Ofsted Update 17 th September 2014

Agenda 1. Introduction 2. Key changes 3. Governance 4. Teaching/the monitoring of teaching 5. Assessment and the curriculum 6. SMSC and RE 7. Closing the gaps 8. Behaviour and Safety

Pupils attending good/outstanding schools (July 2014) 92% of primary-aged pupils attend a good or outstanding school 71% of secondary-aged pupils attend a good or outstanding school

Ofsted has condensed its handbook and subsidiary guidance into a single, slimmer document. There are now just three guidance documents: The framework for school inspection The school inspection handbook Inspecting safeguarding in maintained schools and academies

Key Changes Safeguarding guidance is set out in a separate document. A graded judgement for sixth form provision and early years. Individual lesson observations no longer receive a grade for teaching.

Greater detail of provision of RE in schools both with and without a religious character. Schools previously judged as ‘good’ no longer receive an interim assessment letter in the third year after their last section 5 inspection to inform them that they will not be inspected in the forthcoming year.

Ofsted may schedule concurrent inspections of schools with collaborative arrangements. For new academies, predecessor school data may be used to determine whether the school has improved, consolidated or declined but no reference made to previously identified ‘areas for improvement’.

Unannounced inspections Confidential draft reports may only be shared with relevant personnel as determined by the school.

Governance Before the inspection: Planning for the inspection must be informed by analysis of: Information on the school’s website, including its statement on the use of the pupil premium, the statutory sharing with parents of curriculum information (so that the lead inspector can start to assess the breadth and balance of the school’s curriculum and whether it is likely to promote preparation for, and an appreciation of life in modern Britain)... Inspectors should request that the following information is made available at the start of the inspection: Any reports of external evaluation of the school, including any review of governance or pupil premium.

Providing feedback to the school Following the end of the inspection, there must be a feedback meeting that should include the headteacher, the chair of the governing body and at least one other governor, where possible.

ensure....long term planning (for example, succession) carry out their statutory duties understand the boundaries of their role as governors Quality of leadership and management of the school. Inspectors should consider whether governors:

understand they and the school promote tolerance and respect for people of all faiths (or those of no faith), cultures and lifestyles; and support and help, through their words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain. reviewing the impact of their own work understanding and use of the school data dashboard

assure themselves of the rigour of the assessment process are aware of the impact of teaching on learning and progress in different subjects and year groups are transparent and accountable

Teaching and Learning

Inspectors should not grade the quality of teaching in individual lesson observations, learning walks or equivalent activities.

Inspectors should consider how effectively pupils are grouped within lessons and across year groups.

Ofsted does not favour any particular teaching style and inspectors must not give the impression that it does.

Inspectors should not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding.

Inspectors will consider if: pupils understand well how to improve their work, which goes beyond whether they know their current ‘target grade’ or equivalent teaching helps to develop a culture and ethos of scholastic excellence, where the highest achievement in academic work is recognised, especially in supporting the achievement of the most able teachers have high expectations of all pupils teaching across the school prepares pupils effectively for the next stage in their education.

Curriculum and Assessment

The statutory requirement from 1 September 2014 is for maintained schools to teach the relevant national curriculum programmes of study by the end of the key stage. The national curriculum is disapplied in 2014/15 in English, mathematics and science for Years 2, 6, 10 and 11.

The curriculum should be broad and balanced, comply with legislation and provide a wide range of subjects, to prepare pupils for the opportunities, responsibilities and experiences of later life in modern Britain. Inspectors should be alert to any unexplained narrowness in the breadth of curriculum being offered by the school.

In evaluating the accuracy of assessment, inspectors will consider how well: any baseline assessment, teacher assessment and testing are used to modify teaching so that pupils achieve the expected standards by the end of a year or key stage assessment draws on a range of evidence of what pupils know, understand and can do in the different aspects of subjects in the curriculum, for example through regular testing teachers make consistent judgements and share them with each other, for example within a subject, across a year group and between adjacent year groups.

To what extent is the school working towards full implementation of its preferred approach to assessment following removal of the NC levels?

Inspection of Religious Education and collective worship Schools with a religious character Denominational religious education, school ethos, content of collective worship inspected under Section 48 of the Education Act Section 5 inspectors have different remits for VA schools, entirely new academies and free schools as opposed to VC/ foundation schools and academies whose predecessor was a VC/foundation school.

Schools without a religious character RE in maintained schools should be based on the locally agreed syllabus established by local Standing Advisory Council for Religious Education A school can reflect the religious background represented in its community in its collective worship and RE as long as it is broadly Christian. However....

RE Leadership and Management ensures a balanced approach to RE that is broadly Christian but, where required, takes account of the teaching and practices of the other principal religions represented in Britain. Includes a rounded programme of assemblies that help to promote pupils’ SMSC providing clear guidance of what is right and wrong.

Pupils’ spiritual, moral social and cultural development Spiritual development of pupils’ is shown by their: ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values.

Moral Development shown by their: ability to recognise right from wrong, readily apply this understanding in their own lives and, in so doing, respect the civil and criminal law of England

Social Development shown by their: use of a range of social skills in different contexts, including working and socialising with pupils from different religious, ethnic and social backgrounds

Cultural development of pupils is shown by their: understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and that of others understanding and appreciation of the wide range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain

Overall effectiveness Inadequate And/or... There are serious weaknesses in the overall promotion of pupils’ spiritual, moral,social and cultural development or their physical well being so that pupils are intolerant of others and/or reject any of the core values fundamental to life in modern Britain

Fundamental British values Democracy Rule of Law Individual liberty Mutual respect Tolerance of those with different faiths and beliefs

Closing the gap Disadvantaged pupils Looked after children Pupils known to be eligible for FSM- a school is unlikely to be judged outstanding if these pupils are not making at least good progress

Pupil premium When evaluating the effectiveness of pupil premium Level of pupil premium funding received by the school in current and previous academic years How the school has spent the premium and why it has decided to spend it the way it has Any difference made to the learning and progress of disadvantaged pupils as shown by performance data and inspection evidence

Behaviour and Safety Attendance – poor or irregular attendance; persistent lateness Exploration of reasons for pupils being taken off roll Assess pupils’ understanding of a wider range of risks associated with social issues Strategies to promote high standards of behaviour

Safeguarding Recruitment Training Responsibility (DSL) Children missing from school Protection from bullying and discrimination Safe use of electronic and social media Keeping Children Safe in Education, DfE 2014 Keeping Children Safe in Education: information for all school and college staff, DfE 2014