the ofsted education inspection framework

Ofsted framework guidance for governors

1

The Ofsted education inspection

framework:

A summary of what governors need to know

Date issued

September 2021

Prepared by

Linda Bartlett, Improvement Partner

Approved by

Group Head Education, Learning and

Inclusion

E063


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Contents

Introduction

3

The quality of education – how evidence will be gathered

4

Curriculum intent

4

Curriculum implementation

7

Measuring the quality of education - curriculum impact

10

Reading

11

Using data to support evaluation

12

Subject reviews

13

Measuring broader achievement

15

Behaviour and attitudes

16

Personal development

19

Leadership and management

22

Key questions for governors

25


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Introduction

A new Ofsted inspection framework and schools’ handbook came into effect in September 2019. This guidance provides some information to support governors, but it should always be used alongside a sound understanding of the most up to date Ofsted handbook document. There are four areas of judgement which lead to a judgement on overall effectiveness. It seeks to evaluate a more rounded view of the quality of education.


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The quality of education

How evidence will be gathered

▪ There is a very different methodology for making a judgement on the quality of education. In a one or two day inspection there isn’t enough time to evaluate everything; so the inspection team needs to consider enough to enable it to find out what is systemic in the school without reviewing every part of the curriculum. This is collected in three ways:

Top-level view of a school’s curriculum What is on offer, to whom and when Leaders’ understanding of curriculum intent and sequencing Why these choices were made

Deep dives Gathering evidence on the curriculum intent, implementation and impact Over a sample of subjects, topics or aspects To interrogate and establish a coherent evidence base on quality of education

Bringing it together Collating the evidence together to widen coverage To test whether any issues identified during the deep dives are systemic

Curriculum intent

A curriculum is what school leaders want their pupils to know and to be able to do by the time they leave school

Curriculum intent is the design of the curriculum, its coverage and its appropriateness


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▪ There should be a clear and coherent rationale for the curriculum design, which is shared across the school and fully understood by all.

▪ Curriculum leaders should show understanding of important concepts related to curriculum design, such as knowledge progression and sequencing of concepts.

▪ Curriculum coverage should allow all pupils to access the content and make progress through the curriculum. ▪ The curriculum should be at least as ambitious as the standards set by the national curriculum/external qualifications.

▪ Reading should be prioritised to allow pupils to access the full curriculum offer. ▪ Mathematical fluency and confidence in numeracy are regarded as preconditions of success across the national curriculum. ▪ The Ofsted framework uses an updated concept of what progress means; predicated on the research evidence that pupils learn best when

they build new learning on prior background knowledge and that a secure knowledge base ensures that pupils can continue learning and get the best possible opportunities for the future. Having knowledge is seen as giving pupils power or ‘powerful knowledge’. So, the Ofsted definition of progress is ‘knowing more and remembering more’.

▪ Learning both knowledge and skills is important, but the acquisition of knowledge must be the starting point; with skills

developed to demonstrate understanding and apply new learning, or knowledge. When schools evaluate the progress of pupils they firstly need to carefully consider how well pupils are progressing in gaining new knowledge and secondly if the right skills are being taught and learned so that the knowledge can be used well.

Progress means knowing more and remembering more

Knowledge

Skill (capacity to perform)

Progress


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▪ It is also important that schools check that their assessment systems allow them to know if the information inputted meaningfully records whether new knowledge and skills have been fully embedded in pupils’ long term memory. Research has shown that ‘for a new skill to become automatic or for new knowledge to become long-lasting, sustained practice, beyond the point of mastery, is necessary’. This is challenging, and requires schools to think carefully whether their curriculum planning gives pupils adequate opportunities for ongoing retrieval and practice so that knowledge can be retrieved from the long term memory automatically (automaticity). The more pupils search for a memory, the easier it becomes to find it. This is particularly important for pupils with special educational needs and/or disabilities (SEND) who may have difficulties in using their short term memory.

▪ Securing new knowledge depends on pupils having a broad language base and vocabulary. This is frequently a challenge for

disadvantaged pupils, those with SEND, who may either have speech, language and communication needs (SLCN) or language deficit because of environmental factors and lack of exposure to a rich and varied language experience, and for pupils learning English as an additional language (EAL). Schools need to evaluate if they are giving pupils frequent, planned and powerful exposure to new language, and opportunities to use it and retrieve it until it is embedded in their language bank.

