1. Raising standards, improving lives Driving and Supporting Improvement - changes to school inspection from September 2012 (updated January 2014)

2. Raising standards, improving lives Outline  Changes to inspection since 2007  Understanding how judgments are made  Questions

3. Changes to school inspection

4. Raising standards, improving lives A good education for all  The changes, which came into effect on 1 September 2012, are intended to support head teachers in their work to provide the best possible education for all pupils and learners  The consultation, launched in spring ‘12, received over 5,000 responses  The views from the consultation shaped directly the new framework  Good is the only acceptable standard of education

5. 2007:  Four judgments, four grades  Separate grades for 31 areas leading to four judgments  Two days’ notice  Parents’ feedback gathered via a questionnaire and formal meeting Raising standards, improving lives 2014: Four judgments, four grades…but no ‘satisfactory’ Four judgements are governed by detailed grade descriptors Half a day of notice Parents’ feedback gathered primarily via Parent View

7. Raising standards, improving lives What has changed in OfSTED inspections since 2007?  Standards of attainment have continued to rise nationally  Introduction of Level 6 at the end of KS2  Greater emphasis on closing achievement gaps  Greater emphasis on progress from individual starting points, rather than attainment  A focus on standards of attainment and progress over the past three years

8. Raising standards, improving lives What has changed in OfSTED inspections since 2007?  Achievement and Standards (Nonsuch Primary 2007) Grade:1 ‘Standards are consistently well above those expected for the pupils’ ages by the time they leave and their achievement is outstanding…. Very high standards were achieved in English, mathematics and science in national tests at the end of Year 6. School data, which tracked these pupils’ performance since they were in Year 2, shows that they achieved outstandingly well…national assessments were exceeded. The school is especially good at assessing how well its pupils are doing so that gaps and weaknesses are identified and tackled speedily. The provision for pupils with learning difficulties is very good….as a result the vast majority make outstanding progress.’

9. Changes to the achievement judgement in the new framework Achievement has an increased focus on:  The proportions of pupils in comparison with national figures who, from each starting point,  make expected progress  make more than expected progress Raising standards, improving lives

10. The following slides are an overview of the descriptor for ‘good’…

11. Raising standards, improving lives Achievement descriptors 2014  From each different starting point, the proportions of pupils making expected progress, and the proportions exceeding expected progress, in English and in mathematics are close to or above national figures. For pupils for whom the pupil premium provides support, the proportions are similar to, or above, those for other pupils in the school or are improving.  Progress across year groups in a wide range of subjects, including English and mathematics, is consistently strong and evidence in pupils’ work indicates that they achieve well.

12. Raising standards, improving lives 2014 Achievement descriptor (continued)  The achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or is rising, including in English and mathematics.  Pupils read widely and often.  Pupils acquire knowledge and develop understanding quickly and securely in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment.

13. Raising standards, improving lives 2014 Achievement descriptor (continued)  The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support and the most able, is generally good.  Where attainment, including attainment in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period. Inspectors will balance evidence about previous cohorts of pupils with evidence about the progress being made by the pupils being taught in the school currently.

14.  The judgement on achievement will depend on weighing up the learning, progress and attainment of current pupils across the whole school with the national data that is provided for the ends of key stages. Raising standards, improving lives

15. Ofsted require ‘outstanding’ schools to have outstanding teaching  This does not mean that every lesson seen by inspectors needs to be outstanding, but that over time teaching is enabling almost all pupils to make excellent progress, acquire knowledge, deepen their understanding and develop and consolidate their skills  Inspectors do not expect to see a particular teaching style  However, good and outstanding teaching also means that pupils know how well they are doing and what they need to do to improve

16. Raising standards, improving lives Leadership is key  The leaders of schools that improved from ‘satisfactory’ to good or better:  held staff to account, with good performance management  focused on the quality of teaching  improved the quality of governance  That is why these things have such prominence in the new inspection framework

17. The details

18. Raising standards, improving lives Ofsted are continuing to focus on what really matters Inspectors will continue to judge the quality of education provided in the school and its overall effectiveness - taking account of four other 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. 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, those with special educational needs and those eligible for the pupil premium.

19. During the inspection Inspectors continue to:  spend as much time as possible in classes, observing lessons, talking to pupils about their work, gauging their understanding and engagement in what they are doing, and their perceptions of the school  hear children in primary schools or some Year 7 and 8 students read, and they will look at data  involve the headteacher or principal and senior managers fully during the inspection, including during inspection team meetings. Raising standards, improving lives

20. Judging the quality of teaching:  Inspectors do not expect to see a particular teaching style  ‘Teaching’ includes teachers’ planning and implementing of learning activities, including the setting of appropriate homework, as well as marking, assessment and feedback. It encompasses activities within and outside the classroom, such as additional support and intervention  The judgement must take account of evidence of pupils’ learning and progress over time  Inspectors must evaluate the use of, and contribution made by, teaching assistants

21. Raising standards, improving lives Observing teaching and learning:  Teaching should engage and include all pupils, with work that is challenging enough and that meets their individual needs  pupils’ responses demonstrate progress in their knowledge, skills and understanding  teachers use questioning and discussion to monitor pupils’ progress in lessons and use the information well to adapt their teaching and promote pupils’ learning

22. Raising standards, improving lives Features of an Outstanding lesson:  Teachers and other adults authoritatively impart knowledge to ensure pupils are engaged in learning, check pupils’ understanding throughout lessons, anticipating where they may need to intervene and do so with notable impact on the quality of learning.  Consistently high quality marking and constructive feedback ensure that pupils make rapid gains.

