Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
Joint Ofsted and CQC local area SEND inspections: progress so far Ofsted
Nigel Thompson, Head of Inspections - Children’s Health and Justice, CQC and Matthew Barnes HMI Specialist Adviser SEND gave this presentation to the Westminster Education Forum 9 November 2017.
Presentation by Sean Harford HMI at the TBAP Multi-Academy Trust Teaching School Alliance annual conference on 7 June 2018 about how Ofsted inspects alternative provision (AP).
AP settings are places that provide education for children who can’t go to a mainstream school.
An evidence-informed system – an evidence-informed inspectorateOfsted
Daniel Muijs argues that being evidence-informed is important for improving education and promoting social justice. While research has found effective teaching practices and what makes effective schools, the evidence base differs across areas and must be applied appropriately to local contexts. Ofsted aims to make its inspection process more evidence-informed by conducting research on key areas like lesson observations, educational effectiveness, and curriculum design to help develop valid criteria and measures. The ultimate goal is for both schools and the education system as a whole, including inspection processes, to be more informed by rigorous research.
Special educational needs and disabilities training and initial teacher educa...Ofsted
Angela Milner, Specialist Adviser for Initial Teacher Education, gave this presentation at the National Association of School-based Teacher Trainers (NASBTT) conference, London
21 March 2017.
Paul Brooker HMI, Regional Director, East of England, on how Ofsted and its framework can help to re-imagine learning so that curriculum and outcomes give all pupils opportunities to succeed
Joint Ofsted and CQC local area SEND inspections: progress so far Ofsted
Nigel Thompson, Head of Inspections - Children’s Health and Justice, CQC and Matthew Barnes HMI Specialist Adviser SEND gave this presentation to the Westminster Education Forum 9 November 2017.
Presentation by Sean Harford HMI at the TBAP Multi-Academy Trust Teaching School Alliance annual conference on 7 June 2018 about how Ofsted inspects alternative provision (AP).
AP settings are places that provide education for children who can’t go to a mainstream school.
An evidence-informed system – an evidence-informed inspectorateOfsted
Daniel Muijs argues that being evidence-informed is important for improving education and promoting social justice. While research has found effective teaching practices and what makes effective schools, the evidence base differs across areas and must be applied appropriately to local contexts. Ofsted aims to make its inspection process more evidence-informed by conducting research on key areas like lesson observations, educational effectiveness, and curriculum design to help develop valid criteria and measures. The ultimate goal is for both schools and the education system as a whole, including inspection processes, to be more informed by rigorous research.
Special educational needs and disabilities training and initial teacher educa...Ofsted
Angela Milner, Specialist Adviser for Initial Teacher Education, gave this presentation at the National Association of School-based Teacher Trainers (NASBTT) conference, London
21 March 2017.
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
1) The document summarizes Matthew Brazier's presentation at the National Association of Virtual School Heads annual conference on Ofsted's approach to inspecting virtual schools and the educational progress of children in care.
2) Ofsted focuses on individual children's experiences and progress rather than overall attainment data or comparisons to wider populations. Progress can include slight improvements for children who have experienced trauma.
3) Virtual schools are expected to work closely as part of a network around the child to build capacity for supporting children's educational needs.
Presentation by Cathy Kirby HMI about what will happen during each type of inspection as set out in the common inspection framework (CIF) and the school inspection handbook.
Presentation by HMI John Lucas at the Essex secondary headteachers' meeting on 9 February 2018. Topics covered include inspecting safeguarding and IDSR.
Information about Ofsted for primary and secondary qualified teacher status t...Ofsted
Information for primary and secondary qualified teacher status trainees and NQTs about inspection, the common inspection framework and Ofsted's work on myth-busting.
Ofsted inspection: Putting learning first conference January 2017Ofsted
Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. It covers headline messages about Ofsted inspection and debunks Ofsted myths.
Working towards the EIF 2019: Ofsted’s approach – further education and skillsOfsted
This document discusses Ofsted's plans to develop a new Education Inspection Framework in 2019. Key points include:
- The new framework will have a stronger focus on evaluating the quality of education rather than just outcomes data.
