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Seizing the Agenda | Changing approaches to accountability
The document outlines changes to the Ofsted inspection framework aimed at improving clarity and effectiveness in evaluating schools. Key reforms include a new Common Inspection Framework focusing on leadership, teaching quality, and safeguarding, along with adjustments in monitoring visits and policies regarding short inspections. It emphasizes a collaborative approach with school leaders and reduces pressure related to preparation for inspections.
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Seizing the Agenda | Changing approaches to accountability
- 1. From Raising theFloor to Raising the Ceiling Whole Education 6th Annual Conference Twitter | @WholeEducation #Seizingtheagenda Establishing a shared vision for school improvement Seizing the Agenda
- 2. Ofsted’s new inspection arrangements Matthew Purves, Headof Education Inspection Reform
- 3. Inspect theright things in the right way through a standardised inspection framework Provide comparable and accurate information for parents, carers, learners and employers to inform their choices Deliver timely inspections where there are signs of decline or improvement Have a proportionate approach to inspections Ensure rigorous quality of all inspections. Principles of inspection reform
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- 5. Requires improvement: For schoolsthat require improvement, the initial monitoring visit now takes place later – within 3-6 months. When looking to improve from RI to good, you will have to do this against the new CIF, not the previous framework. Serious weaknesses: If the monitoring HMI thinks the school is making enough progress, she is now able to convert the monitoring inspection to a section 5 inspection straight away. This may result in the school coming out of SW. All types of section 8 inspection are now drawn together into a section 8 handbook. We are also doing everything we can to remove the pressure to ‘get ready for inspection’ – we want to see what you do with pupils What else has changed?
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- 7. The judgements Inspectors makefour key judgements: Effectiveness of leadership and management Quality of teaching, learning and assessment Personal development, behaviour and welfare Outcomes for children and learners. Where relevant, inspectors also make judgements about: the effectiveness of the early years provision the effectiveness of 16 to 19 study programmes And state clearly whether safeguarding is effective.
- 8. Emphasis onimpact across all key judgements Impact of the culture of the school Importance of safeguarding as a golden thread throughout all judgements, including the testing of leaders’ work to meet the new Prevent Duty The importance of a broad and balanced curriculum A brand new judgement – personal development, behaviour and welfare Alignment of the judgements on early years and 16-19 study programmes Key messages
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- 10. Short inspections forgood schools, academies and FE and skills providers – approximately every three years, for one day (schools) or up to two days (FE&S). Two judgements only: Is the school/provider still good? Is safeguarding effective? Greater professional dialogue during the inspection; more regular reporting to parents, learners and employers. Short Inspections
- 11. Professional dialogue between HMIand school leaders HMI begin the discussions with leaders from the starting hypothesis that the school remains good. School leaders need to demonstrate that the school is still good, where there are areas for development, and how they are tackling these. HMI test leaders’ and governors’ assessment through a range of inspection activity including observations and discussion with pupils, staff, governors and parents. Professional dialogue with ongoing feedback to school leaders throughout the day. No requirement to prepare documentary evidence solely for inspection purposes. No preferred format for documentation.
- 12. The school’s performanceis being sustained. It continues to provide a good quality of education for pupils. Any weaknesses are known by leaders and governors, and are being tackled – proven capacity. The school’s performance is being sustained. It continues to provide a good quality of education for pupils. Any weaknesses are known by leaders and governors, and are being tackled – proven capacity. Is the school continuing to be good? Is safeguarding effective? Is the school continuing to be good? Is safeguarding effective? Is it likely that the school might be judged outstanding in a full inspection? Is it likely that the school might be judged outstanding in a full inspection? Returns to cycle of inspection Returns to cycle of inspection YesYes HMI informs school that insufficient evidence has been gathered or concerns exist. Explains that a full inspection will follow shortly. HMI informs school that insufficient evidence has been gathered or concerns exist. Explains that a full inspection will follow shortly. Insufficient evidence or concerns about effectiveness/ safeguarding Insufficient evidence or concerns about effectiveness/ safeguarding YesYes School may be outstanding School may be outstanding School remains goodSchool remains good Lead stays on; Ofsted region deploys further inspectors usually within 48 hours Lead stays on; Ofsted region deploys further inspectors usually within 48 hours Lead stays on; Ofsted region deploys further inspectors usually within 48 hours Lead stays on; Ofsted region deploys further inspectors usually within 48 hours Short Inspections
- 13. When will schoolleaders know if the inspection is converting? Regular dialogue throughout the day, with a final decision usually no later than 4pm. Does a conversion always mean that the overall effectiveness grade of the school will change? No! Once the additional evidence to complete a full section 5 inspection is gathered, inspectors may still find the school to be good. Converting to a full inspection
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- 15. Since September, Ofstedhas contracted directly with new Ofsted Inspectors for schools and FE and skills. seven in ten Ofsted Inspectors are current practitioners who lead good or outstanding institutions improved quality and consistency of inspection Ofsted Inspectors and Her Majesty’s Inspectors are working together in Ofsted’s regions, training together and inspecting together. Changing the inspection workforce
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- 21. Are we atthis point?
