The E Educ ducation I n Inspec pection F n Framew ework ( - - PowerPoint PPT Presentation

The E Educ ducation I n Inspec pection F n Framew ework ( (2019 19) met etho hodo dology a and t d the o

• pportuni

nities es i it presen ents f for provid vidin ing a a high q qualit lity P PESSP SSPA o

• ffer

Steve Caldecott 9th April 2020

Hope pe and nd oppo pport rtun unity

Stude udents ha have e ver ery di different s start rting po g points. Thi hink nk S Sep eptembe ber! r!!!

HEA EADLINE MES ESSAGES ES… a personal ta take

• Do not do anything to please Ofsted
• Plan and justify your own bespoke curriculum with clear logic and end

points

• OPPORTUNITY KNOCKS…let’s be positive
• Ensure understanding of the differences/potential over lap of physical

education, sport and physical activity

• ALL School staff and external staff need to be on the same page!!!

• This is an OPPORTUNITY rather than a threat
• Do not let the tail wag the dog… do it for your students

Jud udgements: O Ofsted EIF

Education Inspection Framework 2019 Slide 7

Quality of education

Personal development Leadership & management Behaviour and attitudes

Intent

• Curriculum design,

coverage and appropriateness Implementation

• Curriculum delivery
• Teaching (pedagogy)
• Assessment (formative and

summative) Impact

• Attainment and progress

(incl national tests & assessments)

• Reading
• Destinations
• SMSC
• Fundamental British Values
• Careers guidance
• Healthy living
• Citizenship
• Equality & diversity
• Preparation for next stage
• Vision & ethos
• Staff development
• Staff workload and

wellbeing

• Off-rolling
• Governance / oversight
• Safeguarding
• Attitudes to learning
• Behaviour
• Exclusions
• Attendance
• Bullying

Ins nspe pect ctors w will l be be investig igatin ing… g…

• What is it like to be a child in this

school?

Key w y wor

• rds/terms f

from t the Quality ty of

• f

Educ ducation ( n (Good) C Criteri ria

The role of (brackets)

Intent

• Ambitious curriculum-designed for all pupils (SEND!!)
• Sequenced curriculum
• Not narrowed-exemplified by the national curriculum

Narrowi wing… e … early report October er 2 2019 Ensure e you can justify y your rationale: e: ( (it d does es n not m mea ean y you cannot h have a a two y yea ear k key ey s stage e 3…)

“The school currently organises the curriculum with a two-year key stage 3, and three-year key stage 4. Leaders describe Year 9 as a ‘transition’ year. However, their rationale for the transition year is

• vague. In practice, it means that, in subjects such as history and

geography, pupils finish key stage 3 and choose their GCSE options without studying all the content of the national curriculum. This denies them their entitlement to important area of knowledge. The school should review its curriculum and ensure that the model implemented next year fully delivers the national curriculum for key stage 3.”

Na National al C Curriculum 2014 014

Think ‘ ‘hea eads, hea earts, h hands’

Key w y wor

• rds/terms f

from t the Quality ty of

• f

Educ ducation ‘ n ‘Good’ C Criteri ria

Implementation

• Subject knowledge
• Adapt teaching without unnecessarily elaborate individualised

approaches

• Help pupils to remember long term content (learn the curriculum?)
• Use assessment well/reduce burdens on staff
• Work given to pupils matches aims and is coherent/sequenced

Key w words ds/term rms f from t the he Good d Cri riteri ria

Impact

• Achieve well INCLUDING national tests and examinations
• Next stage ready
• Work ACROSS the curriculum is of good quality… ALL subjects matter

A high-quality curriculum is essential. Grades are only on

• ne p

part rt of the ‘impact’ of schooling

Perso sonal al D Development (Go Good)

• The curriculum extends beyond the academic, vocational or technical

and provides for pupils’ broader development, including their spiritual, moral, social and cultural development.

• The curriculum and the school’s effective wider work support pupils

to be confident, resilient and independent, and to develop strength of character.

• Pupils know how to eat healthily, maintain an active lifestyle and keep

physically and mentally healthy

Charac acter ( (DfE E 2019 019) Can n thi his be be seen i een in n stude udents?

• the ability to remain motivated by long-term goals
• overcoming and persevering through, and learning from, setbacks

when encountered

• positive moral attributes
• acquisition of social confidence
• an appreciation of the importance of long-term commitments

Key ey resource e to d dev evel elop y your o

• wn thinking
• Resilience
• Critical Curiosity
• Learning Relationships
• Creativity

Do Does t thi his i ins nspire confide dence nce o

• r conce

ncern y rn you? u?

• A parent should be able to look at a league table and see that some

schools have great results but a less favourable Ofsted report, or less good results but an ‘outstanding’ from Ofsted because the substance

• f what they are doing and the integrity with which they are doing it

are there TES 21st June 2019 (Spielman. A)

HMCI Report 201 t 2018/2019 ( (Jan 202 2020)

‘for accountability to work well, we need to ensure that the measures we use focus on the right things – in this case, the substance of

• education. When measures and processes focus narrowly on outputs

such as exam results or testing, they can pull people’s focus away from the substance’

The he ins nspect ctio ion pr n proce cess-tw two t typ ypes of

• f i

inspecti tion

Section 5

• 2 day inspection-the full inspection handbook is used with a

judgement for all categories- undertaken largely through deep dives

• Full report

Section 8

• Good schools-now a very large proportion
• Key question: Does the school remain good?
• Focus on Quality of Education/safeguarding through deep dives along with

‘spotlight areas’.

• High expectations/tackling behaviour
• Gaming/off rolling
• The extent to which the curriculum goes beyond the academic
• Staff workload/protection from bullying/harassment
• Converts to Section 5 if needed

Of Ofsted v d visits

• Chance of being observed in PE is potentially increased but there is

no such thing as a PE inspection

• Celebrate your work with the inspector
• More than likely a non-specialist-looking at how the intent is being

implemented to create the desired impact

• Deep dives…

Common ques n questions ns t tea eache chers a ask (myths?)

• What should be in my Ofsted folder?
• What should my Intent statement look like?
• How much evidence should I produce?
• What progression data do Ofsted want/look at?
• What should my curriculum map/lesson plan look like?
• What will the PE deep dive questions be?

Ex Example questi tions a s ask sked

• "Why do you teach that?"
• "Why do you teach it in that order/why do you teach it then (at that

particular point)?“

• How do you know your students are making good progress?

Wha hat c can n we e do do?

• A high quality curriculum ‘known’ by all parties is a great starting

point

• An unintended positive consequence of the current unprecedented

situation is the thinking time we have

Key ques question: n: I Is your c ur cur urri ricu culum i incl nclus usive?

Suggested acti tions to

• take
• Map the whole curriculum experience (mind maps/flow diagrams?)
• Deploy staff effectively
• Raise the profile of PESSPA and work to ensure everybody

understands the curriculum (including SLT/governors)

• Invest in subject CPD (NQT/RQT could be asked)
• INTERNAL AND EXTERNAL STAFF TO WORK TOGETHER
• Help students get back to ‘normal’…. we may have fragile learners

(and workforce) who need excitement and inspiration.

• HELP THEM TO SMILE AGAIN

Refer erences es

• DfE (2019) Character Education Framework Guidance
• DfE (2014) The National Curriculum in England
• Ofsted (2019) Education Inspection Framework