- Inspections will have four judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The curriculum will be at the heart of the framework, with evaluations of curriculum intent, implementation, and impact.
- Inspections will aim to reduce unnecessary workload for teachers and focus more on the student experience.
- Safeguarding will remain a key part of inspections.
- The framework is being developed based on research and evidence of effective education
Reseach Ed National Conference September 2021Ofsted
Ofsted has published research reviews to inform inspections of subject education under the new Education Inspection Framework (EIF). The reviews summarize research on what constitutes a high-quality education in different subjects. Teams of subject leads, researchers, and editors compiled the reviews using research from sources like EEF, DfE, and international studies. The reviews cover topics like curriculum design, pedagogy, assessment, and progression in subjects. They provide an evidence base to develop conceptions of subject quality that will be used in subject-specific inspection reports. The reviews were published from April to July 2021.
The document summarizes the findings and outcomes of Ofsted's consultation on its new education inspection framework. Key points include:
- Over 15,000 responses were received, the largest consultation in Ofsted's history
- Respondents largely agreed with introducing a new "quality of education" judgment area focusing on curriculum over performance data
- Separating personal development and behavior/attitudes judgments was also supported
- The framework will be applied to all early years providers except those only providing before/after school care
- Feedback informed finalizing the new inspection handbooks and framework documents.
The document outlines the legal requirements and processes for inspecting schools in England. It discusses how schools are selected for inspection through risk assessment. It also describes different types of inspections for different school effectiveness ratings, including section 5 inspections for all schools and section 8 inspections for good and outstanding schools. Exempt outstanding schools are still subject to risk assessment and may receive section 8 inspections if concerns are identified.
This document summarizes an Ofsted presentation given to trainee teachers. It outlines what Ofsted does, including inspecting schools, colleges, early years providers and local authorities. It discusses the common inspection framework and grading scale. It aims to dispel myths that trainees had about inspections, such as that Ofsted expects to see specific types of lesson plans or marking. It notes that judgements are made through triangulating evidence from lesson observations, work scrutiny, data and discussions. The presentation also addresses trainees' concerns that inspections provide an incomplete picture and that pressure affects lessons.
Improving educational outcomes through the education inspection framework (EIF)Ofsted
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.
Working towards the EIF 2019: Ofsted’s approach – early yearsOfsted
The document discusses Ofsted's plans to develop a new Education Inspection Framework for 2019. Key points include:
- The new framework will focus on educational effectiveness and quality of education, with the curriculum at its heart. It will remove unnecessary measures and prioritize weaker providers.
- There will be four main judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The framework development process will include testing, piloting, and consultation to shape the new criteria and approach. The final framework will be published in summer 2019.
Inspecting subcontracted provision in further education and skillsOfsted
Presentation by Chris Jones HMI at the FE Week conference in York, 7 June 2018, about how Ofsted inspects and reports on further education and skills provided by subcontractors.
Association of Colleges SEND Conference December 2017Ofsted
The document summarizes key points from a presentation given at an AoC SEND conference about supporting learners with special educational needs and disabilities. It discusses who is currently poorly served by education provision, including learners with learning difficulties, autism, previous exclusions, and social/emotional/behavioral issues. It also summarizes findings from inspections that children with SEND often have poorer educational experiences and outcomes. The presentation then discusses traineeships, apprenticeships, careers support and the future of transition support to help more learners achieve their potential.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Matthew Brazier at National Association of Virtual School Heads conferenceOfsted
1) The document summarizes Matthew Brazier's presentation at the National Association of Virtual School Heads annual conference on Ofsted's approach to inspecting virtual schools and the educational progress of children in care.
2) Ofsted focuses on individual children's experiences and progress rather than overall attainment data or comparisons to wider populations. Progress can include slight improvements for children who have experienced trauma.
3) Virtual schools are expected to work closely as part of a network around the child to build capacity for supporting children's educational needs.
Presentation by Cathy Kirby HMI about what will happen during each type of inspection as set out in the common inspection framework (CIF) and the school inspection handbook.
Presentation by HMI John Lucas at the Essex secondary headteachers' meeting on 9 February 2018. Topics covered include inspecting safeguarding and IDSR.
