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Education inspection framework 2019:
inspecting the substance of education.
Schools
Consultation on the education inspection framework 2019 Slide 1
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Consultation on the education inspection framework 2019 Slide 2
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Today’s session
▪Purpose and background to the consultation
▪The proposed framework
▪Proposals and questions
▪How to respond to the consultation
▪Further information
Consultation on the education inspection framework 2019 Slide 3
Consultation on the education inspection framework 2019 Slide 4
The new framework is based on a
solid evidence base relating to
educational effectiveness and valid
inspection practice.
We continue to be clear about our
expectations and fight misconceptions.
We have removed any measures that
do not genuinely assess quality of
education and training. We will
prioritise weaker provision and
observe more outstanding practice.
The new framework will be one of the main
ways in which we implement Ofsted’s strategy
The case for change
▪Currently, the accountability system can divert schools from
the real substance of education.
▪What young people learn is too often coming 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 least-able children.
Consultation on the education inspection framework 2019 Slide 5
Let’s talk
quality of
education
Okay
The proposed framework:
▪puts the curriculum at the heart of the new framework,
bringing the focus of inspection back to the substance of
education
▪does not include separate judgements on ‘teaching, learning
and assessment’ and ‘outcomes’.
Instead these are considered as
part of a broader view on
the quality of education
pupils receive.
Consultation on the education inspection framework 2019 Slide 6
How will the proposed framework help?
It reduces the focus on data, particularly internal
progress data. We hope this will help reduce unnecessary
workload for teachers.
Consultation on the education inspection framework 2019 Slide 7
Help!
The proposed judgement areas
Consultation on the education inspection framework 2019 Slide 8
Consultation on the education inspection framework 2019 Slide 9
Quality of education Personal development
Leadership and
management
Behaviour and attitudes
Overall effectiveness
EIF 2019 – proposed inspection judgements
Consultation on the Education inspection framework 2019 10
‘…an evolution,
not a revolution’
Amanda Spielman on the 2019
inspection framework (Wellington
Festival of Education, 2018)
Consultation on the education inspection framework 2019 Slide 11
Quality of education
Personal development
Leadership and
management
Behaviour and attitudes
Teaching, learning and
assessment
Personal development,
behaviour and welfare
Leadership and
management
Outcomes
Overall effectiveness Overall effectiveness
Judgement areas: evolution, not revolution
What is staying the same?
▪Inspectors will continue to make an overall effectiveness
judgement.
▪On section 5 inspections, inspectors will continue to make
judgements about early years and sixth form in schools
where they exist.
▪Four-point grading scale (outstanding; good; requires
improvement; inadequate).
▪Section 8 inspections of good schools (currently called
‘shorts’) will continue to start from the assumption that
the school remains good.
Consultation on the education inspection framework 2019 Slide 12
A continued sharp focus on safeguarding
Our inspection of safeguarding will continue to be built around three
core areas.
▪ Identify: how do leaders and other staff identify learners who may
need early help or who are at risk of abuse?
▪ Help: what timely action do staff take to ensure that learners get
the right support when they need it, including preventative work,
and how well do they work with other agencies?
▪ Manage: how do responsible bodies and staff manage their
statutory responsibilities and, in particular, how do they manage safe
recruitment and respond to allegations about staff/other adults?
Inspectors will continue to judge whether safeguarding is effective or
ineffective.
Consultation on the education inspection framework 2019 Slide 13
The quality of education
Consultation on the education inspection framework 2019 Slide 14
The importance of the curriculum
‘If [children’s] 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’.
Consultation on the education inspection framework 2019 Slide 15
Amanda Spielman, at the launch of Ofsted’s Annual Report 2016/17
▪‘The curriculum is a framework for setting
out the aims of a programme of education,
including the knowledge and skills 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 skills
pupils have gained against expectations
(impact/achievement)’.
