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Powerpoint presentation LOtC and the new inspection framework.


<ul><li> 1. LOTC and thenew school inspection framework Robin Hammerton HMI 10 November 2011 CLOTC Annual Conference</li></ul> <p> 2. A dilemma? 3. </p> <ul><li> Were under so much pressure to deliver percentages for GCSE or numeracy and literacy especially phonics! And then theres Ofsted accountability, not to mention health and safety. Wed really like to do all sorts of exciting stuff, but </li></ul> <p>Does this sometimes ring true? 4. </p> <ul><li>Many schools overcome it </li></ul> <ul><li>Ofsted judges outcomes not process and will continue to do so </li></ul> <ul><li>Well planned, motivating and broad curricula correlate with high inspection grades and achievement </li></ul> <p>If that dilemma exists 5. The curriculumin successful primary schools 2002 Ref. HMI 553 </p> <ul><li>Led to Excellence and Enjoyment </li></ul> <ul><li>The thirty schools achieved what some said wasnt possible a full and rich curriculum with high achievement and high standards </li></ul> <ul><li>Rich curriculum supported teaching and encouraged positive attitudes to learning </li></ul> <ul><li>Curriculum, and progression, akey meansto achieve vision </li></ul> <ul><li>Consistent approaches from well focused leaders </li></ul> <ul><li>Subjects important</li></ul> <ul><li>First-hand experiences important, often outside classroom </li></ul> <p> 6. Two aspect surveys 7. Curriculum innovation in schools2008, ref. 070097 </p> <ul><li>Principal barriers included anxiety from staff about a possible negative impact on national test and examination results </li></ul> <ul><li>Butin 28 of the 30 schools visited, innovations led to clear improvements in pupils achievement and personal development </li></ul> <ul><li>Staff frequently worried that inspectors would not understand or would be very critical of the changes they were introducing </li></ul> <p> 8. The innovative schools </p> <ul><li>All different! </li></ul> <ul><li>Often a rigorous, thematic, progressive approach to curriculum planning </li></ul> <ul><li>Made confident choices based inevidence , not diktat </li></ul> <ul><li>Met real, local needs </li></ul> <ul><li>Ensured pupils had real experiences, including significant learning outside the classroom and tasks with genuine outcomes and purpose </li></ul> <ul><li>Often taught thebasicstraditionally -quality not quantity- then applied the basics in innovative ways </li></ul> <ul><li>Respectedsubjectseven if not taught discretely </li></ul> <p> 9. Learning outside the classroom2008, ref. 070219 </p> <ul><li> Hands on activities in a range of locations contributed much to improvements in:</li></ul> <ul><li><ul><li>achievement</li></ul></li></ul> <ul><li><ul><li>standards</li></ul></li></ul> <ul><li><ul><li>motivation</li></ul></li></ul> <ul><li><ul><li>personal development</li></ul></li></ul> <ul><li><ul><li>behaviour </li></ul></li></ul> <p> 10. The value of LOTC (1) </p> <ul><li>Memorable activities led to memorable learning </li></ul> <ul><li>The place where activities happened often added to their value </li></ul> <ul><li>It contributed significantly to staying safe </li></ul> <p> 11. The value of LOTC (2) </p> <ul><li>Learning outside the classroom had positive benefits forallgroups of young people, including those underachieving or not sufficiently motivated by mainstream provision </li></ul> <p> 12. </p> <ul><li>Schools (and some LAs) unsure of how national programmes, especially at the time the National Strategies, viewed LOTC </li></ul> <ul><li>The most effectively led, managed and confident schools includedLOTCas an integral part of a well-planned, effective curriculum </li></ul> <ul><li>However, muchLOTCis not, in practice, provided free </li></ul> <p>Importance given to LOTC:key findings 13. Self-evaluation of LOTC </p> <ul><li>Schoolsfelttheyknew the valueoflearning outside the classroom activity </li></ul> <ul><li>butfew evaluatedthis rigorously </li></ul> <ul><li>little analysis of take-up, inclusion or qualityof extra curricular activities </li></ul> <p> 14. Primary and secondary differences </p> <ul><li>mixed practice in EYFS </li></ul> <ul><li>primaries good at using their own grounds and the local area flexibly </li></ul> <ul><li>secondaries good at promoting high quality integrated learning on day and residential visits. </li></ul> <p> 15. Outstanding schools 16. 