▪ The Ofsted framework uses the term ‘cultural capital’ to broaden expectations of pupils’ progress. There is an expectation that schools will ensure that pupils have the essential knowledge and ‘cultural capital’ to be educated citizens and to succeed in life. Cultural capital not only includes knowledge and skills, but also an appreciation of human creativity and achievement; indeed this is about aspiration holistically.

Does the school’s monitoring and tracking system truthfully record whether

pupils have securely learned new knowledge and skills?

Cultural capital is the essential knowledge that pupils need to be educated citizens, introducing them to the best

that has been thought and said and helping to engender an appreciation of human creativity and achievement.


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▪ The curriculum is the vehicle for planning the acquisition of knowledge and skills. In the new Ofsted framework schools will be

evaluated around their curriculum intentions (intent), their implementation and the impact their curriculum has. How well the curriculum ensures that pupils make strong gains in their learning must be evaluated. Leaders need to have high ambitions for all pupils, so they can take full advantage of future opportunities and receive a broad and balanced curriculum.

▪ When designing the curriculum leaders need to consider a range of types of knowledge: vocabulary and language, events, concepts and procedures. Selection of content is very important as it is the building block of future learning. What pupils know and can use gives them the capacity to succeed and progress. This ‘powerful knowledge’ is vital for pupils with SEND. Schools need to give serious thought to what knowledge is most powerful for its pupils with SEND.

Curriculum implementation

▪ Leaders at all levels are responsible for the curriculum implementation – making sure it happens.

Through the curriculum intent leaders need to have high ambitions for pupils, so they can take full advantage of

future opportunities and receive a broad and balanced curriculum as much as and as long as possible.

Is the school’s curriculum aspirational enough and does it ensure that all pupils

receive a broad and balanced curriculum offer?

Curriculum implementation is curriculum delivery, teaching and pedagogy and the ongoing assessment of learning


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▪ Curriculum implementation needs to be carefully monitored by leaders to ensure that the curriculum is moving from intent to actually meeting the needs of pupils. This means evaluating the quality of delivery and lesson planning, teaching, and the ways assessment is used to inform teaching in all subjects. All staff are responsible for delivery and making sure that pupils have the best possible chances of accessing the curriculum.

▪ Staff need to have sound subject knowledge and particularly need to know which knowledge is most important when they are delivering both units and individual lessons. It is imperative that staff are clear about: the key concepts they want pupils to know and learn, the best sequence for teaching new knowledge and how they are going to check and assess if pupils are embedding new knowledge. Pupils should not be disadvantaged because teachers do not have the subject expertise needed to deliver the curriculum.

▪ Teaching new concepts is better delivered in small chunks; which are more easily understood and do not result in cognitive overload. Embedding new knowledge is further supported by continually making links with other learning so that pupils can retrieve previous knowledge and reinforce the understanding.

By breaking new learning into

manageable chunks pupils are able to

understand and remember more

information and retrieve it from their

long term memory to use in new learning

Do staff understand the importance of breaking down new learning into manageable chunks?

Do staff understand that some pupils cannot hold a lot of information in their short term working memory? When they are cognitively overloaded they ‘drop’ some information they may need to complete a learning task.


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▪ Leaders should use a wide range of self-evaluation evidence to check how well the curriculum is being implemented.

Professional dialogue with all stakeholders gives rich information; which can be brought together with what is seen in lesson observations/learning walks, assessment data and scrutiny of work. Discussions with pupils, staff and parents/carers will clarify whether the intended curriculum is actually being rolled out so that pupils have access to new learning.

▪ Pupils should have access to high quality teaching across all subjects. Pupils need to know that they are learning subject

specific knowledge and how it links with other learning so that it makes sense.

Leaders need to use a broad range of information to self-evaluate how well the intended curriculum is being

implemented and is leading to strong impact.

Implementation of subject curriculum should be progressive and strong across all subjects. Links across subject

areas should be strongly made so that new learning makes sense to pupils.

Music

Reading

Writing

Maths

Science

History

Are effective links being made across

subjects?


