Ofsted
October 2015
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Outstanding Good
Requires
Inadequate
Improvement
East Midlands
5.4%
35.9%
48.9%
9.8%
East of England
9.9%
46.5%
32.7%
10.9%
London
35.7%
44.6%
16.1%
3.6%
4.2%
37.5%
35.4%
22.9%
North West
5.3%
40.9%
37.9%
15.9%
South East
8.8%
52.9%
36.3%
2%
South West
7.2%
59%
26.5%
7.2%
West Midlands
6.3%
36.5%
33.3%
24%
Yorkshire &
5.1%
30.8%
44.9% Accountability
19.2%
course
North East
’.
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Ofsted’s Regionalisation
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HMIs working with teams of OIs
Serving leaders
RI Judgement
Exempt schools/ MATS
Unannounced inspections
RA – safeguarding, complaints,
L&M and governance,
curriculum, performance
Inadequate – statement of action
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‘Better Inspection For All
• Common Inspection Framework for all providers
• Generic handbooks across all providers
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Effectiveness of leadership and management
Quality of teaching, learning and assessment
Personal development, behaviour and welfare
Outcomes for children and learners
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Sixth Form Provision
Early Years Provision
Increased emphasis on safeguarding and curriculum
4 key documents
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Short inspections
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One day inspections for ‘good’ schools – 2 HMIs ( 1 Primary)
Approximately every 3 years
Same notice period (LI)
Newly designated academies
Is the quality of provision being sustained?
Do leaders have the capacity to drive improvement?
Is safeguarding effective?
Look at 4/5 areas & impact of external support
Greater professional dialogue – tone ( consistency?)
Regular reporting to parents, carers, learners and employers.
Identify decline early
• Make the case for ‘good’
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Methodology of short
inspections
• Highlight any significant changes in the school since the last
inspection
• Check on progress against key areas for development ( AFIs)
• Check that the school’s arrangements for safeguarding are effective
• Identify whether or not the school needs to take further action to
tackle any emerging concerns
• Conversion to S5 ( 48 hours )
• Meet with groups of students/staff/parents/governors
• Learning walks, follow groups of pupils
• Validate senior leaders’ views – test it out against, data
information, conversations with pupils, staff, governors, parents
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Key areas of focus
• Focus on culture and ethos created by leaders (staff,
parents & school environment)
• Culture of safeguarding
• Focus on progress of all groups of pupils from starting
points currently at the school
• Transition
• Information, advice and guidance
• Curriculum (KS3)
• Assessment information
• Pupils’ work sampling
• Discussions with pupils
• Behaviour and its impact on learning
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Areas of increased focus
• Views of users to inform self-evaluation ‘ Inspectors will
always report on the school’s activity to survey staff’
• How is performance management being used to promote
effective practice across the school?
• ‘Incisive performance management that leads to professional
development that supports teachers’ improvement’
• Are we confident in our approach to keeping students safe
from the dangers of radicalisation and extremism?
• Impact of partnerships
• Consistency of policies
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Prior to an inspection
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Previous inspection report ( AFIs)
Website – all policies up to date, impact of PP, curriculum
Parent View ( Text box)
Complaints
Curriculum information
Internet search – safeguarding issues
Inspection Dashboard, Raise on line, Level 3 VA, 6th form
PANDA & 6th form inspection dashboard
• Other information from relevant stakeholders – RSC,LA, DFE
• Pre-inspection summary drafted by LI and key lines of
enquiry
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Key Stage 3 – ‘The Wasted Years’
• Teaching – failing to engage in MFL, History,
Geography
• Achievement not good enough in these 3 subjects
• 85% Leaders said they staffed KS4 ahead of KS3
• Effectiveness of work with partner primaries
• Homework poorly perceived by pupils
• Impact of PP funding in KS3
• Slow progress in English & Maths
• Low level disruption
• Best Practice KS3 case studies on Ofsted website
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Effectiveness of Leadership
& management
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Communication of ambitious vision
Culture of high expectations (and social behavior)
Rigour & accuracy of self-evaluation
Breadth & balance of curriculum ( extra-curricular)
Preparing pupils for life in modern Britain
Leadership of teaching and learning
Use of performance management (proportion of
UPS3 – does this correlate positively to outcomes?)
