Common inspection Common inspection frameworkframework

2015 onwards2015 onwardsSarah MascallSarah MascallJanuary 2016January 2016

Caution!!Caution!!Please note that the views expressed Please note that the views expressed by the speaker do not represent those by the speaker do not represent those of Ofstedof Ofsted

ObjectivesObjectives• To provide a broad outline of the key To provide a broad outline of the key

changes to inspection from September changes to inspection from September 20152015

• To provide information about the new To provide information about the new short inspections section 8 and the new short inspections section 8 and the new arrangements for full section 5 inspections arrangements for full section 5 inspections

• To consider what the changes will mean To consider what the changes will mean for you for you

Main changesMain changes• Common inspection frameworkCommon inspection framework• All inspectors work for Ofsted as All inspectors work for Ofsted as

either HMI or Ofsted inspectorseither HMI or Ofsted inspectors• Short inspections for good schoolsShort inspections for good schools• Two different inspection handbooksTwo different inspection handbooks• A different tone to the new A different tone to the new

frameworksframeworks

Common inspection Common inspection frameworkframework• Applies to early years settings, Applies to early years settings,

schools, further education and non-schools, further education and non-association independent schoolsassociation independent schools

• Same grades across all Same grades across all 1.1. outstandingoutstanding2.2. good good 3.3. requires improvement requires improvement 4.4. inadequate inadequate (Serious weaknesses or special (Serious weaknesses or special

measures)measures)

• Same four key judgements across all Same four key judgements across all types of provisiontypes of provision

•Effectiveness of leadership and Effectiveness of leadership and management (includes safeguarding)management (includes safeguarding)

•Quality of teaching, learning and Quality of teaching, learning and assessmentassessment

•Personal development, behaviour and Personal development, behaviour and welfare (a new judgement)welfare (a new judgement)

•Outcomes for children and learnersOutcomes for children and learners

Terminology Terminology • Section 8 – led by HMI– short Section 8 – led by HMI– short

inspectionsinspections• Section 5 – led by HMI or Ofsted Section 5 – led by HMI or Ofsted

Inspectors (OIs) – 2 day inspectionsInspectors (OIs) – 2 day inspections

How it worksHow it works• Schools previously judged outstanding remain Schools previously judged outstanding remain

exempt including converted academies (not exempt including converted academies (not special, nursery or PRUs) special, nursery or PRUs)

• Outstanding schools still subject to regular Outstanding schools still subject to regular risk assessment – if there are concerns, a risk assessment – if there are concerns, a short inspection takes placeshort inspection takes place

• Schools judged good – every three yearsSchools judged good – every three years• Schools judged as requiring improvement – no Schools judged as requiring improvement – no

later than the end of the term in which the later than the end of the term in which the 2424thth month after the publication of the report month after the publication of the report fallsfalls

• All independent schools will have a full All independent schools will have a full inspection regardless of previous outcomesinspection regardless of previous outcomes

Section 8 - Short Section 8 - Short inspectionsinspections• For schools judged good at last inspectionFor schools judged good at last inspection• Take place every three years so that Ofsted Take place every three years so that Ofsted

can identify decline or improvementcan identify decline or improvement• Led by HMI (one HMI for under 600, two HMI Led by HMI (one HMI for under 600, two HMI

for over 600)for over 600)• Two judgementsTwo judgements

– Does the school continue to be good?Does the school continue to be good?– Is safeguarding effective?Is safeguarding effective?

• Cannot change the overall grade from goodCannot change the overall grade from good

Continued……Continued……• Starting hypothesis – the school remains Starting hypothesis – the school remains

goodgood• Format for the day agreed between HMI Format for the day agreed between HMI

and senior leaders based on HMI lines of and senior leaders based on HMI lines of enquiry, improvement issues from enquiry, improvement issues from previous inspection, leaders’ view of previous inspection, leaders’ view of strengths and areas being developedstrengths and areas being developed

• Format for the day will be different in each Format for the day will be different in each school depending on the aboveschool depending on the above

Continued….Continued….

