A brief overview of the changes to school inspection by Emma Ing Senior HMI, Senior Operational Lead: presented to the Derby Teaching Schools Alliance in November 2015. http://dtsa.org.uk/

1. Derby Teaching Schools Alliance
Ofsted update
November 2015
Emma Ing Senior HMI, Senior
Operational Lead

2. Objectives
I will give a brief overview of the changes to school
inspection including
 Workforce arrangements
 Section 5 inspections
 Section 8 inspections
I will share concerns and findings around outcomes for
students from disadvantaged groups: some positive,
some less so.
We will have a chance to discuss these matters

3. Signposts
 Aims of the changes
 The new workforce
 The difference between section 5 and section 8
inspections
 What’s new in section 5 inspection
 The new short inspections
 The regional priority groups

4. New from September…

5. We have:
 Made significant changes in how we source, train,
contract and manage all inspectors who deliver schools
and FES inspections
• tightened up selection criteria that all inspectors have to
meet
 developed structures for much closer working
relationships between:
 contracted Ofsted Inspectors (OI)
 Her Majesty’s Inspectors (HMI)
 Senior HMI (SHMI)
The inspection workforce

6. Quality and consistency
As a result we will:
 expect a higher standard of inspections and consistency
among inspectors when making judgements
 place more emphasis on directly providing high-quality
ongoing training, mentoring and development for all
inspectors
 quickly and fairly address underperformance, putting in
place training where needed or terminating contracts
where performance does not improve
 oversee quality and consistency in regions to ensure all
providers have a positive experience of inspection.

7. A new Common Inspection Framework
The new CIF provides greater clarity, coherence
and comparability for learners, parents and
employers.
Inspectors will make graded judgements on the same
areas across the remits:
 effectiveness of leadership and management
 quality of teaching, learning and assessment
 personal development, behaviour and welfare
 outcomes for children and learners.
And
 greater emphasis on the curriculum and safeguarding, ‘a golden
thread’ through all inspection activity to gather evidence about all
aspects of safeguarding

8. Section 5 inspections vs
section 8 inspections

9. Section 5 Education Act 2005
(1)It is the duty of the Chief Inspector—
(a)to inspect under this section every school in
England to which this section applies, at such
intervals as may be prescribed, and
(b)when the inspection has been completed, to make
a report of the inspection in writing.
This is the basic, standard, school inspection.

10. Section 8 Education Act 2005
Any school can be inspected under section 8 at any
time if there are sufficient good reasons.
‘If requested to do so by the Secretary of State, the
Chief Inspector must inspect and report on such school,
or class of school, in England as is specified in the
request.
(2)The Chief Inspector may inspect any school in
England in circumstances where he is not required to do
so by section 5 or subsection (1) above’

11. Types of Section 8 inspections
Section 8 inspections take place as a result of one of the
following circumstances:
 Short inspection of school judged good at their most recent
section 5 and of outstanding schools that are not exempt
from section 5
 Monitoring inspections of schools that require improvement,
or have serious weaknesses, or are requiring special
measures
 Any inspection in other circumstances where the inspection
has not specific designation (S8 nfd)
 Unannounced behaviour inspections

12. Good and outstanding schools
Outstanding schools (except outstanding special
schools) are exempt from routine inspection but they
may be inspected under section 8 if, after risk
assessment, concerns are raised about the
performance of the school.
Schools judged good at their previous section 5
inspection will receive a one-day short inspection,
carried out under section 8, approximately every three
years as long as the quality of education remains
good.

13. All details can be found on www.gov.uk
School Inspection Handbook-
Handbook for inspection schools in England under
section 5 of the Education Act 2005
Published August 2015
Reference number 150066
School inspection handbook-section 8
Handbook for inspection schools in England under
section 8 of the Education Act 2005
Published August 2015
Reference number 150077

14. Section 5 inspections

15. Myth busting
 It is up to schools to determine their practices and for
leadership teams to justify these on their own merits
rather than by reference to the inspection handbook.
 Inspectors must not advocate a particular method of
planning, teaching or assessment.
 Ofsted does not expect evidence to be provided in a
specific format or generated for inspection purposes.

