1. How is your image like being Head of 6th form?

2. Ofsted Outcomes Outstanding Exempt Risk assessment including: IDSR
Current
Time
Type of inspection
Outcomes
Outstanding
Exempt
Risk assessment including:
IDSR
DfE performance table
Parent view
Complaints
Unless there are concerns with performance or Ofsted are carrying out a multi agency inspection then there will not be an inspection.
Good
Usually 4 years.
Section 8- ‘short’ one day inspection
Remains good
Good with marked improvement Sufficient evidence of outstanding- next inspection 5 in 1 or 2 years
May no longer be good Would not remain good- next inspection s5 usually in 1 or 2 years.
Inadequate in one or more areas of s5 inspection. S5 usually within 48 hours.
Requires Improvement
Up to 30months
Section 5- Two day inspection
Evidence the school is now good.
Improvement in some areas but key aspects less than good S5 again within two years s8 monitoring in between
Serious weakness
Up to 30 months
Normally re-inspected within 30 months (S5)
Monitoring visits months (S8)
Special measures
Normally re-inspected within 30months.

3. Ofsted Judgement Changes for September 2019
4 new judgement areas
Ofsted’s proposing to replace the current inspection judgements with the following:
Quality of education
Personal development
Behaviour and attitudes
Schools’ leadership and management
The existing 'overall effectiveness' judgement and 4 point grading scale will continue. 
In January, Ofsted will consult on the:
New framework
Individual inspection handbooks
By law Ofsted must fully inspect every 5 years- therefore Section 5 inspections are key!

4. Why is this important to you as Head of post 16?
IDSR is scrutinised along with public data (DfE performance tables) and the L3VA report
Outcomes
Quality of T&L
Attention is focused on whether leaders have the capacity to drive improvement
16-19 study programmes- its own section in the report!
A school is judged to have serious weaknesses because one or more of the key judgements is inadequate (grade 4) and/or there are important weaknesses in the provision for pupils’ spiritual, moral, social and cultural development.
In require special measures if:
• It is failing to give its pupils an acceptable standard of education and
• The persons responsible for leading, managing or governing are not demonstrating the capacity to secure the necessary improvement in the school.

5. Being prepared- your SEF and SDP
Analysis of data:
Outcomes (Attainment, progress, groups and trends)
IDSR
Performance table data
Current progress and attainment data
All comparison to national
SEF:
Where you were summarised?
Where are now? Evidence
Where will you be- link to P16DP
Current position
Planned improvement activities
Evaluation of impact
Current contextual knowledge of your school
PMR Targets
Meeting minutes
Departmental development plans
P16DP:
Where are you going?
Why?
How you will get there? Measurable Milestones
Any recent inspection grading, comments, reviews, Ofsted, DfE, Academy reviews etc

6. IDSR overview Historic data
Data for context, minimum standards, valued-added (progress), completion and attainment, retention, English and mathematics progress and destinations. Analysis of groups.

7. Areas to investigate Shows significant differences to national.
May guide inspectors lines of enquiry
Key questions for leaders:
What are the areas?
Why is this the case?
What are you doing about it?
Should be in your SEF and SDP

8. Learner characteristics
Self explanatory
Learner characteristics
Ethnicity
Gender
How can we use this information for improvement planning?
How can Post 16 context be used in conjunction with KS4 context?
Deprivation indicates
Retention

9. Prior attainment grade distribution
These charts show the average prior attainment of learners currently studying A levels, applied general qualifications and tech levels. National figures are shown as pink lines.
Are you being aspirational enough?
Are students given appropriate A&G prior to joining?
Consider- if your students prior attainment is significantly above national for applied general learners what questions could this raise with inspectors?