12 Outstanding Secondary Schools 2009, ref. 080240 </p> <ul><li>Culture encouragesinnovation and experimentationbut never allocates blame </li></ul> <ul><li>Headteachers: agood curriculumdoes much toreduce behaviour problemsanddrive improvement </li></ul> <ul><li>Curriculumpersonalisedto provide as much choice as possible </li></ul> <ul><li>Rich provisionin and out of lessons; substantial LOTC. All feel gains in learning fully justify the time on such activity </li></ul> <p> 17. 20 Outstanding Primary Schools 2009, ref. 090170 </p> <ul><li>Interesting,stimulating curriculum fundamentalto effective schools </li></ul> <ul><li>Know pupilswell andshape curriculumaround them </li></ul> <ul><li>Subject leaders takestrong whole school role </li></ul> <ul><li>If pupilslearn well , no need to teach to the test </li></ul> <ul><li>Schoolsconfidentto reject national materials, based on evidence </li></ul> <p> 18. 12 Outstanding Special Schools 2009, ref. 090170 </p> <ul><li>Schools lead inpersonalising learning </li></ul> <ul><li>Example: </li></ul> <ul><li><ul><li><ul><li>Tier 1: What the pupil actually needs to learn </li></ul></li></ul></li></ul> <ul><li><ul><li><ul><li>Tier 2: Breadth and balance </li></ul></li></ul></li></ul> <ul><li>Learning andprogressaremonitored microscopically ,guiding the curriculumand teaching by analysis of what has been learned </li></ul> <ul><li>Pupils have athirst for excitementwhich is provided: Children have got to want to be here. </li></ul> <p> 19. A relevant subject survey 20. Mathematics:understanding the score (2008, ref. 070063) </p> <ul><li>Attainment scores have risen; but the rate of improvement has slowed in Key Stage 2 and stalled in Key Stage 1 </li></ul> <ul><li>Based on the gains at Key Stage 3, more pupils should reach higher GCSE grades </li></ul> <ul><li>Gains not matched by identifiable improvements in pupils understanding of mathematics </li></ul> <p> 21. Mathematics:understanding the score (2008, ref. 070063) </p> <ul><li>Much of rising scores comes from interventions</li></ul> <ul><li>Interventions and teaching focused on tests narrows experience and is at the expense of understanding underpinning concepts </li></ul> <ul><li>Learning by ticks without problem solving can be built on conceptual sand </li></ul> <p> 22. Mathematics:understanding the score (2008, ref. 070063) </p> <ul><li> Working with someone else helps you understand, especially if they ask you questions. </li></ul> <ul><li> Every lesson, you have to answer questions from the textbook. It gets boring. </li></ul> <p> 23. A 2010 survey 24. Learning: creative approaches that raise standards (2010, ref.080266) </p> <ul><li>Findings </li></ul> <ul><li>No conflict between the National Curriculum, high standards in core subjects and creative approaches to learning </li></ul> <ul><li>Confident leaders key </li></ul> <ul><li>Success comes from careful curriculum design putting prescribed content in a flexible framework with key skills </li></ul> <ul><li>Questioning, debate, experimentation, presentation and critical reflection ensures pupils enjoy the challenge, grow in confidence and sense personal achievement</li></ul> <ul><li>Above average achievement and standards or a marked upward trend </li></ul> <p> 25. Learning: creative approaches that raise standards (2010, ref.080266) </p> <ul><li>Curriculum Components 1 </li></ul> <ul><li>Well-organised cross-curricular links that allowed scope forindependent enquiry</li></ul> <ul><li>Inclusiveness, ensuring that it wasaccessible and relevantto all pupils </li></ul> <ul><li>A focus on experiential learning, with knowledge, understanding and skills developed throughfirst-hand, practical experienceand evaluation </li></ul> <ul><li>Well-integrated use of technology </li></ul> <ul><li>Effective preparation of pupils for the next stage of their learning, training or employment </li></ul> <p> 26. Learning: creative approaches that raise standards (2010, ref.080266) </p> <ul><li>Curriculum Components 2 </li></ul> <ul><li>Broad and accessible enrichment programmes </li></ul> <ul><li>Clear and well-supported links with thelocal community and cultures , often drawing onlocal knowledgeand experience to enhance pupils learning </li></ul> <ul><li>Flexible approachto timetabling to accommodate extended, whole-school or whole-year activities </li></ul> <ul><li>Partnershipsthat extended pupils opportunities for creative learning. </li></ul> <ul><li>From this came high levels of enjoyment for both staff and pupils.