Raising standards, improving lives
The inspection
arrangements for
maintained schools and
academies from September
2013
Brian Cartwright
Her Majesty’s Inspector
Outline of the presentation
 Changes to school inspection arrangements from
September 2013
 Where you can find more information
The focus of school inspection
We are continuing to focus on what really matters
Inspectors judge the quality of education provided in the
school and its overall effectiveness - taking account of
four key judgements:
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the achievement of pupils at the school
the quality of teaching in the school
the behaviour and safety of pupils at the school
the quality of the leadership in, and management of,
the school.
The focus of school inspection
Inspectors will also consider:
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the spiritual, moral, social and cultural development of
the pupils at the school
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the extent to which the education provided by the
school meets the needs of the range of pupils at the
school, and in particular the needs of disabled pupils
and those with special educational needs
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the impact of the pupil premium funding on eligible
pupils.
During the inspection
Inspectors will continue to:
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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
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hear children read in primary schools, and in Years 7 &
8 in secondary schools
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scrutinise pupils’ work and look at data
involve the headteacher and senior managers fully
during the inspection, including during inspection team
meetings.
Key changes from September 2013
Achievement
Greater clarity in grade descriptors:
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on the consistency with which pupils’ progress from
different starting points in English and mathematics
should meet national figures for achievement to be
good
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that school proportions should be close to, or above,
national figures for achievement to be good.
Achievement
Pupil premium
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More emphasis on the progress of those for whom the
pupil premium provides support.
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For achievement, and OE, to be outstanding, their
progress in English and mathematics should match, or
be rapidly approaching, the high level of progress of
other pupils.
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If their progress is falling further behind that of other
pupils in either English or mathematics, leadership and
management are likely to be inadequate.
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Risk assessment will include their progress.
Achievement
The most able pupils
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Closer focus on the achievement of the most able.
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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 PP.
Underachievement of the most able pupils can trigger
judgements of inadequate achievement and inadequate
teaching.
Quality of Teaching
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Inspectors must not favour a particular or preferred
approach to teaching or planning lessons. It is for a
school to determine how best to teach and engage
pupils to secure good or better learning.
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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.
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Inspectors will evaluate whether teaching meets the
needs of, and provides sufficient challenge to, the most
able pupils.
Quality of good teaching
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Teachers listen to, carefully observe and skilfully
question pupils during lessons in order to reshape tasks
and explanations to improve learning.
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Teachers assess pupils’ learning and progress regularly
and accurately at all key stages, including in the Early
Years Foundation Stage. They ensure that pupils know
how well they have done and what they need to do to
improve.
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Teachers and other adults create a positive climate for
learning in their lessons and pupils are interested and
engaged.
Leadership and Management
Focus on:
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in secondary school inspections, on careers
information, advice and guidance available
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how primary school sport funding is being used to
support physical well-being among pupils
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greater recognition of leaders in schools in difficult
circumstances.
Leadership and Management
 Focus on:
 strengthening governance – if governance is weak,
inspectors will recommend an external review of
governance
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awareness on e-safety
promoting Parent View.
Recommendations
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Inspectors should refer to Ofsted’s
good practice and other reports when
making recommendations.
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Consider more specific
recommendations around improving
literacy and reading in secondary
schools.
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Pupil premium spending likely to be
included in an external review of
governance where governance is
weak.
Raising standards, improving lives
Useful information
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Documents are available at www.ofsted.gov.uk
Main inspection documents for inspectors are available
at http://www.ofsted.gov.uk/schools/forschools/inspecting-schools/inspecting-maintainedschools/main-inspection-documents-for-inspectors
What about assessment, then?
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Inspectors use external data to help identify inspection
trails…. What is causing the data?
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Schools should be ready to explain that, and show how
external data aligns with in-house information.
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Consistency is key to good provision, and not just
between English and mathematics.
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Our main fieldwork activity is finding out what teachers
and pupils are doing with all that assessment data.
Who is it for?
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Think :Teachers should think before they assess, while
they are assessing, and after they have assessed.
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Responsibility vs. accountability.
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Transition: Leaders must trust preceding stages, and
the professionalism of those teachers.
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Standards matter most; they are a necessary but not
sufficient measure of a pupils’ preparation for the next
stage.
Pupils power: pupils must know how well they are
doing, how they can further improve, and have time to
do so.