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new ofsted inspection framework

Discussion in 'Headteachers' started by transilvanian, May 26, 2011.

  1. Have been told to make more of partnerships with other schools which drive improvement ready for new framework from SIP today.
  2. dusty67

    dusty67 New commenter

    Sorry for time lapse, finally getting round to typing up info about new framework so reminded me that I promised to post it here.
    4 Areas of Focus
    Focus 1: Achievement: Inspectors will evaluate:
    • How well pupils lean in a range of subjects and their progress
    • How competently pupils read and write and their progress
    • How competently pupils are in mathematics and their progress
    • How well gaps are narrowing between the performance of different groups
    • Standards attained, including those in reading writing and mathematic
    • How well disabled pupils and those with SRN have achieved since joining the school
    And in primary schools
    • Pupils attainment in reading by the age of 6 and by the time they leave school
    Achievement: Outstanding Grading
    Almost all pupils and groups of pupils, including disabled children and those with SEN are making rapid and sustained progress over time given their staring points. They learn and make progress very well in most of their subjects, acquire knowledge quickly and in depth, and have high levels of understanding in different subjects. They develop and apply a wide range of skills highly effectively, including the application of communication, literacy and numeracy skills across the curriculum. Where attainment, including attainment in reading in primary schools, is below average overall, or below average for any group, it is improving very strongly at a much greater rate the national averages for all pupils, and gaps with national attainment are narrowing.

  3. dusty67

    dusty67 New commenter

    Focus 2: The quality of Teaching: Inspectors will evaluate
    • How well teachers demonstrate high expectations and set challenging tasks that improve pupils learning
    • How well teachers assess pupil's progress , provide them with constructive feedback and plan lessons to build on pupil's previous learning to match their development needs
    • How well teachers enable pupils to identify and understand how they can improve their learning
    • How well teachers use questioning and feedback form pupils during lessons to check on how well their teaching is achieving the learning intentions and adjust their teaching accordingly and modify future work
    • How well teachers enthuse, engaged and motivate pupils so that they learn and make progress
    • How well teachers use their expertise to deepen pupil's subject knowledge and understanding and teach them the skills needed to make progress in the subject and help them learn for themselves
    • How well teaching and other support provides for a range of pupils
    • How well pupils are taught to read and to develop their skills in literacy and numeracy and enjoy their learning
    The Quality of Teaching: Outstanding
    Teachers have consistently high expectations of all pupils and set challenging tasks which are matched closely to specific learning needs. They build on consistently accurate assessment of pupils' learning needs and plan astutely to ensure teaching is very well matched to their individual needs. Teachers and other adults enthuse, engage and motivate pupils and engender high levels of enthusiasm and commitment to learning. Marking and constructive feedback from both the teacher and pupils are frequent and of a consistently high quality. These activities enable pupils to fully understand how to improve their work, encouraging high levels of commitment and interest.
    Teachers are very knowledgeable in their subjects and expert in teaching them. Pupils show resilience, confidence and independence when tackling challenging activities. Teachers' formative evaluation of the effectiveness of what they are doing is used to change task, if necessary. No time is wasted and every opportunity is taken to develop crucial skills such as reading across the curriculum. Teaching is consistently good and much is outstanding, with the result that pupils and groups of pupils currently in the school are making exceptional progress over time.

  4. dusty67

    dusty67 New commenter

    Focus three: Leadership and Management: Inspectors will evaluate
    How well key leaders and managers
    • Demonstrate high expectations and ambition for pupils and promote improvements in their achievements
    • Improve teaching and learning through supporting and developing staff
    • Are improving the school and developing the school's capacity for sustaining its improvement
    • Evaluating the school's strengths and weaknesses and make use of their findings to promote improvement
    • The quality of the school's arrangements for safe guarding pupils
    Leadership and Management: Outstanding
    The pursuit of excellence in all of the school's activities is underpinned by an uncompromising and highly successful drive in improving outcomes for all pupils. All leaders and managers lead by example and base their understanding of staff and pupils' skills and attributes. Key leaders provide a relentless focus on improving teaching that results in teaching that is at least consistently good or better, or satisfactory and improving at a very rapid rate. The school community, including the governing body, has a very strong sense of acting as a team and places the needs of all pupils at the forefront of its work. The school's arrangements for safe guarding pupils consistently exceed statutory requirements