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▪ Ofsted research into curriculum resulted in some key indicators for the implementation of the curriculum. They are: o The way the curriculum is planned meets pupils' learning needs and curriculum delivery is equitable for all groups and

is appropriate o Subject leaders at all levels have clear roles and responsibilities to carry out their role in curriculum design and

delivery and have the knowledge, expertise and practical skill to design and implement a curriculum o Leaders at all levels, including governors, regularly review and quality assure the subject to ensure that it is

implemented sufficiently well o Leaders ensure that ongoing professional development/training is available for staff to ensure that curriculum

requirements can be met o Leaders enable curriculum expertise to develop across the school o Curriculum resources selected, including textbooks, serve the school’s curricular intentions and the course of study

and enable effective curriculum implementation o Leaders ensure that interventions are appropriately delivered to enhance pupils’ capacity to access the full curriculum o The curriculum has sufficient depth and coverage of knowledge in the subjects o There is a model of curriculum progression for every subject o Curriculum mapping ensures sufficient coverage across the subject over time o Assessment is designed thoughtfully to shape future learning. Assessment is not excessive or onerous. o Assessments are reliable. Teachers ensure systems to check reliability of assessments in subjects are fully

understood by staff o There is no mismatch between the planned and the delivered curriculum.

Measuring the quality of education

Curriculum impact

▪ The impact of the curriculum is not only measured by attainment and progress, but is also shown by how well pupils are

prepared for their next stage in learning and in education or in life after school. This includes how well pupils are prepared for their destinations and in being able to fulfil their potential and reach their reasonable aspirations. This directly links to giving pupils the ‘cultural capital’ needed to succeed and participate fully in society.


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Reading

▪ The quality of the intent, implementation and impact of the reading curriculum is a high priority in the new Ofsted framework because being

able to read fluently is necessary for pupils to gain full access to the whole curriculum and to be able to succeed in later life.

▪ There will always be a ‘deep dive’ in reading.

▪ Key themes will always be considered:

o How well reading is prioritised

o How rigorous and sequential the approach to reading is, and if phonics is taught systematically.

o Whether at all stages, reading is assessed, and gaps are addressed quickly and effectively

o If reading books connect closely to pupils’ phonic knowledge

o If staff are knowledgeable about teaching reading

Is the curriculum successfully implemented to ensure pupils progress well in

acquiring knowledge? Do they successfully ‘learn the curriculum’?

Do pupils get equal access to the curriculum at a stage appropriate level?

Does the curriculum enable pupils to go on to destinations that meet their

interests and aspirations?


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o If ‘Staff read to children in a way that excites and engages them’, introducing new ideas, concepts and vocabulary – promoting

enjoyment and a love of reading.

▪ The Ofsted handbook has an expectation that all pupils will be reading at age related standards by the end of key stage 2. It is

recognised that for some pupils with significant or specific SEND this is not realistic. Nonetheless, leaders of SEND need to check that there is adequate drive and planning to ensure that the acquisition of reading skills and a love of reading, stories and the language of the book is prioritised and relentlessly driven within the curriculum planning so that gaps in knowledge and skills are closed as well as possible. The systematic teaching of phonics should be at the core of teaching early reading.

Using data to support evaluation

▪ End of key stage data is available in Analysing School Performance (ASP) and the Inspection Data Summary Report (IDSR), but the IDSR

provides limited data for groups of pupils. Ofsted inspectors will have access to end of key stage data, but they will not look at schools’ own

in-year data. Instead they will want the school to explain how its own data is used to ensure that the quality of education is strong, how well

it is used to improve impact on pupils’ learning, by developing the intent of the curriculum and improving implementation. Assessments are

sometimes carried out in ways that make unnecessary burdens on staff and pupils; and do not help pupils to embed knowledge sufficiently

or produce clear next steps in learning. There is no updated ASP or IDSR data since 2019 due to the pandemic.

▪ There is an expectation that schools should only use data to help leaders to plan ways to improve the impact of the curriculum, rather than

using it to prove that they are successful to Ofsted. Too much time has been wasted collecting data that schools thought Ofsted required,

which did not help schools to really improve achievement. This has also unnecessarily increased the workload of teachers. Ofsted will

The development of reading knowledge and skills should be a high priority within the curriculum for all pupils.

Ofsted inspectors will not look at the school’s own assessment data

‘Data should be used to improve and not to prove’


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expect leaders to have a clear rationale for how this is improving education if they have chosen to have more than three data points in a

year.

▪ Evaluation of the impact of the curriculum for pupils should be based on evaluation of progress from starting points by ‘bringing together’ a

wide range of evidence to build up a consensus on whether pupils know and remember more. This includes using: assessment data, lesson observations/learning walks, work scrutiny, pupil interviews, hearing readers, discussions with teachers, evidence from pupil progress meetings and feedback from parents. This is challenging for governors because they have been used to using numerical assessment data provided by leaders to check that pupils are making enough progress in learning. Now the scope needs to be wider. These are subject reviews.