Three possible outcomesThree possible outcomes1.1. The school remains goodThe school remains good2.2. School may be outstanding – convert to School may be outstanding – convert to

full inspectionfull inspection3.3. Insufficient evidence or concerns about Insufficient evidence or concerns about

effectiveness or safeguarding – convert effectiveness or safeguarding – convert to full inspectionto full inspection

Is the school continuing to Is the school continuing to be good?be good?• See flow chartSee flow chart

Section 5 inspectionsSection 5 inspections• Applies to schools previously judged as Applies to schools previously judged as

requiring improvementrequiring improvement• Newly converted academiesNewly converted academies• Non-association independent schoolsNon-association independent schools• Converted short inspectionsConverted short inspections• Take place over two daysTake place over two days• Consider all four key judgements Consider all four key judgements • Focus on impact across all judgements Focus on impact across all judgements

especially the impact of leadership and especially the impact of leadership and managementmanagement

Process-section 8 and Process-section 8 and Section 5 Section 5 • Schools have half a day’s notice Schools have half a day’s notice

(though Ofsted have power to (though Ofsted have power to inspect without notice where there inspect without notice where there are concerns)are concerns)

• School contacted by Ofsted to inform School contacted by Ofsted to inform about inspectionabout inspection

• HMI will then call the school to speak HMI will then call the school to speak to the head teacherto the head teacher

Phone callPhone call• Confirmation of date and purpose of inspectionConfirmation of date and purpose of inspection• Likely format of the inspectionLikely format of the inspection• Initial arrangements for meetings with SLT, Initial arrangements for meetings with SLT,

GB, staff pupils and parentsGB, staff pupils and parents• Establish governance structureEstablish governance structure• Agree with HT how to best gather evidence of Agree with HT how to best gather evidence of

parents’ views and where possible meet with parents’ views and where possible meet with parents or groups of parentsparents or groups of parents

• Establish whether there are resource bases, Establish whether there are resource bases, any off site provision or if the school provides any off site provision or if the school provides support for other schoolssupport for other schools

Continued…..Continued…..• During the call HMI will discuss sources of During the call HMI will discuss sources of

information that will enable SLT to provide information that will enable SLT to provide evidence that the school remains good. evidence that the school remains good.

• Agree a time at the start of the inspection Agree a time at the start of the inspection for a focussed discussion with the HT and/ for a focussed discussion with the HT and/ or other SLTor other SLT

• NB – evidence gathered during a short NB – evidence gathered during a short inspection will be used for any subsequent inspection will be used for any subsequent section 5 inspection where HMI decides to section 5 inspection where HMI decides to convert to a section 5 inspectionconvert to a section 5 inspection

Before the inspection:-Before the inspection:-HMI will:-HMI will:-Gain an overview of recent performance and Gain an overview of recent performance and any changes since the last inspectionany changes since the last inspectionAn analysis of:An analysis of:1.1.previous reportprevious report2.2.any Ofsted surveysany Ofsted surveys3.3.Parent View (also gathered throughout the Parent View (also gathered throughout the inspection)inspection)4.4.any qualifying complaintsany qualifying complaints

Continued…….Continued…….5. 5. the summary and areas for development the summary and areas for development of the inspection of local authority’s child of the inspection of local authority’s child protection arrangementsprotection arrangements 6. 6. Any information from Regional Schools Any information from Regional Schools Commissioners, LA, DfE, policeCommissioners, LA, DfE, police 7.7. Data from RAISEonline, inspection Data from RAISEonline, inspection dashboard, sixth form PANDA and Level 3 dashboard, sixth form PANDA and Level 3 Value AddedValue Added

8. 8. Information on the school’s website (use Information on the school’s website (use of funding PP, PE Sport premium), of funding PP, PE Sport premium), curriculum information, including curriculum information, including preparation for life in modern Britain, SEND preparation for life in modern Britain, SEND information report, safeguarding guidance, information report, safeguarding guidance, information about equality of opportunity, information about equality of opportunity, other information for parentsother information for parents

School documentsSchool documents

See list providedSee list provided

Format of a section 8 Format of a section 8 inspectioninspection• Every one day inspection will be differentEvery one day inspection will be different• Focus for the inspection will depend on Focus for the inspection will depend on

information gathered from the pre information gathered from the pre inspection and the meeting on the first inspection and the meeting on the first morning with the HT and SLTmorning with the HT and SLT

• Previous data does not drive the initial Previous data does not drive the initial meetingmeeting

• Focus on safeguarding and on areas of Focus on safeguarding and on areas of focusfocus

• Activities based on areas for focus as Activities based on areas for focus as agreedagreed

• How effective is leadership and How effective is leadership and management in maintaining management in maintaining /improving provision?/improving provision?

• IMPACTIMPACT• Initial meeting with inspector/s is Initial meeting with inspector/s is

key- how will you manage it?key- how will you manage it?

