robin hammerton, hmi,
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Powerpoint presentation LOtC and the new inspection framework.TRANSCRIPT
LOTC and the new school inspection framework
Robin Hammerton HMI
10 November 2011
CLOTC Annual Conference
A dilemma?
‘We’re under so much pressure to deliver percentages for GCSE or numeracy and literacy – especially phonics! And then there’s Ofsted accountability, not to mention health and safety. We’d really like to do all sorts of exciting stuff, but…’
Does this sometimes ring true?
Many schools overcome it
Ofsted judges outcomes not process and will continue to do so
Well planned, motivating and broad curricula correlate with high inspection grades and achievement
If that dilemma exists
The curriculum in successful primary schools 2002Ref. HMI 553 Led to ‘Excellence and Enjoyment’
The thirty schools achieved what some said wasn’t possible – a full and rich curriculum with high achievement and high standards
Rich curriculum supported teaching and encouraged positive attitudes to learning
Curriculum, and progression, a key means to achieve vision
Consistent approaches from well focused leaders
Subjects important
First-hand experiences important, often outside classroom
Two aspect surveys
Curriculum innovation in schools 2008, ref. 070097
Principal barriers included anxiety from staff about a possible negative impact on national test and examination results
But in 28 of the 30 schools visited, innovations led to clear improvements in pupils’ achievement and personal development
Staff frequently worried that inspectors would not understand or would be very critical of the changes they were introducing
The innovative schools
All different!
Often a rigorous, thematic, progressive approach to curriculum planning
Made confident choices based in evidence, not ‘diktat’
Met real, local needs
Ensured pupils had ‘real’ experiences, including significant learning outside the classroom and tasks with genuine outcomes and purpose
Often taught the basics ‘traditionally’ - quality not quantity - then applied the basics in innovative ways
Respected subjects even if not taught discretely
Learning outside the classroom 2008, ref. 070219
‘Hands on’ activities in a range of locations contributed much to improvements in:
achievement standards motivation personal development behaviour
The value of LOTC (1)
Memorable activities led to memorable learning
The place where activities happened often added to their value
It contributed significantly to ‘staying safe’
The value of LOTC (2)
Learning outside the classroom had positive benefits for all groups of young people, including those underachieving or not sufficiently motivated by mainstream provision
Schools (and some LAs) unsure of how national programmes, especially at the time the National Strategies, viewed LOTC
The most effectively led, managed and confident schools included LOTC as an integral part of a well-planned, effective curriculum
However, much LOTC is not, in practice, provided free
Importance given to LOTC: key findings
Self-evaluation of LOTC
Schools felt they knew the value of learning outside the classroom activity …
… but few evaluated this rigorously
little analysis of take-up, inclusion or quality of extra curricular activities
Primary and secondary differences
mixed practice in EYFS
primaries good at using their own grounds and the local area flexibly
secondaries good at promoting high quality integrated learning on day and residential visits.
Outstanding schools
12 Outstanding Secondary Schools2009, ref. 080240
Culture encourages innovation and experimentation but never allocates blame
Headteachers: a good curriculum does much to reduce behaviour problems and drive improvement
Curriculum personalised to provide as much choice as possible
Rich provision in and out of lessons; substantial LOTC. All feel gains in learning fully justify the time on such activity
20 Outstanding Primary Schools2009, ref. 090170
Interesting, stimulating curriculum fundamental to effective schools
Know pupils well and shape curriculum around them
Subject leaders take strong whole school role
If pupils learn well, no need to teach to the test
Schools confident to reject national materials, based on evidence
12 Outstanding Special Schools2009, ref. 090170
Schools lead in personalising learning
Example:
Tier 1: What the pupil actually needs to learnTier 2: Breadth and balance
Learning and progress are monitored microscopically, guiding the curriculum and teaching by analysis of what has been learned
Pupils have a thirst for excitement which is provided: ‘Children have got to want to be here.’
A relevant subject survey
Mathematics: understanding the score (2008, ref. 070063)
Attainment scores have risen; but the rate of improvement has slowed in Key Stage 2 and stalled in Key Stage 1
Based on the gains at Key Stage 3, more pupils should reach higher GCSE grades
Gains not matched by identifiable improvements in pupils’ understanding of mathematics
Mathematics: understanding the score (2008, ref. 070063)
Much of rising scores comes from interventions
Interventions and teaching focused on tests narrows experience and is at the expense of understanding underpinning concepts
Learning by ticks without problem solving can be built on ‘conceptual sand’
Mathematics: understanding the score (2008, ref. 070063)
‘Working with someone else helps you understand, especially if they ask you questions.’
‘Every lesson, you have to answer questions from the textbook. It gets boring.’
