Pilot inspections summer 2011

SCHOOLS North East14th October 2011

Inspection Judgements

achievement the quality of teaching leadership and management behaviour and safety of pupils at the

school overall effectiveness, takes into account the

four main judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development.

No limiting judgements Best fit model. However, evidence of one of

the ‘inadequate bullet points’ results in a judgement of inadequate.

Key Changes

Greater focus on: quality of teaching and its impact on

learning reading and literacy behaviour and safety narrowing gaps in performance leaders’ and managers’ impact on

improvement

Starting Point for Inspectors

RAISEonline SEF (optional) Evidence you wish to share Inspection Framework The PIB drives the inspection

A pilot inspection framework – the evaluation schedule

Achievement

What is similar to current arrangements? Inspectors will take account of standards of

attainment, past progress and current learning and progress

Achievement of different groups of pupils, including those with disabilities and those with special educational needs remains at the heart of the judgement

Note: Considerable emphasis upon progress of FSM, SEND, LAC students throughout inspection

Learning and progress are key drivers of achievement

Achievement Key differences

There is no CVA data. Value added (VA) data is provided in RAISEonline for different groups.

FFT A rather than FFT D There is no separate judgement on

attainment There is a greater focus on how schools are

narrowing the gaps in attainment between different groups of pupils and all pupils nationally.

Standards and progress in reading will be inspected.

The quality of teachingWhat is similar to current arrangements? Teaching is evaluated in terms of its impact

on learning and progress Key source of evidence is through lesson

observations Joint observations enabling inspectors to

consider the school’s understanding of the quality of teaching

Feedback to teachers

Achievement Key differences

The Quality of Teaching

Key differences Gathering evidence alongside lesson observations to

provide information about what impact teaching has on learning over time

A greater focus on:

• teaching of reading and developing literacy skills

• formative assessment in supporting learning

Inspectors will observe supply teachers

The Quality of Teaching

What is the current standard in your school?

How are you improving T&L? How do you know that CPD is

effective? What are you doing about

inadequate teaching?

Feedback from Observations

Inspectors may ask about: Where the lesson fits within a sequence of lessons Other T & L activities typically used by the teacher CPD opportunities and impact on teachers’

expertise Performance management procedures and their

impact Any other issues related to particular inspection

trails

Leadership and Management

The focus is on improving outcomes, overcoming barriers to learning and improving teaching

Leadership and Management

Key differences There will be one judgement on leadership

and management No separate capacity to improve

judgement: this is incorporated in the single judgement on leadership and management.

Focus inspectors on particular school improvement strategies in the context of the individual school.

Behaviour and Safety

Inspectors will evaluate: pupils’ conduct in lessons and around the

school pupils’ ability to assess and manage risk

appropriately and keep themselves safe pupils’ attendance and punctuality at school

and in lessons pupils’ behaviour towards, and respect for,

other young people and adults, including freedom from bullying

Overall Effectiveness

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 school’s promotion of SMSC

At Northfield SMSC was determined through our Humanities subjects, form groups, assemblies and community/cultural links

Conducting Pilot Inspections

Pre-inspection

Notification process is as under current arrangements A shorter pre-inspection briefing (PIB) template will be

provided (Key document along with framework) Schools will be asked to provide an up-to-date self-

evaluation. The current SEF will suffice. There was no expectation that schools should update their SEF prior to the pilot inspection

Note: Lead Inspector will accept a school version of SEF linked to new areas of judgement

Inspection Procedure

A maximum of 2 days notice, can be less Initial telephone call to Headteacher Extended telephone conversation with

Headteacher and Lead Inspector or on-site visit to school for one-to-one conversation to determine evidence trails

Pre-Inspection Brief (PIB) produced The major focus of the inspection is

students’ learning and the impact of teaching

1st Day

Brief meeting with Head and SLT Inspect Safeguarding policy and practice Short briefing to staff, if appropriate Learning Observations to gather evidence and

make judgements of 4 areas and SMSC Joint Learning Observations with Inspectors,

Head/SLT Feedback to staff observed for more than 30

minutes

1st Day

Focus on establishing quality of teaching and learning through classroom observations focusing on the learning and progress of different groups of students

Mid day meeting to share initial findings End of the day meeting to consider

provisional findings against the 4 principal judgements and SMSC

2nd Day

First meeting. Issues tested and confirmed

Continued learning observations Final gathering of evidence and

judgements Formal feedback to Head, Chair

of Governors and SLT reps

Headteacher will be invited to:

Attend the meetings of the inspection team Discuss emerging inspection trails Participate in joint lesson observations Receive regular brief feedback meetings with LI throughout

the inspection Present evidence against evidence trail (time limited) Note:

Importance of challenging judgements if you disagree Receive information on any inadequate or outstanding

teaching Discuss any serious concerns that may place the school in a

category

Inspection Procedure: Head

Discuss the inspectors’ recommendations for how the school can improve

Attend the meeting between the inspection team and the governor representatives

Attend the final summative meeting of the inspection team (listening brief only)

The Headteacher is not allowed to be present when parents, students and staff are interviewed

Things to do: Ensure that (all staff)

Class lists are accurate and up-to date Students’ work is marked up-to date and complies with

school and dept policy You can show quality of homework Registers are taken and are accurate (legal

requirement) Students are aware of current levels and how to

improve. (They will be asked) You highlight student progress (‘The students make

progress because I ……..’ Schemes of work are available

Things to do Class Teachers

Prepare the following ‘pack’ of information: Lesson plans/ Schemes of Work Assessment data for your class Seating plan with students levels/grades/reading ages Pen portrait of the class emphasising positive

features, and explanation for any underachievement (if attendance, what you are doing about this and ensuring that students who are absent are supported to catch up)

Have faith in your ability and the quality of your school