1. A Governor Update The New Ofsted Inspection Framework DEVELOPING EXCELLENCE TOGETHER 1

2. 2 Changes to the structure of inspections  Inspections will be shorter and more frequent.  Good schools, academies, and FE and skills providers will be inspected once every three years and inspectors will start with the premise that the school is still good.  Inspections will last a day and only spread over two days where inspectors feel there is insufficient evidence to make judgement.  Outstanding schools will not be inspected unless an issue is flagged or a complaint made.

3. DEVELOPING EXCELLENCE TOGETHER 3 What are the new areas of judgement? As before, inspectors will make judgements in four areas – these have been amended to:  effectiveness of leadership and management  quality of teaching, learning and assessment  personal development, behaviour and welfare  outcomes for children and learners. See highlighted for changes in emphasis within each area. They will also state clearly whether safeguarding is effective in the school.

4. DEVELOPING EXCELLENCE TOGETHER 4 Effectiveness of leadership and management  Impact of leaders’ work in developing and sustaining an ambitious culture and vision.  Tackling mediocrity and using robust performance management to improve staff performance.  Ensuring that safeguarding arrangements protect pupils, meet statutory requirements, promote their welfare and prevent radicalisation and extremism.  Effectiveness of promoting equality, diversity and fundamental British values.

5. DEVELOPING EXCELLENCE TOGETHER 5 How to hold your SLT to account for the changes to leadership and management inspection.  Does the leadership team provide a clear vision and sense of common purpose among staff?  How does the leadership team ensure that all judgements about performance are based on sound evidence?  How does the leadership team promote and evidence CPD?  How does the school demonstrate a commitment to equality and inclusion? Questions to ask

6. DEVELOPING EXCELLENCE TOGETHER 6 Quality of teaching, learning and assessment This category has now expanded to include a greater emphasis on assessment.  The importance of developing pupils’ knowledge, understanding and skills in all aspects of the curriculum and across key stages – not just English and maths.  Assessment in all its forms.

7. DEVELOPING EXCELLENCE TOGETHER 7 How to hold your SLT to account for the changes to teaching, learning and assessment inspection.  How do teachers ensure that all children are appropriately challenged?  How do teachers keep track of progress?  What do teachers do when they see children underachieving?  Does the school know which teaching styles work and why?  Can these styles be applied in those parts of the school where results need to improve? Questions to ask

8. DEVELOPING EXCELLENCE TOGETHER 8 Personal development, behaviour and welfare This new inspection area replaces the previous Behaviour and Safety judgement and now brings in attendance, managing feelings, keeping healthy and safe, self-confidence, preparation for the next stage in education and employability. Personal development  A key focus on pupils’ self-confidence and self-awareness, and their understanding about how to be successful learners. Behaviour  Emphasis on attitudes – are pupils ready to learn?  Behaviours that show respect for the school and other pupils.  Conduct and self-discipline. Welfare  Physical and emotional well-being, including healthy eating, fitness and mental health awareness.  Staying safe online.  Safe from all forms of bullying.

9. DEVELOPING EXCELLENCE TOGETHER 9 How to hold your SLT to account for the changes to inspection of personal development, behaviour and welfare.  Do pupils have an age-appropriate understanding of healthy relationships?  How is behaviour linked to the school ethos?  What do the school’s pupils say about bullying and prejudice and how it impacts upon their safety and learning? Questions to ask

10. DEVELOPING EXCELLENCE TOGETHER 10 Outcomes for pupils  Inspectors will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress.  Within this, they will give most weight to the progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where relevant.  Inspectors will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests.

11. DEVELOPING EXCELLENCE TOGETHER 11 How to hold your SLT to account for the changes to inspection of outcomes.  How is our school currently performing?  Are our children making better or worse than expected rates of progress?  How does it compare with that of similar schools?  Have some subjects or year groups shown a marked improvement this year? If so, why?  What are the key areas of improvement needed in the school? Questions to ask

12. DEVELOPING EXCELLENCE TOGETHER 12 Further reading Ofsted School Inspection Handbook from September 2015: https://www.gov.uk/government/publications/school-inspection-handbook-from- september-2015 A short video explaining the changes – delivered by Ofsted: https://www.gov.uk/changes-to-education-inspection-from-september-2015#new- inspection-documents