Raising standards, improving lives The inspection arrangements for maintained schools and academies from September Gill Jones Her Majesty’s Inspector Senior HMI Schools

Outline of the presentation  A summary of changes to school inspection arrangements from September 2013  Where you can find more information

The focus of school inspection Changes, which came into effect from September 2013, are to support headteachers, staff, governors and stakeholders in their work to provide the best education for pupils and learners. The changes have derived from:  an evaluation of section 5 inspections  recent surveys - Unseen Children and Most Able Students  national priorities for school inspection

The focus of school inspection We are continuing to focus on what really matters Inspectors judge the quality of education provided in the school and its overall effectiveness - taking account of four key judgements:  the achievement of pupils at the school  the quality of teaching in the school  the behaviour and safety of pupils at the school  the quality of the leadership in, and management of, the school.

The focus of school inspection Inspectors will also consider:  the spiritual, moral, social and cultural development of the pupils at the school  the extent to which the education provided by the school meets the needs of the range of pupils at the school, and in particular the needs of disabled pupils and those with special educational needs  the impact of the pupil premium on eligible pupils.

Inspectors will continue to:  observe lessons,  talk to pupils,  hear pupils’ read  scrutinise pupils’ work  look at data  involve the headteacher and senior managers fully during the inspection, including during inspection team meetings. During the inspection

Key changes from September 2013

Greater clarity in grade descriptors:  on the consistency with which progress from different starting points in English and mathematics should meet national figures for achievement to be good  that school proportions should be close to, or above, national figures for achievement to be good. Achievement

Pupil premium  More emphasis on the progress of those for whom the pupil premium provides support.  For achievement, and OE, to be outstanding, their progress in English and mathematics should match, or be rapidly approaching, the high level of progress of other pupils.  If their progress is falling further behind that of other pupils in either English or mathematics, leadership and management are likely to be inadequate.  Risk assessment will include their progress. Achievement

The most able pupils  Closer focus on the achievement of the most able.  Underachievement of the most able pupils can trigger judgements of inadequate achievement and inadequate teaching.  When considering how effectively the pupil premium is used to provide support, inspectors must take account of its impact for the most able pupils who are in receipt of the pupil premium. Achievement

 Inspectors must not favour a particular or preferred approach to teaching or planning lessons. It is for a school to determine how best to teach and engage pupils to secure good or better learning.  There is a further focus on testing and checking Key Stage 1 assessments, through classroom observation, book trawls and other first-hand evidence, to ensure that a school’s assessment of pupils’ performance is robust.  Inspectors will evaluate whether teaching meets the needs of, and provides sufficient challenge to, the most able pupils. Quality of Teaching

 Inspectors must take account of:  the views expressed by pupils of their experiences of others’ behaviour and attitudes, and their understanding of the importance of positive attitudes in school and in later adult life.  a range of evidence in order to judge behaviour and safety over an extended period.  a school’s track record; the circumstances that led to any reported serious incidents; and observe pupils and discuss with them matters such as behaviour outside lessons; break times; and at the beginning and end of school. Behaviour and Safety

Leadership and Management  Focus on:  in secondary school inspections, on careers information, advice and guidance available  how primary school sport funding is being used to support physical well-being among pupils  greater recognition of leaders in schools in difficult circumstances.

Leadership and Management  Focus on:  strengthening governance – if governance is weak, inspectors will recommend an external review of governance  awareness of e-safety  how well schools use and promote Parent View.

Recommendations  Inspectors should refer to Ofsted’s good practice and other reports when making recommendations.  Consider more specific recommendations around improving literacy and reading in secondary schools.  Pupil premium spending may be included in an external review of governance where governance is weak.

Raising standards, improving lives Useful information  Documents are available at  Main inspection documents for inspectors are available at schools/inspecting-schools/inspecting-maintained- schools/main-inspection-documents-for-inspectorshttp:// schools/inspecting-schools/inspecting-maintained- schools/main-inspection-documents-for-inspectors

Regional Work

Regions RI schools East of England South East South West West Midlands North West North East London East Midlands

Regions  Regional directors  Debbie Jones, Regional Director, London  Lesley Ann Jones, Regional Director, South West  Lorna Fitzjohn, Regional Director, West Midlands  Louise Soden, Regional Director  Matthew Coffey, Director, Further Education and Skills  Michael Cladingbowl, Director, Schools  Nick Hudson, Regional Director  Sean Harford, Regional Director

Regions  RI visits to schools and a subsequent menu of activities  Seminars – Getting to good, Better mathematics and Better English,  CPD materials linked to inspector training  New ways of working for HMI  New ways of inspecting?