Robin Hammerton, HMI,
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Powerpoint presentation LOtC and the new inspection framework.
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Robin Hammerton, HMI,
- 1. LOTC and the new school inspection framework Robin Hammerton HMI 10 November 2011 CLOTC Annual Conference
- 2. A dilemma?
- 19. A relevant subject survey
- 23. A 2010 survey
- 27. Curriculum grade descriptors
- 30. A new inspection framework – inspection methodology and the evaluation schedule
- 44. Changes to other aspects of the inspection framework
- 50. Outstanding overall effectiveness Teaching is likely to be outstanding and together with a rich curriculum , which is highly relevant to pupils’ needs , it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving.
- 51. Thank you for your attention
Notas del editor
- (Say this) Both surveys have important pointers about curriculum design
- (Say this) Both surveys have important pointers about curriculum design
- We are taking the opportunity to streamline the inspection process and sharpen our focus on what really matters in schools: the quality of teaching and learning, pupils achievement, behaviour and safety and school’s leadership and management. There is likely to be a clear read across in the judgements – for example the quality of teaching impacts on the learning and thus achievement of pupils. The slimmer framework will allow inspectors to spend even more time observing the quality of teaching in classrooms and they will be able to focus on key issues such as literacy including listening to pupils read. The pilot inspections demonstrated that the streamline framework will allow inspectors more time to get underneath these essential; aspects of a schools work.
- Stress that we will ensure that all reports include an evaluation of EYFS showed that the majority of respondents were in favour of weaving the judgements about EYFS and Sixth Form into the main report. Clearly we will still inspect EYFS and sixth form through observation of lessons and learning activities. There were concerns that the loss of CVA might disadvantage school serving disadvantaged communities. This proved not to be the case in the pilot inspections. Inspectors were able to focus on the progress of individual groups of pupils, comparing their performance with all pupils nationally and taking account of the progress they made from their starting points. In this way inspector were able to evaluate how well schools helped pupils overcome particular barriers to learning. or the sixth form (where relevant). Our consultation
- A key emphasis in judging achievement will be on how well the school is narrowing the gap between groups of pupils that underperform nationally and the performance of all pupils. Evidence shows that different groups of pupils continue nationally to achieve different levels of attainment. In particular evidence shows that gaps in educational attainment between children from rich and poor families continue to be marked, However, we also know from our reports 12 outstanding secondary schools and 20 outstanding primary schools that schools can and do make a difference. Therefore we are putting a greater emphasis on how well a school is helping pupils from different groups to achieve as well as they can. The single most important factor in promoting achievement is teaching; we will focus on how school develop pupils’ skills in reading and other aspects of literacy. We would encourage schools to present their evaluation summaries concisely. Self evaluation remains at the core of good leadership and management
- We will continue with the strengths that we introduced in our current framework. Inspection always investigates how good pupils’ outcomes are…achievement, their behaviour, their sMSC development and evaluates the impact of the school…particularly its teaching, on these outcomes.
- Our key challenge is to continue to raise pupil’s achievement, achieve better rates of progress and secure higher standards of attainment. The overall judgment about achievement will be determined by the full range and weight of evidence about: Learning and progress and attainment for current pupils Past attainment and progress for different groups of pupils including those with SEN and/or disability It is about more than the most recent set of examination results – the new framework sets attainment and VA measures in the context of actual learning in the school
- There is no doubt that the quality of teaching is the single most crucial factor in promoting the achievement of pupils. In 2009/10, in her Annual Report, the previous Chief Inspector highlighted a number of concerns about the quality of teaching in our schools. The Annual Report pointed out that the variation in the quality of teaching and the high proportion of teaching that is no better than satisfactory are key factors impeding overall progress. Too much teaching in schools is still not good enough to make the differences in progress and attainment that we need. In 2009/10 in 50% of secondary schools and 43% of primary schools inspected, teaching was no better than satisfactory. That’s why our new framework will see even more time being devoted to the most important activity in any school, namely the quality of teaching. Inspectors will also continue to consider the full range of evidence available to them. We are interested in the quality of teaching over time – not just the snapshot seen on the inspection. We are taking a broad scope of the activities involved in teaching: good teaching is based on planning activities that meet pupils’ needs by challenging and enthusing them; by developing and consolidating their skills; improving and deepening their understanding and increasing their knowledge. It also includes assessment to inform planning and the quality of marking and the impact of feedback to pupils on their learning. It also includes the targeted support activities including small group work with TAs and learning mentors.
