SlideShare a Scribd company logo
1 of 14
The Education Inspection
Framework
Matthew Purves
Deputy Director, Schools
Herts for Learning - 23 September 2019 Slide 1
Herts for Learning - 23 September 2019 Slide 2
…If their entire school experience has been
designed to push them through mark-scheme
hoops, rather than developing a deep body
of knowledge, they will struggle in later
study.’
The Education Inspection Framework 2019
What young people learn has too often come second to
delivering performance data.
This data focus leads to unnecessary workload for
teachers.
Teaching to the test and narrowing of the
curriculum have the greatest negative effect
on the most disadvantaged and the lowest
attaining children.
Herts for Learning - 23 September 2019 Slide 3
The Education Inspection Framework 2019
Herts for Learning - 23 September 2019 Slide 4
Quality of education Personal development
Leadership and
management
Behaviour and attitudes
Overall effectiveness
The Education Inspection Framework 2019
Ofsted’s working definition of curriculum
‘A framework for setting out the aims of a programme of
education, including the knowledge and understanding to be
gained at each stage
…for translating that framework over time into a structure and
narrative, within an institutional context
…and for evaluating what knowledge and understanding
pupils have gained against expectations.’
5
The curriculum isn’t…
…just the subject or qualification offer
…the same as teaching activities: the curriculum is WHAT is
taught and not how it is taught
…about devising extra or more elaborate or creative activities
…vague – it is a specific plan of what children need to know
in total, and in each subject.
Herts for Learning - 23 September 2019 Slide 6
Intent
 Curriculum design, coverage and
appropriateness
Implementation
 Curriculum delivery
 Teaching (pedagogy) – contribution to
delivering the curriculum as intended
 Assessment (formative and summative)
Impact
 Attainment and progress (including
national tests and assessments)
 Reading
 Destinations
Curriculum is at the heart of QE
Quality of education
Herts for Learning - 23 September 2019 Slide 7
The transition arrangement
 Not all schools will have completed the process of adopting or
constructing their curriculum fully by September 2019.
 To ensure that schools are treated fairly during the introduction of
the new framework, a transition arrangement is in place.
 It applies to the school’s curriculum intent.
 It does not apply to the delivery of the curriculum or its impact.
 It also does not apply to reading, writing and mathematics in
primary schools
Herts for Learning - 23 September 2019 Slide 8
Education inspection framework Slide 9
‘Inspectors will not look at non-statutory
internal progress and attainment data’
Inspectors will not look at a school’s
internal progress or attainment data.
Inspectors will use the IDSR in their pre-
inspection preparation.
They will not refer to any other
externally produced data.
The deep dive methodology helps
inspectors gather powerful evidence
about what pupils know, remember
and understand.
Herts for Learning - 23 September 2019 Slide 10
Curriculum ‘deep dives’: what do they include?
Herts for Learning - 23 September 2019 Slide 11
Connecting back to the big picture
3. Carry out the other deep
dive activities in whatever order
you need, jointly with school
and curriculum leaders.
Hola Lesson visits
Work scrutiny
Pupils
Teachers
Connect what you see to
what curriculum leaders
expect you to see.
Senior leaders
1.Begin with the top-
level conversation
about the intended
whole curriculum offer.
Connected:thesamepupils
Curriculum leaders
2. Discuss the curriculum
content and sequencing
within subject/s.
Herts for Learning - 23 September 2019 Slide 12
Useful resources available online
‘Inspecting the curriculum’:
https://www.gov.uk/government/publications/inspecting-the-
curriculum
Curriculum roadshow – slides and videos live on website now:
https://www.slideshare.net/Ofstednews/curriculum-workshop-
126193516
Videos about key topics (e.g. curriculum, data) – live now:
https://www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq-
zBnUkspPXjODb3PJ4gCqNc2LvfhSh
Research commentary:
www.gov.uk/government/publications/education-inspection-
framework-overview-of-research
Education inspection framework Slide 13
Ofsted on the web and on social media
www.gov.uk/ofsted
https://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
Herts for Learning - 23 September 2019 Slide 14

More Related Content

What's hot

Reseach Ed National Conference September 2021
Reseach Ed National Conference September 2021Reseach Ed National Conference September 2021
Reseach Ed National Conference September 2021Ofsted
 
Improving educational outcomes through the education inspection framework (EIF)
Improving educational outcomes through the education inspection framework (EIF)Improving educational outcomes through the education inspection framework (EIF)
Improving educational outcomes through the education inspection framework (EIF)Ofsted
 
Support for secondary school pupils who are behind with reading
Support for secondary school pupils who are behind with reading Support for secondary school pupils who are behind with reading
Support for secondary school pupils who are behind with reading Ofsted
 
Working towards the EIF 2019: Ofsted’s approach – further education and skills
Working towards the EIF 2019: Ofsted’s approach – further education and skillsWorking towards the EIF 2019: Ofsted’s approach – further education and skills
Working towards the EIF 2019: Ofsted’s approach – further education and skillsOfsted
 
EIF 2019: inspecting the substance of education – schools
EIF 2019: inspecting the substance of education – schoolsEIF 2019: inspecting the substance of education – schools
EIF 2019: inspecting the substance of education – schoolsOfsted
 
