1. APTE ITT inspections: The insights
Bea noble-rogers

2. How do you know? Can you prove it?
The key questions
Are you prepared?
How do you know? Can you prove it?
What do you need to do?
Does everybody know?
This is do-able!

3. They did it!!
57% Outstanding 41% Good 2% Requires Improvement Recognise the non-negotiables

4. Overview Collective strengths > levers for success Compliance
Accuracy in assessing trainees
Self evaluation : write your own report, be pro active
Consistency and coherence
other
Closer look: the process

5. the ITE inspection All ITE inspections are two-stage.
Stage 1 Summer term trainees. Emerging areas for improvement / strengths. Three days.
Stage 2 Autumn term NQTs, training and validation emerging issues from stage 1. Three days.
Same and different NQTs / training

6. to secure outstanding
Make this about delivering a shared vision of excellence for your trainees, for their pupils, for your partnership The relationship with schools ‘up close and personal’ is critical Know and work directly to the Handbook and the Criteria Know your partnership, know your trainees and NQTs Own your data

7. levers for success
Trainees impact on the learning and progress of pupils over time – most able, SEND
Mentoring is consistent across the partnership - high quality targets set for trainees to improve their teaching
Trainees ability to assess / support learning
Consistency and accuracy of assessment, outstanding and borderline – as trainees
High quality of trainees’ behaviour management

8. levers for success
Partnership commitment to local needs and impact on school improvement
Robust communication across the partnership
Engagement of schools at all levels
Coherence of the training experience
High quality targets and information to employers, NQTs ‘hit the ground running’
Maximise potential of time in contrasting / 2nd school
QA: monitoring, evaluation, review and moderation
NB EYITT

9. Compliance: ITT Criteria June 2015
Close scrutiny early in inspection revisit in stage 2
Present demonstration of compliance for each criterion
At the partnership’s discretion
C1. All trainees, all programmes fully meet all entry requirements
C2. All trainees, all programmes know the age range/s for which training – RANGE of school experience
C2.3 scope. Training enables trainees to demonstrate they meet all the TS across the age and ability range of training NB SEND schools and settings / PRUs / 2nd placements
C3.2 Partnership agreement is a working document that can be used to guide and inform partners
C3.4 Monitoring , evaluation and moderation – also impact

10. Three Judgements: Best fit
Outcomes for trainees
Quality of training across the partnership
Leadership and management of the partnership
and
Overall effectiveness

11. outcomes for Trainees: best fit
Attainment: all trainees exceed the minimum level
How well trainees teach: the key to judging the quality trainees’/NQTs’ teaching over time is the impact on pupils’ / learners’ learning and against the TS
How well trainees teach: part 2 consistently high
Completion rates – consistently high / well above
Employment rates - consistently high / well above
Consistency across groups / alliance / cohorts
Form 4

12. Absolutes of assessment
As a trainee rather than as a qualified teacher
Through pupil progress and learning over time: groups
Through sequences of lessons using all available evidence
Against the Teachers’ Standards in full and sub headings to guide
Based on holistic, professional judgments to secure ‘best fit’ and accuracy
Reflect the quality of trainees’ teaching overall, the interrelatedness TS
Developmental, achievable targets : imp. trainee and pupil progress
All grades, comments and targets consistently aligned: 4 point scale
Part 2 consistently high

13. The process Pupil progress and learning overtime
Quality of trainee’s teaching within each standard
Quality of trainee’s teaching overall

14. Assessing Trainees: key features
‘The Standards need to be applied as appropriate to the role and context within which a trainee or teacher is practising. Providers of initial teacher training should assess trainees against the Standards in a way that is consistent with what could reasonably be expected of a trainee teacher prior to the award of QTS.’ (Teachers’ Standards Para 6)

15. SED : write your own report
Self evaluate against each judgement and overall
Chart your outcomes over three years / bench mark
Refer to previous inspections, impact and actions
NEVER allow data to speak for themselves: make them work for you!!!!!
Identify overall trends and by sub group
Strengths and shortfalls and how to address = capacity to improve
Quality of training / leadership management: cumulative actions informing outcomes
Capacity to improve
Use the language of the handbook
Be analytical, to the point and evidence everything
Sell your partnership
Keep it up to date!

