OFSTED

School Visit under the New CriteriaReflections from Sue Davies

Head Teacher Harlow Fields School and College

admin1@harlowfields.essex.sch.ukSchool website: http://harlowfields.essex.sch.uk

Call from SERCOPen paper – long list to write down

Lead inspector Judith Charlesworth Lead inspector Debra McCarthy Team inspector

CRB check already completed will show badges at reception

Notice on school Gate and website informing parents visitors when inspection is taking place

OFFICESue website

Parent questionnaire send out this afternoon Pupil Q makaton

OFFICE

Parent view survey online does not affect/replace paper copy OFFICE INFORM PARENTS

Clerical support officer in on Tuesday 7th February Helen Kybert analysis of Q’s

OFFICE

School improvement plan, Review of SIP , staff mtg notes SLT mtg notes.

SUE

SEF SUE

School Timetable KATHLEEN

Staff lists and responsibilitiesTeachers lesson observation evaluations, grades

OFFICE Sue

Anything happening interrupting the main routine

Single Central Record HELEN

Logs, exclusions, behaviour bullying KATHLEEN

Call from SERCOPen paper – long list to write down con’td

Records of monitoring Q of T&L SUE

Reports external evaluation of school SUE

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Problems call Rachel Dayanne serco0121 683 3258

SUE

PUPIL CLASS LISTS SAM

OFFICE TIDY UP OFFICE

MEETING ROOM / HOSPITALITY LUNCHES TIDY ETC / buffet

OFFICE

TRAINING RECORDS SAM

Registers

Pre Inspection Briefing

• RV1 PIB• Brief Commentary and Hypotheses• The achievement of pupils in school • PIR (Grade); SSE (Grade)

The previous inspection The monitoring visit The School Self EvaluationHypothesis:Issues to pursue

Discussion re achievementSummary analysis of progress data Examples of pupils’ individual progress files

The quality of teaching in the school: PIR ; SSE

Positive aspects identified by the previous inspection: Negative aspects identified by the previous inspectionThe monitoring visit found: The current SSE says that teaching ……….The SSE gives extensive evidence of how learning …………..Hypothesis………. Issues to pursueHow are the individual needs of each pupil met during lessons?Is teaching equally good for all groups and age-groups of pupils, including groups within groups, such as ASD?How are pupils with PMLD helped to understand and review their targets?

An overview of the outcomesof the school’s own monitoring of teaching systems, including discussion

Examples of the planningsystem – long, medium and short-termSamples of IEPs and PLTs Samples of unified plans

Discussion and examples of the link between planning, teaching and pupils’ individual needs

Homework policyMarking policy

Discussion with pupils How would you grade teachers and what interventions have you made? What impact?

The behaviour and safety of pupils at the school: PIR (overall); SSE

The previous inspection The current SSE safe safety and well-being Attitudes Attendance behaviours, HypothesisIssues to pursueWhat is the situation regarding bullying in the school, and what action is the school taking to eradicate it?Is the school doing all it can to promote good attendance?What is the provision for the pupils who are educated off-site, and how is this monitored?

Summary attendance data for the last three yearsList of pupils not in school on both inspection days, with reasons whyInformation on pupils who are persistently absentEvidence of action taken to improve attendance of particular individualsThe provision for the pupils who are educated off-site, including the monitoring and evaluation of its effectivenessSample of IBPs and outcomesEvidence of pupils’ outcomes in their SMSC development (if available)Minutes of the school councilDiscussion with pupils Records of incidents of racism, bullying, physical intervention, exclusion, complaints, severe behavioural incidentsDiscussion with staff if required (in which case, TBA)

What provision is made for pupils educated offsite? Evidence of partnership mtgs, assessment results , workbooks.

The quality of leadership and management of the school: PIR (overall); SSE

The previous inspection The monitoring The current SSE The SSE says that the curriculum SMSC governance. safeguarding whistle blowing. Hypothesis Issues to pursueThe work and effectiveness of the governing bodyHow well have the stated improvements been embedded in the school’s everyday practice

Discussion with middle leaders/subject leaders Evidence to show improvements in teaching as a result of monitoring and support (monitoring and support file) (including discussion)Evidence to show action taken as a result of data analysis (including discussion)Curriculum information – provision maps for each age group plus examples of mid-term planningSingle central recordRecords of any safeguarding concernsStaff training records relating to all safeguarding mattersChild protection policyHealth and safety policyRisk assessmentsMinutes of the governing bodyDiscussion with members of the governing body

How effective is Early Years provision and achievement? PIRHow effective is sixth form provision and achievement? PIR-

The previous inspection The current SSE

Early Years development planAnalysis of progress and all outcomes for the EYFS, Planning for provisionDiscussion with TiC of the EYFS if necessary, in which case TBA

The previous inspection The current SSE.

Sixth form development planAnalysis of progress and achievement of sixth form studentsCurriculum and accreditation for the sixth formDiscussion with the TIC of the sixth form if necessary, in which case TBA

SUMMARY OF MAIN PRE-INSPECTION ISSUES

Are the school’s expectations of pupils’ achievement sufficiently high? How wide-ranging and penetrating is the school’s analysis of different groups of pupils’ progress? How well do pupils achieve in the sixth form and Early Years Foundation Stage? Is teaching equally good for all groups and age-groups of pupils, including groups within groups, such as ASD? What is the situation regarding bullying in the school, and what action is the school taking to eradicate it? How effective is the work of the governing body?

What is the pupils perception of bullying? And do they know how to keep themselves safe? What has the school done to help them keep themselves safe?

What was different from previous inspections?

• Focus on 4 areas:

• The quality of T & L

• Assessment

• Time to assess each of the 4 areas. More opportunity for a forensic look!

• Observed lessons (30-40mins). Wanted to see learning, (what had changed for those pupils in that time?). Know and see evidence of SLT interventions and wanted to know what had happened as a result. SLT Observe with inspectors.

• Progress identified in using the National progression guideline matrix. (Linked to age and prior attainment). Progress in KS2 takes into account attainment at end of KS1 and sets a target for where they should be at end of KS2. Wanted to see examples of assessment, and marking.

Key evidence to have for pupils with SEN; moderated.

What was different from previous inspections? Cont’d

• Behaviour and Safety

• Leadership & Management

• Interviews with pupils focussed on B&S; were pupils equipped to deal with bullying? Pupils attitudes and conduct in lessons. Know what we had done to make pupils safe.

• Evidence of SLT interventions. • What action has been taken as a

result of the schools self evaluation and external evaluations of the school?