  5. dusty67

    dusty67 New commenter

    Focus four: Behaviour and Safety. Inspectors will evaluate
    • Pupils' conduct in lessons and around school
    • Pupils' ability to assess and manage risk appropriately and keep themselves safe
    • Pupils' attendance and punctuality at school and in lessons
    • Pupils' behaviour towards, and respect for, other young people and adults, including freedom from bullying
    Behaviour and Safety: Outstanding
    Pupils and groups of pupils are consistently very well behaved over time and show high levels of engagement in lessons. They are scrupulously punctual and highly adept at managing their own behaviour in the classroom and in social situations, The are extremely calm and orderly when moving around school. Individual pupils and groups of pupils, including those with identified behaviour difficulties respond extremely positively to the school's strategies to improve behaviour. Pupils are highly supportive of one another and feel very safe at school at all times. They have a very clear understanding about what constitutes unsafe situations. They maintain a well tuned perspective on their own safety and that of others.
    Instances of bullying are extremely rare. Pupils are acutely aware of different forms of bullying and are instrumental in preventing its occurrence. The school swiftly and successfully addresses any incident of bullying that do occur and this engenders the full confidence of pupils and parents. Parents, carers and pupils are very aware that attendance and punctuality are important. Where pupils are able to influence their own attendance, it is likely that attendance will be above average for all groups of pupils or showing sustained and convincing improvement over time. Attendance is likely to be at least 90%. This applies in all settings apart from those where the vast majority of pupils have a diagnosed medical condition.

  6. Thankyou for this. Is there going to be guidance again about grade descriptors?
  7. dusty67

    dusty67 New commenter

    all we were given were the descriptors for outstanding which I'v put in each post. Its worth remembering that these are the criteria being used for the pilot inspections, and so could change.
  8. Ladykaza

    Ladykaza Senior commenter

    Thanks so much for taking the time to do this Dusty. I've printed it off for our next SMT meeting as we're due in 2012.
    Even if it is altered I doubt it will be by much

  9. These descriptors are really useful Dusty. Many thanks for your time and effort on this. It is good to know how they have decided to group them into the four sections. I will be sharing these with all my staff as we were last inspected in 2008 - bound to be knocking onthe door soon!
  10. Moisy

    Moisy New commenter

    Many thanks for your email, Dusty, much appreciated.
  11. yes many thanks DUSTY!! very useful [​IMG]
  12. Thanks very much for these. Just out of interest, was there any mention of SpiMSoC because it was flagged in the consultation?
  13. dusty67

    dusty67 New commenter

    Your question just made me realise I've left out the overall effectiveness descriptors. SpiMSoC was in those. I'll post them when I get in the office tomorrow
  14. dusty67

    dusty67 New commenter

    Overall Effectiveness:
    The spiritual, moral, social and cultural development of pupils at the school as shown for example by their:
    • Willingness to reflect on the experiences provided by the school, use their imagination, creativity and develop their fascination and curiosity in their learning.
    • Ability to apply a well-developed understanding of right and wrong in their school life
    • Willingness to take part in a range of activities requiring social skills and are helped to develop these skills
    • Well-informed understanding of the options and challenges facing them as they move through the school and on to the next stage of their education and training
    • Willingness to overcome barriers to their learning
    • Positive response to a range of artistic, sporting and other cultural opportunities provided by the school
    Overall Effectiveness: Outstanding
    The school takes all necessary steps to help pupils meet their potential with great success. Outstanding teaching leads to outstanding achievement or achievement that is good and rapidly improving. Other principle aspects of the school's work are good or outstanding. The school's relentless and wide ranging promotion of the pupils' spiritual, moral, social and cultural development enables pupils and groups of pupils to thrive in a supportive, highly cohesive learning community. Consequently pupils and groups of pupils have excellent experiences in their time in school ensuring they are fully equipped for the next stage of their education.


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