Consultation on the education inspection framework 2019 Slide 16
Qualityofeducation
The curriculum is at the heart of the proposed
new framework: Ofsted’s working definition…
Has the content of the curriculum
been learned long term?
‘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., and Kalyuga, S. (2011). Cognitive
load theory (Vol. 1). Springer Science & Business Media.
17
Knowledge does not sit as isolated ‘information’
in pupils’ minds.
Consultation on the education inspection framework 2019 Slide 18
19
Skills and knowledge: a false binary
20
Skills Knowledge
Progress Progress
21
A skill is the capacity to perform,
drawing on what is known
Knowledge and skills are intimately connected
A new ‘quality of education’ judgement
Consultation on the education inspection framework 2019 Slide 22
Quality of education
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
Common questions
Consultation on the education inspection framework 2019 Slide 23
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 about
the new inspection
framework?
No! There is nothing
mysterious here. The
quality of education is
about schools and
trusts thinking about
the curriculum carefully
for themselves.
Consultation question
Question 1:
To what extent do you agree or disagree with the
proposal to introduce a ‘quality of
education’ judgement?
Consultation on the education inspection framework 2019 Slide 24
‘Behaviour and attitudes’ and
‘personal development’
Consultation on the education inspection framework 2019 Slide 25
Consultation on the education inspection framework 2019 Slide 26
Personal development
Behaviour and
attitudes
Personal development,
behaviour and welfare
‘Behaviour and attitudes’ and ‘personal
development’
Judging behaviour and attitudes
Consultation on the education inspection framework 2019 Slide 27
Behaviour and attitudes
▪ High expectations,
consistent and fair
implementation
▪ Attitudes to learning
▪ Behaviour
▪ Exclusions
▪ Attendance
▪ Bullying
Judging personal development
Consultation on the education inspection framework 2019 Slide 28
Personal development
▪ Spiritual, moral, social and
cultural development
▪ Character
▪ Fundamental British values
▪ Careers guidance
▪ Healthy living
▪ Citizenship
▪ Equality and diversity
▪ Preparation for next stage
Consultation question
Question 2:
To what extent do you agree or disagree with the
proposed separation of inspection
judgements about learners’ personal
development and learners’ behaviour
and attitudes?
Consultation on the education inspection framework 2019 Slide 29
Leadership and management
Consultation on the education inspection framework 2019 Slide 30
Judgements: leadership and management
Consultation on the education inspection framework 2019 Slide 31
Leadership
and
management
▪ Vision, ethos and ethics
▪ Staff development
▪ Staff workload and well-being
▪ Off-rolling
▪ Governance/oversight
▪ Safeguarding
Helping to reduce workload
Consultation on the education inspection framework 2019 Slide 32
Helping to reduce workload
▪Too much of teachers’ and leaders’ time and energy are
spent generating, entering, uploading and analysing progress
and attainment internal data ‘to prove’ not ‘improve’.
▪It can be difficult to establish the validity of internal data
during inspection.
▪Assessments are sometimes also carried out in ways that
create unnecessary burdens
on staff and learners, while not
sufficiently helping pupils embed
knowledge or producing clear
next steps.
Consultation on the education inspection framework 2019 Slide 33
Quality of
education
Teaching, learning
and assessment
Outcomes
Helping to reduce workload
▪Inspectors will focus on what is taught and how it
contributes to the school’s intent.
▪Inspectors will not look at schools’ internal progress and
attainment data for current pupils.
▪Inspectors will continue to have regard to published national
data and the analysis of it.
▪Inspectors will consider how
leaders engage with and
manage staff, taking account
of the main pressures on them.
Consultation on the education inspection framework 2019 Slide 34
Quality of
education
Teaching, learning
and assessment
Outcomes
Consultation question
Question 3
To what extent do you agree or disagree with our
proposal not to look at non-statutory
internal progress and attainment
data and our reasons why?
