School inspections from September 2015 Jim Sage Her Majesty’s Inspector

Objectives This session will explain:  the key changes to school inspection methodology and arrangements – types of inspection  the changes to the inspection workforce  the key changes to the inspection framework and handbook – evaluation schedule and grade descriptions... and allow time for questions and discussion.

What are your main concerns? What are the ‘known unknowns’? What needs clarification? Any changes to inspection that you are uncertain about?

New arrangements: Headlines  New common inspection framework (CIF)  Short inspections: good schools  Inspection workforce: HMI and OI

New CIF applies to:  Maintained schools and academies  Non-association independent schools  Early Years  FE and skills: FE colleges, sixth form colleges, independent learning providers etc.  One framework – separate handbooks  One set of evaluation criteria and grade descriptions for all provision – at all levels in all settings

Summary of types of school inspection Outstanding schools:  exempt as now  except if, for example, safeguarding/child protection concerns; significant decline in achievement – s8 deemed s5 Good schools and good/outstanding PRU, special schools and nursery schools:  Following the first short inspection, short inspection every three years  can ‘convert’ to a full s5 inspection RI schools:  full s5 inspection Grade 4 schools – SW and SM:  full s5 inspection

Notification Inspection officer, not lead inspector, make initial telephone call – followed by call from the lead inspector. Usually around midday of day before. SW/SM:  first visit – two days  subsequent visits – day before RI monitoring: 2 days. S8 can be unannounced (‘no notice’ inspections).

Types of school inspection RI schools:  HMI monitoring (s8) as now – unless L&M good  first visit – 3 to 6 months after inspection  judgement - ‘taking effective action’ or not  usually no further visits, but on-going HMI contact  ‘not taking effective action’ – HMI can recommend further monitoring visits or inspection  full s5 inspection within 2 years.

Types of school inspection Grade 4 schools Serious Weaknesses  HMI monitoring for up to 18 months before full s5 inspection  an HMI monitoring visit can be converted into a full s5 inspection. Special Measures  HMI monitoring for up to two years before a full s5 inspection  up to five monitoring visits  an HMI monitoring visit can be converted into a full s5 inspection.

Short inspections of good schools  HMI led - one or two HMI for one day.  Can convert to full s5 inspection – usually takes place the following day with same HMI and, in most cases, expanded inspection team – to meet full s5 tariff.  Initial hypotheses – the school remains good.  The inspection will not attempt to inspect all aspects of the full evaluation schedule.  Initial meeting with senior leaders – review school’s self-evaluation and agree inspection trails/lines of enquiry to test this hypothesis.

Short inspections of good schools Two key questions:  Is the school continuing to be good?  Is safeguarding effective?

Short inspections of good schools

‘A decision to convert the inspection does not predetermine the outcome of the section 5 inspection. At the end of the section 5 inspection, the school may receive any grade of the four- point grading scale.’

Short inspections of good schools Questions or observations about short inspections of good schools

Other inspections: section 8 S8 inspections include:  full inspections of outstanding schools  RI, SW and SM monitoring visits  short inspections of good schools. They also cover:  inspections of schools with no formal designation (NFD)  unannounced behaviour inspections.

NFD inspections Inspections of schools with no formal designation (NFD) – normally led by an HMI:  the effectiveness of safeguarding arrangements  the effectiveness of leadership and management and/or governance  other specific aspects of the inspection framework; e.g. the achievement of disadvantaged pupils  investigating a complaint  the effectiveness of the sixth form. Can be announced or unannounced.

Behaviour inspections Unannounced behaviour inspections take place when there are concerns about behaviour, such as those arising from:  the previous inspection report  parents’ views  complaints  information from the LA  data about exclusions and/or attendance.

