1. The common inspection framework North East Essex Primary Headteachers’ Association 4 November 2015 Andrew Cook Regional Director East of England

2. East of England regional priorities 2015/16 Increase the proportion of good and better providers Improve the provision and outcomes for looked after children and care leavers Secure high quality inspection East of England Regional Priorities 2015/16 Improve the provision and outcomes for disadvantaged pupils Strengthen leadership and governance

3. Schools HMI  Asyia Kazmi SHMI, Paul Brooker SHMI, Tim Bristow SHMI  22 schools HMI

4. ‘Our primary schools have never been so good’ HMCI HMCI's monthly commentary: October 2015 I am starting my series of short commentaries with some reflections on the state of England’s primary schools in 2015. I think we have real grounds for great optimism here. There can be no doubt that, against a number of measures, primary schools are doing well. The last few years have seen a steady rise in the achievement of pupils taking the SATs at the end of key stage 2. Compared with 2012, over 60,000 more primary school pupils this year achieved a good level of reading and writing, and a standard of mathematics that will set them up confidently for secondary school.

5. So what has driven this improving performance? I would contend that a key factor has been the greater emphasis on the structure of language in the primary curriculum and its focus on ensuring that all pupils get a solid grounding in the basic knowledge, understanding and skills that form the foundation of children’s learning.

6. Essex KS1: % achieving Level 2+ Year 1 Phonics Screening Check: % meeting required standardReadingWriting Speaking and listeningMathsScience % primary schools good or better (31 August 2015) ENGLAND (state-funded schools) 77908890939185 East of England76918891939282 Bedford75918990939196 Cambridgeshire7590879192 80 Central Bedfordshire77929092949389 Essex77928891949282 Hertfordshire7992909394 85 Luton74898489918983 Norfolk73918891939279 Peterborough70858285908685 Southend on Sea7790879192 85 Suffolk77918791939278 Thurrock76918690939171 Proportion of children achieving key benchmark in phonics and at KS1, by local authority, 2015

7. Essex KS2: % achieving Level 4+ % making expected progress KS1 - KS2 Reading, Writing and MathsReadingWritingMathsScienceReadingWritingMaths % primary schools good or better ENGLAND (state-funded schools) 808987 8991949084 East of England 798886 88909388 81 Bedford 7383878084889384 96 Cambridgeshire 788885 89 9387 78 Central Bedfordshire 7788 8494869283 89 Essex 8190878889919590 80 Hertfordshire 8392908992919489 85 Luton 738482 85869385 Norfolk 758784 86889186 77 Peterborough 7483 84889488 83 Southend on Sea 7988878684899488 83 Suffolk 7787858487889185 76 Thurrock 76898486 929390 74 Proportion of children achieving Key Stage 2 Level 4 or above and making expected progress by subject and local authority, 2014/15

8. What’s new  The Common Inspection Framework  Short inspections of good schools o standby o conversion o remain good, inadequate, requires improvement or outstanding  A new work force o 196 Ofsted Inspectors o 140 are serving practitioners.

9. Effectiveness of leadership and management Increased emphasis on:  impact of leaders’ work in developing and sustaining an ambitious culture and vision  tackling mediocrity and using robust performance management to improve staff performance  ensuring that safeguarding arrangements to protect pupils meet statutory requirements, promote their welfare and prevent radicalisation and extremism. An example from the descriptor for grade 1: Leaders and governors have a deep, accurate understanding of the school’s effectiveness informed by the views of pupils, parents and staff. They use this to keep the school improving by focusing on the impact of their actions in key areas. CIF

10. Teaching, learning and assessment Increased emphasis on:  the importance of developing pupils’ knowledge, understanding and skills in all aspects of the curriculum and across key stages – not just English and mathematics  assessment in all its forms. No grading of lesson observations – removing myths An example from the descriptor for grade 2: Teachers use their secure subject knowledge to plan learning that sustains pupils’ interest and challenges their thinking. They use questioning skilfully to probe pupils’ responses and they reshape tasks and explanations so that pupils better understand new concepts. Teachers tackle misconceptions and build on pupils’ strengths. CIF

11. Personal development, behaviour and welfare Personal development:  A key focus on pupils’ self-confidence and self-awareness, and their understanding about how to be successful learners An example from the descriptor for grade 1: Pupils are confident, self-assured learners. Their excellent attitudes to learning have a strong, positive impact on their progress. They are proud of their achievements and of their school. Behaviour:  Emphasis on attitudes – are pupils ready to learn?  Behaviours that show respect for the school and other pupils  Conduct and self-discipline CIF