Ofsted's education inspection framework and religious education
Ofsted's education inspection framework and religious educationOfsted's education inspection framework and religious education
Ofsted's education inspection framework and religious educationOfsted
 
Recovery roadshow
Recovery roadshowRecovery roadshow
Recovery roadshowOfsted
 
Collaboration with Parents
Collaboration with ParentsCollaboration with Parents
Collaboration with ParentsGeetha Rajan
 
EIF 2019: inspecting the substance of education - early years
EIF 2019: inspecting the substance of education - early yearsEIF 2019: inspecting the substance of education - early years
EIF 2019: inspecting the substance of education - early yearsOfsted
 
Working towards the EIF 2019: Ofsted’s approach - schools
Working towards the EIF 2019: Ofsted’s approach - schoolsWorking towards the EIF 2019: Ofsted’s approach - schools
Working towards the EIF 2019: Ofsted’s approach - schoolsOfsted
 
Ofsted inspection
Ofsted inspectionOfsted inspection
Ofsted inspectionOfsted
 
Final further education and skills EIF consultation outcomes
Final further education and skills EIF consultation outcomesFinal further education and skills EIF consultation outcomes
Final further education and skills EIF consultation outcomesOfsted
 
Centralization & Decentralization inEducation
Centralization & Decentralization inEducationCentralization & Decentralization inEducation
Centralization & Decentralization inEducationYEESIEWCHINGG
 
peer teaching by halimatunsakdiah
peer teaching by halimatunsakdiahpeer teaching by halimatunsakdiah
peer teaching by halimatunsakdiahdiah Cwek Tauruz
 
Co-Teaching: Six Models for Teacher Success
Co-Teaching: Six Models for Teacher SuccessCo-Teaching: Six Models for Teacher Success
Co-Teaching: Six Models for Teacher SuccessEd Shepherd
 
Andragogy & pedagogy ppt @ bec doms bagalkot
Andragogy & pedagogy ppt @ bec doms bagalkotAndragogy & pedagogy ppt @ bec doms bagalkot
Andragogy & pedagogy ppt @ bec doms bagalkotBabasab Patil
 
Classroom and behaviour management
Classroom and behaviour managementClassroom and behaviour management
Classroom and behaviour managementsajeena81
 
5 e lesson plan by Dr.Omprakash H M
5 e lesson plan by Dr.Omprakash H M5 e lesson plan by Dr.Omprakash H M
5 e lesson plan by Dr.Omprakash H MOmprakash H M H M
 

What's hot (20)

Reseach Ed National Conference September 2021
Reseach Ed National Conference September 2021Reseach Ed National Conference September 2021
Reseach Ed National Conference September 2021
 
Improving educational outcomes through the education inspection framework (EIF)
Improving educational outcomes through the education inspection framework (EIF)Improving educational outcomes through the education inspection framework (EIF)
Improving educational outcomes through the education inspection framework (EIF)
 
PSHE Review Quotes
PSHE Review QuotesPSHE Review Quotes
PSHE Review Quotes
 
Support for secondary school pupils who are behind with reading
Support for secondary school pupils who are behind with reading Support for secondary school pupils who are behind with reading
Support for secondary school pupils who are behind with reading
 
Working towards the EIF 2019: Ofsted’s approach – further education and skills
Working towards the EIF 2019: Ofsted’s approach – further education and skillsWorking towards the EIF 2019: Ofsted’s approach – further education and skills
Working towards the EIF 2019: Ofsted’s approach – further education and skills
 
EIF 2019: inspecting the substance of education – schools
EIF 2019: inspecting the substance of education – schoolsEIF 2019: inspecting the substance of education – schools
EIF 2019: inspecting the substance of education – schools
 
Ofsted's education inspection framework and religious education
Ofsted's education inspection framework and religious educationOfsted's education inspection framework and religious education
Ofsted's education inspection framework and religious education
 
Recovery roadshow
Recovery roadshowRecovery roadshow
Recovery roadshow
 
Collaboration with Parents
Collaboration with ParentsCollaboration with Parents
Collaboration with Parents
 
EIF 2019: inspecting the substance of education - early years
EIF 2019: inspecting the substance of education - early yearsEIF 2019: inspecting the substance of education - early years
EIF 2019: inspecting the substance of education - early years
 
Working towards the EIF 2019: Ofsted’s approach - schools
Working towards the EIF 2019: Ofsted’s approach - schoolsWorking towards the EIF 2019: Ofsted’s approach - schools
Working towards the EIF 2019: Ofsted’s approach - schools
 
Designing the Early Years Curriculum
Designing the Early Years CurriculumDesigning the Early Years Curriculum
Designing the Early Years Curriculum
 
Ofsted inspection
Ofsted inspectionOfsted inspection
Ofsted inspection
 
Final further education and skills EIF consultation outcomes
Final further education and skills EIF consultation outcomesFinal further education and skills EIF consultation outcomes
Final further education and skills EIF consultation outcomes
 
Centralization & Decentralization inEducation
Centralization & Decentralization inEducationCentralization & Decentralization inEducation
Centralization & Decentralization inEducation
 
peer teaching by halimatunsakdiah
peer teaching by halimatunsakdiahpeer teaching by halimatunsakdiah
peer teaching by halimatunsakdiah
 