16. Myth busting
 Ofsted does not require any specific frequency, type
or volume of marking and feedback or written record
of oral feedback provided to pupils by teachers.
 Ofsted does not require a particular frequency or
quantity of work in pupils’ books.
5

17. Myth busting
 Ofsted does not require evidence for each teacher for
each of the bulleted sub-headings of the Teacher’s
Standards or specific details of the pay grade of
individual teachers who are observed during
inspection.
 It is unrealistic for inspectors to necessarily expect
that all work in all lessons is matched to the specific
needs of each individual.

18. Myth busting
 The evaluation schedule is not exhaustive. It does not
replace the professional judgement of inspectors.
 It is up to schools themselves to determine their
practices and for leadership teams to justify these on
their own merit.

19. Regional Priority Groups

20. Poor children

21. Closing the Gap
Poor, unseen children
‘Poor, unseen children can be found in mediocre schools the length
and breadth of our country.
They are often found in leafy suburbs, market towns and seaside
resorts. They can be found in comparatively prosperous communities,
many of them achieving far less than they should.
They are labelled, buried in lower sets, consigned as often as not to
indifferent teaching. They coast through education until – at the
earliest opportunity – they sever their ties with it.’
Her Majesty’s Chief Inspector – speech from the launch of Unseen
Children June 2013.

22. Closing the Gap
What gap?
Reflecting on 2015:
 What percentage of young people nationally attained
5A*-C including English and mathematics?
 What percentage of young people eligible for free
school meals attained 5 A*-C including English and
mathematics?
 What percentage of children looked after achieved 5
A*-C including English and mathematics?

23. Closing the Gap
What gap?
 What percentage of young people nationally
attained 5A*-C including English and
mathematics? 56.3%
 What percentage of young people eligible for
free school meals attained 5 A*-C including
English and mathematics? 33.7%
 60.7% of non FSM students attained 5 A*-C
including English and mathematics. That is a
gap of -27%. Only three LAs in the EM had
smaller gaps than this. (For the right
reasons?)

24. Closing the Gap
Gaps in the East Midlands
0
10
20
30
40
50
60
70
80
EYFS GAP (2014 %)
EYFS - achieving a good level of development FSM (%)
EYFS - achieving a good level of development NFSM (%)
National Non-FSM
National FSM

25. Closing the Gap
Gaps in the East Midlands
0
10
20
30
40
50
60
70
80
90
KS2 GAP (2014 %)
KS2 - level 4+ reading, writing and maths FSM (%)
KS2 - level 4+ reading, writing and maths NFSM (%)
National Non-FSM
National FSM

26. Closing the Gap
Gaps in the East Midlands
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
KS4 GAP (2014 %)
KS4 - 5+ GCSEs A*-C inc. Eng & maths FSM (%)
KS4 - 5+ GCSEs A*-C inc. Eng & maths NFSM (%)
National Non-FSM
National FSM

27. When support for disadvantaged pupils is
less effective, common weaknesses
related to:
 Senior leaders and governors do not regard the
performance of disadvantaged pupils as a priority.
 Leaders do not have the monitoring systems in place to
track this group, or are not making use of the information
they have. Weaker performance of disadvantaged pupils is masked by
the generally strong performance of other pupils.
 Governors do not receive enough information about the
performance of disadvantaged pupils and are not clear
about the impact of pupil premium spending.
 Transition arrangements are weak. Leaders are not well
informed about the work that feeder primary schools are doing with
disadvantaged pupils. At Key Stage 4, leaders do not analyse destination
data for disadvantaged pupils in comparison to other pupils.
October 2015

28. Closing the Gap
Less successful approaches
 Spending the funding indiscriminately on teaching assistants with
little impact and not managing their performance well
 Spending the funding on one-to-one tuition and booster classes –
that go on forever…and do not relate to class teaching…and are
not audited or quality assured
 Planning spending in isolation – not part of the school action plan
 Assuming that pupils eligible for the Pupil Premium will have
learning difficulties
 Comparing the performance of pupils eligible for the Pupil
Premium with other eligible pupils nationally, rather than all pupils
– lowering expectations.