23. Raising standards, improving lives Features of an Outstanding lesson:  Teachers use well-judged and often imaginative strategies, including clearly directed and timely support, that match individual needs accurately  pupils’ responses demonstrate progress in their knowledge, skills and understanding  Almost all pupils make rapid and sustained progress

24. Raising standards, improving lives Hearing Children Read:  Inspectors must listen to, among others, lower attaining pupils reading during the inspection, and should discuss their reading with them  Inspectors should decide which pupils they will listen to, taking into account the school’s progress data on reading and other information such as lesson observations.  Inspectors should hear children read from books that are appropriate to their age, including from previously unseen books.

25. Inspectors will place greater emphasis on transition matrices. Raising standards, improving lives Number of Pupils Sub Level Key Stage 2 Reading Level Other or No KS2 Result W123456 Total No. of Pupils Number Achieving Expected Progress School % Achieving Expected Progress National % Achieving Expected Progress Number Achieving More Than Expected Progress School % Achieving More Than Expected Progress National % Achieving More Than Expected Progress KS1 Reading Level Other or no prior available 000001000 00%3%--- W000000000 00%67%00%31% 1000001001 1100%81%1100%54% 2 2C000002103 3100%78%133%15% 2B000003205 5100%92%240%29% 2A0000028010 100%98%880%56% 3000000617 7100%87%114%1% 4000000000 00%12%--- 26 100%88%1350%30% Table 5.2.1: Expected Progress in Reading Key Stage 1 to Key Stage 2 - sublevel variation (KS2.EPR)

26. However:  Balancing achievement in English and mathematics with that in other subjects is crucial.  Consistently strong progress across a wide range of subjects is one of the bullet points on the grade descriptors for good achievement.  The judgement on achievement will depend on weighing up the learning, progress and attainment of current pupils across the whole school with the national data that is provided for the ends of key stages. Raising standards, improving lives

27. Ofsted are looking at use of the pupil premium (PP)  The pupil premium was introduced specifically to support achievement of disadvantaged pupils  If a school is already doing all the right things for its disadvantaged pupils, and Ofsted can see that in the good progress and achievement of these pupils, Ofsted will say so  But Ofsted will be critical of schools that are not achieving well for disadvantaged pupils, and have not made good use of their pupil premium money

28. Raising standards, improving lives So in summary, Ofsted will want schools to be able to show :  what they are spending their PP premium money on  why they are spending it in this way  how it is making a difference for their disadvantaged pupils  how governors are holding their schools to account for the way in which this money is spent

29. Schools that are consistently strong have clear leadership characteristics:  The head teacher has CAPABILITY  The leadership team has CAPACITY  They ensure CONSISTENCY  They maintain CONTINUITY, planning so that changes of personnel do not interrupt the steady improvement of the school Raising standards, improving lives

30. Performance Management There will be an increased emphasis on the management of staff performance. Inspectors will evaluate the extent to which: performance management and other strategies are used to improve teaching underperformance is tackled professional development is based on the identified needs of staff performance management, appraisal and salary progression are linked

31. Governance Inspectors will consider how well governors: use performance management, including of the headteacher, to lever up quality understand the strengths and weaknesses of the school, including the quality of teaching, and the underlying data make strategic decisions about the development and improvement of the school, particularly whether they are supporting or hindering school improvement meet statutory duties, including those with respect to promoting equalities and ensuring the pupils' safety

32. Raising standards, improving lives  When notifying a head teacher that the school is to be inspected, lead inspectors ask for a meeting to be set up with a representative from the local authority. The purpose of this is to consider the extent and impact of the external support being provided to the school  Inspectors include a brief comment in the inspection report about the nature of external support under the section on leadership and management

33. Raising standards, improving lives And finally…new style section 5 reports:  are unique to the school  are brief, and to the point  convey the key findings to parents succinctly and accessibly  ‘tell the story’ of the school  focus on improvement  make clear recommendations

34. Raising standards, improving lives And recommendations are ….  clearly articulated  challenging  realistic  achievable  drawn from the most significant weaknesses Even for schools judged to be outstanding it is highly likely that there will be actions for improvement

35. If you have any questions about anything you have read, please arrange to meet with the Headteacher or one of the Assistant Headteachers.