Information about Ofsted for primary and secondary qualified teacher status t...Ofsted
Information for primary and secondary qualified teacher status trainees and NQTs about inspection, the common inspection framework and Ofsted's work on myth-busting.
Ofsted inspection: Putting learning first conference January 2017Ofsted
Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. It covers headline messages about Ofsted inspection and debunks Ofsted myths.
Working towards the EIF 2019: Ofsted’s approach – further education and skillsOfsted
This document discusses Ofsted's plans to develop a new Education Inspection Framework in 2019. Key points include:
- The new framework will have a stronger focus on evaluating the quality of education rather than just outcomes data.
- Inspections will have four judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The curriculum will be at the heart of the framework, with evaluations of curriculum intent, implementation, and impact.
- Inspections will aim to reduce unnecessary workload for teachers and focus more on the student experience.
- Safeguarding will remain a key part of inspections.
- The framework is being developed based on research and evidence of effective education
Reseach Ed National Conference September 2021Ofsted
Ofsted has published research reviews to inform inspections of subject education under the new Education Inspection Framework (EIF). The reviews summarize research on what constitutes a high-quality education in different subjects. Teams of subject leads, researchers, and editors compiled the reviews using research from sources like EEF, DfE, and international studies. The reviews cover topics like curriculum design, pedagogy, assessment, and progression in subjects. They provide an evidence base to develop conceptions of subject quality that will be used in subject-specific inspection reports. The reviews were published from April to July 2021.
The document summarizes the findings and outcomes of Ofsted's consultation on its new education inspection framework. Key points include:
- Over 15,000 responses were received, the largest consultation in Ofsted's history
- Respondents largely agreed with introducing a new "quality of education" judgment area focusing on curriculum over performance data
- Separating personal development and behavior/attitudes judgments was also supported
- The framework will be applied to all early years providers except those only providing before/after school care
- Feedback informed finalizing the new inspection handbooks and framework documents.
The document outlines the legal requirements and processes for inspecting schools in England. It discusses how schools are selected for inspection through risk assessment. It also describes different types of inspections for different school effectiveness ratings, including section 5 inspections for all schools and section 8 inspections for good and outstanding schools. Exempt outstanding schools are still subject to risk assessment and may receive section 8 inspections if concerns are identified.
This document summarizes an Ofsted presentation given to trainee teachers. It outlines what Ofsted does, including inspecting schools, colleges, early years providers and local authorities. It discusses the common inspection framework and grading scale. It aims to dispel myths that trainees had about inspections, such as that Ofsted expects to see specific types of lesson plans or marking. It notes that judgements are made through triangulating evidence from lesson observations, work scrutiny, data and discussions. The presentation also addresses trainees' concerns that inspections provide an incomplete picture and that pressure affects lessons.
Improving educational outcomes through the education inspection framework (EIF)Ofsted
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.
Working towards the EIF 2019: Ofsted’s approach – early yearsOfsted
The document discusses Ofsted's plans to develop a new Education Inspection Framework for 2019. Key points include:
- The new framework will focus on educational effectiveness and quality of education, with the curriculum at its heart. It will remove unnecessary measures and prioritize weaker providers.
- There will be four main judgement areas: quality of education, personal development, leadership and management, and behaviour and attitudes.
- The framework development process will include testing, piloting, and consultation to shape the new criteria and approach. The final framework will be published in summer 2019.
Inspecting subcontracted provision in further education and skillsOfsted
Presentation by Chris Jones HMI at the FE Week conference in York, 7 June 2018, about how Ofsted inspects and reports on further education and skills provided by subcontractors.
Association of Colleges SEND Conference December 2017Ofsted
The document summarizes key points from a presentation given at an AoC SEND conference about supporting learners with special educational needs and disabilities. It discusses who is currently poorly served by education provision, including learners with learning difficulties, autism, previous exclusions, and social/emotional/behavioral issues. It also summarizes findings from inspections that children with SEND often have poorer educational experiences and outcomes. The presentation then discusses traineeships, apprenticeships, careers support and the future of transition support to help more learners achieve their potential.
