A Quick Guide to Ofsted

Secondary Picture OutstandingGoodRequires Improvement Inadequate Inspected April- June %42% (54%) 38%8% All schools: most recent grade 22%49% (71%) 23%6% 71% of secondary schools currently have a grading of good or above There are regional variations. 11% of schools in the northwest are inadequate compared to 6% nationally

Ofsted Expectations, Challenge & Rigour with sharp focus on impact New Developments Graded provision for Sixth Forms No grade on individual lesson observations Reiteration that Ofsted has no preferred teaching and learning style Greater attention to breadth of school curriculum (Trojan Horse) Focus on the role of the governors Continued focus on English and Maths and narrowing the gap Also of note Focus on the teaching of literacy and mathematics (e.g. teaching by non-specialists) Focus on how PM is used to focus professional development e.g. developing leadership, improving teaching, salary progression Evidence of support for NQTs – particularly with behaviour Evidence of improvements in teaching over time and improvement in systems for tracking, monitoring and analysing the impact of teaching on progress Scrutiny of the school’s records on, and evaluation of, professional development

Grading A school cannot be outstanding without outstanding T&L Behaviour and safety can have different judgements Special Measures are used where 1 or more of the 4 judgements (or SMSC) is inadequate including leadership. ‘Serious Weaknesses’ are used where 1 or more of the 4 judgements (or SMSC) is inadequate excluding leadership. While in special measures a school will receive up to 5 monitoring visits over 18 months Schools requiring improvement (1 or more of the 4 judgments requires improvement) will normally be inspected within 2 years After 2 ‘requires improvement’ a school will normally be judged inadequate Schools achieving an outstanding under their last Section 5 inspection are exempt. Schools achieving good are inspected within 5 years Risk Assessments (on achievement, attendance and parent voice) can prompt an inspection. Safeguarding including discipline, performance, parental complaints or other concerns (Trojan Horse) can also trigger an inspection Risk Assessments occur every year from the 3 rd year for exempt schools All schools may experience Ofsted surveys e.g. of subjects, and these can trigger an inspection

Descriptors

Leadership & Management Track record of relentless focus High expectations – highly ambitious and lead by example Monitoring and evaluation lead to deeply accurate understanding Use of accurate assessment (page 41) A broadly balanced curriculum (including careers and progression to university) inculcates a love of learning and thirst for knowledge Effective middle leadership Impact of Pupil Premium Searching PM and focused professional development Highly successful strategies for parental engagement Safeguarding (single central record, pupil absence, procedures, e-safety, extremism, off-site students) Stringent governance that challenges, holds accountable and supports (clear vision, promotion of tolerance, self evaluation of pupil data, assessment, impact of T&L on progress, PP, finances and PM)

Behaviour & Safety Students exhibit a thirst for knowledge and love of learning Behaviour is consistently of a high standard. Low level disruption is extremely rare and students behave impeccably towards each other, adults and their environment Staff and students are unreservedly positive about behaviour Behaviour (including exclusions) is analysed over time Highly effective anti-bullying strategies All students feel safe all the time (e-safety, safeguarding, visitors, handling risk) Monitoring of absence, PA and punctuality Excellent improvement in behaviour over time due to impact of strategies

Teaching & Learning Quality and challenge of work set lead to sustained progress and outstanding achievement Challenging, well-judged teaching – well-matched to all (particularly at KS3) Systematic, frequent, consistent effective assessment Pupils understand how to improve – high quality marking and constructive feedback Culture of scholastic excellence and high expectation High levels of engagement and commitment Teaching prepares students for the next stage Homework – particularly for More Able students How do school ensure that TAs have sufficient knowledge?

Achievement Substantial and sustained Focus on the More Able in general and the Most Able in particular in a separate paragraph Judgement does not have to be based on 3 years of progress but a good judgement must be explained More time will be spent looking at work Progress in Maths/ Literacy will be assessed from other subjects How are formative and summative assessments used? How is assessment used to inform intervention which leads to accelerated or sustained progress? Pupils read widely and often to a high standard Aspirational progress targets Achievement high compared to national and gaps narrow or rapidly narrowing Key groups performing at consistently good or better Attainment of almost all groups is at least in line with national averages with many pupils attaining above this or improving rapidly

Sixth Form Provision The school meets the 16 ‑ 19 interim minimum standards specified by the DfE Students without a C or in English/ maths are helped to achieve this by high quality teaching A very large majority of students on all study programmes complete their programme and make substantial and sustained progress Gaps between the achievement of disadvantaged students and other students nationally have closed or are closing rapidly Progress is above national rates with no significant subjects (with large entries) below this Students are exceptionally well-prepared for progression into education or work, including by the contribution of high quality, relevant ‘non-qualification’ activity and work experience Students show excellent attitudes to their learning. They make best use of independent study time so that they are very well prepared for lessons and other activities Students are supported to choose the most appropriate courses Outstanding teaching, including non-qualification activity, and the quality of one-to-one and small group tutorial support, leads to all groups to make outstanding progress over time The standards of attainment of almost all groups of students are at least in line with national rates, or closing rapidly, with many students attaining above this Effective curriculum and well-planned individual study programmes for all groups All students are provided with high-quality impartial careers education IAG prior from Y11-13 (and suitable entry criteria for Sixth Form)