Accountability courseascl.org.uk/training Ofsted October 2015.

Accountability courseascl.org.uk/training

OfstedOctober 2015


Outstanding Good Requires Improvement

Inadequate

East Midlands 5.4% 35.9% 48.9% 9.8%

East of England 9.9% 46.5% 32.7% 10.9%

London 35.7% 44.6% 16.1% 3.6%

North East 4.2% 37.5% 35.4% 22.9%

North West 5.3% 40.9% 37.9% 15.9%

South East 8.8% 52.9% 36.3% 2%

South West 7.2% 59% 26.5% 7.2%

West Midlands 6.3% 36.5% 33.3% 24%

Yorkshire & Humber

5.1% 30.8% 44.9% 19.2%

’.


Ofsted’s Regionalisation• HMIs working with teams of OIs• Serving leaders• RI Judgement• Exempt schools/ MATS• Unannounced inspections• RA – safeguarding, complaints,• L&M and governance,

curriculum, performance

Inadequate – statement of action


‘Better Inspection For All• Common Inspection Framework for all providers• Generic handbooks across all providers

• Effectiveness of leadership and management• Quality of teaching, learning and assessment• Personal development, behaviour and welfare• Outcomes for children and learners

• Sixth Form Provision• Early Years Provision• Increased emphasis on safeguarding and curriculum• 4 key documents


Short inspections

• One day inspections for ‘good’ schools – 2 HMIs ( 1 Primary)• Approximately every 3 years• Same notice period (LI)• Newly designated academies • Is the quality of provision being sustained?• Do leaders have the capacity to drive improvement?• Is safeguarding effective?• Look at 4/5 areas & impact of external support• Greater professional dialogue – tone ( consistency?)• Regular reporting to parents, carers, learners and employers.• Identify decline early • Make the case for ‘good’


Methodology of short inspections• Highlight any significant changes in the school since the last

inspection• Check on progress against key areas for development ( AFIs)• Check that the school’s arrangements for safeguarding are

effective• Identify whether or not the school needs to take further action to

tackle any emerging concerns• Conversion to S5 ( 48 hours )• Meet with groups of students/staff/parents/governors• Learning walks, follow groups of pupils• Validate senior leaders’ views – test it out against, data

information, conversations with pupils, staff, governors, parents


Key areas of focus• Focus on culture and ethos created by leaders (staff,

parents & school environment) • Culture of safeguarding• Focus on progress of all groups of pupils from starting

points currently at the school• Transition• Information, advice and guidance• Curriculum (KS3)• Assessment information• Pupils’ work sampling• Discussions with pupils• Behaviour and its impact on learning


Areas of increased focus• Views of users to inform self-evaluation ‘ Inspectors will

always report on the school’s activity to survey staff’• How is performance management being used to promote

effective practice across the school?• ‘Incisive performance management that leads to professional

development that supports teachers’ improvement’• Are we confident in our approach to keeping students safe

from the dangers of radicalisation and extremism?• Impact of partnerships• Consistency of policies


Prior to an inspection• Previous inspection report ( AFIs)• Website – all policies up to date, impact of PP, curriculum• Parent View ( Text box)• Complaints• Curriculum information• Internet search – safeguarding issues• Inspection Dashboard, Raise on line, Level 3 VA, 6th form

PANDA & 6th form inspection dashboard• Other information from relevant stakeholders – RSC,LA, DFE• Pre-inspection summary drafted by LI and key lines of

enquiry


Key Stage 3 – ‘The Wasted Years’• Teaching – failing to engage in MFL, History,

Geography• Achievement not good enough in these 3 subjects• 85% Leaders said they staffed KS4 ahead of KS3• Effectiveness of work with partner primaries• Homework poorly perceived by pupils• Impact of PP funding in KS3• Slow progress in English & Maths• Low level disruption• Best Practice KS3 case studies on Ofsted website


Effectiveness of Leadership & management

• Communication of ambitious vision• Culture of high expectations (and social behavior)• Rigour & accuracy of self-evaluation• Breadth & balance of curriculum ( extra-curricular)• Preparing pupils for life in modern Britain• Leadership of teaching and learning• Use of performance management (proportion of

UPS3 – does this correlate positively to outcomes?)• Impact of professional development


