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Inspection of schools:
an update
David Brown HMI
National Lead for ICT
Wednesday 22 January 2014
Raising standards, improving lives
Inspections
in 2012-13
Children now have the best chance they
have ever had of attending a good school
but inspection outcomes vary by school type
Ofsted is still studying overall academy
performance
 most sponsor-led academies are members of multi-
academy trusts
 some have performed strongly but others have not
 over 50% of secondary schools (9% of primary
schools) are now ‘converter-academies’; we will assess
their performance next year.
In the best schools….
 strong leaders and governors routinely challenge low
expectations and mediocre teaching
 they recruit and retain good teachers
 they provide good support for those in their first years
of teaching
 they create a culture in which good teaching can
flourish; orderly, welcoming schools and high
standards
 leaders reward good performance and tolerate neither
inconsistent teaching or poor behaviour.
Robust accountability drives improvement
 several countries are imitating the way we inspect in
England, including some countries that had abolished
inspection only to see outcomes decline
 new inspection frameworks have ‘raised the bar’; only
‘good’ is good enough now
 over 90% of schools judged as ‘requires improvement’
are taking effective action to improve and remedy
weaknesses.
The challenge ahead
Some worrying statistics are emerging
 nearly a quarter of a million pupils are educated in
inadequate schools and a further 1.5 million in schools
that require improvement to become good
 teaching observed on inspection was less than good in
around three in 10 lessons, more so in English and
mathematics
 around 700,000 pupils attend schools where behaviour
or safety need to improve
 over a quarter of our most able pupils did not make
expected progress between age 11 and 16: 27,000
children.
England’s schools are not yet among the
best in the world
There remain three key barriers to raising standards
further:
 weaknesses in teaching and variation in quality within
phases
 pockets of weak educational provision in parts of the
country
 significant underachievement of children from low-
income families.
In primary schools, the quality of teaching
is stronger for older pupils
In secondary schools, older pupils and
those in upper ability sets fare best
There was also variation by subject too
Access to a good school is too dependent
on where a child lives
 regional variation in school performance remains and
can mask even greater variations in performance within
each region
 Ofsted is monitoring performance in each local authority
and inspects the area if under-performing
 there are not yet enough National Leaders / Teaching
Schools to drive improvement in all areas.
The attainment gap between low-income
pupils and other pupils is widest for the
largest ethnic group: White British
The inspection arrangements for
maintained schools and academies from
September 2013, updated January 2014
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:
 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:
 the spiritual, moral, social and cultural development of
the pupils at the school
 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
 the impact of the pupil premium funding on eligible
pupils.
Inspectors will continue to:
 spend most of their time in classes, observing lessons
and evaluating the impact of teaching on learning
 talk to pupils about their work, gauging their
understanding and engagement, and their perceptions
of the school
 look closely at pupils’ behaviour and safety in and out
of lessons
 hear children read in primary schools, and in Years 7
and 8 in secondary schools.
During the inspection
Inspectors will continue to:
 scrutinise pupils’ work and look at data on pupils’
performance, behaviour and attendance
 involve the headteacher and senior managers fully
during the inspection, including during inspection team
meetings
 engage with members of the governing body
 take account of parents’ views.
During the inspection
Key changes from September 2013, with
January 2014 updates
Key changes
Changes, from September 2013 with January 2014
amendments, are to support headteachers, staff,
governors and stakeholders in their work to provide the
best education for pupils.
The changes have been derived from:
 an evaluation of section 5 inspections
 recent surveys, including: Unseen Children and Most
Able Students
 national priorities for school inspection.
 pupils’ progress remains a key factor, as shown by
progress of pupils currently in the school and recent
nationally benchmarked performance data
 school proportions of pupils making, and proportions
exceeding, expected progress should be close to, or
above, national figures for achievement to be good
 Ofsted’s descriptors do not use the overall percentage of
pupils making expected progress but take account of
progress from different starting points
 some schools do not have up to three years worth of data
available. This is does not prevent them from being
judged good or outstanding.
Achievement
 for achievement, and overall effectiveness, to be
outstanding, progress of pupils eligible for the pupil
premium in English and mathematics should match, or be
rapidly approaching, the high level of progress of other
pupils
 if their progress is falling further behind that of other
pupils in either English or mathematics, leadership and
management are likely to be inadequate
 where school's use of pupil premium is weak, inspectors
will recommend an external review of the use of the pupil
premium.
 risk assessment will include the progress of these pupils.