Education inspection framework for governors July 2019Ofsted
Slides accompanying the webinar held in July 2019. Emma Knights, Chief Executive, National Governance Association and Matthew Purves, Deputy Director, Schools, Ofsted, discussed the new education inspection framework and what it means for governors. See the webinar here: https://www.youtube.com/watch?v=UvqA1SFiqOo&feature=youtu.be
Inspection of local authority children's services (ILACS)Ofsted
Lisa Pascoe, Deputy director, social care policy, gave this presentation at the National Children’s and Adults Services conference, Bournemouth 12 October 2017.
Gill Jones, Deputy Director, Early Years, gave this presentation at the ‘Early Years Pupil Premium: effective use for improved outcomes’ conference, London, 28 September 2016.
Ofsted Inspector Rob Hackfath discussed school performance in the West Midlands and priorities for good governance at a governors' conference in Walsall on 14 May 2016.
National Fostering Agency Group annual conference 2017Ofsted
Lisa Pascoe, Deputy Director, Social Care at the National Fostering Agency Group annual conference 2017, Coventry 11 May 2017.
The subject is 'Foster care: valuing what matters'.
Design and Technology Association summer school 2017: D&T in secondary schoolOfsted
Diana Choulerton, Ofsted's National Lead Design and Technology, at the Design and Technology Association summer school on 6 July 2017.
The topic is: 'D&T in secondary school through the lens of inspection: myths, reality and things to consider'.
Information about Ofsted for further education ITT traineesOfsted
Ofsted is responsible for inspecting and regulating education and skills services in England. The document provides information about Ofsted's inspection remits, the common inspection framework, myth-busting materials, annual reports and online/social media presence. It aims to inform trainees and former trainees about Ofsted's role in inspecting initial teacher education programs in further education and the types of provision it inspects in the further education and skills sector using a common grading scale.
The document discusses the development of a new inspection framework for curriculum by Ofsted. It outlines three purposes: to influence wider thinking on the importance of curriculum; inform inspection policy; and inform policymaking at the Department for Education. It presents a framework to evaluate curriculum intent, implementation, and impact at the national, school, and classroom levels. Early research involves school visits but key terms like "skills" and "enrichment" show varied interpretations. Clarifying language around curriculum design and assessing impact will strengthen the new framework. Schools are encouraged to deeply understand their own curriculum's intent, implementation and effects on pupils.
This document proposes a project to develop tools and services using learner timeline scenarios to help staff reflect on and improve the curriculum. The tools would ask reflective questions relevant to different phases of the learner experience (e.g. application, induction, course completion) based on principles from pedagogical frameworks. Staff would provide feedback by responding to open-ended questions, rankings, or tick boxes. Their responses would then be compiled to create documents to inform course planning and validation. The overall goal is to help staff systematically reflect on how to best support learners at each stage.
The document outlines the 2010 Secondary Education Curriculum for Mathematics in the Philippines. It discusses the conceptual framework, which focuses on developing core competencies like problem solving, communicating mathematically, reasoning mathematically, and making connections through representations. It describes the three-stage curriculum design process and the refinement of standards, assessments, and learning plans based on feedback from stakeholders and pilot testing. Key features of the lean yet rich curriculum include an emphasis on essential understandings, high performance standards, and developing students' multiple intelligences through special programs in areas like arts, sports, journalism, science, and vocational education.
The document outlines a revised general knowledge curriculum for grades 1-3 in Pakistan. The curriculum aims to develop students' thinking skills, creativity, healthy attitudes, and moral values through hands-on, inquiry-based learning experiences. It emphasizes broadening learning, strengthening connections between grades, promoting life-long learning, and developing independent learning abilities. The curriculum covers knowledge in areas like beliefs, history, geography, economics, and citizenship. It also focuses on developing skills like inquiry, problem-solving, communication, collaboration, and decision-making. Teachers are encouraged to use student-centered, active learning strategies like inquiry-based teaching, learning by doing, demonstrations, cooperative learning, and role-play. Assessment focuses on measuring demonstration of
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).