29. When support for disadvantaged pupils
is most effective, common strengths
included:
 Leaders ensure that pupils’ personal development,
behaviour and welfare needs are identified and supported
alongside their academic needs.
 High quality day-to-day teaching in all lessons is the first
priority in supporting disadvantaged pupils.
 Leaders ensure that detailed analysis of the achievement of
disadvantaged pupils, in all key stages, is part of the school’s
self evaluation and improvement planning
 High aspirations are set from Year 7 onwards and continue
throughout all Key Stages.
 Well-targeted careers education is increasing the number of
disadvantaged pupils that enter further education, training or
employment at the end of Year 11.
October 2015

30. Closing the Gap
Characteristics of successful approaches
Where schools spent the Pupil Premium funding successfully to
improve achievement and narrow the gap, they shared many of the
following characteristics, they:
 never confused eligibility for the Pupil Premium with low ability
 understood the importance of ensuring that day-to-day teaching
meets the needs of each learner rather than relying on
interventions to compensate for less than good teaching
 tracked and monitored achievement data to check whether
progress was being made and whether any interventions were
working – and then made adjustments
 ensured that the allocation and spending of the Pupil Premium was
about individual need

31. Closing the Gap
They….
 Got the balance right between the group and individual needs
 ensured that a designated senior school leader linked to a
governor had a clear overview of how the funding was allocated
and what difference it was making
 ensured that all teachers knew which pupils were eligible so
that they could take responsibility for accelerating their
progress
 made sure that support staff (particularly teaching assistants)
were highly trained and understood their role in helping pupils
to achieve
 thoroughly involved governors in the decision making and
evaluation process.

32. Closing the Gap
Key Barriers and examples of good practice
 Physical
 Social
 Emotional
 Academic

33. Closing the Gap
Key Barriers and examples of good practice
Transition: is less successful for vulnerable pupils –
Factors that identify a successful transition can be
summarised as:
 Social adjustment
 Institutional adjustment
 Curriculum interest and continuity

34. Children looked after

35. Looked After Children | 35
Number of Looked After Children 2014

36. Looked After Children | 36
Key Stage 4 2014
Number
eligible
to sit
GCSEs
LAC
5A*-C
including
En and
ma
All
children
Attainme
nt gap
England 4,800 12.0 56.1 -44.1
East Midlands 340 10.8 53.2 -42.4

37. Closing the Gap
Being looked after- meeting needs
 Every child is different and their experiences are
different – but few will have had it easy
 In addition to those adjustments that we need to
make for poor children
 Proactively working with VSH and SC to get the
best for the child
 Listening to the child to establish need/desires
and aspirations

38. Closing the Gap
Being looked after- meeting needs
 Attachment awareness
 Transition and induction
 Adjustments to timetables
 Working with carers to support learning
 Making sure that PEPs are about learning not just
staying the course

39. Closing the Gap
Being looked after- meeting needs
 Making sure that these pupils stay in mainstream –
even though this will entail support and flexibility
 Making schools welcoming and meeting personal
need- should all schools for CLA be good+?
 Forming good relationships: the child needs to
know that they matter
 Working to get access to CAMHS

40. Closing the Gap
Key Barriers
 Physical
 Social
 Emotional
 Academic

41. Closing the Gap
Further reading
 ‘What makes a Successful Transition from Primary
to Secondary School?’ Maria Evangelou, Brenda
Taggart, Kathy Sylva, Edward Melhuish, Pam
Sammons and Iram Siraj-Blatchford. Effective Pre-
school, Primary and Secondary Education 3-14
Project, Institute of Education, University of London
2008.

42. Further reading
 ‘What makes a Successful Transition from Primary to
Secondary School?’ Maria Evangelou, Brenda
Taggart, Kathy Sylva, Edward Melhuish, Pam
Sammons and Iram Siraj-Blatchford. Effective Pre-
school, Primary and Secondary Education 3-14
Project, Institute of Education, University of London
2008.
 ‘The educational progress of looked after children in
England: linking care and educational data’ Judy
Sebba, Steve Strand, Nikki Luke, David Berridge,
November 2015, Rees Centre Oxford.