SEFSEF• Not a requirement to have one but ……..? Not a requirement to have one but ……..? • Think about….Think about….Keeping it succinctKeeping it succinctOverall judgement plus judgements on each Overall judgement plus judgements on each

sectionsectionText must reflect the judgements madeText must reflect the judgements madeAreas for improvement must reflect Areas for improvement must reflect

judgementsjudgementsAre they evident in school’s improvement Are they evident in school’s improvement

plan/action plan?plan/action plan?Include section on addressing PIR KIs – impact?Include section on addressing PIR KIs – impact?Bullet points- succinct and clearBullet points- succinct and clear

Continued…..Continued…..• Teaching section about strengths and Teaching section about strengths and

areas for improvementareas for improvement• What makes teaching, learning and What makes teaching, learning and

assessment as it is in your school?assessment as it is in your school?• Use the Common inspection framework as Use the Common inspection framework as

a guide but……..a guide but……..

Managing an inspection-the easy Managing an inspection-the easy bits!!!bits!!!• Remember – most inspectors are human- Remember – most inspectors are human-

a different approach!a different approach!• Be prepared for phone conversation with Be prepared for phone conversation with

HMI/OI – have the info readyHMI/OI – have the info ready• Be organised:-Be organised:-Timetables – check they are accurateTimetables – check they are accurateTimes of meetings – GB etcTimes of meetings – GB etcWho should they meet?Who should they meet?Who will do joint obs?Who will do joint obs?Who will attend team meetings?Who will attend team meetings?Safeguarding checks when they arriveSafeguarding checks when they arrive

SECTION 5SECTION 5

Effectiveness of leadership and Effectiveness of leadership and managementmanagement• The impact of leaders’ work in sustaining The impact of leaders’ work in sustaining

an ambitious culture and visionan ambitious culture and vision• Clear understanding of school’s strengths Clear understanding of school’s strengths

and weaknessesand weaknesses• Robust performance managementRobust performance management• Safeguarding arrangements meet statutory Safeguarding arrangements meet statutory

requirements and promote pupils’ welfarerequirements and promote pupils’ welfare• Use of the pupil premiumUse of the pupil premium• Role of the GB in holding the school to accountRole of the GB in holding the school to account

And you can……And you can……• Check GB is up to speed on key aspects of the Check GB is up to speed on key aspects of the

school particularly SEF, SDP, pupil premium school particularly SEF, SDP, pupil premium funding, performance management, funding, performance management, behaviour, quality of teaching and pupil behaviour, quality of teaching and pupil progressprogress

• Ensure monitoring records are clear and show Ensure monitoring records are clear and show a range of strategies to monitor, support a range of strategies to monitor, support teaching and impactteaching and impact

• Be clear about data/ progress and the systems Be clear about data/ progress and the systems used for tracking and interventionsused for tracking and interventions

• Provide samples of reports to parents/annual Provide samples of reports to parents/annual review/EHCP reviews review/EHCP reviews

• Be clear about how you are empowering Be clear about how you are empowering middle leaders and ensuring they have the middle leaders and ensuring they have the skills to become leaders and managers skills to become leaders and managers

• Ensure there is good detail about impact of Ensure there is good detail about impact of PP spending and other additional fundsPP spending and other additional funds

• Have available Have available anonymisedanonymised targets for targets for performance managementperformance management

• Have evidence of how you have supported Have evidence of how you have supported and improved quality of teachingand improved quality of teaching

• Identify how you are working with Identify how you are working with parents/carers in supporting their children’s parents/carers in supporting their children’s learning (homework!)learning (homework!)

• How do you check/moderate your How do you check/moderate your judgements?judgements?

Safeguarding Safeguarding Inspectors look for evidence of the five Inspectors look for evidence of the five main aspects of safeguardingmain aspects of safeguarding

1.1. Leaders create a positive culture with Leaders create a positive culture with good training for allgood training for all

2.2. The effectiveness of policies and safe The effectiveness of policies and safe recruitment and vettingrecruitment and vetting

3.3. The quality of practice with high staff The quality of practice with high staff awarenessawareness

4.4. The timeliness of response to concernsThe timeliness of response to concerns5.5. The quality of work to support multi-The quality of work to support multi-

agency plansagency plans

SafeguardingSafeguardingSafeguarding handbook sets out signs of Safeguarding handbook sets out signs of successful safeguarding arrangementssuccessful safeguarding arrangementsEnsure there is rigour in:-Ensure there is rigour in:-• SCR checksSCR checks•Pupil absence checks Pupil absence checks •Arrangements for pupils at riskArrangements for pupils at risk•Actions following serious incidentsActions following serious incidents•Checks of pupils educated off siteChecks of pupils educated off site•Checks regarding radicalisation and what is Checks regarding radicalisation and what is done if pupils at riskdone if pupils at risk