Co-Teaching: Six Models for Teacher Success
Co-Teaching: Six Models for Teacher SuccessCo-Teaching: Six Models for Teacher Success
Co-Teaching: Six Models for Teacher Success
 
Andragogy & pedagogy ppt @ bec doms bagalkot
Andragogy & pedagogy ppt @ bec doms bagalkotAndragogy & pedagogy ppt @ bec doms bagalkot
Andragogy & pedagogy ppt @ bec doms bagalkot
 
Classroom and behaviour management
Classroom and behaviour managementClassroom and behaviour management
Classroom and behaviour management
 
5 e lesson plan by Dr.Omprakash H M
5 e lesson plan by Dr.Omprakash H M5 e lesson plan by Dr.Omprakash H M
5 e lesson plan by Dr.Omprakash H M
 

Similar to EIF and deep dives

EIF 2019: inspecting the substance of education - independent schools
EIF 2019: inspecting the substance of education - independent schoolsEIF 2019: inspecting the substance of education - independent schools
EIF 2019: inspecting the substance of education - independent schoolsOfsted
 
Working towards the EIF 2019: Ofsted’s approach – early years
Working towards the EIF 2019: Ofsted’s approach – early yearsWorking towards the EIF 2019: Ofsted’s approach – early years
Working towards the EIF 2019: Ofsted’s approach – early yearsOfsted
 
The curriculum
The curriculumThe curriculum
The curriculumOfsted
 
Curriculum - ASCL conference 2018
Curriculum - ASCL conference 2018Curriculum - ASCL conference 2018
Curriculum - ASCL conference 2018Ofsted
 
EIF 2019: inspecting the substance of education - FES
EIF 2019: inspecting the substance of education - FESEIF 2019: inspecting the substance of education - FES
EIF 2019: inspecting the substance of education - FESOfsted
 
Ppt on unit planing copy
Ppt on unit planing   copyPpt on unit planing   copy
Ppt on unit planing copyRAJPAL YADAV
 
Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019Ofsted
 
The Apprenticeships Conference April 2019
The Apprenticeships Conference April 2019The Apprenticeships Conference April 2019
The Apprenticeships Conference April 2019Ofsted
 
Homeroom-Guidance-Orientation.pptx
Homeroom-Guidance-Orientation.pptxHomeroom-Guidance-Orientation.pptx
Homeroom-Guidance-Orientation.pptxJANINAMAEMALIBIRAN
 
wellington2017-curriculum-170629112245.pptx
wellington2017-curriculum-170629112245.pptxwellington2017-curriculum-170629112245.pptx
wellington2017-curriculum-170629112245.pptxAlejandroMercado54
 
Action Plan-Homeroom Guidance.docx
Action Plan-Homeroom Guidance.docxAction Plan-Homeroom Guidance.docx
Action Plan-Homeroom Guidance.docxJenniferRayaTalaugon
 
Homeroom-Guidance-Program.pptx
Homeroom-Guidance-Program.pptxHomeroom-Guidance-Program.pptx
Homeroom-Guidance-Program.pptxIrishLarogaPelisco
 
Re-imagining learning
Re-imagining learningRe-imagining learning
Re-imagining learningOfsted
 
SC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxSC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxEDENI1
 
SC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxSC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxEDENI1
 
SC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxSC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxEDENI1
 
Selection and organization of learning experience
Selection and organization of learning experienceSelection and organization of learning experience
Selection and organization of learning experienceNursing Path
 
SLAC_SIR-MORA-WHLP-AND-ILMP.pptx
SLAC_SIR-MORA-WHLP-AND-ILMP.pptxSLAC_SIR-MORA-WHLP-AND-ILMP.pptx
SLAC_SIR-MORA-WHLP-AND-ILMP.pptxOnangCamat
 

Similar to EIF and deep dives (20)

EIF 2019: inspecting the substance of education - independent schools
EIF 2019: inspecting the substance of education - independent schoolsEIF 2019: inspecting the substance of education - independent schools
EIF 2019: inspecting the substance of education - independent schools
 
Working towards the EIF 2019: Ofsted’s approach – early years
Working towards the EIF 2019: Ofsted’s approach – early yearsWorking towards the EIF 2019: Ofsted’s approach – early years
Working towards the EIF 2019: Ofsted’s approach – early years
 
The curriculum
The curriculumThe curriculum
The curriculum
 
Curriculum - ASCL conference 2018
Curriculum - ASCL conference 2018Curriculum - ASCL conference 2018
Curriculum - ASCL conference 2018
 
EIF 2019: inspecting the substance of education - FES
EIF 2019: inspecting the substance of education - FESEIF 2019: inspecting the substance of education - FES
EIF 2019: inspecting the substance of education - FES
 
Ppt on unit planing copy
Ppt on unit planing   copyPpt on unit planing   copy
Ppt on unit planing copy
 
Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
Early Years EIF 2019 consultation presentation childminder webinar 4 march 2019
 
The Apprenticeships Conference April 2019
The Apprenticeships Conference April 2019The Apprenticeships Conference April 2019
The Apprenticeships Conference April 2019
 