The document outlines how schools can use the School Self-Evaluation (SSE) process to support their implementation of the new Junior Cycle Framework. SSE involves a six-step process of gathering evidence on current practices, analyzing this evidence, drawing conclusions, developing an improvement plan, implementing the plan, and monitoring progress. Schools can use SSE to evaluate their current junior cycle curriculum, teaching, learning, and assessment and identify changes needed to align with the Framework. SSE will also help schools plan curriculum changes like integrating short courses, adjusting timetables, and improving supports for student transitions between primary and post-primary school and between junior and senior cycle.
Curriculum mapping is a process to organize curriculum in a coherent, sequential manner. It involves building learning units, examining the curriculum for redundancies and gaps, and aligning units with state standards. Mapping encourages higher-level thinking skills through cross-curricular connections and reinforces learning from year to year. The school is beginning to map the English Language Arts curriculum district-wide to improve student achievement in key subject areas like numeracy, science, and financial literacy. Curriculum mapping is a gradual process that increases focus on teaching and learning through collaborative examination of how individual lessons fit within the larger curriculum.
This document discusses curriculum development and different views of curriculum. It outlines some key concepts in curriculum including narrow and broad perspectives of curriculum. The narrow perspective focuses on plans and intentions for what should happen in school, while the broad perspective recognizes what actually occurs based on social constructs. Different forms of curriculum are also discussed, including the formal/official curriculum, actual curriculum, hidden curriculum, and common curriculum. Factors that influence curriculum development and planning are mentioned. Overall, the document provides an overview of key curriculum concepts and perspectives.
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The document summarizes the 2010 Secondary Education Curriculum in the Philippines. It outlines 6 special curricular programs, 8 subject areas covered, and strengths of the curriculum such as focusing on essential understandings and developing skills for work and lifelong learning. The curriculum is based on the Understanding by Design framework which emphasizes developing student understanding through essential questions and complex tasks. It uses a 3-stage "backward design" process starting with defining learning goals and assessments before planning teaching activities.
The document describes the process of redesigning the Provincial Instructor Diploma Program (PIDP) using an outcomes-based curriculum mapping approach. In February 2009, program faculty participated in a mapping exercise to define program outcomes and determine how existing courses aligned with these outcomes. However, the limited time for the exercise prevented completing the full mapping. In subsequent revisions, the faculty focused on aligning topics and content to outcomes, facing challenges in moving away from the original mapping. Lessons indicated that while outcomes mapping was useful, the process required more time and training for faculty accustomed to traditional curriculum development.
This document outlines the curricular design for a 6th year English course. It discusses selecting appropriate material for different levels, assessing with a holistic view of student performance, applying teaching and learning activities in the classroom with ICT, and reflecting on assessment purposes and teacher self-assessment. The design emphasizes abilities in learners, cognitive goals and metacognition, constructing tests with clear purposes, assessment as a learning process, and developing higher-order thinking skills over lower-order skills. References are provided for further reading on topics like CLIL, thinking skills, Bloom's taxonomy, washback effect, and classroom assessment.
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The document discusses the Common Core State Standards for Arizona (CCSS AZ 2010). It provides details on the goals of CCSS AZ 2010, which include having fewer, more rigorous standards that are internationally benchmarked and prepare students for college, careers, and global competitiveness. It outlines characteristics like coherence across topics, a focus on key skills and concepts, and clarity and specificity in how standards are defined. The document also discusses PARCC assessments and PUHSD's implementation plan for CCSS AZ 2010 with a focus on mathematical practices and lesson planning.
The document discusses assessment and course evaluation. It defines assessment as evaluating needs, students' learning through testing, and evaluating course design effectiveness. Assessment involves considering who, what, why, how, when, and what is done with results. Course evaluation also considers these questions to improve learning and teaching. Formative evaluation occurs during instruction while summative evaluation happens at the end to improve future courses. Both students and teachers are involved in the evaluation process.
Using the SSE process, a school could:
- Look at its current junior cycle curriculum and practices in light of the new Framework's statements of learning and key skills;
- Determine time allocation and resources to better align with the Framework; and
- Analyze feedback from teachers, students, and parents to help develop short courses and assessment approaches for implementing the new junior cycle program.
