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.

1. Growing great schools
An Ofsted update
NASUWT - June 2018 Slide 1
Cathy Kirby HMI
Regional Director, NEYH
@CathrynKirbyHMI
June 2018

2. The common inspection framework
 In 2015, Ofsted published the common inspection
framework (CIF). It brings together the inspection of
different education, skills and early years settings to provide
greater coherence.
 It sets out the way in which inspection is carried out.
 The CIF is accompanied by guidance for inspecting
safeguarding in early years, education and skills and
handbooks including the school inspection handbook.
 Handbooks are published to provide detailed guidance about
what will happen during each type of inspection.
NASUWT - June 2018 Slide 2

3. Short inspections (January 2018)
Northumberland - Growing Great Schools - May 2018 Slide 3
Is the school continuing to be good?
Is safeguarding effective?
Yes, the school remains
good.
A letter is written
setting out that the
school remains good.
Returns to cycle of
inspection (up to five
years but usually three).
No, serious concerns
regarding safeguarding,
behaviour or quality of
education.
Section 5 inspection
normally within 48
hours.
Decision to convert to a
full inspection.
Unconvinced that the
school would retain its
current grade if it
received a section 5 at
this time.
Yes, the school remains
good. Sufficient
evidence of improved
performance to suggest
could be outstanding if
it received a section 5
inspection now. Letter setting out
strengths and priorities
for improvement.
Section 5 within / up to
two years.
Letter setting out
strengths and priorities
for improvement.
Section 5 within/up to
two years.

4. Short inspections
Example one:
 School previously inspected in July 2014. Judged to be good.
 Inspected in February 2018. Judged to be good again.
 School then begins its inspection cycle again. Up to five years, normally
around four years.
Example two:
 School previously inspected in July 2014. Judged to be good.
 Inspected in February 2018. Inspection team not satisfied the school
would remain good if it underwent a section 5 at this point.
 School’s next inspection to be section 5 and to take place before the
end of July 2019 as the inspection cycle is not reset.
NASUWT - June 2018 Slide 4

5. Inspection fact or inspection myth?
 The grading of individual lessons contributes to the final
judgment given by Ofsted.
 Inspectors do not expect to see lesson plans in the lessons that
they observe.
 Schools should use Ofsted’s grading criteria to grade teaching
and learning.
 Ofsted determines how many lesson observations should be
carried out in schools each year.
NASUWT - June 2018 Slide 5

6. Lessons and lesson planning
Section 5 school inspections:
 Ofsted does not award a grade for the quality of teaching or outcomes in the individual lessons
visited.
 It does not grade individual lessons.
 It does not expect schools to use the Ofsted evaluation schedule to grade teaching or individual
lessons.
 Ofsted does not require schools to undertake a specified amount of lesson observation.
 Ofsted inspectors do not grade individual lessons during school inspections.
 Ofsted does not require schools to provide individual lesson plans to inspectors. Equally, Ofsted
does not require schools to provide previous lesson plans.
 Ofsted does not specify how planning should be set out, the length of time it should take or the
amount of detail it should contain. Inspectors are interested in the effectiveness of planning rather
than the form it takes.
NASUWT - June 2018 Slide 6

7. Inspection fact or inspection myth?
 Ofsted expects pupils in primary and secondary schools to
respond to marking in their books using green pens.
 Ofsted will evaluate whether marking and assessment in
secondary schools is consistent with the school’s marking and
assessment policies.
 Ofsted will not make any recommendations that identify
marking as an area for improvement for a school.
 Ofsted do not expect to see written evidence of oral feedback
given to pupils.
NASUWT - June 2018 Slide 7

8. Marking and pupils’ work
 We know that marking and feedback to pupils, both written and oral, are important aspects of
assessment. However, Ofsted does not expect to see any specific frequency, type or volume
of marking and feedback; these are for the school to decide through its assessment policy.
 Marking and feedback should be consistent with that policy, which may cater for different
subjects and different age groups of pupils in different ways, to be effective and efficient in
promoting learning.
 While inspectors will consider how written and oral feedback is used to promote learning,
Ofsted does not expect to see any written record of oral feedback provided to pupils by
teachers.
 If it is necessary for inspectors to identify feedback as an area for improvement for a school,
they will pay careful attention to the way recommendations are written to ensure that these
do not lead to unnecessary workload for teachers.
NASUWT - June 2018 Slide 8

