1. Inspections – Ofsted Policy Overview and Best practice
BACH Conference 2018
Inspections – Ofsted Policy Overview and Best practice

2. Outcomes
To provide information regarding the timetable for the new inspection framework
To outline the key features of the the new Education Inspection Framework (EIF)
To understand underpinning its principles
Applying these to practice- at a a curriculum level
Applying these to practice – working on best practice examples

3. Timetable
The new EIF is based on the educational research undertaken before and after the Ofsted paper – Learning Matters
Ofsted are:
already sharing thoughts with stakeholders and will consult on the detail in the spring term
the final framework will be published summer 2019, and be live for use from 1st September 2019,

4. Purpose In the new framework the HMCI has sought to:
‘dispel myth that data is all’ 
Robust evidence 
Evaluate quality of provision against evidence of effectiveness 
Provide info to providers to enable them to develop capacity for improvement
Report to stakeholders enables them to make informed decisions about providers

5. Focus on Curriculum What is curriculum?
Intent – framework for setting out the aims of a programme of education, knowledge and understanding 
Implementation - translating that framework over time into a structure and narrative within the institutional context
Impact achievement – evaluating what knowledge and skills learners have gained against expectations

6. What the HMCI says
‘I firmly believe that the substance of what students are learning in education matters just as much, if not more than how good a grade they get in any exam or assessment’
Aoc 2017 November
However, school leaders should recognise and understand that this does not mean that the curriculum should be formed from isolated chunks of knowledge, identified as necessary for passing a test. A rich web of knowledge is what provides the capacity for pupils to learn even more and develop their understanding. 
Education policy institute conference July 2018

7. Structure - themes Themes likely to be: quality of education,
curriculum,
wider development of learners,
attitudes and behaviours,
leadership and management.

8. Structure - focus
Reduce duplication under current CF judgements – eg English and mathematics, safeguarding
Retain focus on safeguarding – 3 core themes
identify - the right vulnerable adults
help - working with other agencies
manage - responsible bodies and orgs manage themselves and identified issues relating to learners or staff.
The framework will be common but common but questions phase specific.

9. Structure - judgements
Evidence relates to educational effectiveness, in terms of the curriculum
Retain one single overall judgement about a provider
one criteria one judgement

10. Structure – provision types
This is still a work in progress:
Merged colleges still inspected as one after three years or before if issues are identified
campus based inspections being piloted, however there are issues disaggregating data.
Campus inspection has some sense given the current educational landscape

11. The focus on TLA
In line with previous developments for the current CIF, Ofsted believes that curriculum and teaching have greatest impact.
Therefore the management of teaching from the classroom to senior management teams is key
Ofsted will not prescribe a style of teaching or a curriculum methodology 
So consider what is the rationale of your curriculum and how do you use assessment to inform that? 

12. The focus on TLA Ofsted believe that educational research points to
‘explicit teacher led instruction and formative assessment have greatest impact’
Discuss………..

13. The focus on TLA
Teachers must be expert practitioners and demonstrate an understanding of learning sciences and metacognition help to inform that 
The should also develop their skills as reflective professionals and the provider should show how CPD impacts on curriculum planning?

14. Focus on TLA – back to curriculum
Ofsted’s research shows that:
Curriculum is being confused with assessment and qualifications
Too much teaching to the test and too much time spent on tests
 the Curriculum is narrowing rather than including wider social issues

15. Focus on TLA curriculum
‘It is worrying when any system becomes over-reliant on data. We have seen the ways that things can go wrong.
There isn’t a holy grail – we can see that a balance is required’
HMCI TES September 2018

16. How can that be achieved?
Curricular goals that develop learners:
Skills, cognitive and practical, and knowledge.
Provide a curriculum structure for learners that:
Challenges
Ensures Progress
Is based on a knowledge of learners through assessment
And brings about change in the learners, as evidence in long term memory and Schema
The first concerned the assumption that the mere maintenance of material in short-term memory would guarantee long-term learning. This proved incorrect, with degree of learning depending much more on the nature of the processing. Hence, processing a word in terms of its perceptual appearance or spoken sound is much less effective for subsequent learning than encoding the material on the basis of its meaning or its emotional tone
Schema – constructivism - The chapter characterises basic processes of reading comprehension. It focuses on one aspect of comprehension of particular importance to reading comprehension: the issue of how the reader's schemata, or knowledge already stored in memory, function in the process of interpreting new information and allowing it to enter and become a part of the knowledge store.

17. Working memory

18. Assessment will be key
Challenge and progress should be judged in terms of the curricular goal not on a lesson snapshot
Purpose of assessment must be clearly defined and the means of assessment designed to achieve this purpose

19. How learning works: constructivism
Links that create
understanding
New learning
Existing concepts,
knowledge and
experience
Skills for Life Quality Initiative 2005
National Training Laboratories, Maine, USA

20. Assessment through Questioning
The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.

21. The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
What were the slithy toves doing in the wabe?
How would you describe the state of the borogoves?
What can you say about the mome raths?

22. The Jabberwocky Problem
‘Twas brillig, and the slithy toves
Did gyre and gimble in the wabe;
All mimsy were the borogoves,
And the mome raths outgrabe.
4. Why were the borogoves mimsy?
5. How effective was the mome raths’ strategy?

23. Curriculum sequencing
Activity
Identifiy components that combine to create a composite skill
Trade specific or technical examples 

24. Think about EPA
How many of your components are behavioural? How does this impact on your considerations for preparation for EPA?

25. Thank you
If you have any questions please pass those through BACH or you can contact me;