Homeroom-Guidance-Orientation.pptx
Homeroom-Guidance-Orientation.pptxHomeroom-Guidance-Orientation.pptx
Homeroom-Guidance-Orientation.pptx
 
Homeroom guidance (hg) cris
Homeroom guidance (hg) crisHomeroom guidance (hg) cris
Homeroom guidance (hg) cris
 
wellington2017-curriculum-170629112245.pptx
wellington2017-curriculum-170629112245.pptxwellington2017-curriculum-170629112245.pptx
wellington2017-curriculum-170629112245.pptx
 
Action Plan-Homeroom Guidance.docx
Action Plan-Homeroom Guidance.docxAction Plan-Homeroom Guidance.docx
Action Plan-Homeroom Guidance.docx
 
Homeroom-Guidance-Program.pptx
Homeroom-Guidance-Program.pptxHomeroom-Guidance-Program.pptx
Homeroom-Guidance-Program.pptx
 
Re-imagining learning
Re-imagining learningRe-imagining learning
Re-imagining learning
 
SC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxSC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptx
 
SC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxSC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptx
 
SC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptxSC 213 FULL NOTES.pptx
SC 213 FULL NOTES.pptx
 
Selection and organization of learning experience
Selection and organization of learning experienceSelection and organization of learning experience
Selection and organization of learning experience
 
Curriculum Development And Change Essay
Curriculum Development And Change EssayCurriculum Development And Change Essay
Curriculum Development And Change Essay
 
SLAC_SIR-MORA-WHLP-AND-ILMP.pptx
SLAC_SIR-MORA-WHLP-AND-ILMP.pptxSLAC_SIR-MORA-WHLP-AND-ILMP.pptx
SLAC_SIR-MORA-WHLP-AND-ILMP.pptx
 

More from Ofsted

EYFS changes from 4 September 2023
EYFS changes from 4 September 2023EYFS changes from 4 September 2023
EYFS changes from 4 September 2023Ofsted
 
Secondary pupils who need to catch up with reading_webinar slides.pptx
Secondary pupils who need to catch up with reading_webinar slides.pptxSecondary pupils who need to catch up with reading_webinar slides.pptx
Secondary pupils who need to catch up with reading_webinar slides.pptxOfsted
 
New area SEND framework webinar PPT.pptx
New area SEND framework webinar PPT.pptxNew area SEND framework webinar PPT.pptx
New area SEND framework webinar PPT.pptxOfsted
 
Structure and function of the science curriculum
Structure and function of the science curriculumStructure and function of the science curriculum
Structure and function of the science curriculumOfsted
 
AELP national conference June 2021 - good apprenticeships
AELP national conference June 2021 - good apprenticeshipsAELP national conference June 2021 - good apprenticeships
AELP national conference June 2021 - good apprenticeshipsOfsted
 
AELP national conference June 2021 - new provider monitoring visits
AELP national conference June 2021 - new provider monitoring visitsAELP national conference June 2021 - new provider monitoring visits
AELP national conference June 2021 - new provider monitoring visitsOfsted
 
Remote education for children and young people with SEND
Remote education for children and young people with SENDRemote education for children and young people with SEND
Remote education for children and young people with SENDOfsted
 
Ofsted Annual Report 2018/19
Ofsted Annual Report 2018/19 Ofsted Annual Report 2018/19
Ofsted Annual Report 2018/19 Ofsted
 
Final school EIF consultation outcomes
Final school EIF consultation outcomesFinal school EIF consultation outcomes
Final school EIF consultation outcomesOfsted
 
Final early years EIF consultation outcomes
Final early years EIF consultation outcomesFinal early years EIF consultation outcomes
Final early years EIF consultation outcomesOfsted
 
Final independent school EIF consultation outcomes
Final independent school EIF consultation outcomesFinal independent school EIF consultation outcomes
Final independent school EIF consultation outcomesOfsted
 
Improving provision for care leavers
Improving provision for care leaversImproving provision for care leavers
Improving provision for care leaversOfsted
 

More from Ofsted (12)

EYFS changes from 4 September 2023
EYFS changes from 4 September 2023EYFS changes from 4 September 2023
EYFS changes from 4 September 2023
 
Secondary pupils who need to catch up with reading_webinar slides.pptx
Secondary pupils who need to catch up with reading_webinar slides.pptxSecondary pupils who need to catch up with reading_webinar slides.pptx
Secondary pupils who need to catch up with reading_webinar slides.pptx
 
New area SEND framework webinar PPT.pptx
New area SEND framework webinar PPT.pptxNew area SEND framework webinar PPT.pptx
New area SEND framework webinar PPT.pptx
 
Structure and function of the science curriculum
Structure and function of the science curriculumStructure and function of the science curriculum
Structure and function of the science curriculum
 
AELP national conference June 2021 - good apprenticeships
AELP national conference June 2021 - good apprenticeshipsAELP national conference June 2021 - good apprenticeships
AELP national conference June 2021 - good apprenticeships
 