Pupils know more and remember more; and so are

progressing

Assessment data

Lesson observations/learning

walks

Work scrutiny

Pupil interviews

Teacher discussions

Parent feedback

Hearing readers

Showing that

How well is the school’s monitoring and tracking system used to improve the

impact of the curriculum?

Governors should be aware of the data on the IDSR, particularly the strengths and weaknesses on the front

page. They should know what the school has done to successfully address any historical weaknesses


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These are some of the aspects schools may consider when carrying out their own subject reviews:

What is the quality of education?

Is the curriculum giving pupils the essential knowledge and skills they need? (next stage/destinations)

Do pupils know and remember more?

Is the curriculum cumulative? (step by step in learning more knowledge)

How well does the subject curriculum fit in with other subjects?

Senior & subject leaders

Long term planning review

Medium term planning sampling

Formal assessment data

Meeting with teachers/staff

How the lesson fits into what pupils learned before and what they will learn next

What ongoing assessment has shown

The staff subject knowledge and what future support is required

Lesson visits

How well pupils are progressing (in the lesson and over time)

Work scrutiny

Discussion with pupils

Subject specific overview

Does the school’s monitoring and tracking system adequately identify any gaps

in pupils’ knowledge and skills?

Quality of Education - subject review


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Measuring broader achievement

▪ Schools should use academic assessment data alongside a broad and wide range of evidence, particularly for disadvantaged pupils and those with SEND, so that they are able to effectively reflect the wider progress of these pupils. For pupils with SEND schools need to evaluate how effective they are at balancing specific short term goals and wider curricular learning as part of their ‘assess - plan - do – review’ cycle. Self-evaluation of how well pupils achieve their short term targets is an important part of the wider outcomes evidence used by schools to evaluate the effectiveness of their SEND provision. It must, however, be fully integrated into the wider SEND evidence base. Schools should also make sure that there is evaluation of how well pupils achieve EHCP outcomes.

▪ Analysis of pupils’ outcomes should consider the complexity of pupil groups and schools should evaluate how well they do this. A pupil may, for example, have SEND, but also be from a disadvantaged minority ethnic background. Schools should consider how they unpick and address the different background factors which present the greatest barriers for learning. See background factors below.

General trends across the curriculum Strengths

Areas for improvement

Collaborative forward planning

School improvement planning

Pupil and

her/his

aspirations

Academic outcomes

Ways of learning

Barriers to learning

Family

Community

Socio-economic

background

Social skills

Emotional and

mental health

Friendships

Health

Wider interests

and achievements

Hobbies

Culture

Faith and

belief

Collation of information


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▪ It is also important to know how well all staff, who are teaching and supporting a pupil, have and use comprehensive understanding to plan

the most appropriate curriculum and successful activities which lead to optimum outcomes. This is most difficult to evaluate in secondary

schools, where teaching is delivered by a wide range of staff. Accountability measures across departments/faculties are imperative, so that

all staff are held to account for the outcomes of vulnerable pupils with SEND.


▪ The judgement area focuses on the factors that contribute most strongly to pupils’ positive behaviour and attitudes, ‘thereby giving them the

greatest possible opportunity to achieve positive outcomes’. Governors need to be assured that positive behaviour and attitudes contribute

well to pupils being able to learn successfully and to achieve their potential.

▪ Factors considered which contribute towards positive behaviour and attitudes are:

o Calm and orderly environment so pupils can learn well

o Clear routines and expectations

o Strong focus on attendance and punctuality

o Clear and effective behaviour and attendance policies

o Pupil motivation and positive attitudes to learning have a long term impact on how pupils approach learning

o Positive and respectful school culture, with staff caring about pupils

o An environment is created where pupils feel safe, with bullying and discrimination dealt with effectively

Governors need to be assured that positive behaviour and attitudes contribute well to pupils being able to

learn successfully and to achieve their potential.

Have governors checked if the factors which contribute towards positive

behaviour and attitudes are in place? How do they know?


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▪ Positive behaviours for learning are central to the ‘behaviour and attitudes’ judgement. Governors need to know that ‘low level disruption is

not tolerated and pupils’ behaviour does not disrupt lessons or the day-to-day life of the school’ in their school. Being quiet and ‘compliant’

does not necessarily mean that pupils have positive attitudes to learning. However, this does not mean that a minority of pupils with SEND

or social emotional and mental health needs (SEMH) will not at times be disruptive. Governors need to be assured that leaders are making

the right adaptations and are supporting and training staff well to address these pupils’ needs.