Consultation on the education inspection framework 2019 Slide 35
Proposed changes to section 8
inspections of good schools
Consultation on the education inspection framework 2019 Slide 36
Proposed changes to section 8
▪The purpose of a section 8 inspection of a good school
remains the same: to confirm that a school remains
good.
▪The proposed EIF represents an evolution in what it means
to be a ‘good’ school.
▪We are proposing that a section 8 inspection of a good
school will focus on specific aspects of provision, mostly
drawn from the quality of education judgement but also
elements of behaviour and personal development without
‘grading’ them specifically.
Consultation on the education inspection framework 2019 Slide 37
Proposed changes to section 8
▪Inspectors will continue to report on whether safeguarding
is effective or ineffective.
▪To ensure the opportunity to gather sufficient evidence while
on inspection, we are proposing increasing the lead
inspector’s time on site to two days.
▪A section 8 inspection of a good school
will have a smaller inspection team than
a section 5 inspection.
▪Arrangements for conversion and follow- -
on inspections will remain the same.
Consultation on the education inspection framework 2019 Slide 38
Consultation question
Question 4
To what extent do you agree or disagree with
the proposed focus of section 8 inspections of
good schools and non-exempt outstanding
schools and the proposal to increase the length
of these inspections from the current one day
to two days?
Consultation on the education inspection framework 2019 Slide 39
On-site preparation for section 5
and section 8 inspections
Consultation on the education inspection framework 2019 Slide 40
Proposal for pre-inspection preparation on
the school site
▪In order to allow better communication between the lead
inspector and the school, and to give the school a clear role
in preparation, we are proposing that pre-inspection
preparation takes place on site.
▪The proposal involves the inspector
arriving on site the afternoon before the
inspection.
▪The intention is to enable inspectors
and leaders to plan the inspection
collaboratively whenever possible.
Consultation on the education inspection framework 2019 Slide 41
Consultation
on the
Slide 42
Consultation question
Question 5
To what extent do you agree or disagree
with the proposed introduction of
on-site preparation for all section 5
inspections, and for section 8 inspections
of good schools, on the afternoon prior
to the inspection?
Consultation on the education inspection framework 2019 Slide 43
Responding to the consultation
Consultation on the education inspection framework 2019 Slide 44
We want your views: how to respond to
the consultation
▪The consultation is now open and runs until 5 April 2019.
▪You can respond to the full consultation by:
- completing the online questionnaire
- by completing the form and returning it by email or post –
all details are in the consultation document.
▪www.gov.uk/government/consultations/education-inspection-
framework-2019-inspecting-the-substance-of-education
Consultation on the education inspection framework 2019 Slide 45
Consultation materials for schools
Material published alongside the consultation:
▪ the draft education inspection framework 2019
▪ the draft school inspection handbook
▪ the draft non-association independent school inspection
handbook
▪ a commentary setting out the research that has informed
the development of the criteria in the framework
▪ the draft equalities, diversity and inclusion statement.
Consultation on the education inspection framework 2019 Slide 46
Further detail is available
▪Curriculum roadshow – slides and videos live on website
now: www.slideshare.net/Ofstednews/curriculum-workshop-
126193516
▪Videos about key topics (e.g. knowledge, skills, curriculum,
data) – live now:
www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq-
zBnUkspPXjODb3PJ4gCqNc2LvfhSh
▪Research commentary – setting out the evidence upon
which the judgement criteria are based:
www.gov.uk/government/publications/education-inspection-
framework-overview-of-research
Consultation on the education inspection framework 2019 Slide 47
Thank you!
