1. Lynda Morgan Teaching School Director
Ofsted Update
Lynda Morgan
Teaching School Director

2. Biggest Change in at least 4 years coming
Focus on the curriculum
Reducing the focus on unnecessary production of, maintenance and interpretation of data
Trying to focus the framework on
What is taught
How it is taught
Impact on the children

3. Ofsted – Updated Documents
Working towards new Framework for 2019
New Handbooks from September 2018
-Section 5
-Section 8
-Independent Schools

4. Direction of Travel

5. Thinking about:
Accuracy and frequency lead to fluency. Accuracy alone is not a sufficient criterion for security of learning or fluency.
Challenge should be judged in terms of curriculum goals. The appropriateness of lesson activity depends on how it contributes towards achieving curriculum goals.

6. Assessment
Going beyond the data and looking at the whole picture of the school’s performance
Curriculum is the progression model
Are the conclusions drawn by the school always Justified? Consider Reliability? Validity?
How effectively do inspectors focus on what leaders conclude from assessment. Are the inferences valid?
Challenge should be judged in terms of curriculum goals.
‘The purpose of instruction is to increase the store of knowledge in long-term memory. If nothing has changed in long-term memory, nothing has been learned.’ (2011) Sweller J, P & Kalyuga S. Cognitive load theory (vol 1). Springer Science & Business Model

7. Think about
Do “current pupils make substantial and sustained progress?”
Is the teacher making sure the pupils are thinking about the actual learning focus rather than the activity itself, and are they making checks?
Highlighting the relevance and importance of ‘fluency’ in how pupils learn
Reinforcing our thinking about how these principles relate to the intent, implementation and impact of curriculum planning.

8. Continuing Key Messages
Progress means knowing more and remembering more.
Prior knowledge allows learning of new content.
Inspectors will consider how effectively school leaders select a curriculum with:
- ‘powerful’ knowledge
- ‘transferable’ knowledge
- carefully ‘sequenced’ knowledge

9. Key questions to help consider curriculum quality on inspection:
How far do school leaders consider the quality of the curriculum in each subject as a driver of progress?
How effectively do school leaders/teachers consider the content and sequencing of the curriculum in each subject?
How well are pupils learning the content outlined in the curriculum?
A cognitive skill: ‘The capacity to perform drawing on what is known

10. Key messages
Development of a strong curriculum with carefully chosen components
Planned repetition of learned materials
Fluency improves retention
What components do the pupils need to learn/practice in order to reach the ultimate composite?
Intent, implementation, Impact.

11. Memory
Short Term Memory Loss
Long Term Memory Loss

12. Four key principles about memory
1. Deciding what content needs to be deeply embedded in long-term memory
2. Considering what pupils pay attention to
3. Avoiding overloading working memory
4. Providing spaced repetition for ‘over-learning’
And remember: the struggle of trying to retrieve is what make memory stronger

13. And so reflecting upon your school
What could you go back and do to ‘firm up’ your evidence?
Who will you involve?
What will it look like?
When will it be done by?
What impact will this have on pupils?

14. Meanwhile Double check on consistency across the school/sites/MAT
Think about your quality assurance, is it robust?
moderation
external
are judgements reliable?