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Education inspection framework: Inspecting the substance of education

Mike Sheridan HMI Regional Director, London.

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Inspection experience

26 years of inspecting education

Most research-informed framework

Research shared publicly

Largest ever number of pilot inspections

More than 250 pilot inspections

Sharing draft inspection handbooks

First time we’ve consulted on the handbooks

Consultation

Ofsted’s biggest ever consultation

Development

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The consultation responses

▪More than 15,000 responses ▪ Almost 11,000 responses to online

questionnaire

▪ Over 600 email responses ▪ Over 4,000 responses as a result of

campaigns ▪ Over 150 face to face engagement events ▪ Over 400 people joined external webinars

16 January - 5 April 2019

The EIF: the case for change

▪Currently, the accountability system can divert schools from the

real substance of education.

▪What young people learn is too often coming second to delivering

performance data.

▪Teaching to the test and a narrow curriculum have the

greatest negative effect on the most disadvantaged and the least able children.

▪The EIF puts the curriculum at the heart of

the new framework, putting the focus on the substance of education.

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Ofsted strategy 2017–22

▪ The curriculum at the heart of inspection. ▪ No need to produce progress and attainment data ‘for Ofsted’, helping reduce unnecessary workload. ▪ All pupils should have access to a high-quality education – challenging gaming and ‘off- rolling’.

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‘A force for improvement through intelligent, responsible and focused inspection and regulation’ The new framework

Our focus

Ofsted’s definition of curriculum:

“the framework for setting out the aims of a programme

• f education, including the knowledge and skills to be

gained at each stage”

Curriculum roadshow: EIF

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Quality of education Personal development Leadership and management Behaviour and attitudes

Overall effectiveness

EIF 2019 – proposed inspection judgements

75% of the public and sector agreed or strongly agreed with the approach of our ‘Quality of Education’ judgement in our recent consultation 78% of the public and sector agreed

• r strongly agreed we should

introduce our new ‘Behaviour and Attitudes’ and ‘Personal Development’ judgements

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▪ Curriculum design, coverage,

appropriateness and delivery

▪ Teaching (pedagogy) ▪ Assessment (formative and summative) ▪ Attainment and progress

(including national tests and assessments)

▪ Reading ▪ Readiness for the next stage of education

Quality of education judgement

The new quality of education judgement puts the real substance of education, the curriculum, at the heart of inspection. Inspectors will have a connected, educationally-focused conversation, incorporating:

Education inspection framework

Has the content of the curriculum been learned long term?

‘Learning is defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned.’

Sweller, J., Ayres, P., & Kalyuga, S. (2011). Cognitive load theory (Vol. 1). Springer Science & Business Media.

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Assessment Desired high level outcomes and measures of those

• utcomes

Curriculum: WHAT is taught Pedagogy: Teaching activities or HOW curriculum content is taught

Distinguishing curriculum from teaching and assessment

Curriculum roadshow: EIF

Knowledge does not sit as isolated ‘information’ in pupils’ minds.

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The curriculum isn’t…

▪…just the subject or qualification offer ▪…the same as teaching activities: the curriculum is WHAT is

taught and not how it is taught

▪…about devising extra or more elaborate or creative activities ▪…vague – it is a specific plan of what children need to know

in total, and in each subject.

Curriculum roadshow: EIF

Knowledge allows comprehension

Knowledge allows comprehension

In what areas of the curriculum could this prior knowledge have been learned?

extinct team of scientists predator reptile process unusual species recording

prey

species anatomy scientist animal freshwater natural world ‘impact on natural world’ ‘birds’ ability to survive’ unique wildlife feature

‘a variety of unusual species’

‘unique wildlife wiped out’ flightless relative wildlife

‘helping scientists find

• ut more’

‘newly discovered animals’

These words covered in the KS2 science National Curriculum are taken from the ‘Dodo’ passage in the key stage 2 reading test.

extinct team of scientists predator reptile process unusual species recording

prey

species anatomy scientist animal freshwater natural world ‘impact on natural world’ ‘birds’ ability to survive’ unique wildlife feature

‘a variety of unusual species’

‘unique wildlife wiped out’ flightless relative wildlife

‘helping scientists find

• ut more’

‘newly discovered animals’

Vocabulary size relates to academic success

▪90% of vocabulary only encountered through reading ▪Vocabulary size is a convenient proxy for a whole range of

educational attainment abilities — not just skills in reading, writing, listening, and speaking but also general knowledge

• f science, history and the arts.

▪If we want to reduce economic inequality, a good

place to start is the classroom.

18 Curriculum workshops autumn 18

Skills and knowledge: a false binary

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Skills Knowledge Progress Progress Progress Skill

(capacity to perform)

Knowledge

Common questions (myths!)

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What if I’m in the process of changing my school’s curriculum? There will be a transitional period. We will review the position after a year. Is there an ‘Ofsted curriculum’?

• No. We support

curriculum flexibility. Different schools taking radically different approaches to the curriculum will be judged fairly. Should I get advice from a consultant or buy in specific products? No! There is nothing mysterious here. The quality of education is about schools and trusts thinking about the curriculum carefully for themselves.

Additional information: Changes to the way we inspect

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▪ We have listened to the concern about this proposal

and we will not introduce on-site preparation.

▪ To keep the benefits, we will introduce a 90 minute

telephone call between the lead inspector and the headteacher, or their nominated delegate, during the afternoon before inspection begins.

▪ This will enable professional dialogue to begin

about the education provided by the school, and to plan the inspection together.

Preparing for inspection off-site

Inspection model for quality of education

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What will be included in the deep dives?

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Discussions with pupils Discussions with teachers Discussions with curriculum leaders Visits to a connected sample of lessons Scrutiny of pupils’ work Discussions with senior leaders

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▪We will proceed with inspectors not

looking at non-statutory progress and attainment data

▪Inspectors will ask what leaders

understand about progress and attainment in the school, and will then say ‘let’s see that first-hand, together’

▪Inspectors will consider the actions

taken by schools in response to their understanding of progress and attainment, and the impact of these actions

‘Inspectors will not look at non-statutory internal progress and attainment data’

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▪Size ▪Subject leadership ▪Senior leaders with teaching

commitment

▪Tariff ▪Partnership ▪Mixed aged teaching

Inspectors will take into account your context when planning the inspection.

Resources you might find useful

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Useful resources available online

▪Curriculum roadshow – slides and videos live on website

now: https://www.slideshare.net/Ofstednews/curriculum- workshop-126193516

▪‘Inspecting the curriculum’:

https://www.gov.uk/government/publications/inspecting-the- curriculum

▪Videos about key topics (e.g. curriculum, data) – live now:

https://www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq- zBnUkspPXjODb3PJ4gCqNc2LvfhSh

▪Research commentary:

www.gov.uk/government/publications/education-inspection- framework-overview-of-research

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Ofsted on the web and on social media

www.gov.uk/ofsted https://reports.ofsted.gov.uk

www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews

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Thank you

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