Lynda Morgan Teaching School Director Ofsted Update Lynda Morgan Teaching School Director

Biggest Change in at least 4 years coming Focus on the curriculum Reducing the focus on unnecessary production of, maintenance and interpretation of data Trying to focus the framework on What is taught How it is taught Impact on the children

Ofsted – Updated Documents Working towards new Framework for 2019 New Handbooks from September 2018 -Section 5 -Section 8 -Independent Schools

Direction of Travel

Thinking about: Accuracy and frequency lead to fluency. Accuracy alone is not a sufficient criterion for security of learning or fluency. Challenge should be judged in terms of curriculum goals. The appropriateness of lesson activity depends on how it contributes towards achieving curriculum goals.

Assessment Going beyond the data and looking at the whole picture of the school’s performance Curriculum is the progression model Are the conclusions drawn by the school always Justified? Consider Reliability? Validity? How effectively do inspectors focus on what leaders conclude from assessment. Are the inferences valid? Challenge should be judged in terms of curriculum goals. ‘The purpose of instruction is to increase the store of knowledge in long-term memory. If nothing has changed in long-term memory, nothing has been learned.’ (2011) Sweller J, P & Kalyuga S. Cognitive load theory (vol 1). Springer Science & Business Model

Think about Do “current pupils make substantial and sustained progress?” Is the teacher making sure the pupils are thinking about the actual learning focus rather than the activity itself, and are they making checks? Highlighting the relevance and importance of ‘fluency’ in how pupils learn Reinforcing our thinking about how these principles relate to the intent, implementation and impact of curriculum planning.

Continuing Key Messages Progress means knowing more and remembering more. Prior knowledge allows learning of new content. Inspectors will consider how effectively school leaders select a curriculum with: - ‘powerful’ knowledge - ‘transferable’ knowledge - carefully ‘sequenced’ knowledge

Key questions to help consider curriculum quality on inspection: How far do school leaders consider the quality of the curriculum in each subject as a driver of progress? How effectively do school leaders/teachers consider the content and sequencing of the curriculum in each subject? How well are pupils learning the content outlined in the curriculum? A cognitive skill: ‘The capacity to perform drawing on what is known

Key messages Development of a strong curriculum with carefully chosen components Planned repetition of learned materials Fluency improves retention What components do the pupils need to learn/practice in order to reach the ultimate composite? Intent, implementation, Impact.

Memory Short Term Memory Loss Long Term Memory Loss

Four key principles about memory 1. Deciding what content needs to be deeply embedded in long-term memory 2. Considering what pupils pay attention to 3. Avoiding overloading working memory 4. Providing spaced repetition for ‘over-learning’ And remember: the struggle of trying to retrieve is what make memory stronger

And so reflecting upon your school What could you go back and do to ‘firm up’ your evidence? Who will you involve? What will it look like? When will it be done by? What impact will this have on pupils?

Meanwhile Double check on consistency across the school/sites/MAT Think about your quality assurance, is it robust? moderation external are judgements reliable?