• Impact of professional development
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Effectiveness of
Leadership & management
• Tracking of progress of groups to ‘ensure
none fall behind and underachieve’
• Effectiveness of governance
• Safeguarding
• Keeping pupils safe from radicalisation &
extremism
• Engagement with parents
• Promotion of equality
• Impact of PP funding & catch up funding
• Supporting & developing middle leaders
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Middle Leaders
• Consistency
• Monitoring activities
• Need to understand what the school needs to do to improve
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Outcomes
• Current standards and progress, including
school’s own performance information
• How well pupils progress from starting
points and achieve or exceed standards
expected for their age nationally
• School needs to provide evidence of pupil
progress from starting points
• Most weight to progress of SEND,
Disadvantaged, Most able, Those who need
to catch up, lower attaining pupils
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The use of performance
information/data
• Performance information presented by the school for
current pupils across year groups and previous cohorts
• Published data available before the inspection.
• Overall consistency in performance, trends of improvement
or decline, and differences between groups
• Accuracy of the school’s assessment of pupils’ progress and
attainment
• Inspectors should consider a wide range of information/data.
• No single measure or indicator should determine
judgements.
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Outcomes
• ‘Show me how you know progress for different groups in
English is good?’
• Are current pupils making consistently strong progress ? What
is ‘strong’? Depth, breadth of knowledge?
• Attain relevant qualifications so that they can and do
progress to the next stage of their education or jobs that
meet local and national needs
• Assessment information √ Data X
• Consider wider information than just data
• Evidence base
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Consideration of….
• Current progress from different starting
points of all groups across all subjects across
all year groups
• Key Groups – White British boys, PP, SEND,
Most able, LAC
• ‘the growth in pupils’ security, breadth, depth
of knowledge, understanding and skills’
• Progress of Disadvantaged and SEND pupils
is compared to all pupils nationally and
within school gaps
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Evidence for this judgement
• Observations
• Discussions with pupils
• Scrutiny of pupils’ acquisition of knowledge –
work sampling
• School’s own information and assessment
systems
• Whether pupils are on track to meet or
exceed standards expected of them , given
their starting points
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Grade descriptors
• ‘substantial and sustained’ progress across the curriculum and
year groups (consistently strong)
• Progress of Disadvantaged and SEND matches or is improving
towards other pupils with same starting points (close to or is
improving)
• Pupils ( specifically disadvantaged) & SEND make progress
above average across nearly all subjects (above average or
improving in most subject areas)
• From each starting point 3LOP and 4LOP in Eng & Maths high
compared to NA (close to or above)
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Grade descriptors (2)
• The progress of disadvantaged pupil matches or is improving
towards other pupils nationally ( vast majority)
• Attainment broadly in line with NA or improving rapidly
(where attainment is low, it shows consistent improvement)
• Pupils read widely, to a high standard and fluently
• Pupils exceptionally well prepared for next stages (well
prepared)
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Teaching, Learning & Assessment
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Visits to lessons, learning activities (paired observations)
Test out school’s self evaluation
Judgements made in lessons? ( Attitudes to learning)
Focus on learning and effectiveness of teacher strategies
High expectations of groups of pupils – successful
learners?
What have pupils learnt?
Security & depth of knowledge
Relevant subject knowledge communicated well
Pupils’ engagement
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Paired
observations
Observations
Learning
Work
sampling
environment
Observations
Application
of policies,
impact of
feedback
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Ongoing
assessment
Attitudes
pupils and
staff
Accountability course
Work Sampling
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Effort and success in completion of work
Progress – how high are standards?
Expectations of pupils
Level of challenge
How feedback is acted on
Effectiveness of intervention (PP),
Consolidating knowledge, deepen knowledge
Presentation, pride
More able
Consistency of school policies ( feedback)
Stimulating curriculum
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Teaching, Learning & Assessment
• Impact of literacy and reading
• Classrooms – environment
• More focus on pupils’ work (evidence of impact of teaching
over time, feedback)
• More focus on discussions with pupils
• T&L policy (NQTs & Schools Direct)
• Feedback to staff ( enthusiasm for teaching)
• Middle leaders/ leaders feeding back to colleagues (
discussions about pedagogy/professional development/
performance management)
• Culture of CPD- staff reflect on & debate the way they teach
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Assessment Information
(normally used by the school)
• Your preferred methodology and all types of assessment
information
• Consistency, rigour and rationale
• Standardisation, moderation, external validation,
monitoring procedures across departments
• How you are using assessment to support teachers’
planning & pupils’ learning and identify those in need of
support
• How is assessment information used at points of
transition, establishing pupils’ starting points, groupings,
targets?