▪ There should be a ‘demonstrable improvement in behaviour and attendance’ of pupils with particular needs.

▪ If a school removes pupils or makes sure they are absent on the day of inspection it can result in an inadequate judgement.

Exclusions

▪ The triggers for, causes and frequency of internal, fixed and permanent exclusions will be evaluated. It is vital to be sure that these serious

actions, which inevitably impact on pupils’ access to learning and wellbeing, are a last resort and that the school can evidence that all

Governors need to be assured that leaders are making the right adaptations for pupils with SEND or SEMH

and are supporting and training staff well to address these pupils’ needs so that they can learn well.

Do pupils have the right behaviours for learning so that they achieve well in their

learning?

Are pupils actively engaged in learning or are they ‘compliant’?


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possible measures were taken before exclusion was sanctioned. This is particularly important for pupils with SEND and those who have

social, emotional and mental health needs (SEMH).

Sources of evidence:

▪ Discussion pupils and staff:

o Samples of individual staff most affected by challenging behaviour

o Pupils from range of backgrounds and experiences – others’ behaviour and understanding of positive behaviour

▪ Experience of individuals – referrals, SEND, CLA, medical, mental health through samples

▪ Interviews staff and pupils about the culture and responses to Ofsted’s pupil, parent and staff questionnaires and the school’s own surveys.

▪ Effectiveness, patterns and rates of exclusions - alternative strategies and engagement of local support

▪ Pupil and staff surveys

▪ Observation across school day

▪ Evaluation of school’s analysis and response to attendance, exclusion, stakeholder views and typical behaviour/trends over time

▪ Visiting offsite provision

Have all types of exclusions been used appropriately and in the best interests of

the pupils?


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Personal development

▪ ‘The personal development judgement evaluates the school’s intent to provide for the personal development of all pupils, and the quality

with which the school implements this work.’

▪ There is recognition that pupils spend most of their time outside school, at home and in the community. An inspection team cannot

determine how well pupils draw on what the school teaches them about confidence and resilience.

▪ This judgement focuses on the dimensions of the personal development of pupils that are the most significant:

o developing responsible, respectful, active citizens who are able to play their part and become actively involved in public life as

adults

o developing and deepening pupils’ understanding of the fundamental British values of democracy, individual liberty, the rule of

law and mutual respect and tolerance

o promoting equality of opportunity so that all pupils can thrive together, understanding that difference is a positive, not a negative,

and that individual characteristics make people unique

o promoting an inclusive environment that meets the needs of all pupils, irrespective of age, disability, gender reassignment, race,

religion or belief, sex or sexual orientation

There will be a judgement on the quality and intent of provision, but NOT the impact on individual lives

How do governors monitor and know that the school is appropriately providing for

the personal development of pupils alongside their academic learning?


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o developing pupils’ character, the set of positive personal traits, dispositions and virtues that informs their motivation and guides

their conduct so that they reflect wisely, learn eagerly, behave with integrity and cooperate consistently well with others. This

gives pupils the qualities they need to flourish in our society

o developing pupils’ confidence, resilience and knowledge so that they can keep themselves mentally healthy

o developing pupils’ understanding of how to keep physically healthy and maintain an active lifestyle, including giving ample

opportunities for pupils to be active during the school day and through extra-curricular activities

o developing an age-appropriate understanding of healthy relationships through appropriate relationship and sex education

o providing an effective careers programme that offers advice, experience and contact with employers to encourage pupils to

aspire, make good choices and understand what they need to do to reach and succeed in the career to which they aspire

o supporting readiness for the next phase of education, training or employment so that pupils are equipped to make the transition

to the next stage successfully

o enabling pupils to know how to stay safe online, including using social media and mobile technology

(Paraphrased from the Ofsted inspection handbook)

Spiritual, moral, social and cultural (SMSC) development

▪ The effectiveness of provision for pupils’ SMSC development will be considered.

Provision for pupils’ spiritual, moral, social and cultural (SMSC) development will reviewed across all

school activities

How do governors know that the school is providing well for pupils’ SMSC

development?


