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Improving educational outcomes through the education inspection framework (EIF)

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Dan Owen's presentation on how the new education inspection framework will help to improve educational outcomes for children and young people attending pupil referral units and alternative provision settings.

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Improving educational outcomes through the education inspection framework (EIF)

  1. 1. PRUsAP 2019 Improving educational outcomes through the EIF Dan Owen HMI Specialist Adviser School Inspection Policy PRUsAP 2019
  2. 2. Ofsted strategy 2017–22 ▪ The curriculum at the heart of inspection. ▪ No need to produce progress and attainment data ‘for Ofsted’, helping reduce unnecessary workload. ▪ All pupils should have access to a high-quality education. PRUsAP 2019 ‘A force for improvement through intelligent, responsible and focused inspection and regulation’ The new framework
  3. 3. Reducing the focus on data particularly internal progress data. We hope this will help reduce unnecessary workload for teachers. PRUsAP 2019 Help!
  4. 4. Separate judgements for ‘personal development’ and ‘behaviour and attitudes’ PRUsAP 2019 Personal development, welfare and behaviour Personal development Behaviour and attitudes
  5. 5. PRUsAP 2019 ▪ We have listened to the concern about this proposal and we will not introduce on-site preparation. ▪ To keep the benefits, we will introduce a 90-minute telephone call between the lead inspector and the headteacher, or their nominated delegate, during the afternoon before inspection begins. ▪ This will enable professional dialogue to begin about the education provided by the school and facilitate planning the inspection together. Inspection preparation
  6. 6. PRUsAP 2019 Increase section 8 inspections from one to two days
  7. 7. PRUsAP 2019 New inspection judgements Quality of education Personal development Behaviour and attitudes Leadership and management Overall effectiveness
  8. 8. The quality of education PRUsAP 2019
  9. 9. ▪ curriculum design, coverage, appropriateness and delivery ▪ teaching (pedagogy) ▪ assessment (formative and summative) ▪ attainment and progress (including national tests and assessments) ▪ reading ▪ readiness for the next stage of education. Quality of education judgement The new quality of education judgement puts the real substance of education, the curriculum, at the heart of inspection. Inspectors will have a connected, education-focused conversation, incorporating: PRUsAP 2019
  10. 10. The curriculum isn’t… ▪just the subject or qualification offer ▪what is assessed ▪experiences, trips etc. ▪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 ▪Something to sort once you’ve ‘decided your intent’ ▪vague – it is a specific plan of what children need to know in total, and in each subject. PRUsAP 2019
  11. 11. Busting the ‘intent’ myth ▪ Intent is about what leaders intend pupils to learn. It’s as simple as that. ▪ Intent is everything up to the point at which teaching happens. ▪ Intent is all the curriculum planning that happens before a teacher teaches the knowledge that pupils need to learn the next thing in the curriculum PRUsAP 2019
  12. 12. “So, intent is nothing new. There’s no need to write new statements, adapt websites or restructure staffing to cover intent. Intent is not the next big thing.” PRUsAP 2019
  13. 13. ‘Good’ intent ▪a curriculum that is ambitious for all pupils ▪a curriculum that is coherently planned and sequenced ▪a curriculum that is successfully adapted, designed and developed for pupils with special educational needs and/or disabilities ▪a curriculum that is broad and balanced for all pupils PRUsAP 2019
  14. 14. SEND and the curriculum “A child with severe or complex needs may well take longer to acquire and build that knowledge than other children but that doesn’t mean we should assume it is irrelevant for them, or limit our efforts to help them achieve it.” Amanda Spielman 26th January 2019 PRUsAP 2019
  15. 15. Knowledge and progress PRUsAP 2019
  16. 16. ‘Learning is defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned.’ Sweller, J., Ayres, P., & Kalyuga, S. (2011).
  17. 17. Knowledge allows… ▪Communication and language development: relevant knowledge allows successful inferences in written or oral communications between strangers. ▪Listening and attention: it is hard to listen and respond when you do not know the meaning of words or social cues. ▪Understanding: rich background knowledge allows mental space to think about what has been encountered. ▪Speaking: children need the words to express themselves effectively.
