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The New OFSTED Inspection Arrangements

Briefing for Governors

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Aims

Key DocumentationImportant ChangesOverview of the Inspection Process

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Cambridgeshire England East of England Statistical Neighbours

The proportion of Cambridgeshire schools judged to be Good or Outstanding by Ofsted, has fallen year on year from August 2009 to August 2012 and at 66% is now below the level regionally (67%), nationally (70%) and across Cambridgeshire’s statistical neighbours (70%).

Trends in Combined Good and Outstanding Ofsted Inspection Results – Overall Effectiveness – August 2009 to August 2012, (All Schools) (percentage of providers)

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Trends in Combined Good and Outstanding Ofsted Inspection Results – Overall Effectiveness – August 2009 to August 2012, (Primary Schools) (percentage of providers)

This reflects the 13ppt decline in the proportion of Cambridgeshire Primary Schools judged Good or Outstanding since 2009. At 66% Cambridgeshire’s Primary performance is in-line with the level regionally but below the level nationally (69%) and across Cambridgeshire’s statistical neighbours (70%).

Forty Primary Schools judged as being Good or Outstanding in August 2009 were judged as Satisfactory or Inadequate in August 2012 – but note that several have been inspected since.

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Trends in Combined Good and Outstanding Ofsted Inspection Results – Overall Effectiveness – August 2009 to August 2012, (Secondary Schools) (percentage of providers)

The proportion of Cambridgeshire’s Secondary Schools judged to be Good or Outstanding has improved in the same period, by 12ppt to 67%. Cambridgeshire is now above the level regionally (62%) and nationally (66%) and only 3ppt below the level across Cambridgeshire’s statistical neighbours (70%).

7

Key Documents

School Inspection HandbookThe Framework for School InspectionSubsidiary GuidanceAll available at www.ofsted.gov.ukTeachers’ Standards at www.education.gov.uk

According to the two MichaelsMajority of schools are good or better but.....Too many are not providing a sufficiently

good education and......Too many pupils do not make enough

progress to prepare them for life in a challenging, changing, modern world.

Why the change so soon?

Key changes: Shortened period of notice – noon the preceding

day Evaluation of the robustness of L&M and link

with managing performance – Teachers Standards

Report will include reference to the impact of governance

New ‘Requires Improvement’ judgement replaces ‘Satisfactory’

‘Notice to Improve’ replaced by ‘Serious Weaknesses’

New Ofsted documents for Section 5 inspections

Grades

Grade 1: OutstandingGrade 2: GoodGrade 3: Requires improvement – this school is not

good, it is not failing or inadequate but requires improvement - this judgement will usually only be given twice. The school will be inspected within a maximum period of 2 years. Timing of the next inspection will reflect the school’s circumstances.

Grade 4: Inadequate – two levels

serious weaknesses - L&M has capacity but this school needs to improve quickly

special measures - A school deemed to have inadequate L&M

Timescales for inspectionsOutstanding schools are exempt from routine inspection unless concerns identified through risk assessment or otherwiseGood schools inspected within 5 years fromthe end of the school year in which they were last inspectedRequires Improvement schools will be monitored by HMI initially within 4-6 weeks of report publication and re-inspected fully within a maximum period of two years.

Monitoring visits 1

Schools judged to require improvement will receive an initial monitoring inspection visit usually within four to six weeks of the publication of the section 5 inspection report. This visit will be carried out under section 8 of the Education Act 2005 by an HMI. Where leadership and management were judged to be good at the recent section 5 inspection, the school will not normally receive such a visit.

Monitoring visits 2

Following the initial monitoring visit, the HMI will recommend whether or not further monitoring visits and/or other activity should occur to encourage the school’s improvement so that the school is judged good or outstanding at its next section 5 inspection. Where an HMI is of the opinion that a school is ready for inspection, they may recommend that the next section 5 inspection be brought forward.

Timescales for Inspections

Risk assessments carried out by Ofsted on all ‘good’ and ‘outstanding’ schools after 3 years - outcome will determine frequency of inspection

Special, PRUs & Nursery schools every 3years

Website Information

Inspectors will look closely at the school website prior to every inspection. Heads should give some thought as to what information is included on their website and should consider what first impression it gives.

Revised regulations came into force on September 1 that set out new online requirements.