Achievement: pupils eligible for the pupil
premium
 underachievement of the more able pupils can trigger
judgements of inadequate achievement and
inadequate teaching
 when considering how effectively the pupil premium is
used to provide support, inspectors must take account
of its impact for the more able pupils who are in
receipt of the pupil premium.
Achievement: more able pupils
 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
 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
 inspectors will evaluate whether teaching meets the
needs of, and provides sufficient challenge to, the most
able pupils.
Quality of teaching
Behaviour and safety
 inspectors will make two written judgements, one on
behaviour, the other on safety; these will be stated
separately in the report
 these judgements must be weighed to determine a
balanced, graded judgement on behaviour and safety
overall
 where, for example, behaviour is judged to ‘require
improvement’ and safety is judged to be ‘good’, the
overall judgement for behaviour and safety will be
‘requires improvement’.
Inspectors will take account of:
 the views expressed by pupils of their experiences of
others’ behaviour and attitudes, and their understanding
of the importance of positive attitudes in school and in
later adult life
 a range of evidence in order to judge behaviour and
safety over an extended period
 a school’s track record; the circumstances that led to
any reported serious incidents; and observe pupils and
discuss with them matters such as behaviour outside
lessons; break times; and at the beginning and end of
school.
Behaviour and safety
29
Behaviour and safety
Inspectors must also consider:
 pupils’ attitudes to learning and how it helps or hinders
their progress in lessons
 pupils’ responses to staff’s instructions and requests,
allowing lessons to flow smoothly and without
interruption
 whether pupils’ attitudes to learning are positive across
subjects, years, classes and with different staff
 whether pupils are safe; risk, and extremist behaviour.
Leadership and management
Focus on:
 in secondary school inspections: on careers
information, advice and guidance available
 how primary school sport funding is being used to
support physical well-being among pupils
 greater recognition of leaders in schools in difficult
circumstances
 the effectiveness of middle leaders.
Leadership and management
Focus on:
 strengthening governance: if governance is weak,
inspectors will recommend an external review of
governance
 awareness of e-safety
 promoting ParentView.
Recommended reading
School inspection handbook (Jan 2014)
Subsidiary guidance (Jan 2014)
Annual report 2012/13 (Dec 2013)
Inspecting e-safety (Jan 2014)
These and all other Ofsted inspection
documentation can be downloaded from
www.ofsted.gov.uk
Raising standards, improving lives

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Raising standards, improving lives

  • 1. Inspection of schools: an update David Brown HMI National Lead for ICT Wednesday 22 January 2014 Raising standards, improving lives
  • 3. Children now have the best chance they have ever had of attending a good school
  • 4. but inspection outcomes vary by school type
  • 5. Ofsted is still studying overall academy performance  most sponsor-led academies are members of multi- academy trusts  some have performed strongly but others have not  over 50% of secondary schools (9% of primary schools) are now ‘converter-academies’; we will assess their performance next year.
  • 6. In the best schools….  strong leaders and governors routinely challenge low expectations and mediocre teaching  they recruit and retain good teachers  they provide good support for those in their first years of teaching  they create a culture in which good teaching can flourish; orderly, welcoming schools and high standards  leaders reward good performance and tolerate neither inconsistent teaching or poor behaviour.
  • 7. Robust accountability drives improvement  several countries are imitating the way we inspect in England, including some countries that had abolished inspection only to see outcomes decline  new inspection frameworks have ‘raised the bar’; only ‘good’ is good enough now  over 90% of schools judged as ‘requires improvement’ are taking effective action to improve and remedy weaknesses.
  • 9. Some worrying statistics are emerging  nearly a quarter of a million pupils are educated in inadequate schools and a further 1.5 million in schools that require improvement to become good  teaching observed on inspection was less than good in around three in 10 lessons, more so in English and mathematics  around 700,000 pupils attend schools where behaviour or safety need to improve  over a quarter of our most able pupils did not make expected progress between age 11 and 16: 27,000 children.
  • 10. England’s schools are not yet among the best in the world There remain three key barriers to raising standards further:  weaknesses in teaching and variation in quality within phases  pockets of weak educational provision in parts of the country  significant underachievement of children from low- income families.
  • 11. In primary schools, the quality of teaching is stronger for older pupils
  • 12. In secondary schools, older pupils and those in upper ability sets fare best
  • 13. There was also variation by subject too
  • 14. Access to a good school is too dependent on where a child lives  regional variation in school performance remains and can mask even greater variations in performance within each region  Ofsted is monitoring performance in each local authority and inspects the area if under-performing  there are not yet enough National Leaders / Teaching Schools to drive improvement in all areas.