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Relationships sex and health education ▪ It is very important that governors check that plans are in place for the introduction of the new statutory relationships and sex education,

and health curriculum from September 2020. Schools were able to start following the curriculum from September 2019. RSHE is a

significant focus of Ofsted and is linked to their 2021 research https://www.gov.uk/government/publications/review-of-sexual-abuse-in-

schools-and-colleges

▪ There has been some contention within parent communities, so governors need to be assured that school leaders have consulted with and

informed parents well.


▪ Discussion pupils, parents and staff

▪ Consideration of the wider curriculum, including extra-curricular activities, the development of pupils’ character and the contribution of

personal, relationships and sex, health education

▪ How British values are taught and promoted

▪ The quality of pupils’ debate and discussions during the inspection activities

▪ Staff and pupils understanding of equality and the protected characteristics

▪ The quality of careers guidance and education for pupils’ next steps

Are governors making sure that the school is on track to meet its statutory

obligations around relationships and sex, and health education?

https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges

https://www.gov.uk/government/publications/review-of-sexual-abuse-in-schools-and-colleges


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Leadership and management

The responsibilities of governors

▪ The three core statutory functions of the governing board will be considered during an inspection:

o ensuring clarity of vision, ethos and strategic direction

o holding leaders to account for the outcomes of pupils and the performance management of staff

o overseeing financial performance to make sure that money is well spent, including pupil premium

▪ Governors need to understand how to carry out the three functions and how they know if they are fulfilling the roles; including effective use

of pupil premium.

How well do governors know and understand their core statutory functions?

Governors need to make sure that all stakeholders know and understand the school’s vision, ethos and

strategic direction

Governors need to hold leaders to account for the outcomes of pupils

How well do governors know if money is well spent?


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▪ Inspection will also consider how well governors are upholding the school’s statutory duties enshrined in the Equality Act and the Prevent

duty.

Safeguarding

▪ Governors need to ensure that there is a culture of effective safeguarding in the school where actions are always taken in the best interests

of the pupils. They need to make sure that pupils who may need early help, or are at risk of harm are identified, that they quickly secure any

help that is needed and that they ensure that the management of safer recruitment and allegations about adults is robust.

Reducing workload, while also holding leaders to account for the performance of staff

▪ Governors have a duty to check that staff workload is reasonable.

▪ There needs to be a reduction in teachers’ and leaders time and energy used in generating, entering, uploading and analysing progress

and attainment internal data to ‘prove’ not ‘improve’.

Use of alternative provisions

▪ Governors are responsible for ensuring that any off-site provision used by the school, such as a pupil referral unit, provides high quality

education and keeps the pupils safe. Governors need to know if appropriate checks have been made on the registration status of any

alternative provisions used.

There needs to be a reduction in teachers’ and leaders time and energy used for internal data where it is

not improving outcomes

What are governors doing to effectively uphold the school’s statutory duties

around equalities and keeping pupils safe from radicalisation?


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Off-rolling

▪ Sometimes schools remove pupils off-roll because of the interest of the school rather than the pupils. Off-rolling in these circumstances is a

form of ‘gaming’.

▪ Governors need to make sure that they understand pupil movement in their school and question why pupils have left in the previous year,

which groups they come from (SEND, disadvantaged and low prior attainers) and why pupils have been removed for elective home

education.

▪ Off-rolling can result in a school being judged as inadequate.


▪ Meetings with:

o leaders to discuss how well they know the school, including the quality of education

o governors to evaluate how well they fulfil statutory duties

▪ Self-evaluation documents

▪ Interviews staff and pupils about the culture and responses to Ofsted’s pupil, parent and staff questionnaires and the school’s own surveys.

Off-rolling is the practice of removing a pupil from the school roll without a formal permanent exclusion or

encouraging a parent to remove their child from a school roll, when the removal is primarily in the interests

of the school rather than in the best interests of the pupil


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Response to the pandemic

▪ Ofsted has added an additional section to the handbook ‘Inspection during the COVID-19 (coronavirus) pandemic’

▪ In the initial phone call the lead inspector will ask the school about the specific impact the pandemic has had on the school and how leaders

have responded to it, including how the school implemented the remote curriculum. Inspectors may discuss remote education with

teachers, pupils, and parents. Inspectors will want to understand how the pandemic has impacted on the leaders’ development plans e.g.

effect of staff absence, pupil wellbeing.