Effectiveness of Leadership & management

• Tracking of progress of groups to ‘ensure none fall behind and underachieve’

• Effectiveness of governance• Safeguarding• Keeping pupils safe from radicalisation &

extremism • Engagement with parents• Promotion of equality• Impact of PP funding & catch up funding• Supporting & developing middle leaders


Middle Leaders• Consistency• Monitoring activities• Need to understand what the school needs to do to improve


Outcomes• Current standards and progress, including

school’s own performance information• How well pupils progress from starting

points and achieve or exceed standards expected for their age nationally

• School needs to provide evidence of pupil progress from starting points

• Most weight to progress of SEND, Disadvantaged, Most able, Those who need to catch up, lower attaining pupils


The use of performance information/data

• Performance information presented by the school for current pupils across year groups and previous cohorts

• Published data available before the inspection.

• Overall consistency in performance, trends of improvement or decline, and differences between groups

• Accuracy of the school’s assessment of pupils’ progress and attainment

• Inspectors should consider a wide range of information/data.

• No single measure or indicator should determine judgements.


O utcomes• ‘Show me how you know progress for different groups in

English is good?’• Are current pupils making consistently strong progress ? What

is ‘strong’? Depth, breadth of knowledge?

• Attain relevant qualifications so that they can and do progress to the next stage of their education or jobs that meet local and national needs

• Assessment information √ Data X• Consider wider information than just data• Evidence base


Consideration of….• Current progress from different starting

points of all groups across all subjects across all year groups

• Key Groups – White British boys, PP, SEND, Most able, LAC

• ‘the growth in pupils’ security, breadth, depth of knowledge, understanding and skills’

• Progress of Disadvantaged and SEND pupils is compared to all pupils nationally and within school gaps


Evidence for this judgement

• Observations• Discussions with pupils• Scrutiny of pupils’ acquisition of knowledge –

work sampling• School’s own information and assessment

systems • Whether pupils are on track to meet or exceed

standards expected of them , given their starting points


Grade descriptors• ‘substantial and sustained’ progress across the curriculum and

year groups (consistently strong)

• Progress of Disadvantaged and SEND matches or is improving towards other pupils with same starting points (close to or is improving)

• Pupils ( specifically disadvantaged) & SEND make progress above average across nearly all subjects (above average or improving in most subject areas)

• From each starting point 3LOP and 4LOP in Eng & Maths high compared to NA (close to or above)


Grade descriptors (2)• The progress of disadvantaged pupil matches or is improving

towards other pupils nationally ( vast majority)

• Attainment broadly in line with NA or improving rapidly (where attainment is low, it shows consistent improvement)

• Pupils read widely, to a high standard and fluently

• Pupils exceptionally well prepared for next stages (well prepared)


Teaching, Learning & Assessment• Visits to lessons, learning activities (paired observations)• Test out school’s self evaluation• Judgements made in lessons? ( Attitudes to learning)• Focus on learning and effectiveness of teacher strategies• High expectations of groups of pupils – successful

learners?• What have pupils learnt?• Security & depth of knowledge• Relevant subject knowledge communicated well• Pupils’ engagement


Observations

Paired observations

Learning environment

Application of policies, impact of feedback

Work sampling

Ongoing assessment

Attitudes pupils and staff

Observations


Work Sampling• Effort and success in completion of work• Progress – how high are standards?• Expectations of pupils• Level of challenge• How feedback is acted on• Effectiveness of intervention (PP),• Consolidating knowledge, deepen knowledge• Presentation, pride• More able• Consistency of school policies ( feedback)• Stimulating curriculum


Teaching, Learning & Assessment• Impact of literacy and reading• Classrooms – environment• More focus on pupils’ work (evidence of impact of teaching

over time, feedback)• More focus on discussions with pupils• T&L policy (NQTs & Schools Direct)• Feedback to staff ( enthusiasm for teaching)• Middle leaders/ leaders feeding back to colleagues

( discussions about pedagogy/professional development/ performance management)

• Culture of CPD- staff reflect on & debate the way they teach


Assessment Information (normally used by the school)

• Your preferred methodology and all types of assessment information

• Consistency, rigour and rationale• Standardisation, moderation, external validation,

monitoring procedures across departments• How you are using assessment to support teachers’

planning & pupils’ learning and identify those in need of support

• How is assessment information used at points of transition, establishing pupils’ starting points, groupings, targets?