16. Coherence and consistency of training
Robust QA at all levels: recruitment training assessment
All stakeholders know as appropriate how the programme/s works, how different elements relate
Parity of experience : routes, alliances, small numbers, groups
Partnership agreements: fully and demonstrably reflect roles and responsibilities and are acted upon
Documentation/website : short, explicit and unambiguous
Tracking systems need to be fit for purpose enabling identification of any emerging issues at any level speedily
Spring cleaning

17. other Prevent strategy and FBV Teachers’ Workload, recent papers*
EAL SEND
Foundation subjects in primary: planned taught assessed evaluated and observed/evaluated teaching
Subject knowledge, subject specific feedback
Trainees ability to use assessment to support learning of different groups and learners within lessons
Phonics and mathematics – Mastery
NQTs: preparation, quality and accuracy of targets,

18. Be prepared: stage 1 Pat Black BSU
Placements spread sheet – trainee and school names, interventions, predicted grades, school postcodes, s5 Ofsted grades COMPLIANCE
Location of NQTs and which schools
SED / IP – up to date – predicted grades
Organogram
Website up to date and cleansed
Pen portraits school and trainee
Which schools have been inspected (ITT)

19. Be prepared: Stage 1
Call one generally pre 9.30 Thursday, set time for call two with lead – not alone
Map out the week: key events which may impact eg recruitment
Request Form 4 – summary of outcomes and ask when you will receive Form 5 – lines
Identify any school issues and offer preferences and to accompany…
Agree the timetable
Respond to lines, share with partnership for comment and update outcomes
Finalise school and trainee profiles
Check compliance

20. Monday to Friday: Stage 1
Compliance check
Meeting with Team – response to lines
Meetings with: head teachers, ITT leads, current trainees , school based tutors, centre based trainers
Visits to schools - observation: trainees - file and work book scrutiny nb all available evidence; feedback; Keep in immediate touch!
Tuesday: trainee survey
Ofsted end of day meetings
Wednesday PM verbal feedback
Friday written verbal feedback – areas of emerging strength and for development

21. Before the summer
Ofsted facing improvement plan - ensure all emerging areas addressed prior to stage 2 – use your notes to pin point – involve the partnership
Get a really critical friend to review plan
Begin to action: Anything that can be implemented for the existing cohort do and gauge impact
Know where the trainees and NQTs will be for stage 2
Scrutinise NQT transition packages for accuracy and robustness
Communications strategy for schools trainees NQTs
Ofsted session: how the Ofsted framework translates from trainee to teacher linking this to what they have already achieved.

22. Pre Stage 2 Got the communications well organised
Checked all addresses and details: NQT, induction tutors
Communicated to NQT induction tutors re Ofsted, transition packages, need to observe and give feedback against the transition targets,
Collected all the timetable for NQTs
Put together a ‘Why are we outstanding doc’ to give to Ofsted, staff and schools
Updated all data revised SED: at a glance page
Improvement plan - front cover included strengths and areas for development
Briefing sheets for the induction tutors, NQTs, trainees
Risk assess schools, NQT’s, plan a route through of what they could see where in case there can be negotiation on where inspectors go.
Grade borderline - support given to NQTs and schools.
Twilight sessions and NQT day organised

23. During stage 2: Validation, more formal
2 phone calls: SED/ NQT spread sheet /Ofsted improvement plans
DBS compliance
Team meeting – Ofsted improvements and impact, next steps
Triangulation meetings: ITT leads, trainees, NQTs, induction tutors, trainees
Observe training
Observe NQTs and feedback
Ofsted Team Meeting – issues arising out of current SED, emerging from school visits
Grading meeting – you can sit in
Wednesday - Verbal feedback to the partnership

24. During stage 2 Suggested schools to inspectors
Close communication with schools and ensuring on message, know where risks are and that NQTs being supported, how transition packages being used,
Additional support for NQTs as necessary
Keep in focus areas for development from initial Stage 1 feedback – robust evidence to inspectors.
Go back to schools for further evidence when needed around the grading
Planned for day three to showcase the areas of outstanding
Use the language of Ofsted at all times

25. Bea@teacher-education.co.uk 07776177588 Thank you!!!!!
Contact Bea
Thank you!!!!!