Consultation on the education inspection framework 2019 Slide 48
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
Consultation on the education inspection framework 2019 Slide 49

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EIF 2019: inspecting the substance of education – schools

  • 1. Education inspection framework 2019: inspecting the substance of education. Schools Consultation on the education inspection framework 2019 Slide 1
  • 2. Sli.do instructions Consultation on the education inspection framework 2019 Slide 2 For this event, we’d like to use Sli.do to capture your questions. You can use this on your phones, tablets or laptops. Go to: www.sli.do Once on the site, enter the event code that is on your table. You will be able to type in questions at any time during the event. We also be using polling questions during the presentation. To go to the polling question, go to the tab labelled polls on your screen. Enter event code
  • 3. Today’s session ▪Purpose and background to the consultation ▪The proposed framework ▪Proposals and questions ▪How to respond to the consultation ▪Further information Consultation on the education inspection framework 2019 Slide 3
  • 4. Consultation on the education inspection framework 2019 Slide 4 The new framework is based on a solid evidence base relating to educational effectiveness and valid inspection practice. We continue to be clear about our expectations and fight misconceptions. We have removed any measures that do not genuinely assess quality of education and training. We will prioritise weaker provision and observe more outstanding practice. The new framework will be one of the main ways in which we implement Ofsted’s strategy
  • 5. The case for change ▪Currently, the accountability system can divert schools from the real substance of education. ▪What young people learn is too often coming 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 least-able children. Consultation on the education inspection framework 2019 Slide 5
  • 6. Let’s talk quality of education Okay The proposed framework: ▪puts the curriculum at the heart of the new framework, bringing the focus of inspection back to the substance of education ▪does not include separate judgements on ‘teaching, learning and assessment’ and ‘outcomes’. Instead these are considered as part of a broader view on the quality of education pupils receive. Consultation on the education inspection framework 2019 Slide 6
  • 7. How will the proposed framework help? It reduces the focus on data, particularly internal progress data. We hope this will help reduce unnecessary workload for teachers. Consultation on the education inspection framework 2019 Slide 7 Help!
  • 8. The proposed judgement areas Consultation on the education inspection framework 2019 Slide 8
  • 9. Consultation on the education inspection framework 2019 Slide 9 Quality of education Personal development Leadership and management Behaviour and attitudes Overall effectiveness EIF 2019 – proposed inspection judgements
  • 10. Consultation on the Education inspection framework 2019 10 ‘…an evolution, not a revolution’ Amanda Spielman on the 2019 inspection framework (Wellington Festival of Education, 2018)
  • 11. Consultation on the education inspection framework 2019 Slide 11 Quality of education Personal development Leadership and management Behaviour and attitudes Teaching, learning and assessment Personal development, behaviour and welfare Leadership and management Outcomes Overall effectiveness Overall effectiveness Judgement areas: evolution, not revolution
  • 12. What is staying the same? ▪Inspectors will continue to make an overall effectiveness judgement. ▪On section 5 inspections, inspectors will continue to make judgements about early years and sixth form in schools where they exist. ▪Four-point grading scale (outstanding; good; requires improvement; inadequate). ▪Section 8 inspections of good schools (currently called ‘shorts’) will continue to start from the assumption that the school remains good. Consultation on the education inspection framework 2019 Slide 12
  • 13. A continued sharp focus on safeguarding Our inspection of safeguarding will continue to be built around three core areas. ▪ Identify: how do leaders and other staff identify learners who may need early help or who are at risk of abuse? ▪ Help: what timely action do staff take to ensure that learners get the right support when they need it, including preventative work, and how well do they work with other agencies? ▪ Manage: how do responsible bodies and staff manage their statutory responsibilities and, in particular, how do they manage safe recruitment and respond to allegations about staff/other adults? Inspectors will continue to judge whether safeguarding is effective or ineffective. Consultation on the education inspection framework 2019 Slide 13
  • 14. The quality of education Consultation on the education inspection framework 2019 Slide 14
  • 15. The importance of the curriculum ‘If [children’s] 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’. Consultation on the education inspection framework 2019 Slide 15 Amanda Spielman, at the launch of Ofsted’s Annual Report 2016/17
  • 16. ▪‘The curriculum is a framework for setting out the aims of a programme of education, including the knowledge and skills 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 skills pupils have gained against expectations (impact/achievement)’. Consultation on the education inspection framework 2019 Slide 16 Qualityofeducation The curriculum is at the heart of the proposed new framework: Ofsted’s working definition…
  • 17. Has the content of the curriculum been learned long term? ‘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., and Kalyuga, S. (2011). Cognitive load theory (Vol. 1). Springer Science & Business Media. 17
  • 18. Knowledge does not sit as isolated ‘information’ in pupils’ minds. Consultation on the education inspection framework 2019 Slide 18
  • 19. 19
  • 20. Skills and knowledge: a false binary 20 Skills Knowledge Progress Progress
  • 21. 21 A skill is the capacity to perform, drawing on what is known Knowledge and skills are intimately connected
  • 22. A new ‘quality of education’ judgement Consultation on the education inspection framework 2019 Slide 22 Quality of education 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
  • 23. Common questions Consultation on the education inspection framework 2019 Slide 23 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 about the new inspection framework? No! There is nothing mysterious here. The quality of education is about schools and trusts thinking about the curriculum carefully for themselves.