10. Progress measures Trends over time
Key colours:
Significantly below national
Significantly above national
Progress measures Trends over time
Quintiles are based on value added scores for A level, AS level and Applied general, and completion and attainment scores for Tech levels.
Data is shown for all pupils and by Key Stage 4 (KS4) prior attainment groups.
For the last two years students who have entered Post 16 with an average grade C prior attainment have made progress in line with the bottom 20% of students nationally
The school has been in the bottom 40% (4th Quintile) for progress for all students for the last two years.
Quintiles means 5ths
Red box means it is statistically significant
Students with a average grade A or above made better progress in 2015 and 2016.

11. Progress measures Trends over time
The same is applied to disadvantaged, males, females and progress on level 2 programmes of study.

12. Value Added
These trend over time charts show how much progress learners have made in each subject.
Inspectors will expect you to know the trends, and subject leaders/heads of department.
where the confidence interval is wholly above the zero line, the VA score is significantly above average (sig+)
where the confidence interval is wholly below the zero line, the VA score is significantly below average (sig-)
Important considerations:
Size of the cohort when looking at trends.
Case studies to explain anomalies.
The
circle
indicates
the overall VA score by subject; this is the average of all the
scores in the subject
. The vertic
al line indicates the
confidence interval. A
larger
cohort
leads to a smaller confidence interval, which is shown by a shorter vertical
line and vice versa

13. Attainment Average point score (APS) for all subjects taken
Average point score counting only the best three A
The percentage of learners attaining at least AAB (two facilitating subjects)
The facilitating subjects are mathematics and further mathematics,
English literature, physics, biology, chemistry, geography, history a nd
languages (classical and modern).
Learners are split vertically by the
average prior attainment grade at key stage 4.

14. DfE Performance tables overview
Published in January 2019 for some measures and March for all.
You will be expected to know this data and have used it to plan your Post 16 improvement plan.
APS compared to LA and national.
Progress measure compared to national
Retention
Then further broken down in to:
Academic
Applied general
Tech levels
Also:
level 2 qualifications
English and Maths
Destination data
Biggest risk to performance tables- students coming back in to the count.

15. Most importantly your own data
Head of Post 16 should have:
APS for each of the headline measures
APS for each subject
Progress analysis for each of the above
Analysis of key groups for example pp
Trends over time for the school and per subject
Comparisons to national
For 2018 outcomes to inform the P16DP and at the every data drop this analysis needs to be used to review the progress on the development plan.

16. Activity part 1 independent task
Using your own data, identify your key Post 16 strengths and improvement priorities.
Ideally 4 or 5 for each.
IDSR
Performance table data
Your own un-validated data for 2018 outcomes
Contextual knowledge of your 6th form
Record these priorities on the table provided.

17. Activity part 2: Swap your data with your colleague
Your role is critical friend:
Using the available data complete the critical friend review.
Share your analysis with your partner.
Consider and discuss:
Do the lines of enquiry match the priorities?
Are there similarities in the strengths and areas for improvement between your two settings?
Finally
Agree the final priorities and write them clearly on your P16 improvement planning ideas

18. Activity part 3- Actions
The most important part- your capacity to drive improvement
Discuss and record actions you have implemented or could implement to address the priority.
Share with colleagues on your table so that they can add to your improvement table.
Move tables to look at others priorities and suggest improvements.

19. Opportunity for peer reviews
What does this involve?
An opportunity to have a non-judgemental review of your Post 16 provision.
Matched with a colleague from a similar setting.
An objective view of your provision.
Informal feedback which can be used to self evaluate and lead your development planning.
An opportunity to visit another school!

20. Key elements Reviewer(s) Reviewee It is a critical friend approach.
Prepares by reviewing the schools data (as we have done today), also analyses key documents such as the SEF and SDP.
Agrees the review with the Head teacher.
Briefs SLT and staff
Carries out the review, is objective, non judgemental and developmental in their approach.
Prepares the timetable- ensure there is time for lunch. LW, book scrutiny, student interviews, joint obs and meetings.
Gives feedback openly to the reviewee.
Makes arrangements for the reviewer for example they have somewhere to work etc
Summarises feedback (as we have done today)
Agrees focus with reviewer
Sign up sheet on your table 