A 2010 survey
Learning: creative approaches that raise standards (2010, ref. 080266)
Findings
No conflict between the National Curriculum, high standards in core subjects and creative approaches to learning
Confident leaders key
Success comes from careful curriculum design putting ‘prescribed’ content in a flexible framework with key skills
Questioning, debate, experimentation, presentation and critical reflection ensures pupils enjoy the challenge, grow in confidence and sense personal achievement
Above average achievement and standards or a marked upward trend
Learning: creative approaches that raise standards (2010, ref. 080266)
Curriculum Components 1
Well-organised cross-curricular links that allowed scope for independent enquiry
Inclusiveness, ensuring that it was accessible and relevant to all pupils
A focus on experiential learning, with knowledge, understanding and skills developed through first-hand, practical experience and evaluation
Well-integrated use of technology
Effective preparation of pupils for the next stage of their learning, training or employment
Learning: creative approaches that raise standards (2010, ref. 080266)
Curriculum Components 2
Broad and accessible ‘enrichment’ programmes
Clear and well-supported links with the local community and cultures, often drawing on local knowledge and experience to enhance pupils’ learning
Flexible approach to timetabling to accommodate extended, whole-school or whole-year activities
Partnerships that extended pupils’ opportunities for creative learning.
From this came high levels of enjoyment for both staff and pupils.
Curriculum grade descriptors
Outstanding curriculum now – current framework
Memorable experiences… rich opportunities for high quality learning… may be at the forefront of successful, innovative curriculum design…customised to changing needs of individuals and groups… highly tailored programmes… highly coherent and relevant… promoting outstanding outcomes
Good curriculum now –current framework
Well organised, imaginative opportunities for learning… broad range of experiences… adjusted effectively to meet needs… activities have a high take up across groups and are much enjoyed
A new inspection framework – inspection methodology and the evaluation schedule
Raising standards, improving livesKey changes
In judging the quality of the school, inspectors will make four key judgements:
achievement the quality of teaching behaviour and safety leadership and management
In judging the school’s overall effectiveness, inspectors will take account of the four key judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development.
Raising standards, improving lives
Key changes
There are no graded ‘sub-judgements’ or ‘contributory’ judgements.
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.
Value added (VA) measures rather than contextual value added (CVA) are used as a measure of progress in previous years.
Raising standards, improving lives
Key changes
There is an even greater focus on:
narrowing gaps in performance for groups of pupils
quality of teaching and its impact on learning and progress
reading and literacy behaviour and safety.
Inspectors will expect to use a summary of a school’s self-evaluation in a form chosen by the school.
Raising standards, improving lives
We will retain and build on the strengths of the current framework by:
focusing on pupils’ outcomes, including outcomes for different groups of pupils and how well the school promotes those outcomes
promoting improvement: inspectors will continue to make specific and detailed recommendations based on their diagnosis of the school’s strengths and weaknesses
Raising standards, improving lives
Achievement
There will be a single judgement on achievement in which inspectors will consider current pupils’ progress together with attainment, and trends in attainment and progress in recent years.
The quality of teaching
The most important role of teaching is to raise pupils’ achievement. It is also important to SMSC.
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.
Raising standards, improving lives
Raising standards, improving lives
The quality of teaching Greater priority given to: inspectors gathering evidence in addition to
lesson observations to provide information about what impact teaching has on learning over time, for example:
discussions with pupils about their work analysis of school records, including LOTC scrutiny and analysis of pupils’ work.
Raising standards, improving lives
Behaviour and safety
This judgement takes account of a range of evidence on behaviour and inspectors have more time to look at these issues in more depth:
behaviour in the classroom and attitudes to learning
behaviour around school attendance and punctuality a focus on freedom from bullying.
Raising standards, improving lives
Behaviour and safety
Remember that LOTC can contribute much to good behaviour and pupil safety.
Raising standards, improving lives
Leadership and management
A focus on how effectively leaders and managers at all levels, in the context of the individual school:
lead on and improve teaching promote improvements for all
pupils and groups of pupils enable pupils to overcome
specific barriers to learning.
Raising standards, improving lives
Leadership and management
What is similar to current arrangements?
The focus on:
improving outcomes and improving teaching self-evaluation capacity for improvement.
The requirement to evaluate the school’s compliance with statutory requirements on safeguarding remains.
Raising standards, improving lives
Leadership and management
Key differences
One single judgement on leadership and management
No separate judgement for capacity to improve
An evaluation of the provision of a broad, balanced curriculum that meets the needs of all pupils
A greater emphasis on engaging with parents and carers in supporting outcomes for pupils
Raising standards, improving livesOverall effectiveness
This 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 the pupils’ SMSC development.
Changes to other aspects of the inspection framework
Raising standards, improving lives
The timing of inspections
The current Education Bill has proposals which allow some schools to be exempted from section 5 inspections.
Risk assessment will be key.
Subject and survey visits continue.
There will be monitoring for many satisfactory schools and all inadequate schools.
Raising standards, improving lives
The views of parents and carers
Ofsted remains committed to gathering the views of parents and carers between inspections to help decide when schools should be inspected.
Ofsted has launched a web-site - Parent View - where parents and carers can answer a series of questions about the school.
New grade descriptors
The school’s curriculum provides highly positive, memorable experiences and rich opportunities for high 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.
Outstanding leadership and management
The school’s curriculum provides well organised, imaginative and effective opportunities for learning for 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.
Good leadership and management
Outstanding overall effectiveness
Teaching is likely to be outstanding and together with a rich curriculum, which is highly relevant to pupils’ needs, it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving.
Thank you for your attention