OFSTED FRAMEWORKSeptember 2012
“A good education for all”
Key Words/PhrasesJanuary 2012
 Raising Expectations
“What is it really like for children in this school?”
 Closing the Gap
Close scrutiny of sub-groups compared to National
N.B. No longer talk about “Raising the Bar”
Groups
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Disabled
Boys
Girls
SEN
EAL
Minority Ethnic
Travellers
Looked After Children
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Free School Meals
Lesbian, Gay, Bisexual
Transgender pupils
Young Carers
Low income families
Other vulnerable
groups
Quality of Teaching
 Teaching overall
 Pupils’ progress and
learning
 Pupils’ attitudes to
learning
 Teachers’ planning and
expertise
 Teachers’ expectations
 Interventions and support
 Teaching of Reading,
Writing, Communication
& Mathematics (RWCM)
 Assessment
 Marking, feedback &
homework
Promotion of SMSC
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Relationships
Opportunities to make decisions
Reflection
Awe and wonder
Learning about inequalities & diversity
Independence
Teamwork
Curiosity, Intrigue, Enthusiasm, Excitement
Overall Effectiveness
“Is this typical”
“Is this school improving?”
“Learning over time”
“A good education for all”
From Sept.2012 only a good standard of education will be
good enough
Overall Effectiveness:
1: Outstanding
2: Good
3: Requires Improvement
4: Inadequate - Serious Weaknesses
- Special Measures
“A good education for all”
Four key judgements remain the same:
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Achievement
Teaching
Behaviour & Safety
Leadership & Management
“A good education for all”
Overall Effectiveness:
 If any one of the four key judgements is inadequate
(grade 4), it is likely that overall effectiveness will be
INADEQUATE
 If any one of the four key judgements is “requires
improvement” (grade 3), and the others are the same or
above this, overall effectiveness will be REQUIRES
IMPROVEMENT
“A good education for all”
Overall effectiveness:
 Outstanding Schools = Outstanding Teaching
“A good education for all”
ACHIEVEMENT:
Increased focus on:
 literacy & numeracy
 the proportions of pupils in comparison with national
figures, who, from each starting point,
make expected progress
make more than expected progress
(in English & Maths)
WHAT DO WE NEED TO BE GOOD?
ATTAINMENT:
ALL MEASURES NEED TO BE ABOVE NATIONAL AVERAGES
PROGRESS:
ENGLISH: 3+ Levels of Progress: 0-15% above NA
MATHS : 3 +Levels of Progress: 0-15% above NA
No significant differences in groups
ATTENDANCE:
93-94%
“A good education for all”
QUALITY OF TEACHING:
Will take account of evidence of pupils’ learning and
progress over time
Outstanding, Good, Requires Improvement, Inadequate
Good schools will have:
- good teaching
- effective systems for improving teaching
“A good education for all”
LEADERSHIP & MANAGEMENT
Increased focus on the management of performance to
improve teaching and learning
 Accurate monitoring
 Effective Performance Management & Professional
Development
 PM & CPD closely matched to the needs of the school &
staff
• “A good education for all”
Increased focus on governance:
 Holding senior leaders to account for all aspects of
the school’s performance
 Ensuring the effective & efficient management of
financial resources such as pupil premium
“A good education for all”
FREQUENCY OF INSPECTIONS:
Schools previously judged “Satisfactory” will be
inspected more frequently….resources targeted
towards helping all schools to become good
 Re-inspected within a maximum period of 2 years
 Two opportunities to become “good” – inadequate
after that
“A good education for all”
THE PROCESS OF INSPECTION:
 Notice given at midday on the working day before an
inspection starts
 No Pre-Inspection Briefing
 No parent or pupil questionnaires
 Parent View, RAISEonline, Exam Results
“A good education for all”
DURING THE INSPECTION:
Increased focus on the learning and progress of:
 different groups of pupils currently on the roll
(disabled, special educational needs, those being
supported by pupil premium)
 Pupils who attend off-site alternative provision
 Lowest attaining pupils
“A good education for all”
LESSONS:
 No “ideal Ofsted lesson”
 Lesson Plans
 Will expect to see children who are fully engaged in
their learning and making good or outstanding
progress
“A good education for all”
BRINGING ABOUT IMPROVEMENT:
Lesson Observations:
 must identify ways in which teaching & learning can
be improved
 address the strengths and weaknesses (development
points)
“A good education for all”
Inspectors’ direct observation must be supplemented
by a range of other evidence to enable inspectors to
evaluate the impact that teaching has had on pupils’
learning over time
EVIDENCE FILES
RAISING EXPECTATIONS: Summary
Much is the same, although there will be an increased
emphasis on:
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Improving schools that are not yet good
Progress of pupils, especially disadvantaged pupils
The use of the pupil premium to raise achievement
Reading, literacy and mathematics
Teaching and the management of performance to improve it
The leadership of teaching
Governance