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LOTC and the new school inspection framework Robin Hammerton HMI 10 November 2011 CLOTC Annual Conference

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Powerpoint presentation LOtC and the new inspection framework.

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Page 1: Robin Hammerton, HMI,

LOTC and the new school inspection framework

Robin Hammerton HMI

10 November 2011

CLOTC Annual Conference

Page 2: Robin Hammerton, HMI,

A dilemma?

Page 3: Robin Hammerton, HMI,

‘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?

Page 4: Robin Hammerton, HMI,

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

Page 5: Robin Hammerton, HMI,

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

Page 6: Robin Hammerton, HMI,

Two aspect surveys

Page 7: Robin Hammerton, HMI,

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

Page 8: Robin Hammerton, HMI,

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

Page 9: Robin Hammerton, HMI,

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

Page 10: Robin Hammerton, HMI,

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’

Page 11: Robin Hammerton, HMI,

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

Page 12: Robin Hammerton, HMI,

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

Page 13: Robin Hammerton, HMI,

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

Page 14: Robin Hammerton, HMI,

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.

Page 15: Robin Hammerton, HMI,

Outstanding schools

Page 16: Robin Hammerton, HMI,

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

Page 17: Robin Hammerton, HMI,

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

Page 18: Robin Hammerton, HMI,

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.’

Page 19: Robin Hammerton, HMI,

A relevant subject survey

Page 20: Robin Hammerton, HMI,

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

Page 21: Robin Hammerton, HMI,

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’

Page 22: Robin Hammerton, HMI,

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.’

Page 23: Robin Hammerton, HMI,

A 2010 survey

Page 24: Robin Hammerton, HMI,

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

Page 25: Robin Hammerton, HMI,

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

Page 26: Robin Hammerton, HMI,

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.

Page 27: Robin Hammerton, HMI,

Curriculum grade descriptors

Page 28: Robin Hammerton, HMI,

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

Page 29: Robin Hammerton, HMI,

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

Page 30: Robin Hammerton, HMI,

A new inspection framework – inspection methodology and the evaluation schedule

Page 31: Robin Hammerton, HMI,

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.

Page 32: Robin Hammerton, HMI,

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.

Page 33: Robin Hammerton, HMI,

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.

Page 34: Robin Hammerton, HMI,

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

Page 35: Robin Hammerton, HMI,

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.

Page 36: Robin Hammerton, HMI,

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

Page 37: Robin Hammerton, HMI,

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.

Page 38: Robin Hammerton, HMI,

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.

Page 39: Robin Hammerton, HMI,

Raising standards, improving lives

Behaviour and safety

Remember that LOTC can contribute much to good behaviour and pupil safety.

Page 40: Robin Hammerton, HMI,

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.

Page 41: Robin Hammerton, HMI,

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.

Page 42: Robin Hammerton, HMI,

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

Page 43: Robin Hammerton, HMI,

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.

Page 44: Robin Hammerton, HMI,

Changes to other aspects of the inspection framework

Page 45: Robin Hammerton, HMI,

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.

Page 46: Robin Hammerton, HMI,

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.

Page 47: Robin Hammerton, HMI,

New grade descriptors

Page 48: Robin Hammerton, HMI,

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

Page 49: Robin Hammerton, HMI,

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

Page 50: Robin Hammerton, HMI,

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.

Page 51: Robin Hammerton, HMI,

Thank you for your attention