• Formative and summative assessment
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Assessment checklist
 Does our assessment system ensure it
assesses both knowledge and understanding?
 Are our departments clear about what
progression looks like in their subjects?
 Are we sure that our curriculum drives our
assessment practice rather than accountability?
 Have we got the balance right between rich
formative assessment and summative
assessment?
 Is there a consistent approach to assessment?
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Personal development, behaviour and welfare
• 2 separate judgements
• High expectations of social behaviour, aspirational ethos and
culture of the school, pupils’ attitudes
• Physical and emotional well-being
• Pupils’ confidence and self-assurance as learners
• Pupils commitment to their learning and pride in their achievement
• Pupils’ conduct and self-discipline
• Actively promotes all aspects of welfare
• Pupils’ knowledge of how to keep themselves healthy
• Personal development – respect of others
• Punc
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Personal development, behaviour and welfare
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Pupils – biggest source of evidence
Impact of low level disruption
Typicality
Punctuality
Attendance rates and patterns of exclusions (by groups)
Bullying and homophobic language
SMSC
Students’ understanding a wider range of risks
British values
Pupils know how to keep themselves safe ( on-line)
Consistency of implementation of policies – uniform,
behaviour management
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Overall Effectiveness
• Teaching & learning, personal development &
outcomes
• 16-19 or early years provision
• SMSC
• The extent to which the school’s education
meets the needs of a range of pupils including
Disadvantaged & SEND
• T&L must be Outstanding ( one judgement may
be good in exceptional circumstances)
• Safeguarding
• Outstanding judgement ascl.org.uk/training
Accountability course
Effective written self-evaluation
• A SEF should be evidence- based
• On its own, a statement that something is good is an assertion; to
become a judgement you have to give some supporting evidence.
• Use evidence that shows the impact/outcomes for pupils, not your
provision or intentions. Use phrases like “…as a result of which, pupils’
achievement…”, “…and the impact has been…”, “because we…, …happened”
• Use the “so what” test rigorously: what’s been the impact
• Talk about trends because these show improvement and hint at
systematic procedures for monitoring e.g. “over 5 years,
performance has improved from…to…”, “at the time of the last
inspection…;now, three years on…”, “our termly reviews show…”.
• Use the same terminology throughout (particularly around
performance data)
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Useful documents by Ofsted
• www.gov.uk/government/uploads/system/uploads/attac
hment_data/file/448679/Methodology_note_the_risk_a
ssessment_of_good_and_outstanding_providers.pdf
• www.gov.uk/government/uploads/system/uploads/attac
hment_data/file/456871/Inspections_of_maintained_sc
hools_and_academies_including_short_inspections_le
aflet.pdf
• https://educationinspection.blog.gov.uk/2015/08/28/ne
w-academic-year-new-start-for-education-inspection/
• bookorders@ascl.org.uk
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Key documents
• https://www.gov.uk/government/publications/commoninspection-framework-education-skills-and-early-years-fromseptember-2015
• https://www.gov.uk/government/publications/schoolinspection-handbook-from-september-2015
• https://www.gov.uk/government/publications/inspectingsafeguarding-in-maintained-schools-and-academies-briefingfor-section-5-inspections
• https://www.gov.uk/government/publications/handbook-forshort-monitoring-and-unannounced-behaviour-schoolinspections
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Post 16
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AS and A levels
September 2015-2017
Sept 2015
Sept 2016
Sept 2017
Art & Design
English
Chemistry
Biology
Physics
Psychology
Computer science
History
Economics
Business
Sociology
French
Spanish
German
Latin
Classical Greek
Geography
Drama and Theatre
PE
Music*
Religious Studies
Ancient History
Classical Civilisation
Design & Technology
Film Studies
Further Maths
Geology
Government & Politics
Health & Social care
ICT
Law
Mathematics
Media Studies
Statistics
Core maths
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A & AS level reform
• A levels being reformed in structure: linear, two year
courses, more extended writing in exams, more maths
in other subjects,
• AS separate qualification not counting towards A level
grade but can be co-taught (NB Y12 content examined
at higher level in A level than AS)
• No change in standards/grades
• Awarding bodies still designing A levels, HE in advisory
role
• Degree of non-exam assessment will reflect balance
and nature of subject specific content