Quality of teaching, learning and Quality of teaching, learning and assessmentassessment• Teachers’ standardsTeachers’ standards• Individual lessons not gradedIndividual lessons not graded• Forms of observationsForms of observations• Assessment in all its formsAssessment in all its forms• Learning concepts including resilience Learning concepts including resilience • HomeworkHomework• No set expectations on marking and No set expectations on marking and

feedback feedback

So what’s different?So what’s different?• Focus more on learning and impact of teaching Focus more on learning and impact of teaching • Cannot criticise a specific style of teachingCannot criticise a specific style of teaching• Frees up teachers to teach as they wishFrees up teachers to teach as they wish• Inspectors not judging ‘quality of teaching’ based Inspectors not judging ‘quality of teaching’ based

on individual lessonson individual lessons• Judgement on teaching takes account of a range Judgement on teaching takes account of a range

of factors including scrutiny of work, learning of factors including scrutiny of work, learning walks, school’s own evaluations, discussions with walks, school’s own evaluations, discussions with students and staff; parents/carers views.students and staff; parents/carers views.

As leaders are you…..As leaders are you…..• Clear about what is consistently good in Clear about what is consistently good in

terms of teaching/learning and what is not terms of teaching/learning and what is not yet consistentyet consistent

• Ensuring all SLT are clear about Ensuring all SLT are clear about judgements when observing and are judgements when observing and are recording these properlyrecording these properly

• Ensuring SLT are confident in providing Ensuring SLT are confident in providing good quality feedback to staffgood quality feedback to staff

• Ensuring there is a record of all forms of Ensuring there is a record of all forms of monitoring; the outcomes of monitoring monitoring; the outcomes of monitoring and the support and its impact?and the support and its impact?

• Checking the effectiveness of scrutiny of Checking the effectiveness of scrutiny of work to monitor students’ progress, work to monitor students’ progress, differentiation etc?differentiation etc?

• Ensuring books are marked in line with Ensuring books are marked in line with school's policy and students know what school's policy and students know what they have to do to improve they have to do to improve

• How do you assess pupils’ positive How do you assess pupils’ positive attitudes to learning?attitudes to learning?

Personal development, behaviour Personal development, behaviour and welfareand welfareOne judgement overall but 2 written One judgement overall but 2 written judgements – one on behaviour and another judgements – one on behaviour and another of personal development and welfare –of personal development and welfare –

How effectively is the school promoting:How effectively is the school promoting:•self-confidence and self-awarenessself-confidence and self-awareness•Pride in achievement and commitment to Pride in achievement and commitment to learninglearning•Choices about the next stage of their Choices about the next stage of their education, employment or trainingeducation, employment or training

• Employability skillsEmployability skills• Prompt and regular attendancePrompt and regular attendance• Good behaviour , including enabling pupils to Good behaviour , including enabling pupils to

manage their own feelings and behaviourmanage their own feelings and behaviour• Understanding of how to keep themselves Understanding of how to keep themselves

safe including when using internet and social safe including when using internet and social mediamedia

• Knowledge of how to keep themselves Knowledge of how to keep themselves healthy, emotionally and physicallyhealthy, emotionally and physically

• Personal development so that pupils are well Personal development so that pupils are well prepared to respect others and contribute to prepared to respect others and contribute to wider society amend life in Britainwider society amend life in Britain

• SMSC prepares pupils to be good citizensSMSC prepares pupils to be good citizens

Evidence you could provide……..Evidence you could provide……..• Analysis of data based on systems you use to Analysis of data based on systems you use to

monitor behaviour and attendancemonitor behaviour and attendance• Impact on improving attendance for those at riskImpact on improving attendance for those at risk• Actions taken to prevent bullyingActions taken to prevent bullying• Evidence of working with individuals at riskEvidence of working with individuals at risk• Case studies of individuals where there has been Case studies of individuals where there has been

an impact – ensure this includes those such as an impact – ensure this includes those such as LACs; range of SEN, those with mental health LACs; range of SEN, those with mental health issuesissues

• Actions taken to prevent e-bullying – work with Actions taken to prevent e-bullying – work with parents and carersparents and carers

• Risk assessmentsRisk assessments

• Evidence that school prevents Evidence that school prevents discriminatory/ derogatory languagediscriminatory/ derogatory language

• How are students empowered to How are students empowered to understand and calculate risk and are understand and calculate risk and are aware of support available to them?aware of support available to them?

