Inspections – Ofsted Policy Overview and Best practice BACH Conference 2018 Inspections – Ofsted Policy Overview and Best practice

Outcomes To provide information regarding the timetable for the new inspection framework To outline the key features of the the new Education Inspection Framework (EIF) To understand underpinning its principles Applying these to practice- at a a curriculum level Applying these to practice – working on best practice examples

Timetable The new EIF is based on the educational research undertaken before and after the Ofsted paper – Learning Matters Ofsted are: already sharing thoughts with stakeholders and will consult on the detail in the spring term the final framework will be published summer 2019, and be live for use from 1st September 2019,

Purpose In the new framework the HMCI has sought to: ‘dispel myth that data is all’  Robust evidence  Evaluate quality of provision against evidence of effectiveness  Provide info to providers to enable them to develop capacity for improvement Report to stakeholders enables them to make informed decisions about providers

Focus on Curriculum What is curriculum? Intent – framework for setting out the aims of a programme of education, knowledge and understanding  Implementation - translating that framework over time into a structure and narrative within the institutional context Impact achievement – evaluating what knowledge and skills learners have gained against expectations

What the HMCI says ‘I firmly believe that the substance of what students are learning in education matters just as much, if not more than how good a grade they get in any exam or assessment’ Aoc 2017 November However, school leaders should recognise and understand that this does not mean that the curriculum should be formed from isolated chunks of knowledge, identified as necessary for passing a test. A rich web of knowledge is what provides the capacity for pupils to learn even more and develop their understanding.  Education policy institute conference July 2018

Structure - themes Themes likely to be: quality of education, curriculum, wider development of learners, attitudes and behaviours, leadership and management.

Structure - focus Reduce duplication under current CF judgements – eg English and mathematics, safeguarding Retain focus on safeguarding – 3 core themes identify - the right vulnerable adults help - working with other agencies manage - responsible bodies and orgs manage themselves and identified issues relating to learners or staff. The framework will be common but common but questions phase specific.

Structure - judgements Evidence relates to educational effectiveness, in terms of the curriculum Retain one single overall judgement about a provider one criteria one judgement

Structure – provision types This is still a work in progress: Merged colleges still inspected as one after three years or before if issues are identified campus based inspections being piloted, however there are issues disaggregating data. Campus inspection has some sense given the current educational landscape

The focus on TLA In line with previous developments for the current CIF, Ofsted believes that curriculum and teaching have greatest impact. Therefore the management of teaching from the classroom to senior management teams is key Ofsted will not prescribe a style of teaching or a curriculum methodology  So consider what is the rationale of your curriculum and how do you use assessment to inform that? 

The focus on TLA Ofsted believe that educational research points to ‘explicit teacher led instruction and formative assessment have greatest impact’ Discuss………..

The focus on TLA Teachers must be expert practitioners and demonstrate an understanding of learning sciences and metacognition help to inform that  The should also develop their skills as reflective professionals and the provider should show how CPD impacts on curriculum planning?

Focus on TLA – back to curriculum Ofsted’s research shows that: Curriculum is being confused with assessment and qualifications Too much teaching to the test and too much time spent on tests  the Curriculum is narrowing rather than including wider social issues

Focus on TLA curriculum ‘It is worrying when any system becomes over-reliant on data. We have seen the ways that things can go wrong. There isn’t a holy grail – we can see that a balance is required’ HMCI TES September 2018

How can that be achieved? Curricular goals that develop learners: Skills, cognitive and practical, and knowledge. Provide a curriculum structure for learners that: Challenges Ensures Progress Is based on a knowledge of learners through assessment And brings about change in the learners, as evidence in long term memory and Schema   The first concerned the assumption that the mere maintenance of material in short-term memory would guarantee long-term learning. This proved incorrect, with degree of learning depending much more on the nature of the processing. Hence, processing a word in terms of its perceptual appearance or spoken sound is much less effective for subsequent learning than encoding the material on the basis of its meaning or its emotional tone Schema – constructivism - The chapter characterises basic processes of reading comprehension. It focuses on one aspect of comprehension of particular importance to reading comprehension: the issue of how the reader's schemata, or knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become a part of the knowledge store.

Working memory

Assessment will be key Challenge and progress should be judged in terms of the curricular goal not on a lesson snapshot   Purpose of assessment must be clearly defined and the means of assessment designed to achieve this purpose

How learning works: constructivism Links that create understanding New learning Existing concepts, knowledge and experience Skills for Life Quality Initiative 2005 National Training Laboratories, Maine, USA

Assessment through Questioning The Jabberwocky Problem ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe.

The Jabberwocky Problem ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. What were the slithy toves doing in the wabe? How would you describe the state of the borogoves? What can you say about the mome raths?

The Jabberwocky Problem ‘Twas brillig, and the slithy toves Did gyre and gimble in the wabe; All mimsy were the borogoves, And the mome raths outgrabe. 4. Why were the borogoves mimsy? 5. How effective was the mome raths’ strategy?

Curriculum sequencing Activity Identifiy components that combine to create a composite skill Trade specific or technical examples 

Think about EPA How many of your components are behavioural? How does this impact on your considerations for preparation for EPA?

Thank you If you have any questions please pass those through BACH or you can contact me; chrisbealey@gmail.com