• Performance standards stay the same
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Statement of Intent – 16-18
• No changes in 2015
• Significant changes in 2016
– A level, Academic, Tech Level, Applied General cohorts reported
separately
– More rigorous minimum standards using a value added
approach
– Five headline measures (progress, attainment, retention,
destinations, En/Ma progress)
– Broader additional measures
– Technical Baccalaurate measure (appropriate tech level, level 3
ma, EPQ)
– Change in allocation rules to match funding principles
– Shadow data
– (On its way – Level 3 Maths participation eg Core Maths)
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Accountability course
16-18 Inspection Dashboard
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Under development – expect this by the end of the year
Will then be refreshed with 2015 data
Will match style of the other dashboards
Will be in RAISE; provider gateway will be closed next March
Content similar to 6th form PANDA
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16- 18 Accountability ( from 2016)
Headline performance measures
• Progress ( a value added progress measure for academic and
Applied General qualifications and a completion and attainment
measure for Tech levels and SVQ at L2)
• Attainment ( average grade per entry)
• English & maths GCSE ( for students without at least a grade C at
age 16)
• Retention - proportion of students who complete the core
qualification aim of the 16-19 programme
• Destinations
• Reported on in 4 strands – LV3 academic, Applied General,
Technical Level & L2 substantial vocational
• Technical Guide: http://bit.ly/1x0yel1
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Progress
4 strands separately reported
• Level 3 Academic
• Level 3 Applied General
• Level 3 Tech level
• Level 2 Substantial vocational qualifications
• New methodology – simpler banded input
• Variable input measures – e.g. Academic KS4 GCSEs only
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Attainment
4 strands separately reported
• For academic subjects this will show the
average point score across all entries
expressed as an A’ level style grade(grade+
or grade–)
• For Applied, Technical and L2 qualifications,
the attainment measure will also show the
average point score across all entries but
expressed as a vocational grade such as D
or M
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Headline Measures
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Accountability course
KS5
Interim
minimum
standards
• Fewer than 45% of students achieve an average point
score per entry in vocational qualifications of 194 points
• Fewer than 45% of students achieve an average point score
per entry in academic qualifications of 172 points
•
If a school sixth form or college falls below either the vocational
or the academic point score thresholds the DfE will give notice to
the school or college that their performance is inadequate and
needs to improve.
• Details of the standard to be applied to the 2014 to 2015
academic year will be announced in autumn 2015.
• Post 16 Inspection Dashboard
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Ofsted judging Post 16
• High expectations and rigorous systems to drive improvement,
including through monitoring and developing the quality of 16 to 19
provision
• Stretch and challenge
• Quality and engagement of Post 16 maths & English
• Work experience and non-qualification activities
• Teaching and assessment support and challenge learners
• Study programmes build on learners’ prior attainment and enable
them to make progress and move on to a higher level of
qualification
• High quality impartial Careers Education Information Advice and
Guidance (CEIAG)
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Accountability course
•
•
•
•
•
Ofsted
judging
Post
16
Learners develop personal, social, employability and
independent learning skills and achieve high levels of punctuality,
attendance and conduct, including through the contribution of nonqualification or enrichment activities and/or work experience
Learners understand how to keep themselves safe and healthy,
both physically and emotionally
Progress of learners from starting points on their study
programme
Progress to the planned next stage in their careers, such as a
higher level of education or training, or to employment or an
apprenticeship
The 16 to 19 interim minimum standards are met where applicable.
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Whilst the information provided at this event was correct to
the best of the knowledge of the presenters and
organisers, neither ASCL nor Professional Development
can accept liability if at a later date this should prove not to
be the case. Nor can they be held responsible for any
errors or any consequences resulting from its use.
Please also see the ASCL website for details of our
copyright statement.
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