Websites must include Pupil Premium allocation, use and impact on

attainment. Curriculum provision, content and approach by

year and subject. Admission arrangements. School policy in relation to behaviour, charging,

and SEN and disability provision. Links to Ofsted reports and to achievement and

attainment performance data. Latest Key Stage attainment and progress

measures.

Other useful informationTimings of the school dayTimetablesNumber of classesNames and roles of teaching staffForthcoming trips/outingsPossible closuresLink to Parent View!

Website information See ‘A good education for all’ This leaflet which has been sent to all schools includes

details of what schools should include on their websites The Clerk to Governors blog (

www.clerktogovernors.wordpress.com) offers advice to governors and school leaders across the UK and has a useful link advising what should be included on a school website, see http://clerktogovernors.wordpress.com/2011/09/22/evaluating-your-school-website/. You may wish to visit this to gain a more detailed view of school website information.

The Inspection Process Part 2 of ‘School Inspection Handbook’ is ‘The

Evaluation Schedule’ and gives guidance on judging the quality of education provided & the main types of evidence collected by inspectors in the 4 key areas to inform Overall Effectiveness judgement:

Achievement of pupilsQuality of teachingBehaviour and safetyLeadership and management

During the inspectionKey foci

Pupil PremiumProgress of DSENNarrowing the gapPhonic screening (outcomes and next steps)Performance Management What makes an outstanding lessonImpact of GB holding school to account

Achievement

This is the key driver. It is unlikely that teaching can be judged as good unless

achievement is good.

Achievement - Key Questions

What evidence is there for the impact of pupil premium funding?

Are gaps closing? PP for LAC, FSM and children of service families

(2 yrs) Performance Management – links with

achievement.

Pupil Premium How much money has your school received in

Pupil Premium? How has this funding been used?  Why has the funding been allocated in this way? What impact has this had on pupils’ learning and

how is this impact measured? How can you demonstrate/evidence this impact? Can all staff and governors talk to this?

Teaching Nothing radically new:

Just as previously, there will be flexible lesson/learning observations

Grades for achievement will be given Impact of teaching over time Joint observation based on progress HT/SLT to offer feedback after joint

observation and will be observed doing this

Teaching

What is new: Reference to Teachers’ Standards Impact of Performance Management

See Inspection Handbook – Pages 32 to 35

Behaviour and Safety

Behaviour and SafetyNot much change Pupil Premium in exclusions Behaviour over time Views of parents, pupils and staff Bullying remains high profile...... .....and of course attendance (FSM PP)

See Inspection Handbook – Page 36 to 39

Leadership and Management

How does inspection support school improvement? (September 2012)

raises expectations by setting the standards of performance and effectiveness expected of schools

provides a sharp challenge and the impetus to act where improvement is needed

clearly identifies strengths and weaknesses recommends specific priorities for improvement for the

school and, when appropriate, checks on and promotes subsequent progress

promotes rigour in the way that schools evaluate their own performance, thereby enhancing their capacity to improve

monitors the progress and performance of schools that are not yet ‘good’, and challenges and supports senior leaders, staff and those responsible for governance.

Implications for governors raise expectations sharp challenge act where improvement is needed identifies strengths and weaknesses recommends specific priorities for improvement promotes subsequent progress evaluate their own performance rigorously,

enhancing capacity to improve monitors the progress and performance challenges and supports

Leadership - Governance

Governance – if the school ‘Requires Improvement’ the GB becomes an AFI

If which case it will need to organise an external GB Review (supportive) by NLE, LLE, LA or external consultant

See Inspection handbook – Page 40 to 44

Especially bullet points in Outstanding and Good

Leadership – Performance Management

Impact of effective performance management is seen in:Improvements in achievementImprovements in the quality of teachingImprovements in the link between teaching and

progressClarity of a shared visionStaff morale and commitment

See Page 15 of handbook

Leadership – Parents

Inspection will use Parent ViewBefore, during and afterOn-line during inspection! The LI may decide to gather the

views of parents at a brief meeting at the start of Day 2

Overall Effectiveness

Overall Effectiveness

Inspection handbook – Page 22 to 26

Note the bullet points on page 23 on pupil groups paragraph 99.

Note Paragraph 103 on page 24 re SMSC

The Report The format of inspection reports are significantly

different now. The front page of the report summarises grades and key findings.

There is no longer be a letter to the pupils. Bullet points are used throughout. Negatives come first for schools that are not yet

goodThis is a school that requires improvement. It is

not good because.....The school has the following strengths....