Other inspections LASI Deep dives area surveys National surveys National lead HMI – ‘communities of inspectors’

Main differences to types of inspection Short inspections of good schools Changes to the inspection workforce

Types of inspection Any questions or observations on the different types of inspections and what is different

The inspection framework (CIF) Overall effectiveness The effectiveness of leadership and management (including governance) Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for pupils Effectiveness of early years provision Effectiveness of 16 to 19 study programmes

Leadership and management More emphasis on:  the impact of leaders and governors on developing and sustaining an ambitious culture and vision – setting high expectations  a broad and balanced curriculum – across all relevant key stages and subjects  promoting equality and fostering greater understanding of and respect for people of all faiths (and those with none), races, genders, ages, disability and sexual orientations  raising awareness and keeping pupils safe from abuse, sexual exploitation, radicalisation and extremism  safeguarding – taking account of the changes to the DfE statutory guidance.

Governance More emphasis on the impact of governance:  independent gathering and analysis of information – particularly about the impact of teaching on the progress of pupils’ currently in the school  asking the challenging questions to hold leaders to account  balance of support and challenge. Greater clarity about what inspectors will consider. (Handbook pp40-41; paragraphs )

Leadership and management Clearer ‘lines of sight’ from ‘outcomes for pupils’, their ‘personal development, behaviour and welfare’, the ‘quality of teaching, learning and assessment’ and ‘leadership and management’. Leadership and management (including governance) evaluated through how well the culture they create leads to high quality teaching and support that leads to high quality outcomes – not just academic achievement.

Outcomes for pupils The main weight of evidence:  progress from starting points  for current pupils in all year groups  across subject areas. Published data – past cohorts:  informs preparation – inspection trails  trends taken into account. Four key focus groups:  disadvantaged pupils  D/SEN  the most able  lower-attaining pupils who need to catch up.

Outcomes for pupils Evidence of pupils’ progress from starting points will come from:  analysis of the school’s own assessment information  testing the reliability and accuracy of this information  observations of learning – lessons – including observations with senior and middle leaders  scrutiny of pupils’ work  discussions with pupils  discussions with teachers.

Personal development, behaviour and welfare Focus on:  pupils’ confidence and self-assurance as learners and the impact on their progress  pupils’ pride in their achievement  the impact behaviour has on outcomes and personal development  for older students, the choices they make about their next stages. Includes attendance and punctuality – also linked to outcomes. Same focus on ‘groups’. Same distinction between ‘conduct’ and ‘attitudes’. PDBW – ‘outcomes’ of SMSC

Personal development, behaviour and welfare Separate judgements for:  behaviour  personal development and welfare If they differ, the ‘lowest’ grade determines the overall judgement and grade.

Teaching, learning and assessment What Ofsted does and does not expect: Handbook pp10-12 Any surprises? Implications?

Teaching, learning and assessment  Must not advocate a particular method of planning, teaching or assessment.  Does not require lesson plans or specify how planning should be set out.  Does not grade teaching in individual lessons visited or grade the lesson.  Does not expect schools to use the inspection grade descriptions to grade teaching or lessons in their own monitoring of teaching  Does not expect any particular type or frequency of marking.  Does not set expectations for the amount of work pupils produce.  When teachers provide oral feedback to pupils, do not expect to see a written record of this.  Does not expect pupil tracking information in a particular format.  Will expect to see evidence of the monitoring of teaching and learning.

Teaching, learning and assessment Assessment:  no expectations of ‘preferred’ assessment arrangements  impact on progress from starting points  establishing what pupils can and cannot do, do and do not know and understand  having high expectations (setting challenging targets)  using assessment information in planning to ensure all pupils make progress and achieve well  assessment informing the feedback to pupils  leaders use of assessment ‘management information’.

Early years provision study programmes Both have separate judgement and grade.  EY/16-19 SP considered when judging TLA, PDBW and Outcomes for pupils.  Make judgement of EY or SP  Consider the impact of the EY/16-19 SP judgement in making the Effectiveness of L&M judgement – taking ‘proportionate account’ of any significant issues.  Consider the implications when making the OE judgement.

Review initial concerns etc. Questions Observations Discussions