▪ It is recognised that the full progressive curriculum may not have been fully implemented during the pandemic and Ofsted will seek to find

out what actions leaders took to adapt and prioritise the curriculum, particularly for groups of pupils such as those who are disadvantaged

or have SEND

▪ There will be particular concern about how leaders ensured that pupils were safeguarded during the pandemic, include when learning

remotely, prioritisation for face-to-face education, and how the most vulnerable were kept safe. Personal development will consider steps

leaders have taken to offer a wide range of personal development opportunities since the school opened to all pupils in March 202.


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KEY QUESTIONS

Quality of education - intent • How confident are governors that the school’s curriculum is suitably ambitious and enables pupils to achieve well?

• How well do leaders know if the curriculum matches the needs of pupils, both overall and by subjects? How confident are governors that the curriculum is right for the pupils in the school?

• How well does the curriculum meet the needs of groups of pupils so that they can fully take advantage of future opportunities (next steps and destinations)?

• How well is the curriculum planned ‘backwards’ so that pupils are able to meet the end points leaders know they should reach? How well is the curriculum sequenced?

• Does the curriculum reflect local gaps in outcomes? (E.g. we know that there is some underperformance of SEND students in the secondary phase)

• Is the curriculum broad and balanced as long as possible – for all pupils?

• Is there a model of curriculum progression for every subject and does curriculum mapping ensure sufficient coverage across the subjects over time?

• Does the curriculum have sufficient depth and coverage of knowledge in the subjects?

• Is there high ambition for all pupils? (No reduction in curriculum for disadvantaged or SEND pupils)

• How well do leaders know if the intent of a subject curriculum is appropriate and is followed through to impact?

• How secure is subject leaders’ rationale for making choices about what is included and how teaching is sequenced?

• Do subject leaders have a sound understanding of their subjects and what knowledge and skills are most important?

• Is there a strong enough focus on subject specific knowledge?

• How well is reading prioritised?

• How rigorous and sequential is the approach to reading, and is phonics is taught systematically?

• Do reading books connect closely to pupils’ phonic knowledge?

Quality of education -implementation

• How well is the curriculum planned to meet pupils' learning needs and is curriculum delivery equitable for all groups? Is it appropriate for their needs and aspirations?

• How well does short term planning ensure that teaching is sequential? Is this seen in lessons and in work scrutiny?

• Are pupils given planned opportunities to embed their new learning into the long term memory? Does this happen; particularly for groups of pupils?

• Do pupils understand that they are learning subject specific information and skills?

• Do subject leaders at all levels have clear roles and responsibilities to carry out their role in curriculum design and delivery and have the knowledge, expertise and practical skill to design and implement a curriculum?

• Do teachers have expert subject knowledge? If not how well do leaders support to address this?

• How well do teachers: enable pupils to understand key concepts and embed them in long term memory (planned in subject curriculum); check understanding and make sure it is applied; sequence new knowledge to defined end points?

Questions for governors on the Ofsted education inspection framework (EIF)


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• Do leaders at all levels, including governors, regularly review and quality assure different subjects to ensure they implemented sufficiently well?

• How well is assessment used to check that pupils are embedding knowledge and can use it fluently?

• Is data used proportionately and efficiently in the implementation of the curriculum?

• Do leaders ensure that ongoing professional development/training is available for staff to ensure that curriculum requirements can be met and do they enable curriculum expertise to develop across the school?

• Do the curriculum resources selected, including textbooks, serve the school’s curricular intentions and the course of study and enable effective curriculum implementation?

• Leaders ensure that interventions are appropriately delivered to enhance pupils’ capacity to access the full curriculum

• Is assessment designed thoughtfully to shape future learning? Are assessments reliable and do leaders ensure that systems to check the reliability of assessments in subjects are fully understood by staff?

• Is reading is assessed at all stages, and are gaps addressed quickly and effectively?

• Are staff knowledgeable about teaching reading?

• Do ‘staff read to children in a way that excites and engages them’, introducing new ideas, concepts and vocabulary – promoting

enjoyment and a love of reading?

Quality of education – impact • How well do leaders know that the curriculum is having an impact?

• How successfully is the curriculum leading to strong results?

• Are pupils knowing and remembering more in the different subjects? How do leaders know this?

• How effectively are gaps in reading and fluency being addressed so that pupils are reading age-appropriately?

• Does the curriculum provide parity for all groups of pupils? Are disadvantaged and SEND pupils given the knowledge and cultural capital they need to succeed in life?

• How well are pupils being prepared for the next stage in their education, training or employment?

• Why have leaders made specific decisions about the collection of assessment data and how does it inform the curriculum and teaching?