- Stress that the grade descriptors describe the quality of teaching in the school as a whole taking account of evidence over time. While they include some characteristics of individual lessons, they are not designed to be used to judge individual lessons. Inspectors will base their judgement on the lessons seen but will want to test out whether the teaching seen on the inspection is typical of that pupils receive day in and day out and which plays such an important part in their learning and progress over time. Judging teaching is not just about aggregating the lesson grades given on inspection. For example, a school may have a majority of lessons observed graded as good but their may be endemic weakness in some satisfactory lessons which may preclude an overall judgement of good for the quality of teaching.
- The quality of teaching is also a really big factor in the management of behaviour . All parents have a basic expectation that schools will keep their children safe and that teaching and learning will be unfettered by disrupted lessons. In most schools this is the case and this reflects well on teachers and senior leaders. But we have to expect the same high standards in all schools. That’s why inspectors are going to consider more carefully whether the school is a safe place for all pupils, and spend more time considering whether they are free from bullying and whether behaviour is good enough. Attendance is often a first sign of possible safeguarding issues and we will look closely at how schools follow up absences. We know that the consequences of bullying can be serious and even tragic but even low levels of bullying can affect pupils’ learning and make them feel unsafe so it is right to focus on how well schools deal with bullying in all its forms.
- Inspectors will listen to pupils and the views of parents, and will follow these up to get a picture of the school as it really is. We understand that inspection and the presence of inspectors can have an impact on behaviour; we know schools will take steps to ensure pupils behave well during the inspection…including, it is rumoured, by ensuring the worst behaved pupils are elsewhere during the inspection!!.
- Our evidence shows that the effectiveness of leadership and management is pivotal to schools’ improvement. Effective leaders know their school well and set ambitious targets based on perceptive self-evaluation. Outstanding schools in challenging circumstances are typically highly effective at working with pupils to enable them to overcome specific barriers to learning.
- The best leaders and managers closely monitor and track pupils’ learning and progress to target areas where improvements are needed. In particular, we know the decisive impact the best leadership and management can have on improving teaching and learning, and raising standards of achievement. Safeguarding remains a priority; single central records and arrangements for child protection will be checked; we will also look at the extent to which a culture of safety exists within the school through lesson observations and the behaviour and safety of pupils around the school.
- The new framework will focus on how school leaders are improving achievement for pupils by helping them to overcome specific barriers to learning. One of the ways a school can do this is to develop a high quality curriculum which best meets the needs of all pupils and this will be a key aspect of our judgement on leadership and management. The new framework places the development and implementation of the curriculum as a key aspect of leadership and management. There is not a separate judgement with regard to equalities. However, we believe the focus on the achievement and development of different groups and individuals, which lies at the heart of this framework, ensures Ofsted is promoting a highly inclusive approach in the schools it inspects. In addition, the role of the governing body is cricual to the performance land development of the school. Inspectors will want to meet with representatives of the governing body during the inspection and will expect to feedback to governors and senior staff at the end of the inspection.
- Together these aspects will provide a full picture of the quality of education provided and the experiences of the school’s pupils. For a school to be satisfactory we would expect all four key judgements to be at least satisfactory. It is untenable that if any of those key areas were inadequate that OE could anything but inadequate. For a school to be good we would expect those key judgements to be good…a school where e.g. teaching or achievement were not good could not claim to be a good school; ina good school the promotion of SMSC development will also be a strength. To be outstanding it is highly likely that teaching will be outstanding. With a small number of grades we would expect that there will be similarities between the grades. For example it is hard to think of a school where teaching and achievement are good but there are weaknesses in behaviour.
- In addition to the changes to inspections themselves, we are planning to change some of the wider aspects of the inspection framework. Since 2005, inspections have been increasingly proportional to need and we are continuing to develop this approach to the timing of school inspections in the new framework.
- The Education Bill proposes that most schools judged outstanding at their previous inspection will not be subject to routine inspections.
- Parent View launched on 20 October. See FAQs for further information. Stress no free text option Safeguards in place to minimise misuse.
- (Say this) Both surveys have important pointers about curriculum design
- Our key challenge is to continue to raise pupil’s achievement, achieve better rates of progress and secure higher standards of attainment. The overall judgment about achievement will be determined by the full range and weight of evidence about: Learning and progress and attainment for current pupils Past attainment and progress for different groups of pupils including those with SEN and/or disability It is about more than the most recent set of examination results – the new framework sets attainment and VA measures in the context of actual learning in the school