- 22. 1. This isan example text. Go ahead and replace it with your own text. This is an example text. Go ahead and replace it with your own text. 2. This is an example text. Go ahead and replace it with your own text. 3. This is an example text. Go ahead and replace it with your own text. Success will only happen if …
- 23. How will youmake the most of it?
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Editor's Notes
- #3 I want to set out for you the three important reforms we’re addressing today: The common inspection framework Short inspections for good schools and FE and skills providers, and The recruitment of a workforce of Ofsted Inspectors, drawn principally from leaders currently working in the sector.
- #4 There are three principles driving the changes that we’re making to our inspections and to our inspection workforce: Quality, consistency and impact To deliver on these principles, we aim to do the following things: To inspect the right things in the right way – through a standardised inspection framework for all areas of education that we inspect. To provide frequent and comparable information for parents, carers, learners and employers to inform their choices. To conduct timely inspection of good schools and FES providers either before any decline becomes entrenched and to give them opportunity to show marked improvement. As more schools and providers are now good or better than ever before, we want to reduce the burden of full inspections on good schools and FES providers, and have a proportionate approach. But we’ll continue to have sufficient emphasis on underperforming or declining providers. We’ll ensure that our inspections are of increasingly rigorous quality and of value to the profession and the public, so they have greater impact. These improvements are delivered through the CIF, short inspections and serving practitioners becoming Ofsted Inspectors.
- #5 So, here’s an overview of the main proposals that we consulted on. A single Common Inspection Framework (CIF) for maintained schools and academies, further education and skills providers, registered early years settings and non-association independent schools. The CIF means settings will be inspected to a consistent set of standards, with inspectors making graded judgements on the same areas. Frequent, short inspections for good schools, academies and FES providers. These will take place approximately every three years and will focus on whether the quality of the provision is being sustained. Inspect all non-association independent schools under the new CIF, ensuring they meet the DfE’s tougher new independent school standards, over the next three years. We are amending the notice of inspection given to Early Years providers. Most providers will be given half a day’s notice. This will give inspectors the opportunity to gather the information needed to help the inspection run smoothly. Current arrangements for notifying childminders of inspection will not change. We’re also taking steps to improve how we inspect. From September 2015, we’ll contract directly with inspectors for schools/academies, non-association independent schools and further education and skills.
- #6 Everything we’re talking about today in relation to the CIF applies to schools of any grade which receive an inspection. There is one minor change to be aware of for schools that become requires improvement from September. They will receive their first monitoring inspection from an HMI within 3-6 months, rather than in the first few weeks. This is really quite a small change, but it reflects the lessons we have learned from last few years of requires improvement, which is that schools generally haven’t had the chance to take sufficient action in the first few weeks, whereas after 3-6 months, HMI would expect to see the early impact of leaders’ work. Also, bear in mind that when your section 5 reinspection takes place, it will be against the new framework, not the one under which you were judged requires improvement. So you need to be looking carefully at the CIF. Serious weaknesses. Again, one change here. Where the monitoring HMI is satisfied that the school is taking effective action and making enough progress for the likely removal of the SW designation, the HMI is now able to deem the s8 monitoring inspection as a section 5 inspection straight away, and this may result in the school being removed from serious weaknesses. The rationale behind this is really the same as for short inspection conversions– where improvement has taken place, we want to recognise the good work schools have done quickly. It’s also worth saying what’s not changing. If you’re an outstanding school, you continue to be exempt from routine inspection. The only reason Ofsted would visit you for an inspection would be if our risk assessment flagged that something had happened that warranted our investigation. In that circumstance, you would be visited under what’s called a “section 8 no formal designation” inspection, not a short inspection. This is true for all outstanding schools except outstanding special schools, PRUs and maintained nursery schools which, as we saw on the last slide, will be subject to short inspections every three years.