</li></ul> <p> 27. Curriculum gradedescriptors 28. Outstanding curriculum now current framework </p> <ul><li>Memorableexperiences rich opportunities forhigh quality learning may be at the forefront of successful,innovativecurriculum design customisedto changing needs of individuals and groupshighly tailoredprogrammes highlycoherent and relevant promotingoutstanding outcomes </li></ul> <p> 29. Good curriculum now current framework </p> <ul><li>Well organised,imaginativeopportunities for learningbroad rangeof experiencesadjusted effectivelyto meet needs activities have ahigh take up across groupsand aremuch enjoyed </li></ul> <p> 30. A new inspection framework inspection methodology andthe evaluation schedule 31. Raising standards, improving lives </p> <ul><li>Key changes </li></ul> <ul><li>In judging the quality of the school, inspectors will make four key judgements: </li></ul> <ul><li><ul><li>achievement </li></ul></li></ul> <ul><li><ul><li>the quality of teaching </li></ul></li></ul> <ul><li><ul><li>behaviour and safety</li></ul></li></ul> <ul><li><ul><li>leadership and management</li></ul></li></ul> <ul><li>In judging the schools overall effectiveness, inspectors will take account of the four key judgements and how well the school promotes pupils spiritual, moral, social and cultural development. </li></ul> <p> 32. Raising standards, improving lives </p> <ul><li>Key changes </li></ul> <ul><li>There are no graded sub-judgements or contributory judgements. </li></ul> <ul><li>There will be no separate graded judgments for the Early Years Foundation Stage or the sixth form; inspectors will continue to evaluate these areas as part of the overall school provision. </li></ul> <ul><li>Value added (VA) measures rather than contextual value added (CVA) are used as a measure of progress in previous years. </li></ul> <p> 33. Raising standards, improving lives </p> <ul><li>Key changes </li></ul> <ul><li>There is an even greater focus on: </li></ul> <ul><li><ul><li>narrowing gaps in performance for groups of pupils </li></ul></li></ul> <ul><li><ul><li>quality of teaching and its impact on learning and progress </li></ul></li></ul> <ul><li><ul><li>reading and literacy</li></ul></li></ul> <ul><li><ul><li>behaviour and safety. </li></ul></li></ul> <ul><li>Inspectors will expect to use a summary of a schools self-evaluation in a form chosen by the school. </li></ul> <p> 34. Raising standards, improving lives </p> <ul><li>We will retain and build on the strengths of the current framework by:</li></ul> <ul><li><ul><li>focusing on pupils outcomes, including outcomes for different groups of pupils and how well the school promotes those outcomes</li></ul></li></ul> <ul><li><ul><li>promoting improvement: inspectors will continue to make specific and detailed recommendations based on their diagnosis of the schools strengths and weaknesses </li></ul></li></ul> <p> 35. Raising standards, improving lives </p> <ul><li>Achievement </li></ul> <ul><li>There will be a single judgement onachievement in which inspectors will consider current pupils progress together with attainment, and trends in attainment and progress in recent years.</li></ul> <p> 36. </p> <ul><li>The quality of teaching </li></ul> <ul><li>The most important role of teaching is to raise pupils achievement. It is also important to SMSC.</li></ul> <ul><li>Teaching includes teachers planning and implementing of learning activities across the whole curriculum, as well as marking, assessment and feedback.It comprises activities within and outside the classroom. </li></ul> <p>Raising standards, improving lives 37. Raising standards, improving lives </p> <ul><li>The quality of teaching </li></ul> <ul><li>Greater priority given to: </li></ul> <ul><li>inspectors gathering evidence in addition to lesson observations to provide information aboutwhat impact teaching has on learning over time,for example: </li></ul> <ul><li><ul><li>discussions with pupils about their work </li></ul></li></ul> <ul><li><ul><li>analysis of school records, including LOTC </li></ul></li></ul> <ul><li><ul><li>scrutiny and analysis of pupils work. </li></ul></li></ul> <p> 38. Raising standards, improving lives </p> <ul><li>Behaviour and safety </li></ul> <ul><li>This judgement takes account of a range of evidence on behaviour and inspectors have more time to look at these issues in more depth: </li></ul> <ul><li><ul><li>behaviour in the classroom and attitudes to learning</li></ul></li></ul> <ul><li><ul><li>behaviour around school </li></ul></li></ul> <ul><li><ul><li>attendance and punctuality </li></ul></li></ul> <ul><li><ul><li>a focus on freedom from bullying. </li></ul></li></ul> <p> 39. Raising standards, improving lives </p> <ul><li>Behaviour and safety </li></ul> <ul><li>Remember that LOTC can contribute much to good behaviour and pupil safety. </li></ul> <p> 40. Raising standards, improving lives </p> <ul><li>Leadership and management </li></ul> <ul><li>A focus on how effectively leaders and managers at all levels, in the context of the individual school: </li></ul> <ul><li><ul><li>lead on and improve teaching </li></ul></li></ul> <ul><li><ul><li>promote improvements for all pupils and groups of pupils</li></ul></li></ul> <ul><li><ul><li>enable pupils to overcome specific barriers to learning. </li></ul></li></ul> <p> 41. Raising standards, improving lives </p> <ul><li>Leadership and management </li></ul> <ul><li>What is similar to current arrangements ? </li></ul> <ul><li>The focus on: </li></ul> <ul><li><ul><li>improving outcomes and improving teaching </li></ul></li></ul> <ul><li><ul><li>self-evaluation </li></ul></li></ul> <ul><li><ul><li>capacity for improvement. </li></ul></li></ul> <ul><li>The requirement to evaluate the schools compliance with statutory requirements on safeguarding remains. </li></ul> <p> 42. Raising standards, improving lives </p> <ul><li>Leadership and management </li></ul> <ul><li>Key differences </li></ul> <ul><li>One single judgement on leadership and management </li></ul> <ul><li>No separate judgement for capacity to improve </li></ul> <ul><li>An evaluation of the provision of a broad, balanced curriculum that meets the needs of all pupils </li></ul> <ul><li>A greater emphasis on engaging with parents and carers in supporting outcomes for pupils</li></ul> <p> 43. Raising standards, improving lives </p> <ul><li>Overall effectiveness </li></ul> <ul><li>This takes account of the four judgements and how the school promotes the pupils spiritual, moral, social and cultural (SMSC) development. </li></ul> <ul><li>A key aspect of judging overall effectiveness will be weighing the four judgements together with the evidence for the schools promotion of the pupilsSMSC development.</li></ul> <p> 44. Changes to other aspects of the inspection framework 45. Raising standards, improving lives </p> <ul><li>The timing of inspections </li></ul> <ul><li>The current Education Bill has proposals which allow some schools to be exempted from section 5 inspections.</li></ul> <ul><li>Risk assessment will be key. </li></ul> <ul><li>Subject and survey visits continue. </li></ul> <ul><li>There will be monitoring for many satisfactory schools and all inadequate schools. </li></ul> <p> 46. Raising standards, improving lives </p> <ul><li>The views of parents and carers </li></ul> <ul><li>Ofsted remains committed to gathering the views of parents and carers between inspections to help decide when schools should be inspected.</li></ul> <ul><li>Ofsted has launched a web-site -Parent View -where parents and carers can answer a series of questions about the school.</li></ul> <p> 47. New grade descriptors 48. </p> <ul><li>The schools curriculum provideshighly positive ,memorableexperiences andrich opportunitiesforhigh quality learning , has a very positive impact on all pupils behaviour and safety and contributes very well to pupils achievement and to their spiritual, moral, social and cultural development.</li></ul> <p>Outstandingleadership and management 49. </p> <ul><li>The schools curriculum provides well organised,imaginativeandeffective opportunities for learningfor all groups of pupils including disabled pupils and those with special educational needs, promotes positive behaviour and safety and provides a broad range of experiences that contribute well to the pupils achievement and to their spiritual, moral, social and cultural development. </li></ul> <p>Goodleadership and management 50. Outstandingoverall effectiveness Teaching is likely to be outstanding and together with arich curriculum , which ishighly 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 </p>