AELP national conference June 2021 - new provider monitoring visits
AELP national conference June 2021 - new provider monitoring visitsAELP national conference June 2021 - new provider monitoring visits
AELP national conference June 2021 - new provider monitoring visits
 
Remote education for children and young people with SEND
Remote education for children and young people with SENDRemote education for children and young people with SEND
Remote education for children and young people with SEND
 
Ofsted Annual Report 2018/19
Ofsted Annual Report 2018/19 Ofsted Annual Report 2018/19
Ofsted Annual Report 2018/19
 
Final school EIF consultation outcomes
Final school EIF consultation outcomesFinal school EIF consultation outcomes
Final school EIF consultation outcomes
 
Final early years EIF consultation outcomes
Final early years EIF consultation outcomesFinal early years EIF consultation outcomes
Final early years EIF consultation outcomes
 
Final independent school EIF consultation outcomes
Final independent school EIF consultation outcomesFinal independent school EIF consultation outcomes
Final independent school EIF consultation outcomes
 
Improving provision for care leavers
Improving provision for care leaversImproving provision for care leavers
Improving provision for care leavers
 

Recently uploaded

MichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfMichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfmstarkes24
 
How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17Celine George
 
factors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxfactors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxSanjay Shekar
 
Application of Matrices in real life. Presentation on application of matrices
Application of Matrices in real life. Presentation on application of matricesApplication of Matrices in real life. Presentation on application of matrices
Application of Matrices in real life. Presentation on application of matricesRased Khan
 
Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Celine George
 
Neurulation and the formation of the neural tube
Neurulation and the formation of the neural tubeNeurulation and the formation of the neural tube
Neurulation and the formation of the neural tubeSaadHumayun7
 
The Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational ResourcesThe Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational Resourcesaileywriter
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesashishpaul799
 
Open Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointOpen Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointELaRue0
 
Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Navigating the Misinformation Minefield: The Role of Higher Education in the ...Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Navigating the Misinformation Minefield: The Role of Higher Education in the ...Mark Carrigan
 
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文中 央社
 
Championnat de France de Tennis de table/
Championnat de France de Tennis de table/Championnat de France de Tennis de table/
Championnat de France de Tennis de table/siemaillard
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45MysoreMuleSoftMeetup
 
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdfPost Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdfPragya - UEM Kolkata Quiz Club
 
Morse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxMorse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxjmorse8
 
[GDSC YCCE] Build with AI Online Presentation
[GDSC YCCE] Build with AI Online Presentation[GDSC YCCE] Build with AI Online Presentation
[GDSC YCCE] Build with AI Online PresentationGDSCYCCE
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...Nguyen Thanh Tu Collection
 
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Celine George
 

Recently uploaded (20)

MichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdfMichaelStarkes_UncutGemsProjectSummary.pdf
MichaelStarkes_UncutGemsProjectSummary.pdf
 
How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17How to the fix Attribute Error in odoo 17
How to the fix Attribute Error in odoo 17
 
factors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptxfactors influencing drug absorption-final-2.pptx
factors influencing drug absorption-final-2.pptx
 
Application of Matrices in real life. Presentation on application of matrices
Application of Matrices in real life. Presentation on application of matricesApplication of Matrices in real life. Presentation on application of matrices
Application of Matrices in real life. Presentation on application of matrices
 
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdfPost Exam Fun(da) Intra UEM General Quiz - Finals.pdf
Post Exam Fun(da) Intra UEM General Quiz - Finals.pdf
 
“O BEIJO” EM ARTE .
“O BEIJO” EM ARTE                       .“O BEIJO” EM ARTE                       .
“O BEIJO” EM ARTE .
 
Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17Features of Video Calls in the Discuss Module in Odoo 17
Features of Video Calls in the Discuss Module in Odoo 17
 
Neurulation and the formation of the neural tube
Neurulation and the formation of the neural tubeNeurulation and the formation of the neural tube
Neurulation and the formation of the neural tube
 
The Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational ResourcesThe Benefits and Challenges of Open Educational Resources
The Benefits and Challenges of Open Educational Resources
 
ppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyesppt your views.ppt your views of your college in your eyes
ppt your views.ppt your views of your college in your eyes
 
Open Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPointOpen Educational Resources Primer PowerPoint
Open Educational Resources Primer PowerPoint
 
Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Navigating the Misinformation Minefield: The Role of Higher Education in the ...Navigating the Misinformation Minefield: The Role of Higher Education in the ...
Navigating the Misinformation Minefield: The Role of Higher Education in the ...
 
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文會考英文
 
Championnat de France de Tennis de table/
Championnat de France de Tennis de table/Championnat de France de Tennis de table/
Championnat de France de Tennis de table/
 
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
Exploring Gemini AI and Integration with MuleSoft | MuleSoft Mysore Meetup #45
 
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdfPost Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
Post Exam Fun(da) Intra UEM General Quiz 2024 - Prelims q&a.pdf
 
Morse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptxMorse OER Some Benefits and Challenges.pptx
Morse OER Some Benefits and Challenges.pptx
 
[GDSC YCCE] Build with AI Online Presentation
[GDSC YCCE] Build with AI Online Presentation[GDSC YCCE] Build with AI Online Presentation
[GDSC YCCE] Build with AI Online Presentation
 
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
BỘ LUYỆN NGHE TIẾNG ANH 8 GLOBAL SUCCESS CẢ NĂM (GỒM 12 UNITS, MỖI UNIT GỒM 3...
 
