Proposed Revised Ofsted Framework January 2012

JUNE 2011

Contact Details: Terry CookHead of Education Achievement, Improvement, Leadership and GovernanceNorfolk Children’s Services

01603 307778 terry.cook@norfolk.gov.uk

Context – Education Select Committee May 2011 • Inspection more clearly defined – better engagement

– with school governors during inspection process• Explored definition of inspection – for improvement –

as regulation• Improved Ofsted website, more consistent reports,

concise parent friendly summaries• Issues for Governors – short notice – chairs of

governors/governors attend feedback – engaged in process

Education Select Committee

• Inspection Grades – a fifth grade for stuck at satisfactory? Satisfactory too broad

• Leadership and management – address performance of governors in scrutinising a school as well as the effectiveness of performance within it.

• Recommended Ofsted publish a simplified SEF / guidance on good evaluation for heads and governors

Pilot Inspection - Background• Proposals set out in White Paper ‘The

Importance of Teaching’ November 2010 and Education Bill January 2011

• Expected Royal Assent of Bill – Autumn 2011 – implementation of new framework January 2012 if Bill has gained Royal Assent

• Dissemination of Framework post Sept 2011

• Development of new RAISEonline

Draft Evaluation Schedule

• Achievement

• The quality of teaching

• Leadership and management

• Behaviour and safety

• Overall effectiveness taking account or the four main judgements

Key Changes

• No separate judgements for EYrs/VIth Form

• Value Added rather than Contextual Value Added

• School Self Evaluation

• Quality of teaching – impact on learning / learning acquired – what do teachers do to help pupils learn well – priority on lesson observation

• Teaching and learning over time – ‘typical’ – ‘teachers regularly (2) consistently (1)’

Key Changes

• Strong focus on standards of reading / numeracy (primary), literacy/numeracy (sec)

• Behaviour and safety (not safeguarding – in leadership and management) – more emphasis – conduct in lessons / around school – pupil’s safety from bullying – pupils/parents views

• Education provided enables all groups to achieve to potential – ‘narrowing the gap’

• Leaders/managers impact on learning

Similarities

• Focus on pupils’ outcomes

• Clear grade descriptors – best fit except for ‘inadequate’

• Focus on the classroom

• High level of engagement with heads and staff

• Views of pupils, parents, staff

• Evaluation schedule

AchievementSame• Consider attainment, past

progress, current learning and progress

• Different groups• Learning and progress key

drivers

Different• Single judgement• No judgement for

different groups• VA not CVA• Narrowing the Gap• Standards and progress in

literacy/reading, numeracy

• Typical

Quality of TeachingSame

• Impact on learning

• Lesson observations / joint observations

• Lesson feedback

Different

• Impact on learning over time – ‘typical’

• Greater focus on reading / literacy skills

• Formative assessment in supporting learning

• Evidence alongside observations to evaluate impact on learning – pupil discussion/trails – teacher discussions

Leadership and managementSame

• Focus on improving outcomes / teaching / self evaluation

• Compliance with statutory requirements/safeguarding

Different

• No capacity to improve – incorporated in single L/M judgement

• One L/M judgement from 9

• Focus on – leaders and managers working with staff to promote improvement; school improvement strategies; approaches to removing barriers - curriculum

Behaviour and Safety

Covers current behaviour criteria but….is wider

• Behaviour in classroom/attitudes

• Behaviour around school

• Attendance and punctuality

• Freedom from bullying

• ‘Typical’ – not just that observed – views of parents/pupils/staff

Overall Effectiveness

Takes account of the 4 judgements and how school in Leadership and Management

• promotes SMSC (promotion rather level due to different starting points for schools)

• promotes Equality and Diversity and tackles diversity

• Embeds ambition and drives improvement

Finally• Less judgements – 5 – 4 judgement areas and

overall effectiveness

• More time in classrooms – less meetings

• Teaching – impact on learning/progress (what pupils know when they leave the classroom they didn’t know on entry) + overtime

• Mixture /variation of strategies to gain ‘typical’

• Learning – communication/literacy and maths across the curriculum

– significant groups of pupils progress– assessment/data use by pupils/teachers – marking– extent pupils clear about how to improve– level/consistency of independent learning – ‘doing’ or ‘learning’

•What are leaders doing to improve outcomes• Start with outcomes – what has been impact of leadership/management on provision

• Role of surveys – ‘typical’ re behaviour/safety

•Joint observations an issue for teaching HTs