• Formative and summative assessment


Assessment checklistDoes our assessment system ensure it

assesses both knowledge and understanding?Are our departments clear about what

progression looks like in their subjects?Are we sure that our curriculum drives our

assessment practice rather than accountability?Have we got the balance right between rich

formative assessment and summative assessment?

Is there a consistent approach to assessment?


Personal development, behaviour and welfare• 2 separate judgements• High expectations of social behaviour, aspirational ethos and

culture of the school, pupils’ attitudes• Physical and emotional well-being• Pupils’ confidence and self-assurance as learners• Pupils commitment to their learning and pride in their achievement• Pupils’ conduct and self-discipline• Actively promotes all aspects of welfare• Pupils’ knowledge of how to keep themselves healthy• Personal development – respect of others• Punc


Personal development, behaviour and welfare• Pupils – biggest source of evidence• Impact of low level disruption• Typicality• Punctuality• Attendance rates and patterns of exclusions (by groups)• Bullying and homophobic language• SMSC • Students’ understanding a wider range of risks • British values• Pupils know how to keep themselves safe ( on-line)• Consistency of implementation of policies – uniform,

behaviour management


Overall Effectiveness• Teaching & learning, personal development &

outcomes• 16-19 or early years provision• SMSC• The extent to which the school’s education meets

the needs of a range of pupils including Disadvantaged & SEND

• T&L must be Outstanding ( one judgement may be good in exceptional circumstances)

• Safeguarding• Outstanding judgement - WOW!


Effective written self-evaluation • A SEF should be evidence- based• On its own, a statement that something is good is an assertion; to

become a judgement you have to give some supporting evidence.• Use evidence that shows the impact/outcomes for pupils, not your

provision or intentions. Use phrases like “…as a result of which, pupils’ achievement…”, “…and the impact has been…”, “because we…, …happened”

• Use the “so what” test rigorously: what’s been the impact• Talk about trends because these show improvement and hint at

systematic procedures for monitoring e.g. “over 5 years, performance has improved from…to…”, “at the time of the last inspection…;now, three years on…”, “our termly reviews show…”.

• Use the same terminology throughout (particularly around performance data)


Useful documents by Ofsted

• www.gov.uk/government/uploads/system/uploads/attachment_data/file/448679/Methodology_note_the_risk_assessment_of_good_and_outstanding_providers.pdf

• www.gov.uk/government/uploads/system/uploads/attachment_data/file/456871/Inspections_of_maintained_schools_and_academies_including_short_inspections_leaflet.pdf

• https://educationinspection.blog.gov.uk/2015/08/28/new-academic-year-new-start-for-education-inspection/

• [email protected]

http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/448679/Methodology_note_the_risk_assessment_of_good_and_outstanding_providers.pdf




http://www.gov.uk/government/uploads/system/uploads/attachment_data/file/456871/Inspections_of_maintained_schools_and_academies_including_short_inspections_leaflet.pdf




https://educationinspection.blog.gov.uk/2015/08/28/new-academic-year-new-start-for-education-inspection/



mailto:[email protected]


Key documents• https://

www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015

• https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015

• https://www.gov.uk/government/publications/inspecting-safeguarding-in-maintained-schools-and-academies-briefing-for-section-5-inspections

• https://www.gov.uk/government/publications/handbook-for-short-monitoring-and-unannounced-behaviour-school-inspections

https://www.gov.uk/government/publications/common-inspection-framework-education-skills-and-early-years-from-september-2015




https://www.gov.uk/government/publications/school-inspection-handbook-from-september-2015



https://www.gov.uk/government/publications/inspecting-safeguarding-in-maintained-schools-and-academies-briefing-for-section-5-inspections




https://www.gov.uk/government/publications/handbook-for-short-monitoring-and-unannounced-behaviour-school-inspections




Post 16


AS and A levels September 2015-2017

Sept 2015 Sept 2016 Sept 2017Art & DesignEnglishChemistryBiologyPhysicsPsychologyComputer scienceHistoryEconomicsBusinessSociology

Core maths

FrenchSpanishGermanLatinClassical GreekGeographyDrama and TheatrePEMusic*Religious Studies

