1. Ofsted September 2015 The New Common Inspection Framework

2.  Inspect the right things in the right way through a standardised inspection framework  Deliver timely inspections where there are signs of decline or improvement  Provide comparable and accurate information for parents and carers, for learners, and for employers  Ensure rigorous quality of all inspections Underpinning principles of reform

3.  The introduction of a Common Inspection Framework which aligns inspection  Short inspections for schools that were judged good at their most recent inspection conducted approx every 3 years  Changes to Ofsted’s inspection workforce ; shortening the chain of command  New inspection documents which should remain the same for the next 3 years !  A greater emphasis on some areas How ? Understanding the changes

4.  Effectiveness of leadership and management  This includes safeguarding  Quality of teaching, learning and assessment  Personal development, behaviour and welfare  Outcomes for children and learners  Overall effectiveness Judgements on the following areas

5.  The effectiveness and impact of the provision for pupils’ SMSC ( clearly defined )  The extent to which the education provided by the school meets the needs of the range of pupils including SEN Final judgement on overall effectiveness also involves

6.  1. Outstanding  2. Good  3. Requires improvement  4. Inadequate ( Serious weaknesses or special measures ) The same 4 point scale applies

7.  The impact of leaders’ work in developing and sustaining an ambitious culture and vision in the school  A broad and balanced curriculum  Safeguarding which will be central to every inspection  Pupils’ outcomes where weight is given to the progress of pupils A greater emphasis on some areas

8.  Risk assessment process  Schools judged to be outstanding are exempt but are still subject to the risk assessment process  Schools judged as good – approx every 3 years ( one-day short inspections ) : may convert to full inspection if the school may be outstanding or if there is ‘insufficient evidence or concerns about effectiveness or safeguarding  Schools judged as RI – no later than the end of the term in which the 24 th month after the publication of the report falls Who is inspected when ?

9.  SIAMS  Schools with a religious character  Every 5 years Section 48

10.  Individual lesson plans are not required  No specific format for self evaluation is required  Individual lessons are not graded  Guidance on pupils’ work and marking and feedback  No particular format for pupil tracking Myth busters ! Workload issues

11.  The previous inspection report  The findings of any survey or monitoring letters  Parent View  Qualifying complaints  Information on the PIP ( provider information portal)  The school’s website  Data from RAISEonline  Any information from RSC, LA etc What inspectors will look at before inspection

12.  KEY paragraphs in the new Handbook  Para 145; Inspectors will consider whether governors ….. 9 bullet points  Para 140 & 141; Sources of evidence which seek to evaluate the impact of leaders’ and governors’ work, both currently and over time, in conjunction with first hand evidence Governance and inspection

13.  Work effectively with leaders to communicate the vision, ethos and strategic direction of the school and develop a culture of ambition  Provide a balance of challenge and support to leaders, understanding the strengths and areas needing improvement at the school  Provide support for an effective headteacher or are hindering school improvement  Understand how the school makes decisions about teachers’ salary progression and performance  Performance manage the headteacher rigorously Governance

14.  Understand the impact of teaching, learning and assessment on the progress of pupils currently in the school  Ensure that assessment information from leaders provides governors with sufficient and accurate information to ask probing questions about outcomes for pupils  Ensure that the school’s finances are managed properly and can evaluate the use of the PP and sport premium  Are transparent and accountable Governance

15.  Do you understand the school’s strengths and areas for development ?  Do you have secure evidence of your monitoring and evaluation and how this leads to excellent outcomes ?  Is your website compliant ?  Is Safeguarding effective ? Is there a culture of vigilance ?  Is SMSC at the heart of the school’s work and within this the promotion of fundamental British Values ? ( Prevent ?)  Are you focussed on outcomes for pupils ? And especially for the most disadvantaged ?  Have you challenged senior leaders ? Governors

16.  How do you assure yourselves of the quality of teaching and learning and assessment in this school ?  Tell me how you know how well …. ?  How does the governing body receive data ?  How you receive information and how you triangulate it ?  What are the reasons behind this data set ?  What is the school doing about it ?  What is the impact of that action ? Typically ….. Sean Harford

17.  Be aware  Plan accordingly  Celebrate  Culture and ethos as well as standards  Be confident  Seek appropriate support in advance of inspection Be proud !