Raised expectations

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• Raised expectations
• Ensuring your school is Ofsted ready in order to
  achieve the best possible outcome
• Rosemary Ferguson - KCLA

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Aims of the Session

• To enable governors to have a clear understanding
  of the raised expectations of the new Framework
  for the inspection of maintained schools in
  England from January 2012 and possible changes
  from September 2012
• To support governors in their preparations for an
  Ofsted inspection

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Key Ofsted Documents to support inspection from
January 2012

• The Framework for School Inspection
• The Evaluation Schedule for the Inspection of
  maintained schools and academies
• Conducting School Inspections
• Subsidiary Guidance
• Inspecting Equalities and Inspecting Safeguarding

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Key changes

• The changes are designed to
• raise expectations especially for teaching and
  pupil achievement
• give greater priority to early reading and
  literacy
• focus in more depth on the quality of teaching
  and pupils behaviour and safety
• give greater priority to the impact of school
  leadership on improving teaching and achievement
• focus inspection more on schools that need to
  improve most

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Changes to other aspects of the Inspection
Framework

• Overall effectiveness
• Exempt schools (those judged outstanding at their
  previous inspection) will not have routine
  inspections unless risk assessment shows a
  decline in performance or attainment gaps widen
• Exempt schools will still be included in subject
  and thematic survey inspections
• Schools judged good at their last inspection will
  continue to have their inspection deferred after
  3 years if risk assessment indicated no concerns

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Risk Assessment

• Ofsted carries out a risk assessment process to
  decide when schools should be inspected
• The annual process of risk assessment of good and
  outstanding schools starting in the third year
  after the schools last inspection
• The risk assessment process will take into
  account
• Current attainment, progress and attendance
• Changes in attainment, progress and attendance
• Previous inspection judgements and findings from
  any recent survey visits
• Any significant issues relating to safeguarding
  and parental complaints
• The views of parents and carers gathered between
  inspections

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Key changes

• In judging the quality of the school, inspectors
  will make four key judgements
• Achievement
• The quality of teaching
• Behaviour and safety
• Leadership and management
• In judging the schools effectiveness, inspectors
  will take account of the four key judgements and
  how well the school, promotes pupils spiritual,
  moral, social and cultural development

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Key changes

• There are no graded sub-judgements or
  contributory judgements
• There will be no separate graded judgements for
  the Early Years Foundation Stage. Inspectors will
  continue to evaluate this as part of the overall
  school provision.
• Value added (VA) measures rather than contextual
  value added (CVA) are used

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Key changes

• There is even greater focus on
• Narrowing gaps in performance for groups of
  pupils
• Quality of teaching and its impact on learning
  and progress
• Reading and literacy
• Behaviour and safety
• Inspectors will expect to use a summary of a
  schools self evaluation in a form chosen by the
  school

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Ofsted inspectors will

• Focus on pupils outcomes, including outcomes for
  different groups of pupils and how well the
  school promotes those outcomes
• Continue to make specific and detailed
  recommendations based on their diagnosis of the
  schools strengths and weaknesses

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Ofsted will continue to

• Foster the engagement of headteachers, school
  staff and governors in the process of inspection
  so that they understand the judgements made
• Ensure that inspection time is focused even more
  on teaching and learning, with feedback to
  teachers
• Gather, analyse and take into account the views
  of parents, pupils and staff
• Set out clear grade descriptors and guidance for
  each judgement

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Achievement

• There will be a single judgement on achievement
  in which inspectors will consider current pupils
  progress together with attainment, the trends in
  attainment and progress in recent years

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AchievementWhat is similar to current
arrangements?

• Inspectors will take account of standard of
  attainment and progress in recent years and the
  learning and progress of pupils currently in the
  school
• Achievement of different groups of pupils,
  including those with disabilities and those with
  special education needs remains at the heart of
  the judgement
• Learning and progress are the key drivers of
  achievement, and will be considered together with
  attainment

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The quality of teaching

• The most important role of teaching is to raise
  pupils achievement. It is also important in
  promoting their spiritual, moral, social and
  cultural development.
• Teaching includes teachers planning and
  implementation of learning activities across the
  whole curriculum, as well as marking, assessment
  and feedback. It comprises activities within and
  outside the classroom such as support and
  intervention

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The quality of teachingWhat is similar to
current arrangements?

• Teaching is evaluated in terms of its impact on
  learning and progress
• The prime source of evidence is through lesson
  observations
• Inspections will continue to take account of the
  schools own evaluation of the quality of
  teaching
• Inspectors will continue to undertake joint
  lesson observations with senior staff to enable
  inspectors to consider the schools understanding
  of the quality of teaching
• There will be feedback to teachers on the
  strengths and areas for improvement observed

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The quality of teachingGreater priority will be
given to

• Inspectors gathering evidence in addition to
  lesson observations to provide information about
  what impact teaching has on learning over time,
  for example
• Discussions with pupils about their work
• Analysis of school records
• Scrutiny and analysis of pupils work
• Teaching of reading and developing literacy
  skills including observation of small group
  sessions
• Formative assessment during lessons to support
  learning

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Behaviour and safety This judgement takes
account of a range of evidence on behaviour and
inspectors have more time to look at these issues
in more depth

• Behaviour in the classroom and attitudes to
  learning
• Behaviour around the school
• Attendance and punctuality
• Freedom from bullying
• Central to the new judgement is the collection of
  evidence that provides a picture of what
  behaviour is typically like, not just that
  observed during the inspection
• The views of parents, pupils and staff are
  important sources of evidence to consider when
  assessing pupils behaviour and safety over time

