INSPECTING DESIGN & TECHNOLOGY: NOW AND IN THE FUTURE Peter Toft HMI – Ofsted Specialist Subject Adviser For D&T

NAAIDT CONFERENCE COVERAGE RECENT INSPECTION EVIDENCE FOOD TECHNOLOGY IN SECONDARY SCHOOLS THE NEW INSPECTION SYSTEM

NAAIDT CONFERENCE GOOD PRACTICE IN PRIMARY D&T Management Continuity Designing, Making, Testing Breadth & Balance Pupils’ Opportunities To Create

NAAIDT CONFERENCE GOOD PRACTICE IN KEY STAGE 1 D&T Infant School Inner Urban – 95% EAL Broad & Balanced Curriculum Integrated Day – Topic : “Magical Me” - Skeletons

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10 PRIMARY D&T OVERALL Inspection Grades For Good Teaching Art & Design-59% D&T-44% English-68% Geography-36% ICT-53% Mathematics-68% Science -64%

NAAIDT CONFERENCE PRIMARY D&T OVERALL 2 Limited Evidence – D&T Marginalised Lack Of Teacher Subject Knowledge Weak Assessment Weak Subject Management

NAAIDT CONFERENCE BARRIERS TO TRANSITION Number Of Feeder Primaries Lack Of Assessment Data Assimilating Data Pupils Forget NC CONTINUITY & PROGRESSION?

NAAIDT CONFERENCE MANAGEMENT ISSUES EFFORTS TO IMPROVE PRIMARY D&T PIVOTAL ROLE OF HEADTEACHER QUESTION: AS A SUBJECT COMMUNITY, HOW CAN WE BEST HELP HEADTEACHERS TO GAIN THE NECESSARY SELF CONFIDENCE?

NAAIDT CONFERENCE SECONDARY D&T Healthier Than Primary 90% Schools Have Improved Achievement Good In Two Thirds of Schools T&L Good In Two Thirds Of Schools SEN Teaching Effective Assessment Good

NAAIDT CONFERENCE SECONDARY D&T 2 Leadership & Management Good In Over 75% Schools Recruitment & Retention Of Teachers Fragmented Key Stage 3 Timetable ICT Continues To Be Strong Staffing, Accommodation And Resources Poor In One Fifth Of Schools

NAAIDT CONFERENCE GOOD D&T DEPARTMENTS Management Professional Organisation Teaching & Expectations Assessment Procedures Pupil Support Pupils’ Evaluating Is Strong Use Of Industry

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NAAIDT CONFERENCE FEATURES OF GOOD MANAGEMENT IN D&T Overall Role Models Weaknesses

NAAIDT CONFERENCE TEACHING & LEARNING Quality Weaknesses

NAAIDT CONFERENCE SOME AREAS FOR DEVELOPMENT Recruitment & Retention Of Teachers Accommodation & Resources ICT Curriculum At Key Stage 3 Curriculum At Key Stage 4

NAAIDT CONFERENCE

NAAIDT CONFERENCE

NAAIDT CONFERENCE SOME AREAS FOR DEVELOPMENT Recruitment & Retention Of Teachers Accommodation & Resources ICT Curriculum At Key Stage 3 Curriculum At Key Stage 4

NAAIDT CONFERENCE FOOD TECHNOLOGY Crucial Nature Of Food Technology White Paper – Obesity Public Scepticism Questions: What Exactly Is Food Product Development? How Well Are We Really Teaching Pupils About Nutrition And Practical Cooking?

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NAAIDT CONFERENCE EARLY FINDINGS MAIN ARGUMENTS HAVE SOME TRUTH FT HIGHLY EFFECTIVE IN HANDS OF HIGH CALIBRE STAFF AWARDING BODIES ENCOURAGE “DESIGN” BY DRAWING LACK PRACTICAL WORK LOW LEVEL “INVESTIGATIONS” AND EXCESSIVE PAPERWORK

NAAIDT CONFERENCE EARLY FINDINGS (2) MAJOR CONFUSION EG. IN RELATIONSHIP BETWEEN HEALTH AND PRODUCT DEVELOPMENT

NAAIDT CONFERENCE FOOD TECHNOLOGY Crucial Nature Of Food Technology White Paper – Obesity Public Scepticism Questions: What Exactly Is Food Product Development? How Well Are We Really Teaching Pupils About Nutrition And Practical Cooking?

NAAIDT CONFERENCE NEW INSPECTION SYSTEM

NAAIDT CONFERENCE What are the Implications for Schools and Colleges? Secondary schools and colleges can normally expect one survey visit between institutional inspections. Primary schools will be sampled on a longer-term basis. Institutions will be informed about a subject inspection or survey visit around two weeks before it occurs.

NAAIDT CONFERENCE Implications for LEAs Subject and other survey visits by Ofsted yield additional monitoring data. A national perspective to add to the local one. Opportunities to share perceptions of subject or other trends with HMI.

NAAIDT CONFERENCE What is a Subject Inspection? It will gather information and evaluate subject provision + will focus on a specific issue. It will start from the school’s self evaluation. Each visit also addresses ‘Every Child Matters’ and inclusion issues, but through the subject.

NAAIDT CONFERENCE What is Meant by a ‘Subject Issue’? In pilot inspections, HMI have pursued issues such as: Why do boys underachieve in art? How is citizenship addressed in the curriculum? What is the impact of the quality of accommodation in D&T? How relevant is the history curriculum to pupils’ needs?

NAAIDT CONFERENCE What Other Surveys? A programme of surveys is ‘commissioned’, usually by DfES or HMCI. Usually issues of national policy interest, such as: teachers’ continuing professional development, ICT and its impact on learning, the impact of national strategies, the contribution of education to pupils’ health and well-being, re-modelling the workforce. Explored by targeted visits, alongside other sources of evidence. Typically, too, subject visits will contribute some evidence towards these broader surveys.

NAAIDT CONFERENCE What Can Schools Expect? Typically one inspector for one day in a primary school, two days in a secondary school. Visits begin with the school’s own self evaluation. This will help to focus the inspection. In discussion with the school, a programme will be agreed, usually: lesson/ session observation, discussion with learners, scrutiny of work, discussion with teachers and subject leaders, reading relevant plans and other documents.

NAAIDT CONFERENCE The Key Questions – Subjects Self evaluation and inspection of subjects need to address the same key questions. For example: How well do learners achieve? How effective are teaching, training and learning? How well do the curriculum, programmes and activities meet the needs and interests of learners? How effective are leadership and management in raising achievement and supporting all learners? The subject inspector will also evaluate the quality of the institution’s self- evaluation in the subject, the subject issue and any wider theme.