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
Incoming and Outgoing Shipments in 2 STEPS Using Odoo 17
 

EIF and deep dives

  • 1. The Education Inspection Framework Matthew Purves Deputy Director, Schools Herts for Learning - 23 September 2019 Slide 1
  • 2. Herts for Learning - 23 September 2019 Slide 2 …If their entire school experience has been designed to push them through mark-scheme hoops, rather than developing a deep body of knowledge, they will struggle in later study.’ The Education Inspection Framework 2019
  • 3. What young people learn has too often come second to delivering performance data. This data focus leads to unnecessary workload for teachers. Teaching to the test and narrowing of the curriculum have the greatest negative effect on the most disadvantaged and the lowest attaining children. Herts for Learning - 23 September 2019 Slide 3 The Education Inspection Framework 2019
  • 4. Herts for Learning - 23 September 2019 Slide 4 Quality of education Personal development Leadership and management Behaviour and attitudes Overall effectiveness The Education Inspection Framework 2019
  • 5. Ofsted’s working definition of curriculum ‘A framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage …for translating that framework over time into a structure and narrative, within an institutional context …and for evaluating what knowledge and understanding pupils have gained against expectations.’ 5
  • 6. The curriculum isn’t… …just the subject or qualification offer …the same as teaching activities: the curriculum is WHAT is taught and not how it is taught …about devising extra or more elaborate or creative activities …vague – it is a specific plan of what children need to know in total, and in each subject. Herts for Learning - 23 September 2019 Slide 6
  • 7. Intent  Curriculum design, coverage and appropriateness Implementation  Curriculum delivery  Teaching (pedagogy) – contribution to delivering the curriculum as intended  Assessment (formative and summative) Impact  Attainment and progress (including national tests and assessments)  Reading  Destinations Curriculum is at the heart of QE Quality of education Herts for Learning - 23 September 2019 Slide 7
  • 8. The transition arrangement  Not all schools will have completed the process of adopting or constructing their curriculum fully by September 2019.  To ensure that schools are treated fairly during the introduction of the new framework, a transition arrangement is in place.  It applies to the school’s curriculum intent.  It does not apply to the delivery of the curriculum or its impact.  It also does not apply to reading, writing and mathematics in primary schools Herts for Learning - 23 September 2019 Slide 8
  • 9. Education inspection framework Slide 9 ‘Inspectors will not look at non-statutory internal progress and attainment data’ Inspectors will not look at a school’s internal progress or attainment data. Inspectors will use the IDSR in their pre- inspection preparation. They will not refer to any other externally produced data. The deep dive methodology helps inspectors gather powerful evidence about what pupils know, remember and understand.
  • 10. Herts for Learning - 23 September 2019 Slide 10
  • 11. Curriculum ‘deep dives’: what do they include? Herts for Learning - 23 September 2019 Slide 11
  • 12. Connecting back to the big picture 3. Carry out the other deep dive activities in whatever order you need, jointly with school and curriculum leaders. Hola Lesson visits Work scrutiny Pupils Teachers Connect what you see to what curriculum leaders expect you to see. Senior leaders 1.Begin with the top- level conversation about the intended whole curriculum offer. Connected:thesamepupils Curriculum leaders 2. Discuss the curriculum content and sequencing within subject/s. Herts for Learning - 23 September 2019 Slide 12
  • 13. Useful resources available online ‘Inspecting the curriculum’: https://www.gov.uk/government/publications/inspecting-the- curriculum Curriculum roadshow – slides and videos live on website now: https://www.slideshare.net/Ofstednews/curriculum-workshop- 126193516 Videos about key topics (e.g. curriculum, data) – live now: https://www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq- zBnUkspPXjODb3PJ4gCqNc2LvfhSh Research commentary: www.gov.uk/government/publications/education-inspection- framework-overview-of-research Education inspection framework Slide 13
  • 14. Ofsted on the web and on social media www.gov.uk/ofsted https://reports.ofsted.gov.uk www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews Herts for Learning - 23 September 2019 Slide 14