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Secondary pupils who need to catch up with reading_webinar slides.pptxOfsted
This presentation explores what research and inspection tell us about effective assessment, curriculum and pedagogy for secondary-aged pupils who need to catch up urgently with reading. We also share how we inspect this aspect of a school’s work.
EIF inspections - seeing the big picture.pptxOfsted
This slidepack is from a webinar: https://youtu.be/KXZU41gBUa8
In it, we explain how inspectors weigh up the evidence they collect on inspection, seeing the big picture of what a school is providing overall for its pupils, for example by striking the right balance between a school’s curriculum and performance data.
This is from virtual roadshows on the new area SEND inspection framework, held by Ofsted, CQC, Department for Education and NHSE.
It explains the changes under the new framework and how we gather evidence on inspection; gives an update on the SEND green paper reforms; and sets out the plans for carrying out thematic visits, that will focus on alternative provision this year.
This document provides information about Ofsted inspections and governance. It discusses understanding governance structures, what effective governance looks like, how inspectors meet with governors, and how governance informs inspection judgements. Inspectors will explore how governors ensure the school's vision and strategic direction, hold leaders accountable, and oversee finances. Inspectors provide feedback on governance through the final inspection meeting and written report.
Webinar 2 Inspections and the COVID-19 pandemic.pptxOfsted
Slides expanded from the webinar held on 9 May for schools on how Ofsted has modified its approach in light of the COVID-19 pandemic. Includes clarification and reassurance on inspection timings and how inspectors look at: the impact of COVID-19 on a school; attendance; curriculum and catch-up; evaluating impact; and personal development.
Presented by Christopher Russell, National Director Education; Gill Jones, Deputy Director Schools and Early Education; Claire Jones HMI, Specialist Adviser, Policy, Quality and Training; and Shazia Akram HMI.
Support for secondary school pupils who are behind with reading Ofsted
We have created a SlideShare pack with some points that leaders may want to consider regarding assessment, curriculum and pedagogy for weaker readers.
These messages are based on what research and inspection practice tell us about indicators of quality.
For more information on this topic, see our blog post 'Supporting secondary school pupils who are behind with reading': https://educationinspection.blog.gov.uk/?p=6466&preview=true
This document provides information about Ofsted inspections in primary schools under the Education Inspection Framework (EIF). It summarizes Ofsted's inspection approach, including that inspectors make judgements in four key areas and conduct "deep dives" in select subject areas. It explains that deep dives focus on whether pupils are learning the necessary knowledge and explores how Ofsted connects evidence back to the school's intended curriculum. The document also provides context on Ofsted's approach in early years settings and to subject leadership in primary schools.
Structure and function of the science curriculumOfsted
Jasper Green HMI, Ofsted's subject lead for science, gave a presentation on the science curriculum. Here's our science research review: https://www.gov.uk/government/publications/research-review-series-science
Ofsted webinar understanding the deep dive 23 june 2021 holexOfsted
Richard Pemble discusses deep dives, which are focused curriculum reviews conducted during inspections of education providers. Deep dives examine areas of significant provision, like subjects, types of courses, or subcontractors. Inspectors plan initial deep dives using historical data and intelligence, and may conduct additional deep dives as the inspection progresses. Deep dives involve activities like discussions with learners, teachers, and managers, as well as reviewing work and resources, to evaluate the intent, implementation, and impact of the curriculum. Subcontracted provision may also be subject to a deep dive on its own or as part of another area review.
AELP national conference June 2021 - good apprenticeshipsOfsted
The document discusses the key characteristics of high-quality apprenticeship programs according to education inspectors. It identifies several essential features, including developing curricula that are ambitious, employer-focused, and link on-the-job and classroom learning. Successful providers implement feedback to continually improve apprentices' skills, carefully evaluate their own performance, and work flexibly with employers. Inspectors will focus on whether providers are meeting apprentices' needs and supporting their progress.
AELP national conference June 2021 - new provider monitoring visitsOfsted
New provider monitoring visits by Ofsted typically occur within 24 months of a provider beginning to train apprentices. The visits last two days and focus on progress in three key areas: meeting apprenticeship requirements, delivering high-quality training and effective safeguarding. Inspectors produce a report highlighting what is going well, such as clear curriculum design, and areas for improvement, like oversight of training quality. An insufficient safeguarding judgement may result in a follow up visit within four months. While initial outcomes of recent visits were disappointing, the picture is improving as providers address issues in overseeing apprentices' learning and safety.
