Bay Education Trust March 2016 improvement Partners Bay Education Trust March 2016 Dr Malcolm Davison Bay Education Trust

It’s about quality. Not for Ofsted, for the pupils. WHY? It’s about quality. Not for Ofsted, for the pupils.

Headline changes to Ofsted Inspection Common inspection framework (CIF) applies to all providers. Outstanding Schools are ‘exempt’* Good Schools will be inspected every 3 years. ‘Short’ inspection. Require Improvement Schools will be re-inspected no later than the end of the term in which the 2 year anniversary of the initial report was published. Monitoring visits?

What are the four strands of inspection? What is inspected? What are the four strands of inspection?

Headline changes to Ofsted Inspection; Four aspects of inspection; Leadership and Management Teaching, Learning and Assessment Personal Development, Behaviour and Welfare Outcomes Plus Effectiveness of 16-19 Study Programme Effectiveness of Early Years

Teaching, Learning and Assessment More emphasis on KS3 (Challenge) No expectations about the amount of Marking – inspectors will consider the impact of all forms of ‘feedback’ on pupil’s progress and learning. The extent to which assessment is used to inform teaching. Use of transition information to inform teaching (meeting pupil needs from the outset).

Personal Development, Behaviour and Welfare One judgement for Personal Development (Choices – eg Careers, developing self awareness and understanding, employability skills) and Welfare (Safety, Child Protection, Prevent), and another judgement for Behaviour. This aspect includes prompt and regular attendance. The lower judgement counts.

Outcomes Inspectors will take account of current standards and progress, including the provider’s own data. Particular focus on progress of disadvantaged pupils and SEND compared to non-disadvantaged/non-SEND pupils in school and nationally. Particular focus on progress of most able students.

Leadership and Management (Changes) Emphasis on impact of School Leaders and Governors on the culture of the school and outcomes for all students, and particularly disadvantaged and most able. Focus on equality and diversity – ‘narrowing the gap’ through the curriculum provided by the school. Effectiveness of promoting British values and protecting pupils from radicalisation and extremism.

Overall Effectiveness Inspectors will consider their judgements for each of the four aspects. The lowest grade will give the overall effectiveness. They will take account of 16-19 study programmes and Early Years. They will grade these separately. They will consider SMSC and meeting the needs of the range of pupils including SEND and disabled.

What ‘Good’ schools can expect; A one-day Section 8 inspection approximately every 3 years. 600+ = two HMI Focus on the impact Leadership and Management, and on Safeguarding. By early afternoon HMI will decide if the school is maintaining ‘good’ and showing capacity for improvement, and safeguarding is effective. If other than ‘Good’, HMI will convert to Section 5 inspection and a team attends day 2. If ‘Good’ inspection finishes at the end of the day. A letter is issued with details of ‘what the school needs to do to improve further.’

Where does the Lead Inspector get these from? Lines of Enquiry Where does the Lead Inspector get these from?

Examples of Lines of Enquiry How effectively do school leaders and governors monitor the quality of teaching? How rapidly are pupils making progress in English & Mathematics? How rapidly are disadvantaged pupils making progress? What impact are rates of absence having on pupils’ progress?

Lines of Enquiry Consider a possible line of enquiry for your school. Consider a possible line of enquiry for your area of responsibility.

Evidence What are your strengths and areas for development What improvements have been made since the previous inspection Show evidence for each line of enquiry. The emphasis is on impact. Key questions What are you doing? What difference is it making? Show me what you have just told me.

Ofsted Ready Summary sheets Showing - Headline Strengths - Impact Areas being developed - Impact Lines of Enquiry. Suggest 2 outstanding and 1 being developed - Impact   Further information Case studies - Impact Pupil & Parent voice

Ofsted Ready – Lesson Observation No grade is given. Feedback for observations over 20/25 mins. There is no preferred teaching style. Inspectors are looking for impact?

Ofsted Ready – Lesson Observation How do you prepare?

Ofsted Ready – Lesson Observation None of these are mandatory for Ofsted.. Lesson Plan Seating plan / Pupil profile Evidence of progress over time. Examples of work

Ofsted Ready – Lesson Observation What would you look for?

Ofsted Ready – Lesson Observation The learning environment. Engagement Attitudes to learning Behaviour for learning Q&A Challenge Meeting the needs of all pupils Impact of teaching and school policies

Ofsted Ready – Marking / Assessment Quality not quantity. Do pupils know what they are doing well and how to improve. Next steps. Is there evidence of pupil response and impact? Samples of work available.

General questions to consider. What do you see as the school’s vision & direction (culture)? How have you been involved? What do you see as the school’s strengths & areas for development? How has the school improved since the last inspection? How effective is CPD? Do you feel supported / challenged?

Self Evaluation How effective am I/we in meeting the needs of all pupils? Do I have the information I need? Do I use it? Do I have the skills needed? How can I/we become more effective?

Action planning One page summary Case studies Lesson observation materials. What else do I need to know?