3. Assessment and grading
4. Individual trainee progress
5. Self Evaluation and improvement planning
Be prepared!!
1 THE PARTNERSHIP
A genuine, collaborative partnership where schools play a key
part in all aspects of provision; with a collective vision and
shared expectations for all:
of the partnership’s strategic direction
for the kinds of teachers the partnership will produce
for the impact they will have on pupils’ attainment and school
improvement
of roles in planning for and delivering training
.
‘The relationship with schools has to be the highest priority’
Outstanding ITT partnership 2013
PARTNERSHIP QUESTIONS
 What systems are in place to ensure highly effective
communication across the partnership -including 360
evaluation, involvement in partnership development,
understanding of benefits of greater engagement?
 How are schools involved in leading aspects of partnership
development? (Eg focus groups for PE )
 Is all planned training, and related documentation, in the
partnership is aligned to the TS / requirements and to the
OfSTED criteria and to centre based provision?
2 IMPACT AND OUTCOMES
Very high expectations of, and attention to, all outcomes
trainees’ competence and confidence as teachers
the impact of training on trainees’ teaching
the quality of trainees’ teaching
final attainment
the impact of trainees’ teaching on pupils’ learning – over sequences of
lessons
recruitment, completion, retention, employment….
the competence and confidence of NQTs, their retention and career
trajectories
The consistency of this across all groups
This is not the time to hide your light under a bushel you need to make your
evidence shout for you
2 IMPACT AND OUTCOMES QUESTIONS
 How effective is the collection and analysis of evidence of the
impact of
training on trainees’ outcomes as teachers?
trainees’ teaching on pupils’ learning – over sequenses of
lessons?
 How is this used to further improve trainee outcomes?
 Are all self-evaluation and improvement plans driven by
improving outcomes for trainees?
3 ASSESSMENT AND GRADING
 Consistency and accuracy in assessment guidance, and in
grading, across the partnership is critical – absolute clarity over
grade boundaries!!!
 Use of sharp grade descriptors overlain by subject/priority
specific descriptors
 Assessment guidance and templates need to support
judgements against G1 criteria with the emphasis on evidence
 Be clear if your judgements are against final expectations or for
the stage of training
3 ASSESSMENT AND GRADING – DESCRIPTORS
 Are grading criteria revised to reflect the new descriptors?
 How has the replacement of satisfactory with RI been
addressed?
 Are plans in place for monitored interventions for any RI trainees
and as necessary going into the NQT year?
 Outstanding trainees? Consider their capacity to become an
outstanding teacher. The judgements are relative to their stage
in career (DfE 2012 Myths and Facts of the Teachers’ Standards)
FROM THE FRAMEWORK
Outstanding (1)
All primary and secondary trainees awarded QTS exceed the minimum level of
practice expected of teachers as defined in the Teachers’ Standards by the end
of their training. Trainees demonstrate excellent practice in some of the
standards for teaching and their personal and professional conduct. Much of
their teaching is outstanding and never less than consistently good.
Good (2)
All primary and secondary trainees awarded QTS exceed the minimum level of
practice expected of teachers as defined in the Teachers’ Standards by the end
of their training. Much of their teaching is predominantly good, with examples of
outstanding teaching.
Requires Improvement (3)
All primary and secondary trainees awarded QTS meet the minimum level of practice
expected of teachers as defined in the Teachers’ Standards by the end of their
training. Trainees’ teaching requires improvement as it is not yet good.
4 INDIVIDUAL TRAINEE PROGRESS
There is a sharp focus on supporting the progress of individual
trainees to ensure best possible outcomes
 tracking, monitoring and providing timely targeted support for
individual trainee progress and into NQT year as necessary
 having evidence which demonstrates how the training has
impacted on and improved their teaching ‘from their starting
points’
Question: What consistent systems are in place for tracking, monitoring
and supporting individual trainee progress from their starting points,
how is the information used to inform trainee progress across school
and centre based training?
5 SELF-EVALUATION AND IP CYCLE
 3 of 9 LM criteria focus on self-evaluation and IP
 Levels of self-evaluation and IP
 All partners have a role
 How is this possible?
 Drafts
 Executive committee
 Focus groups
 Development visits
 School self-evaluation and IP
BE PREPARED
The inspection team will have ‘used a range of measures’ to inform their
preliminary judgement of the partnership, eg
 last Ofsted inspection report
 NQT survey outcomes
 bench marking data
 Ofsted online questionnaire survey
 your own website info – so think about that!!
On this evidence they will also identify lines of enquiry to pursue during
the inspection.
‘..in marked contrast to x ‘
BE PREPARED QUESTIONS
 What do you need to know more about?
 What aspects of the partnership would you like to be involved in?
 What needs to be in place to make this happens?
2013 2014 THEMATIC INSPECTION FOCI
 Preparing trainees to teach the National Curriculum for 2014
 Post 16 teaching in school
 The on-going foci as set out in the framework will remain with the
addition of Sport
LESSONS LEARNED: G3 PROVIDER
Not enough that:
 Trainees possess high levels of professionalism and are highly reflective…
 The partnership uses its networks locally, nationally and internationally to enrich the
trainees’ experience
LESSONS LEARNED
It is about:
 ‘So what?’ and ‘how do you know?’
 360o moderation and evaluation
 Every stakeholder knowing, fulfilling and being able to state their roles and
responsibilities
 Flexibility in provision to respond to quality assurance processes
 Knowing what data OfSTED have access to and the methodology associated with it
 Data, evidence and impact
CONTACT DETAILS
Bea Noble-Rogers
 Telephone : 07776177588
 Email : bea@teacher-education.co.uk