Remote education for children and young people with SENDOfsted
Slides for providers and practitioners to use to reflect on the challenges they face in delivering remote education during the pandemic. The lessons learnt can also inform future planning for children and young people with SEND. For more information and a video, visit https://www.gov.uk/government/publications/remote-education-and-send/how-remote-education-is-working-for-children-and-young-people-with-send
The Ofsted Annual Report covers early years, schools, initial teacher education, social care and the further education and skills sectors. This presentation brings together the charts from the report.
Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
The document summarizes the key findings from Ofsted's consultation on its new education inspection framework. It discusses the proposed changes to the framework, including introducing separate judgements for quality of education, personal development, and behavior/attitudes. It also covers feedback on proposals to increase section 8 inspections to two days and not require on-site inspector preparation. The document outlines Ofsted's responses to the consultation, including implementing most of the proposed changes beginning in September 2019.
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The document summarizes the outcomes of Ofsted's consultation on its new education inspection framework. It discusses the key areas that were consulted on, including introducing a new "quality of education" judgment focused on curriculum, separating the personal development and behavior judgments, changes to short inspections, and extending the timeframe for re-inspecting providers judged as requiring improvement. It provides an overview of the responses received and how Ofsted has responded by implementing changes to its inspection framework and handbooks based on the consultation feedback.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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In an education system, it is understood that assessment is only for the students, but on the other hand, the Assessment of teachers is also an important aspect of the education system that ensures teachers are providing high-quality instruction to students. The assessment process can be used to provide feedback and support for professional development, to inform decisions about teacher retention or promotion, or to evaluate teacher effectiveness for accountability purposes.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
1. Curriculum, assessment and
inspection
At the University of York Huntington Research School:
20 October 2017
Sean Harford HMI
National Director, Education
Follow on Twitter: @HarfordSean
Curriculum, assessment and inspection Slide 1
2. Session overview
Curriculum, assessment and inspection Slide 2
Curriculum survey work
Developing the new inspection framework
In the meantime…
Questions?
3. Curriculum survey work
Curriculum, assessment and inspection Slide 3
Purposes and principles of the work:
Influence wider thinking – role and importance of the curriculum
Inform and reflect on inspection policy
Inform policy making in Department for Education – influence of
national policy levers
Framework for the survey
Intent, implementation and impact at…
National, school and classroom levels
Defining the curriculum…
4. Working definition of the curriculum
‘The curriculum is a framework for setting out the aims of a
programme of education, including the knowledge and
understanding to be gained at each stage (intent); for
translating that framework over time into a structure and
narrative, within an institutional context (implementation)
and for evaluating what knowledge and understanding pupils
have gained against expectations (impact).’
Curriculum, assessment and inspection Slide 4
5. HMCI’s commentary
Education as substance – but importance of testing and qualifications
Support for the new SATs, GCSEs and A Levels – rigour
Symbiosis of these and a good curriculum
Challenge to the inspectorate – recognition of part played
Lack of a common understanding of language – e.g. ‘skills’, ‘themed’, ‘B&B’
Lack of curriculum development training leading to expertise in schools
KS2 narrowing; the point of KS3; KS4 low attainers’ curriculum
What’s next for the survey?
Curriculum, assessment and inspection Slide 5
6. The new framework
Build on the curriculum work
Build on other research work – see the new Ofsted strategy
Allow time to develop and engage with the sectors
Allow time for sectors to adjust, so…
…start in September 2019
Curriculum, assessment and inspection Slide 6
7. In the meantime, schools need to…
…know their curriculum – design and intent
…know how their curriculum is being implemented
…know what impact their curriculum is having on pupils’
knowledge and understanding
Need for numbers, measures, feedback, marking? Up to the school –
best way of ‘knowing’ (not ‘demonstrating’) the above?
Curriculum, assessment and inspection Slide 7
9. 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
Curriculum, assessment and inspection Slide 9