D E V E L O P I N G E X C E L L E N C E T O G E T H E R

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Preparing for the new Ofsted Common Inspection Framework 2015

John Viner

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

Better inspection for all

We will ensure that our inspections are of increasingly rigorous quality and of value to the profession and the public, are more proportionate and have greater impact.

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

The background An increasing pressure on Ofsted to change the way it inspects, compounded

by political disquiet with contracting out the work. The changing thinking about judging teaching. The end of the three existing IP contracts provided the opportunity to

implement change. The fragmentation of the education system in England creates a space for a

common approach. HMCI’s determination to bring independent schools into line with maintained

providers. Consultation Paper, Better Inspection for All, published October 2014. Consultation outcomes report February 2015.

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A common framework A common framework across all remits from early years to post-16. Includes both state and independent sectors. Inspectors will make graded judgements on the same areas across all the remits.

This is intended to support greater consistency in the inspection of the different remits.

However, there will be a separate handbook for each of four remits.

1. Early Years

2. Schools

3. Further Education

4. Non-association independent schools Inspectors will inspect the type of provision for which they have the appropriate

expertise and training.

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The four key judgements These judgements build on the recent changes to inspection and recognise the

common features of each remit.

– The effectiveness of leadership and management

– The quality of teaching, learning and assessment

– Personal development, behaviour and welfare

– Outcomes Judgements continue to be fourfold.

– Outstanding

– Good

– Requires improvement

– Inadequate

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The effectiveness of leadership and management

Strategic vision Leading and developing teaching Development and implementation of the curriculum Safeguarding – there will always be a judgement about the arrangements for

safeguarding The use being made of the pupil premium British values

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Teaching, learning and assessment Broader than ‘Teaching’ Follows the recent direction of travel Effective teaching Promoting deep learning Assessment as, for and of learning Involvement of parents in their child’s learning and progress Reporting to parents

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TeachingA sharper focus on:

every child capable of anything

positive ethos and commitment to achievement

age appropriate teaching

assessment used to plan teaching strategies

pupils know how to improve

equality opportunity, promotion of diversity

preparation as economically active member of society.

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Learning Deep learning Mastery teaching Consolidation before progression Fluency Problem Solving Reasoning

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Assessment Information about pupils’ starting points Informed by parents and previous providers Used to plan lessons, identify pupils falling behind who need additional support Regular, accurate feedback helps pupils understand how to improve Reports help parents to support their child

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Personal development, behaviour and welfare Each remit handbook will describe what this judgement will set out and specific

ways in which the judgement will be made for each remit. For schools:

– Behaviour

– Attendance

– Managing feelings, health and safety

– Promoting SMSC and preventing radicalisation

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Personal development, behaviour and welfare

Inspectors must make a clear written judgement about behaviour and a separate clear written judgement about personal development and welfare in the report. Where the judgements differ, the lower of the two will determine the overall judgement for personal development, behaviour and welfare and is recorded in the report.

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Outcomes A short factual summary of key published performance data with a brief

commentary from the inspector. A judgement on academic and other learning outcomes for children and

learners by evaluating the extent to which they progress from their different starting points and achieve or exceed the expected age-related standards.

Inspectors will take account of current standards and progress, including the school’s own performance information, and make a relevant judgement on academic and other learning outcomes for pupils by evaluating the extent to which all pupils progress well from their different starting points and achieve or exceed standards expected for their age nationally. Ofsted, 2015

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EYFS and 6th forms Schools which have an Early Years setting and those which have a 6th form will

continue to receive a separate grade for this provision. This continues the arrangements re-introduced in September 2014. EYFS arrangements will be further reviewed.

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The frequency of inspection Outstanding schools are exempt from inspection, except special schools

and EYFS settings. Good schools - short inspections, conducted approximately every three

years, will report on whether or not a provider has maintained its overall effectiveness but will not provide a full set of graded judgements.

When the new regime begins, all short inspections will be carried out by HMI. It looks at the moment that, if HMI raises concerns about the school then they will remain at the school and call in an inspection team for a full inspection beginning the following day. Similarly, if the school is likely to be outstanding, then a full inspection will follow to confirm it.

Special schools, pupil referral units (PRUs) and maintained nursery schools that are judged good and outstanding will also have short inspections.

These settings are currently not exempt from routine inspections if they are judged outstanding.

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Inspection of exempt schools

If Her Majesty’s Chief Inspector (HMCI) or the Secretary of State has concerns about the performance of an exempt school HMCI has powers to inspect it at any time under section 8 of the Act. The Secretary of State may also require HMCI to treat the inspection as if it were carried out under section 5.

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The inspection windowInspection can take place at any point after the end of five working school days in the autumn term. For example, if pupils return to school on a Wednesday, inspection can take place as early as the following Wednesday. Ofsted, 2015

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Schools requesting an inspection

Schools are able, via the appropriate authority (normally the school’s governing body), to request an inspection. If Ofsted carries out such an inspection (under section 8), HMCI may charge the appropriate authority for its cost.15 The inspection must be treated as if it were conducted under section 5. Ofsted, 2015

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Independent Schools

Revised independent school standards are being introduced in 2014 that are more challenging and that all schools must meet.

We propose that from September 2015 all non-association schools will receive an inspection under the proposed common inspection framework within three years.

Ofsted, 2015

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Differential inspection Schools that are not at least good will continue to have a full inspection.

The short notice period remains but Ofsted retain the right to inspect without notice if there are concerns about safeguarding.

From September 2015 all non-association independent schools will receive a full inspection under the proposed common inspection framework within three years.

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Consulting Stakeholders During full and short inspections, inspectors will speak to learners both

formally in groups and informally throughout the inspection. ParentView LearnerView EmployerView Following a trial in ]2014, ParentView will include a free-text box that will

give parents the space to raise any specific issues.

D E V E L O P I N G E X C E L L E N C E T O G E T H E R

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