• Ensure checks on student punctuality and Ensure checks on student punctuality and systems for supporting good attendance systems for supporting good attendance are robustare robust

Outcomes for pupilsOutcomes for pupils• Progress of pupils from their different Progress of pupils from their different

starting points and how well they achieve starting points and how well they achieve or exceed standards expected for their or exceed standards expected for their ageage

• How gaps are closing for disadvantaged How gaps are closing for disadvantaged pupils and others against pupils and others against age related age related expectations expectations (ARE)(ARE)

• The most able achieve the highest The most able achieve the highest standardsstandards

• The impact of funded support for disabled The impact of funded support for disabled pupils and those with special educational pupils and those with special educational needsneeds

Life without levelsLife without levels• Different systems in different schoolsDifferent systems in different schools• Recognition that schools are at different Recognition that schools are at different

stages of developing a system of stages of developing a system of assessment without NC levelsassessment without NC levels

• How do you know your assessment of How do you know your assessment of progress is accurate?progress is accurate?

• How well is the systems understood by How well is the systems understood by staff, parents, pupils?staff, parents, pupils?

• How effective is transition to/from your How effective is transition to/from your school?school?

• How effectively are the criteria for How effectively are the criteria for progress being used by staff in progress being used by staff in assessment and targets setting?assessment and targets setting?

• Ensure that you have secure tracking Ensure that you have secure tracking systems of students’ progress systems of students’ progress

• Ensure that interventions are recorded and Ensure that interventions are recorded and there is evidence of impact.there is evidence of impact.

• Ensure that students’ work reflects Ensure that students’ work reflects progress in knowledge, skills and progress in knowledge, skills and understandingunderstanding

Analysis is keyAnalysis is key• Ensure there is detailed Ensure there is detailed analysisanalysis of of

progress particularly in literacy and progress particularly in literacy and numeracynumeracy

• Inspectors focus on the present cohort of Inspectors focus on the present cohort of pupilspupils

• They are unlikely to look at data from 2-3 They are unlikely to look at data from 2-3 years ago. Last year’s maybe relevant but years ago. Last year’s maybe relevant but the focus is on present cohortthe focus is on present cohort

• Progress over time – hence ‘outcomes’Progress over time – hence ‘outcomes’

• Ensure there is analysis of progress Ensure there is analysis of progress across all groups of students – must across all groups of students – must include gender, ethnicity, PP, LAC.include gender, ethnicity, PP, LAC.

• Analysis of progress across key stages Analysis of progress across key stages including, separately, Early Years including, separately, Early Years provision and Post 16provision and Post 16

• If you have a range of SEN should this If you have a range of SEN should this be included?be included?

Early Years ProvisionEarly Years ProvisionInspectors will look atInspectors will look atprogress from children’s starting progress from children’s starting points across all the areas of learningpoints across all the areas of learningQuality of teaching Quality of teaching Curriculum and assessmentCurriculum and assessmentWork with parentsWork with parentsBehaviour, safety and attitudes Behaviour, safety and attitudes Leadership and managementLeadership and managementSafeguarding Safeguarding

Key elementsKey elements ELGs do not always enable SEN provisions to ELGs do not always enable SEN provisions to

record progressrecord progress Development Matters recognised as an Development Matters recognised as an

appropriate assessment toolappropriate assessment tool Need to be very clear about what constitutes Need to be very clear about what constitutes

good progress for your early years cohortgood progress for your early years cohort Systems for recording progress need to be Systems for recording progress need to be

robustrobust Curriculum needs to cover a range of Curriculum needs to cover a range of

experiencesexperiences How effective is leadership in bringing about How effective is leadership in bringing about

improvementsimprovements

Sixth FormSixth FormInspectors will consider:-Inspectors will consider:-How is the curriculum preparing students for How is the curriculum preparing students for world of work/training/ life after school?world of work/training/ life after school?How do courses build on students’ skills?How do courses build on students’ skills?Progress in developing literacy and numeracy Progress in developing literacy and numeracy skillsskillsThe quality of teaching and learningThe quality of teaching and learningAssessment and setting of challenging targetsAssessment and setting of challenging targetsQuality of careers advice and supportQuality of careers advice and supportLeadership and managementLeadership and management

Any questions?Any questions?

Thank you for listening!Thank you for listening!