Ancient HistoryClassical CivilisationDesign & TechnologyFilm StudiesFurther MathsGeologyGovernment & PoliticsHealth & Social careICTLawMathematicsMedia StudiesStatistics


A & AS level reform• A levels being reformed in structure: linear, two year

courses, more extended writing in exams, more maths in other subjects,

• AS separate qualification not counting towards A level grade but can be co-taught (NB Y12 content examined at higher level in A level than AS)

• No change in standards/grades• Awarding bodies still designing A levels, HE in advisory

role • Degree of non-exam assessment will reflect balance

and nature of subject specific content• Performance standards stay the same


Statement of Intent – 16-18• No changes in 2015• Significant changes in 2016

– A level, Academic, Tech Level, Applied General cohorts reported separately

– More rigorous minimum standards using a value added approach– Five headline measures (progress, attainment, retention,

destinations, En/Ma progress)– Broader additional measures– Technical Baccalaurate measure (appropriate tech level, level 3

ma, EPQ)– Change in allocation rules to match funding principles– Shadow data– (On its way – Level 3 Maths participation eg Core Maths)


16-18 Inspection Dashboard

• Under development – expect this by the end of the year• Will then be refreshed with 2015 data • Will match style of the other dashboards• Will be in RAISE; provider gateway will be closed next March• Content similar to 6th form PANDA


16- 18 Accountability ( from 2016)Headline performance measures• Progress ( a value added progress measure for academic and Applied

General qualifications and a completion and attainment measure for Tech levels and SVQ at L2)

• Attainment ( average grade per entry)• English & maths GCSE ( for students without at least a grade C at age 16)• Retention - proportion of students who complete the core qualification aim

of the 16-19 programme• Destinations

• Reported on in 4 strands – LV3 academic, Applied General, Technical Level & L2 substantial vocational

• Technical Guide: http://bit.ly/1x0yel1

http://bit.ly/1x0yel1


Progress 4 strands separately reported• Level 3 Academic• Level 3 Applied General• Level 3 Tech level• Level 2 Substantial vocational qualifications

• New methodology – simpler banded input• Variable input measures – e.g. Academic KS4 GCSEs only


Attainment4 strands separately reported

• For academic subjects this will show the average point score across all entries expressed as an A’ level style grade(grade+ or grade–)

• For Applied, Technical and L2 qualifications, the attainment measure will also show the average point score across all entries but expressed as a vocational grade such as D or M


Headline Measures


KS5 Interim minimum standards• Fewer than 45% of students achieve an average point score per entry in vocational qualifications of 194 points

• Fewer than 45% of students achieve an average point score per entry in academic qualifications of 172 points

• If a school sixth form or college falls below either the vocational or the academic point score thresholds the DfE will give notice to the school or college that their performance is inadequate and needs to improve.

• Details of the standard to be applied to the 2014 to 2015 academic year will be announced in autumn 2015.• Post 16 Inspection Dashboard


Ofsted judging Post 16

• High expectations and rigorous systems to drive improvement, including through monitoring and developing the quality of 16 to 19 provision

• Stretch and challenge• Quality and engagement of Post 16 maths & English• Work experience and non-qualification activities• Teaching and assessment support and challenge learners• Study programmes build on learners’ prior attainment and enable

them to make progress and move on to a higher level of qualification

• High quality impartial Careers Education Information Advice and Guidance (CEIAG)


Ofsted judging Post 16• Learners develop personal, social, employability and

independent learning skills and achieve high levels of punctuality, attendance and conduct, including through the contribution of non-qualification or enrichment activities and/or work experience

• Learners understand how to keep themselves safe and healthy, both physically and emotionally

• Progress of learners from starting points on their study programme

• Progress to the planned next stage in their careers, such as a higher level of education or training, or to employment or an apprenticeship

• The 16 to 19 interim minimum standards are met where applicable.


Whilst the information provided at this event was correct to the best of the knowledge of the presenters and organisers, neither ASCL nor Professional Development can accept liability if at a later date this should prove not to be the case. Nor can they be held responsible for any errors or any consequences resulting from its use.

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Accountability courseascl.org.uk/training Ofsted October 2015.

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Transcript of Accountability courseascl.org.uk/training Ofsted October 2015.