  • 24. Consultation question Question 1: To what extent do you agree or disagree with the proposal to introduce a ‘quality of education’ judgement? Consultation on the education inspection framework 2019 Slide 24
  • 25. ‘Behaviour and attitudes’ and ‘personal development’ Consultation on the education inspection framework 2019 Slide 25
  • 26. Consultation on the education inspection framework 2019 Slide 26 Personal development Behaviour and attitudes Personal development, behaviour and welfare ‘Behaviour and attitudes’ and ‘personal development’
  • 27. Judging behaviour and attitudes Consultation on the education inspection framework 2019 Slide 27 Behaviour and attitudes ▪ High expectations, consistent and fair implementation ▪ Attitudes to learning ▪ Behaviour ▪ Exclusions ▪ Attendance ▪ Bullying
  • 28. Judging personal development Consultation on the education inspection framework 2019 Slide 28 Personal development ▪ Spiritual, moral, social and cultural development ▪ Character ▪ Fundamental British values ▪ Careers guidance ▪ Healthy living ▪ Citizenship ▪ Equality and diversity ▪ Preparation for next stage
  • 29. Consultation question Question 2: To what extent do you agree or disagree with the proposed separation of inspection judgements about learners’ personal development and learners’ behaviour and attitudes? Consultation on the education inspection framework 2019 Slide 29
  • 30. Leadership and management Consultation on the education inspection framework 2019 Slide 30
  • 31. Judgements: leadership and management Consultation on the education inspection framework 2019 Slide 31 Leadership and management ▪ Vision, ethos and ethics ▪ Staff development ▪ Staff workload and well-being ▪ Off-rolling ▪ Governance/oversight ▪ Safeguarding
  • 32. Helping to reduce workload Consultation on the education inspection framework 2019 Slide 32
  • 33. Helping to reduce workload ▪Too much of teachers’ and leaders’ time and energy are spent generating, entering, uploading and analysing progress and attainment internal data ‘to prove’ not ‘improve’. ▪It can be difficult to establish the validity of internal data during inspection. ▪Assessments are sometimes also carried out in ways that create unnecessary burdens on staff and learners, while not sufficiently helping pupils embed knowledge or producing clear next steps. Consultation on the education inspection framework 2019 Slide 33 Quality of education Teaching, learning and assessment Outcomes
  • 34. Helping to reduce workload ▪Inspectors will focus on what is taught and how it contributes to the school’s intent. ▪Inspectors will not look at schools’ internal progress and attainment data for current pupils. ▪Inspectors will continue to have regard to published national data and the analysis of it. ▪Inspectors will consider how leaders engage with and manage staff, taking account of the main pressures on them. Consultation on the education inspection framework 2019 Slide 34 Quality of education Teaching, learning and assessment Outcomes
  • 35. Consultation question Question 3 To what extent do you agree or disagree with our proposal not to look at non-statutory internal progress and attainment data and our reasons why? Consultation on the education inspection framework 2019 Slide 35
  • 36. Proposed changes to section 8 inspections of good schools Consultation on the education inspection framework 2019 Slide 36
  • 37. Proposed changes to section 8 ▪The purpose of a section 8 inspection of a good school remains the same: to confirm that a school remains good. ▪The proposed EIF represents an evolution in what it means to be a ‘good’ school. ▪We are proposing that a section 8 inspection of a good school will focus on specific aspects of provision, mostly drawn from the quality of education judgement but also elements of behaviour and personal development without ‘grading’ them specifically. Consultation on the education inspection framework 2019 Slide 37
