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.
Improving educational outcomes through the education inspection framework (EIF)
Improving educational outcomes
through the EIF
Dan Owen HMI
School Inspection Policy
Ofsted strategy 2017–22
▪ The curriculum at the heart of inspection.
▪ No need to produce progress and attainment
data ‘for Ofsted’, helping reduce unnecessary
▪ All pupils should have access to a high-quality
‘A force for improvement through intelligent,
responsible and focused inspection and regulation’
The new framework
Reducing the focus on data
particularly internal progress data. We hope this will help
reduce unnecessary workload for teachers.
Separate judgements for ‘personal
development’ and ‘behaviour and attitudes’
▪ 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.
Increase section 8 inspections from one to two days
New inspection judgements
▪ curriculum design, coverage, appropriateness
▪ teaching (pedagogy)
▪ assessment (formative and summative)
▪ attainment and progress
(including national tests and assessments)
▪ 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,
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
▪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.
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
“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
▪a curriculum that is ambitious for all pupils
▪a curriculum that is coherently planned and
▪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
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
Amanda Spielman 26th January 2019
‘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).
▪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
What happens when pupils don’t have necessary
Content selection: does the subject curriculum emphasise
‘enabling knowledge’ and ensure it is remembered?
▪Knowledge which enables subsequent learning
▪Knowledge which enables a desired complex (skilled)
Sequencing: is subject content sequenced so pupils build
useful and increasingly complex schemata?
What knowledge do pupils need to learn?
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
This problem is called
What happens when pupils don’t learn the knowledge
Fisher, W. W., Piazza, C. C., & Roane, H. S. (Eds.). (2011). Handbook of applied behavior analysis. Guilford Press.
Knowledge does not sit as isolated ‘information’
in pupils’ minds.
What did teachers INTEND that pupils would
What did teachers
intend that pupils
and has it been
How will inspectors consider progress?
‘The curriculum as the progression model’
What if I’m in the
process of changing my
There will be a
transitional period. We
will review the position
after a year.
Is there an ‘Ofsted
No. We support
Different schools taking
approaches to the
curriculum will be
Should I get advice
from a consultant or
buy in specific
No! There is nothing
mysterious here. The
quality of education is
about schools and
trusts thinking about
the curriculum carefully
Inspection model for quality of education
What will be
included in the
Visits to a
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.”
Some key areas
▪ Initial assessment and SEND
▪ Partnership working
▪ Destinations and next steps
“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
“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
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.”
“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. ”
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