9. Inspection fact or inspection myth?
 Ofsted expects leaders to present inspectors with a
spreadsheet detailing the progress of individual pupils, and
groups of pupils.
 Ofsted expects teachers to provide a file of assessment
information for each of the classes they teach.
 Ofsted expects information about assessment and performance
to be presented as percentages and proportions, comparing
the school’s outcomes against national measures.
 Ofsted expects leaders to provide predictions of pupils’
achievements in statutory tests or public examinations.
NASUWT - June 2018 Slide 9

10. Performance and assessment information
 Ofsted does not expect performance or assessment
information to be presented in a particular format.
 Such information should be provided to inspectors in the format
that the school would ordinarily use to monitor the progress of
pupils in that school.
NASUWT - June 2018 Slide 10

11. Clarification for schools
 Ofsted does not require schools to provide individual lesson plans to inspectors. Equally,
Ofsted does not require schools to provide previous lesson plans.
 Ofsted does not award a grade for the quality of teaching or outcomes in the individual
lessons visited. It does not grade individual lessons. It does not expect schools to use
the Ofsted evaluation schedule to grade teaching or individual lessons.
 Ofsted does not require schools to undertake a specific amount of lesson observation.
 Ofsted does not expect performance or assessment information to be presented in a
particular format. Such information should be provided to inspectors in the format that
the school would ordinarily use to monitor the progress of pupils in that school.
 Ofsted does not expect to see any specific frequency, type or volume of marking and
feedback; these are for the school to decide through its assessment policy.
NASUWT - June 2018 Slide 11

12. During inspection, do I have to…
 provide a lesson plan when being observed?
 always give pupils thinking time or talk partner time?
 complete a variety of activities to prevent passive learning?
 do a 3-part lesson (or 5/7/9 part lesson)?
 do mini-plenaries?
 always demonstrate pupils can self/peer assess?
 provide a pack of assessment information for my class?
 display and share objectives on my board for the lesson?
 appeal to all learning styles in one lesson?
 always set homework?
 limit my talk time as the teacher so lessons appear ‘pacy’?
 ensure pupils always work independently?
 mark my pupils’ work in a particular way?
NASUWT - June 2018
NO!
Slide 12

13. There is ‘no one way’…
NASUWT - June 2018 Slide 13
‘Inspectors should not expect to see or have any preferred approach to
planning, teaching, assessment, the curriculum, performance
management and leadership styles. It is up to schools to decide
what is best for their pupils and the context in which they work.’
 The onus is therefore on leaders to justify their chosen
approaches on their own merits, and explain the difference
they are making to pupils’ learning and progress.

14. How should schools prepare for inspection?
 The framework is clear – there should be minimal additional
work done solely in preparation for an inspection.
 An inspection is about the quality of education provided for
your pupils, not how efficiently you run an inspection.
 Inspectors will work with leaders to establish the quality of
education provided, with a focus on what it is like for pupils –
both their learning and progress, and well-being.
NASUWT - June 2018 Slide 14

15. Ofsted findings: key messages
Culture: high aspirations, valuing
professional expertise
and challenging myths
Bespoke staff development including a
focus on high quality teaching
Working in partnerships Succession planning: knowing staff
aspirations, identifying talent and
seeking opportunities
Leadership
NASUWT - June 2018 Slide 15

16. The leadership of teaching
Improving the
leadership of
teaching
Addressing
the quality
of teaching
Increasing
the impact
on outcomes
Northumberland - Growing Great Schools - May 2018 Slide 16
Developing a middle leadership team with subject knowledge and
curriculum expertise is crucial. It allows the wider school vision and
ambitions of senior leaders to become a reality in classrooms.

17. Curriculum
Northumberland - Growing Great Schools - May 2018 Slide 17
Defining what we mean…
‘The curriculum is a framework for setting out the aims of a
programme of education, including the knowledge and
understanding to be gained (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).’

18. Ofsted on the web and on social media
www.gov.uk/ofsted
http://reports.ofsted.gov.uk
www.linkedin.com/company/ofsted
www.youtube.com/ofstednews
www.slideshare.net/ofstednews
www.twitter.com/ofstednews
NASUWT - June 2018 Slide 18