  • 38. Proposed changes to section 8 ▪Inspectors will continue to report on whether safeguarding is effective or ineffective. ▪To ensure the opportunity to gather sufficient evidence while on inspection, we are proposing increasing the lead inspector’s time on site to two days. ▪A section 8 inspection of a good school will have a smaller inspection team than a section 5 inspection. ▪Arrangements for conversion and follow- - on inspections will remain the same. Consultation on the education inspection framework 2019 Slide 38
  • 39. Consultation question Question 4 To what extent do you agree or disagree with the proposed focus of section 8 inspections of good schools and non-exempt outstanding schools and the proposal to increase the length of these inspections from the current one day to two days? Consultation on the education inspection framework 2019 Slide 39
  • 40. On-site preparation for section 5 and section 8 inspections Consultation on the education inspection framework 2019 Slide 40
  • 41. Proposal for pre-inspection preparation on the school site ▪In order to allow better communication between the lead inspector and the school, and to give the school a clear role in preparation, we are proposing that pre-inspection preparation takes place on site. ▪The proposal involves the inspector arriving on site the afternoon before the inspection. ▪The intention is to enable inspectors and leaders to plan the inspection collaboratively whenever possible. Consultation on the education inspection framework 2019 Slide 41
  • 43. Consultation question Question 5 To what extent do you agree or disagree with the proposed introduction of on-site preparation for all section 5 inspections, and for section 8 inspections of good schools, on the afternoon prior to the inspection? Consultation on the education inspection framework 2019 Slide 43
  • 44. Responding to the consultation Consultation on the education inspection framework 2019 Slide 44
  • 45. We want your views: how to respond to the consultation ▪The consultation is now open and runs until 5 April 2019. ▪You can respond to the full consultation by: - completing the online questionnaire - by completing the form and returning it by email or post – all details are in the consultation document. ▪www.gov.uk/government/consultations/education-inspection- framework-2019-inspecting-the-substance-of-education Consultation on the education inspection framework 2019 Slide 45
  • 46. Consultation materials for schools Material published alongside the consultation: ▪ the draft education inspection framework 2019 ▪ the draft school inspection handbook ▪ the draft non-association independent school inspection handbook ▪ a commentary setting out the research that has informed the development of the criteria in the framework ▪ the draft equalities, diversity and inclusion statement. Consultation on the education inspection framework 2019 Slide 46
  • 47. Further detail is available ▪Curriculum roadshow – slides and videos live on website now: www.slideshare.net/Ofstednews/curriculum-workshop- 126193516 ▪Videos about key topics (e.g. knowledge, skills, curriculum, data) – live now: www.youtube.com/watch?v=xZhhPLsO8mY&list=PLLq- zBnUkspPXjODb3PJ4gCqNc2LvfhSh ▪Research commentary – setting out the evidence upon which the judgement criteria are based: www.gov.uk/government/publications/education-inspection- framework-overview-of-research Consultation on the education inspection framework 2019 Slide 47
  • 48. Thank you! Consultation on the education inspection framework 2019 Slide 48
  • 49. 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 Consultation on the education inspection framework 2019 Slide 49