  18. 18. 3 4 5 + 5 3 20 What happens when pupils don’t have necessary knowledge?
  19. 19. PRUsAP 2019 Content selection: does the subject curriculum emphasise ‘enabling knowledge’ and ensure it is remembered? ▪Significant knowledge ▪Knowledge which enables subsequent learning ▪Knowledge which enables a desired complex (skilled) performance Sequencing: is subject content sequenced so pupils build useful and increasingly complex schemata? What knowledge do pupils need to learn?
  20. 20. Knowledge deficits accumulate when layered on top of one another in a curriculum sequence. This accumulation of dysfluency (gaps) limits and may even prevent acquisition of complex skills that depends on their prior knowledge. This problem is called ‘cumulative dysfluency’ What happens when pupils don’t learn the knowledge they need? Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2011). Handbook of applied behavior analysis. Guilford Press.
  21. 21. Knowledge does not sit as isolated ‘information’ in pupils’ minds.
  22. 22. What did teachers INTEND that pupils would remember? PRUsAP 2019 What did teachers intend that pupils would remember and has it been remembered?
  23. 23. How will inspectors consider progress? ‘The curriculum as the progression model’ PRUsAP 2019
  24. 24. Common questions PRUsAP 2019 What if I’m in the process of changing my school’s curriculum? There will be a transitional period. We will review the position after a year. Is there an ‘Ofsted curriculum’? No. We support curriculum flexibility. Different schools taking radically different approaches to the curriculum will be judged fairly. Should I get advice from a consultant or buy in specific products? No! There is nothing mysterious here. The quality of education is about schools and trusts thinking about the curriculum carefully for themselves.
  25. 25. Inspection model for quality of education PRUsAP 2019
  26. 26. PRUsAP 2019 What will be included in the deep dives? Discussions with pupils Discussions with teachers Discussions with curriculum leaders Visits to a connected sample of lessons Scrutiny of pupils’ work Discussions with senior leaders
  27. 27. The PRU/AP annex PRUsAP 2019
  28. 28. Applying the EIF in different contexts “All parts of the education inspection framework apply to PRUs and other alternative provision free schools and academies. However, in the same way that all school contexts are different, so are PRU and other alternative providers.” EIF 2019 PRUsAP 2019
  29. 29. Some key areas ▪ Initial assessment and SEND ▪ Curriculum ▪ Partnership working ▪ Aspiration ▪ Destinations and next steps PRUsAP 2019
  30. 30. Safeguarding “Pupils in PRUs and other alternative providers often have significant, complex vulnerabilities. In the same way as with other schools, inspectors will evaluate the ways in which leaders have made appropriate and effective safeguarding arrangements for pupils in the light of their higher vulnerability to safeguarding risks.” PRUsAP 2019
  31. 31. Alternative provision “If pupils in PRUs and other alternative providers attend off-site alternative provision, inspectors will evaluate the extent to which these placements are safe and effective in promoting pupils’ progress. Inspectors must visit a sample of the alternative providers used.” PRUsAP 2019
  32. 32. A wide variety of contexts “PRUs and other alternative providers may have different objectives in their work related to the reasons why a child is placed in alternative provision…” “…the core work may emphasise specific improvements in pupils’ attitudes, behaviour and/or attendance alongside their academic/vocational/technical achievement or be aiming to reintegrate pupils into mainstream schools.” PRUsAP 2019
  33. 33. Attendance “Leaders may have a range of ways of evaluating pupils’ attendance given that pupils often join and leave the school roll at various times of the year. Inspectors will take into account pupil turnover in the provision when considering evidence for attitudes and behaviour.” “Inspectors will evaluate the improvement in pupils’ attendance from their starting points where this is relevant. Inspectors will also evaluate the ways in which leaders take account of pupils’ weak attendance in their safeguarding systems and the clarity of their attendance recording. ” PRUsAP 2019
  34. 34. Thank you PRUsAP 2019
  35. 35. 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 www.twitter.com/danowenhmi PRUsAP 2019

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