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Leadership and management

• A focus on how effectively leaders and managers
  at all levels in the context of the individual
  school
• Lead and improve teaching
• Promote improvements for all pupils and groups of
  pupils
• Enable pupils to overcome specific barriers to
  learning

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Leadership and managementWhat is similar to
current arrangements?The focus on

• Improving outcomes and improving teaching
• Self-evaluation
• Capacity for improvement
• The requirement to evaluate the schools
  compliance with statutory requirements on
  safeguarding remains

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Leadership and managementKey differences

• One single judgement on leadership and management
• There is no separate judgement for capacity to
  improve this is incorporated in the single
  judgement on leadership and management
• An evaluation of the provision of a broad,
  balance curriculum that meets the need of all
  pupils
• A greater emphasis on engaging with parents and
  carers in supporting outcomes for pupils

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The views of parents and carers

• Ofsted will gather the views of parents and
  carers between inspections to help decide when
  schools should be inspected
• In October 2011 Ofsted launched a website
  Parent View where parents and carers can answer
  a series of questions about the school
• Parent View
• Results are published on Parent View in real-time
  and are available to schools, parents/carers and
  the general public. This allows the comparison
  of results between schools. At the end of the
  academic year the results will be frozen for
  that year and a new set of results will begin.
  This will allow comparisons to be made between
  the results for one year with another.
• Ofsted have built in safeguards to minimise the
  risk of the site being misused

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Overall effectiveness

• This takes account of the four judgements and how
  the school promotes the pupils spiritual, moral
  social and cultural (SMSC) development
• A key aspect of judging overall effectiveness
  will be weighing the four judgements together
  with the evidence for the schools promotion of
  the pupils SMSC development

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Key features of an outstanding school

• Highest aspirations for pupils and expectations
  of staff
• Best practice is spread effectively in a drive
  for continuous improvement
• Teaching is likely to be outstanding with a rich
  curriculum which contributes to outstanding
  learning and achievement
• SMSC enables pupils to thrive in a supportive,
  highly cohesive learning community
• Pupils have excellent experiences at school,
  ensuring that they are well equipped for the next
  stage of their education.

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Ofsted will assess how well the governing body .

• Know the school
• Support and strengthen school leadership
• Provide challenge to school leaders, particularly
  with regard to improving the quality of teaching
• Work efficiently with the school
• Useful document Ofsted School governance
  Learning from the best, May 2011

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Sources of evidence about the effectiveness of
the governing body

• Discussion with one or more members of the
  governing body
• Minutes of governing body meetings
• References to the work of the governing body as
  part of more general discussions with key staff,
  for example the headteacher the SENCO
• Discussions with other members of staff and,
  where relevant pupils about the impact of the
  governing body on the work of the school
• Subsidiary guidance for inspectors January 2012

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Proposed changes to Ofsted September 2012

• All schools will have no notice inspections
• Outstanding verdicts will not be given to schools
  without outstanding teaching
• The satisfactory judgement will be renamed
  requires improvement (This will replace the
  current notice to improve)
• Any schools deemed as requiring improvement for a
  third consecutive time will go straight into
  special measures

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Proposed changes continued

• Schools will be fully re-inspected 12 18 months
  after a grade 3 verdict, giving them a maximum of
  three years to reach a good standard
• Only good and outstanding schools will be deemed
  as providing an acceptable standard of
  education.
• Schools with requires improvement verdicts will
  be legally defined as requiring significant
  improvement, meaning that they are like schools
  in special measures, open to ministerial
  intervention and academy orders

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Proposed changes continued

• Inspectors will be provided with the latest,
  anonymised information on the performance
  management of all teachers in a school.
• Ofsted is already talking to the government about
  introducing more inspections for outstanding
  schools and wants to introduce clearer, more
  blunt language in its reports
• In discussion with NCSL to involve headteachers
  from outstanding schools in a small number of
  inspections.

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School self-evaluation

• The online school self-evaluation form, SEF, has
  been withdrawn but schools need to continue to
  evaluate their performance
• Schools should develop individual SE review
  policies and procedures
• The focus for the schools should be on school
  improvement not as preparation for inspection,
  but with this as consideration

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Self Evaluation

• Ofsted The quality of self-evaluation is a
  good indicator of the calibre of the schools
  leaders and managers and of the schools capacity
  to improve.
• Ofsted will want to explore with governors the
  impact of action in bringing about improvement.

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Key Features of Effective Self Evaluation

• What are our strengths?
• Where do we need to do better?
• What is the evidence for these judgements?
• What are we doing to improve our performance in
  the light of our self-evaluation?

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Suggested template to support self-evaluation

• The SE Summary Sheet provides the framework
  for school self-evaluation
• The judgements and evaluations identified on
  the summary can then be developed with greater,
  relevant detail and translated into the school
  self-evaluation template
• This will include the summary of Overall
  Effectiveness

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Linking Self-Evaluation to the School Improvement
Plan

• The School Improvement Plan should
• Be succinct
• Focused on key areas for development for
  improving pupil outcomes identified from
  self-evaluation
• Include measureable overarching success criteria
• Regularly monitored with evaluation used to
  inform future planning

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Key governor monitoring tools

• Reports from headteacher, key staff and link
  governor
• Performance data school summary sheet, MFS
  reports, RAISEonline and current pupil tracking
• Other data attendance, exclusions, financial,
  LA NOV
• School Improvement plan
• Focussed learning walks and classroom visits
• Feedback from parents and the community
• Contact with staff and pupils

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Any questions?

• Thank you for your participation.
• Please complete the evaluation form