Editor's Notes

  1. September 2019 saw the introduction of Ofsted’s new Education Inspection Framework. This new framework focuses on the real substance of education: the curriculum. The EIF encourages schools to offer all pupils an education that is broad, rich and ambitious, and that gives them the knowledge and cultural capital they need to thrive as British citizens.
  2. This framework also aims to shine a light on schools that make curriculum decisions that are not in pupils’ best interests. Schools in England have made real improvements over the past two decades. However, an accountability system that is over-dependent on performance data is a barrier to further improvement.   There is ample evidence of the extent to which the accountability system has diverted schools from the real substance of education.   The focus on data across the system means that what young people learn is too often coming second to the delivery of performance table data. The school culture of defending and managing outcomes has extended into defending against and managing Ofsted inspections.  Far too much time, work and energy is spent on preparing everything that Ofsted might possibly expect to see.   Over time, the main thrust of the typical inspection conversation has come to be about recent outcomes, assessment of current ‘pupil progress’ and expectations of future progress.   Schools have responded to this with workload-intensive management models that focused on data and prediction. Perhaps most important of all, these distortions have the greatest negative effect on the children we should care about the most – the most disadvantaged and the least able.
  3. The four judgements in a nutshell: QE: How the school’s curriculum sets the knowledge and skills that pupils gain at each stage, how that is taught and assessed, and the standards that pupils achieve as a result BA: How the school creates a safe, calm, orderly and positive environment in which pupils can learn PD: How well the school provides for pupils’ development beyond the academic, technical or vocational L&M: How leaders and those responsible for governance act with ambition and integrity, supporting and developing staff to teach the school’s curriculum ********** Note: we will also continue to make judgements on: Early years Sixth form
  4. In Ofsted’s extensive curriculum research over the last couple of academic years, we have been using this working definition because it recognises that a school’s curriculum passes through different, interconnected, states: it is conceived, taught and experienced.
  5. Ofsted’s working definition of the curriculum shows, too, what it is not. For example, often when providers talk about a ‘creative curriculum’ they are actually discussing teaching activities (pedagogy) or desired, high-level outcomes and not what children need to ‘know’ and ‘know how’. At the subject level, a good curriculum is based on proactive thinking. It will be the product of clear consideration of the sequence of content necessary for children to make progress. [n.b. the last bullet does not imply primary schools can’t teach by topic or theme but there does need to be attention to effective subject based curriculum progression in the planning.] If a school is teaching the national curriculum well – that will work with the right emphasis on progression and sequencing (i.e thinking about the ‘what’ in terms of content selection, emphasis and sequencing).
  6. Ofsted’s understanding of the curriculum has informed the development of the Quality of Education judgement. The curriculum covers the intent and much of the implementation of the quality of education provided, but it is distinct from the impact, which is a measure of how well the curriculum has been learned. The curriculum is, therefore, integral to, but not the whole of, a judgement on the quality of education.   The Quality of Education judgement also looks at how well the curriculum is taught over time. And it includes consideration of assessment, which is a means of evaluating whether learners are learning, or have learned, the intended curriculum. The curriculum and assessment need to work hand-in-hand. It is important that assessment supports good teaching of the curriculum without getting out of hand and becoming excessively burdensome or an end in itself. It is the curriculum that is the progression model, not assessment. 1. Intent – remind delegates of the points made about intent on the previous slide, then make these points. In evaluating the school’s educational intent, inspectors primarily consider the curriculum leadership provided by the school, subject and curriculum leaders (para 171) Further details about how inspectors evaluate intent are in para 172 - 181 2. Implementation You will see that this is where pedagogy and assessment sit within the QE judgement. Remember that effective pedagogy is that which is right at a given point in time to enable pupils to memorise the content selected for them to store in long-term memory. We do not have a view about what that might be.  We have conducted research which shows that it is more difficult to achieve this with some pedagogies than others, but that it not to say it is impossible to achieve learning if those ones are used. This is also where we begin to consider wider aspects of the EIF, such as leadership and workload issues. Are leaders ensuring the intent is implemented is such a way as it is effective and sustainable? You will see the high profile of reading in this section of the descriptors. This is because research shows us that reading is the foundation stone of knowledge and so to the whole curriculum. 3. Impact And here is where you will find reference to high-level outcomes and qualifications. Impact is shown in what pupils know and can do as a result of the design and delivery of the curriculum. NOTE: It would be unhelpful to: have roles and responsibilities assigned around intent, implementation and impact. have school development plans built around intent, implementation and impact This is because such actions break the crucial line of sight from intent to implementation and then impact. A much more helpful natural way to divide school curriculum management would be by subjects!
  7. Ofsted are aware that not all schools will have completed the process of adopting or constructing their curriculum fully by September 2019. To ensure that schools are treated fairly during the introduction of the new framework, a transition arrangement is in place. It applies to the school’s curriculum intent. It does not apply to the delivery of the curriculum or its impact. Curriculum intent includes the school’s curriculum content and planning. It is not only the school’s broad ambitions or vision (an emerging ‘myth’ in the sector). – it is about what leaders have actually done to enable that vision to be realised (i.e. everything up to the point of delivery). Intent includes the planned knowledge for future learning in each subject i.e. ‘how the curriculum ensure pupils are ‘ready’ for the next bit of learning. Intent that is all about dispositions (such as ‘resilience’, ‘independence’ etc) is not laying the foundations for a curriculum that has enough scope, coherence and rigour. For a curriculum to be effective, it must enable pupils to develop knowledge. Transition statements appear in square brackets in each of the four grade descriptors for intent. These statements are likely to apply when, based on clear actions to improve curriculum, the quality of education in the school could reasonably be expected to be good in two years’ time. The transition period applies only to the ‘good’ grade. To be graded outstanding for Quality of Education, a school must meet all of the criteria for good and should also be exceptional.   The transition period lasts for one year from September 2019. It is anticipated that inspectors will have greater expectations of schools as the transition period progresses. The transition period will be reviewed in summer 2020, and may be extended at that point.   In schools with primary aged pupils, transition arrangements do not apply to reading, writing and mathematics. Ofsted has been clear for some time that the teaching of reading holds the very highest importance, so if the school’s teaching of reading does not meet the good judgement, the school would not be good. Therefore, in infant, junior, primary and middle schools deemed primary, transition arrangements can only apply to science and the foundation curriculum.