12. Personal development, behaviour and welfare Welfare:  Physical and emotional well-being, including healthy eating, fitness and mental health awareness  Staying safe online  Safe from all forms of bullying An example from the descriptor for grade 1: Pupils can explain accurately and confidently how to keep themselves healthy. They make informed choices about healthy eating, fitness and their emotional and mental well-being. They have an age- appropriate understanding of healthy relationships and are confident in staying safe from abuse and exploitation. CIF

13. Outcomes Key message:  In judging outcomes, inspectors will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress.  Within this, they will give most weight to the progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where relevant.  Inspectors will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests. CIF

14. To be outstanding:  the quality of teaching, learning and assessment must be outstanding  all other key judgements should be outstanding. In exceptional circumstances, one of the key judgements may be good, as long as there is convincing evidence that the school is improving this area rapidly and securely towards outstanding.  the school’s thoughtful and wide-ranging promotion of pupils’ spiritual, moral, social and cultural development and their physical well-being enables pupils to thrive  safeguarding is effective. The most important change here is the impact of the other three key judgements on overall effectiveness. CIF Overall effectiveness

15. S5 reports

16. s5 report  Leaders have secured good improvement in all aspects of the school’s work since the previous inspection. The new leadership team that joined the school in September 2014 very quickly established what was expected of staff, reflecting its high ambitions for the school. Leaders’ determination to secure the necessary improvements has been crucial to the rapid pace of change over the last year.  Leaders have ensured that there is a culture where second best is not accepted. This has very quickly raised the aspirations of staff and pupils so that they are all highly motivated to improve. Responsibility for ensuring development is shared widely amongst leaders, with teachers in charge of subjects playing an important part in checking the quality of teaching and securing improvement.

17. s5 report  Over the last year, leaders have greatly strengthened their use of information about pupils’ progress to check that they are all doing well enough. They analyse this information in detail to identify any possible underachievement and to respond where needed. This has helped them to improve the use of the additional funding for disadvantaged pupils, who are making more rapid progress now than in the past.

18. Stretching the most able pupils Will any of Ofsted’s recent changes affect what you do in school, or how you approach inspection? Life without levels No grading of lessons Greater focus on the quality of the curriculum How well pupils are prepared for life in modern Britain and promotion of FBV Graded judgement for EYFS Personal development, behaviour and welfare The progress of pupils in all year groups Focus on disadvantaged pupils Discuss

19. Myth busting  Ofsted does not grade individual lessons.  Ofsted does not require evidence for each teacher for each of the bulleted sub-headings of the Teachers’ Standards or specific details of the pay grade of individual teachers who are observed during inspection.  Ofsted does not require any specific frequency, type or volume of marking and feedback or written record of oral feedback provided to pupils by teachers.  Ofsted does not require a particular frequency or quantity of work in pupils’ books.  Ofsted does not expect performance information to be presented in a particular format.

20. Short Inspections

21. Short inspections for good schools, academies and FE and skills providers – approximately every three years, for one day (schools) or up to two days (FE&S). Two judgements only:  Is the school/provider still good?  Is safeguarding effective? Greater professional dialogue during the inspection; more regular reporting to parents, learners and employers. Short Inspections

22. The school/provider’s performance is being sustained. It continues to provide a good quality of education for pupils/learners. Any weaknesses are known by leaders and governors, and are being tackled – proven capacity. The school/provider’s performance is being sustained. It continues to provide a good quality of education for pupils/learners. Any weaknesses are known by leaders and governors, and are being tackled – proven capacity. Is the school/provider continuing to be good? Is safeguarding effective? Is the school/provider continuing to be good? Is safeguarding effective? Is it likely that the school/provider might be judged outstanding in a full inspection? Returns to cycle of inspection Yes HMI informs school/provider that insufficient evidence has been gathered or concerns exists. Explains that a full inspection will follow shortly. HMI informs school/provider that insufficient evidence has been gathered or concerns exists. Explains that a full inspection will follow shortly. Insufficient evidence or concerns about effectiveness/ safeguarding Yes School/provider may be outstanding School/provider remains good Lead stays on; Ofsted region quickly deploys further inspectors Short Inspections

23. The short inspection report 1. What do you like about the report? 2. Is there anything that surprises you about the report? 3. Does the report capture the ethos of the school? 4. How helpful are the ‘next steps’?

24. Staff and pupil online questionnaires Do you think this school is now better than it was at the last inspection?  Yes – a lot better  Yes – a little better  Neither better nor worse  No – a little worse  No – a lot worse I am proud to be a member of staff at this school.  Strongly Agree  Agree  Neither Agree nor Disagree  Disagree  Strongly Disagree

25. East of England regional priorities 2015/16 Increase the proportion of good and better providers Improve the provision and outcomes for looked after children and care leavers Secure high quality inspection East of England Regional Priorities 2015/16 Improve the provision and outcomes for disadvantaged pupils Strengthen leadership and governance

26. Any questions?