ofsted what's all the fuss about

8/8/2019 Ofsted What's All the Fuss About.....

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` A series of twilight training events is specificallydesigned to unravel some of the mysteriessurrounding the way schools work.

` The aim is to enable practitioners to have an even

greater impact on whole school strategy andbecome even better equipped to engage withschools in the future.

Whats all the fuss... series

designed and brokered bySue Caudle and Janet Dohertyon behalf ofCurious Minds


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` How Ofsted fits into the work of a school and itslinks to the five outcomes

` How a school evaluates its work and sets targets

`

The criteria used to judge teaching and learning` How practitioners can support schools before,

during and after an OFSTED inspection

` School Self Evaluation and how practitioners cancontribute to it


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` The impact of the inspection before during and

after

` The importance of the quality of teaching and

learning` The potential impact of creative practice on School

Self evaluation


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` Been in place for 18 years

` Duty is to regulate and inspect childcare and

childrens social care

` Duty to inspect` Schools, colleges, ITT, work based learning and

skills training, adult and community learning,

education and training in prisons, the Children and

Court Advisory Support Service


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` 8 million children and young people are in schools

` 3.5 million 16+ learners who are in publicly funded

courses

` 1.5 million childcare places` 500,000 referrals to childrens social care each

year

` 1 in 3 people come into contact with the services

inspected by Ofsted


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` With a partner think and reflect on all the things

you know and value about the way schools work

and what happens there.

` With your partner think about what kinds of things

you would expect to see in a school which both of

you would judge to be....


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` Outstanding school


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` Inadequate school


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` Satisfactory school


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` Good school


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` An outstanding school

` A good school

` A satisfactory school

` An inadequate school


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Two key documents

The framework for school

inspection

The evaluation schedule for

schools


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Under section 5 of the Education Act 2005, schools are required to beinspected at prescribed intervals and inspectors must report on:

` the quality of the education provided in the school

` how far the education meets the needs of the range of pupils at the school

` the educational standards achieved in the school

` the quality of the leadership in and management of the school, including whether

the financial resources made available to the school are managed effectively` the spiritual, moral, social and cultural development of the pupils at the school

` the contribution made by the school to the well-being of those pupils

` the contribution made by the school to community cohesion.

` The term well-being is set out in the Children Act 2004 as relating to: pupilsphysical and mental health and emotional well-being; protection from harm andneglect; education, training and recreation; the contribution made by pupils tosociety; the [pupils] social and economic well-being (the five Every Child Matters

outcomes).


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Four key areas

the quality of teaching

the effectiveness of leadershippupils behaviour and safety

pupils achievement


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The mechanics of an inspection

what happens?

How often are schools inspected and how much

notice are they given?

What happens before the inspectors arrive?

What do schools have to do in advance?

What happens during the inspection?

What judgements are made?

What happens after it?


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Teachi and learning


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In 50% of secondary

schools and

43% of primaryschools teaching is

no better than

satisfactory;


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The slow progress of many satisfactory schools

remains a concern; a lack of consistency,

particularly in the quality of the teaching, is a

key factor impeding overall progress.

In schools where behaviour was poor, this wasfrequently linked to dull and uninspireddull and uninspired

teachingteaching.


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Outstanding(1)

The schools curriculum provides memorable experiencesand rich opportunities for high-quality learning and widerpersonal development and well-being. The school may be atthe forefront of successful, innovative curriculum design insome areas. A curriculum with overall breadth and balance

provides pupils with their full entitlement and is customisedto meet the changing needs of individuals and groups.There are highly tailored programmes for a wide range ofpupils with different needs. Cross-curricular provision,including literacy, numeracy and ICT, is mainly outstandingand there is nothing less than good. As a result, all groups

of pupils benefit from a highly coherent and relevantcurriculum which promotes outstanding outcomes.

The quality of the curriculum


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Outstanding(1)

The pupils acquire knowledge, developunderstanding and learn and practise skillsexceptionally well. Pupils demonstrate excellentconcentration and are rarely off task, even in

extended periods without direction from anadult. They have developed resilience whentackling challenging activities in a range ofsubjects. Their keenness and commitment tosucceed in all aspects of school life and ability

to grasp opportunities to extend and improvetheir learning are exceptional. Progress is atleast good in each key stage, key subjects andfor different groups and is exemplary in some.

The quality of pupils learning and their progress


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Teaching and Learning Activity

ofsted what's all the fuss about

Documents