  • 15. The attainment gap between low-income pupils and other pupils is widest for the largest ethnic group: White British
  • 16. The inspection arrangements for maintained schools and academies from September 2013, updated January 2014
  • 17. 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:  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.
  • 18. The focus of school inspection Inspectors will also consider:  the spiritual, moral, social and cultural development of the pupils at the school  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  the impact of the pupil premium funding on eligible pupils.
  • 19. Inspectors will continue to:  spend most of their time in classes, observing lessons and evaluating the impact of teaching on learning  talk to pupils about their work, gauging their understanding and engagement, and their perceptions of the school  look closely at pupils’ behaviour and safety in and out of lessons  hear children read in primary schools, and in Years 7 and 8 in secondary schools. During the inspection
  • 20. Inspectors will continue to:  scrutinise pupils’ work and look at data on pupils’ performance, behaviour and attendance  involve the headteacher and senior managers fully during the inspection, including during inspection team meetings  engage with members of the governing body  take account of parents’ views. During the inspection
  • 21. Key changes from September 2013, with January 2014 updates
  • 22. Key changes Changes, from September 2013 with January 2014 amendments, are to support headteachers, staff, governors and stakeholders in their work to provide the best education for pupils. The changes have been derived from:  an evaluation of section 5 inspections  recent surveys, including: Unseen Children and Most Able Students  national priorities for school inspection.
  • 23.  pupils’ progress remains a key factor, as shown by progress of pupils currently in the school and recent nationally benchmarked performance data  school proportions of pupils making, and proportions exceeding, expected progress should be close to, or above, national figures for achievement to be good  Ofsted’s descriptors do not use the overall percentage of pupils making expected progress but take account of progress from different starting points  some schools do not have up to three years worth of data available. This is does not prevent them from being judged good or outstanding. Achievement
  • 24.  for achievement, and overall effectiveness, to be outstanding, progress of pupils eligible for the pupil premium in English and mathematics should match, or be rapidly approaching, the high level of progress of other pupils  if their progress is falling further behind that of other pupils in either English or mathematics, leadership and management are likely to be inadequate  where school's use of pupil premium is weak, inspectors will recommend an external review of the use of the pupil premium.  risk assessment will include the progress of these pupils. Achievement: pupils eligible for the pupil premium
  • 25.  underachievement of the more able pupils can trigger judgements of inadequate achievement and inadequate teaching  when considering how effectively the pupil premium is used to provide support, inspectors must take account of its impact for the more able pupils who are in receipt of the pupil premium. Achievement: more able pupils
  • 26.  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  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  inspectors will evaluate whether teaching meets the needs of, and provides sufficient challenge to, the most able pupils. Quality of teaching
  • 27. Behaviour and safety  inspectors will make two written judgements, one on behaviour, the other on safety; these will be stated separately in the report  these judgements must be weighed to determine a balanced, graded judgement on behaviour and safety overall  where, for example, behaviour is judged to ‘require improvement’ and safety is judged to be ‘good’, the overall judgement for behaviour and safety will be ‘requires improvement’.
  • 28. Inspectors will take account of:  the views expressed by pupils of their experiences of others’ behaviour and attitudes, and their understanding of the importance of positive attitudes in school and in later adult life  a range of evidence in order to judge behaviour and safety over an extended period  a school’s track record; the circumstances that led to any reported serious incidents; and observe pupils and discuss with them matters such as behaviour outside lessons; break times; and at the beginning and end of school. Behaviour and safety
  • 29. 29 Behaviour and safety Inspectors must also consider:  pupils’ attitudes to learning and how it helps or hinders their progress in lessons  pupils’ responses to staff’s instructions and requests, allowing lessons to flow smoothly and without interruption  whether pupils’ attitudes to learning are positive across subjects, years, classes and with different staff  whether pupils are safe; risk, and extremist behaviour.
  • 30. Leadership and management Focus on:  in secondary school inspections: on careers information, advice and guidance available  how primary school sport funding is being used to support physical well-being among pupils  greater recognition of leaders in schools in difficult circumstances  the effectiveness of middle leaders.
  • 31. Leadership and management Focus on:  strengthening governance: if governance is weak, inspectors will recommend an external review of governance  awareness of e-safety  promoting ParentView.
  • 32. Recommended reading School inspection handbook (Jan 2014) Subsidiary guidance (Jan 2014) Annual report 2012/13 (Dec 2013) Inspecting e-safety (Jan 2014) These and all other Ofsted inspection documentation can be downloaded from www.ofsted.gov.uk Raising standards, improving lives