  8. We have carefully considered all responses and the positive findings from piloting, on balance, we have decided to proceed with inspectors not looking at non-statutory progress and attainment data during school inspections.   However, to seek to allay concerns, we have made clarifications in the school inspection handbook. We have recognised that school leaders draw on a variety of sources when considering pupil performance, including internal assessment information. We have explained that inspectors will consider the actions taken by schools in response to whatever internal assessment information they have and to review the impact of those actions without reviewing the assessment information itself.   There was concern about published national data, which can be dated, carrying more weight under the education inspection framework 2019. This is not the case. Inspectors will use nationally published data about pupil performance as a starting point – and only ever a starting point. Consequently, an absence of national, published data will not disadvantage those schools that do not have it.   Concerns have also been raised about the fact that published national data has particular limitations in certain types of schools. For this reason, the handbook makes clear that, where a school is in the process of improving from a low point (sometimes referred to as schools in turnaround), nationally generated performance data may lag the current quality of education in the school and so inspectors will view the national data in this context. In addition, we have amended the section in the handbook that relates to junior, middle and studio schools, and university technical colleges, to highlight the particular caveats and limitations in nationally published progress data in relation to these schools. Inspectors will take this into account.   We realise that this change is a significant and important one and so it has been a focus during pilots. It has worked well during piloting. Where schools have made changes since national data was published and current pupils know and can do more than the previous cohort, or have no published data, leaders have explained their assessment of current progress and attainment to inspectors. Inspectors are able to listen carefully to this assessment, some of which may have been drawn from the leaders’ understanding of their internal assessment information, exploring and probing leaders’ actions effectively.   What inspectors are most interested in, in relation to leaders’ use of internal assessment information, is the conclusions that have been reached and the action that has been taking based on those conclusions. Inspectors have then focussed on seeing first-hand evidence. What inspectors have not done, is carry out an in-depth analysis of the school’s data or what leaders believe it is saying about current pupils’ progress or attainment. This is the essence of this change. We are putting the emphasis on inspectors testing whether the leaders’ actions have led to improvements or sustained high performance in the context of what is really going on in a school.   The school inspection handbook has been updated to better reflect the intention of the proposal and how it will work in practice, and to clarify how the sources of evidence and the range of inspection activities will be used to gather evidence and arrive at judgements.   So as to align with the approach to be taken in school inspections, in further education and skills providers, inspectors will not look at internal progress and attainment data on GCSE and A-level courses where fixed-time terminal examinations comprise the entire assessment of the course. The further education and skills inspection handbook has been updated to reflect this.  
  9. In May, Ofsted published a document that is crucial to understanding the EIF, ‘Inspecting the curriculum’. It sets out the methodology that inspectors will use to evaluate the quality of education. We will summarise this on the next few slides. Key within this is the concept of a curriculum ‘deep dive’. Actually, 4-6 curriculum deep dives which, when put together with other evidence, give us a picture of what is systemic about the evidence we are gathering (more on that ‘systemic’ word in a moment).
  10. Inspectors conduct a detailed evaluation of a sample of national curriculum subjects. This approach gives inspectors a detailed understanding of a set of typically four-to-six subjects in each school. These ‘deep dives’ into curriculum subjects help inspectors form hypotheses about the quality of education. Nevertheless these are just hypotheses. An evaluation of the quality of education cannot be made until inspectors have looked at other subjects/key stages/classes/phases on day 2 to confirm or challenge the views that these issues may be systemic. A deep dive is a series of connected inspection activities that provides rich evidence that informs inspectors’ judgements. The choice of subjects for the deep dives is agreed with leaders in a school, but is informed by the lead inspector’s pre-inspection work. A deep dive consists of six elements. When these are properly connected, inspectors can validly identify the strengths and weaknesses in the subject. When inspectors have looked at all these elements, the deep dive is not complete until they have reflected the evidence back to what the curriculum leaders have stated about their subject. The elements are: evaluation of senior leaders’ understanding of the quality of the curriculum in this subject or area and how they are ensuring and assuring that quality evaluation of curriculum leaders’ long- and medium-term thinking and planning, including how they ensure and assure appropriate content choices and sequencing in each subject visits to a deliberately and explicitly connected sample of lessons work scrutiny of books or other kinds of work produced by pupils who are part of classes that have also been (or will also be) observed by inspectors discussion with teachers to understand how the curriculum informs their choices about content and sequencing to support effective learning discussions with a group of pupils from the lessons observed about what they have learned from the subject curriculum.
  11. As you can see from this diagram, the discussions with senior leaders happen before the start of the inspection. The importance of connectedness cannot be over stated (it is not simply triangulation). Instead it is: Connecting the evidence back to the intended curriculum that was articulated by curriculum leaders b. Making sure lesson visits are connected to work scrutiny and discussions with teachers – via the same pupils. c. Connect the range of evidence from the deep dives into the holistic view of the QE that was articulated by senior leaders before the inspection.