• Have governors checked if the factors which contribute towards positive behaviour and attitudes are in place? How do they know?

• Do pupils have the right behaviours for learning so that they achieve well in their learning?

• Are pupils actively engaged in learning or are they ‘compliant’?

• Do governors know if there has been a ‘demonstrable improvement in behaviour and attendance’ of pupils with particular needs

• Have governors checked that no pupils have been removed on the day of the inspection as a form of ‘gaming’?

• Exclusions – if there have been any, how you ensure that leaders are applying the school’s policies consistently and fairly?

• Have exclusions been used appropriately and in the best interests of the pupil?

• What do governors know about the school’s use of internal and fixed term exclusions and whether this is being used to positively support individual pupils to improve their behaviour rather than as a punishment?

• Do leaders know if the behaviour and attitudes of pupils in alternative provisions are being supported well? What are they doing if it is not?


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Personal development • How do governors monitor and know that the school is appropriately providing for the personal development of pupils alongside their academic learning?

• There is a wide range of aspects of personal development, how do governors check that they have reviewed all of these?

• Are pupils being developed as responsible, respectful, active citizens?

• How well is the school developing and deepening pupils’ understanding of the fundamental British values and promoting equality of opportunity, within an inclusive environment so that all pupils can thrive together?

• How are leaders ensuring that pupils’ character is well developed so they are motivated, have integrity and are able flourish in society?

• What are governors doing make sure that the school teaches pupils’ confidence, resilience and knowledge so that they can keep themselves mentally as well as physically healthy?

• What activities does the school provide for pupils to be active during the school day and through extra-curricular activities?

• How are governors making sure that the new relationships and sex education curriculum will be ready, age appropriate and in place for September 2020?

• Is the careers’ programme effective so that pupils can make good, aspirational, age appropriate choices?

• How effectively do leaders ensure that transition to the next phase of education, training or employment is successful for all pupils?

• How well do governors know if the school is enabling pupils to know how to stay safe online, including using social media and mobile technology?

Leadership and Management • What are the strengths of the school? What are the main priorities for improvement? How have these priorities been identified?

• How does the governing board know that the school’s vision, ethos and strategic direction is meeting the needs of pupils and ensuring that they are able to achieve well in the curriculum?

• How do governors know that they are effective in challenging and supporting leaders when holding them to account?

• What information do governors receive from school leaders and how does this help them to fulfil their role?

• How well do governors hold leaders to account for the outcomes of pupils? How do leaders ensure that there is coherence and consistency across the school so that pupils benefit from effective teaching and consistent expectations?

• How do governors know that the performance management of staff is robust and contributes well to the delivery of a high quality education?

• How do governors know that money is well spent, including pupil premium? How effectively do they challenge if they have concerns around financial management?

• What impact has the use of pupil premium had on pupil outcomes? Do interventions provide value for money?

• Does the school uphold its duties under the equality Act and the Prevent duty? How do governors know?

• What have governors done to ensure that leaders have appropriate arrangements in place to identify any pupils who may be at risk of radicalisation?

• How do governors know that pupils are safe? • How do governors satisfy themselves that they are fulfilling their statutory responsibilities to keep pupils safe?

• What are the biggest risks to pupils in this community? How have leaders taken this into account in their safeguarding arrangements at the school?

• How do governors know that there is an effective culture of safeguarding, with timely identification, intervention and referral so that pupils get the help they need?

• How do governors ensure that pupils are being taught about safeguarding – for example understanding risks online and offline?


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These questions are not exhaustive. They give an initial overview of some of the key questions governors should ask of themselves and school leaders. If

governors were completing in-depth review of specific aspects of provision greater questioning would be required.

• How do governors check that safer recruitment procedures are followed and that allegations about adults are dealt with appropriately?

• What are the school’s surveys to pupils, parents and staff showing about the leadership of the school?

• How has the governing board responded to the results of surveys?

• Are expectations of staff workload reasonable?

• Is data collected in ways that does not impose unreasonable workload on teachers?

• How does the governing board know that any alternative provisions used by the school keep pupils safe, are registered and provide a high quality education which meets the needs of the pupils?

• What is typical pupil movement over time? What do governors know about pupil movement?

• Mobility – if there are unusual patterns what accounts for this?

• Why have pupils left the school in the previous year?

• Are any groups of pupils are more prone to off-rolling (SEND, disadvantaged, low prior attainers?

• How many pupils have been removed for elective home education and why?


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the ofsted education inspection framework

Documents