Proposed Revised Ofsted Framework January 2012 JUNE 2011 Contact Details: Terry Cook Head of Education Achievement, Improvement, Leadership and Governance Norfolk Children’s Services

Context – Education Select Committee May 2011 Inspection more clearly defined – better engagement – with school governors during inspection process Explored definition of inspection – for improvement – as regulation Improved Ofsted website, more consistent reports, concise parent friendly summaries Issues for Governors – short notice – chairs of governors/governors attend feedback – engaged in process

Education Select Committee Inspection Grades – a fifth grade for stuck at satisfactory? Satisfactory too broad Leadership and management – address performance of governors in scrutinising a school as well as the effectiveness of performance within it. Recommended Ofsted publish a simplified SEF / guidance on good evaluation for heads and governors

Pilot Inspection - Background Proposals set out in White Paper ‘The Importance of Teaching’ November 2010 and Education Bill January 2011 Expected Royal Assent of Bill – Autumn 2011 – implementation of new framework January 2012 if Bill has gained Royal Assent Dissemination of Framework post Sept 2011 Development of new RAISEonline

Draft Evaluation Schedule Achievement The quality of teaching Leadership and management Behaviour and safety Overall effectiveness taking account or the four main judgements

Key Changes No separate judgements for EYrs/VIth Form Value Added rather than Contextual Value Added School Self Evaluation Quality of teaching – impact on learning / learning acquired – what do teachers do to help pupils learn well – priority on lesson observation Teaching and learning over time – ‘typical’ – ‘teachers regularly (2) consistently (1)’

Key Changes Strong focus on standards of reading / numeracy (primary), literacy/numeracy (sec) Behaviour and safety (not safeguarding – in leadership and management) – more emphasis – conduct in lessons / around school – pupil’s safety from bullying – pupils/parents views Education provided enables all groups to achieve to potential – ‘narrowing the gap’ Leaders/managers impact on learning

Similarities Focus on pupils’ outcomes Clear grade descriptors – best fit except for ‘inadequate’ Focus on the classroom High level of engagement with heads and staff Views of pupils, parents, staff Evaluation schedule

Achievement Same Consider attainment, past progress, current learning and progress Different groups Learning and progress key drivers Different Single judgement No judgement for different groups VA not CVA Narrowing the Gap Standards and progress in literacy/reading, numeracy Typical

Quality of Teaching Same Impact on learning Lesson observations / joint observations Lesson feedback Different Impact on learning over time – ‘typical’ Greater focus on reading / literacy skills Formative assessment in supporting learning Evidence alongside observations to evaluate impact on learning – pupil discussion/trails – teacher discussions

Leadership and management Same Focus on improving outcomes / teaching / self evaluation Compliance with statutory requirements/safeguarding Different No capacity to improve – incorporated in single L/M judgement One L/M judgement from 9 Focus on – leaders and managers working with staff to promote improvement; school improvement strategies; approaches to removing barriers - curriculum

Behaviour and Safety Covers current behaviour criteria but….is wider Behaviour in classroom/attitudes Behaviour around school Attendance and punctuality Freedom from bullying ‘Typical’ – not just that observed – views of parents/pupils/staff

Overall Effectiveness Takes account of the 4 judgements and how school in Leadership and Management promotes SMSC (promotion rather level due to different starting points for schools) promotes Equality and Diversity and tackles diversity Embeds ambition and drives improvement

Finally Less judgements – 5 – 4 judgement areas and overall effectiveness More time in classrooms – less meetings Teaching – impact on learning/progress (what pupils know when they leave the classroom they didn’t know on entry) + overtime Mixture /variation of strategies to gain ‘typical’ Learning – communication/literacy and maths across the curriculum

– significant groups of pupils progress – assessment/data use by pupils/teachers – marking – extent pupils clear about how to improve – level/consistency of independent learning – ‘doing’ or ‘learning’ What are leaders doing to improve outcomes Start with outcomes – what has been impact of leadership/management on provision Role of surveys – ‘typical’ re behaviour/safety Joint observations an issue for teaching HTs