- #7 Let me tell you about the new inspection framework – although, of course, you may already have experienced it in action.
- #8 In addition to these judgements, we should not forget that… In non association independent schools, inspectors will judge whether the independent school standards are met and give appropriate consideration to the impact on the quality of each aspect of the school’s work.
- #10 Let me tell you a little about new short inspections.
- #11 The second reform we are introducing from September is short inspections for maintained schools, academies and further education and skills providers that were judged good at their previous inspection because most good schools and providers stay good. Short inspections will focus on increased profession dialogue, clear feedback and the capacity of leaders and managers to continue to drive improvement in their setting. Each short inspection will be led by one of Her Majesty’s Inspectors. Short inspections will not make the full range of judgements that we’ll see under the common inspection framework, instead they’ll ask whether the school or provider is continuing to provide a good standard of education and comment on the effectiveness of safeguarding in the setting. Instead of providers waiting five or even six years for a full inspection with a full inspection team making a full range of judgements, instead approximately every three years they will be visited by a small team for one day for schools and for up to two days for a further education and skills provider.
- #12 Constructive, challenging professional dialogue between HMI and school leaders, searching questions and revisiting the key issues from the first onsite meeting with leaders and HMI. The first meeting is critical – leaders to present the evaluation they have made of their school, and discuss and . A different kind of inspection One HMI in most primary schools; two HMI in secondary schools Two judgements: Is the school continuing to be a good school? Is safeguarding effective? If more evidence is needed to reach a decision, or there is evidence of improvement/decline, it will be converted to a section 5 inspection. A short inspection will not change any of the graded judgements for the school nor the overall effectiveness grade.
- #13 There are three possible outcomes from a short inspection. First the vast majority of schools and providers remain good. In that situation the lead inspector will write a letter which will be a report on the strengths of the school or provider, the next step they need to take and that will be it. But there are some providers which are improving and some which are declining. In the case of the school or provider where the inspection thinks decline may be taking place they will bring in a full inspection team quickly - in schools this will usually be within 24-48 hours and in further education and skills this will be a little longer depending on the size of the provider - and then a full inspection will take place making the full range of judgements. In the case of a school or provider that inspectors think may be improving towards outstanding, they will also convert this inspection quickly conducing a full inspection to test whether the school or provider has reached outstanding. This is important because Ofsted wants to the see schools and providers recognised for the good work they are doing.
- #14 Need to be clear here that: Regular dialogue permeates the day – HMI will engage with leaders as the day progresses alerting leaders to concerns/issues as they emerge and/or alerting them that they are not able to gather sufficient evidence that the school continues to be a good school Key point – Conversion may be earlier in the day if safeguarding concerns are serious/identified early but key message is no later than 4pm Outcomes of a full inspection section 5 – grades from a full section 5 may still confirm that the school is good, no guarantee the school has gone from grade 2 to 1 nor that the school is in decline. Some schools will still be graded as good just because additional evidence from the section 5 is needed to confirm this. The school will get a letter to confirm converting to S5 if that is the case. The lead HMI will inform the school of when the S5 will commence. The inspection report: If the school remains good and safeguarding is effective, the HMI will write a letter outlining the findings. The letter will be written to the headteacher, using language that is accessible for parents. If the short inspection converts to a section 5 inspection with a full team, the HMI will write a section 5 inspection report.
- #15 I want, finally, to dwell on changes to our inspection workforce for a few moments.
- #16 In September, we : made significant changes in how we source, train, contract and manage all inspectors who deliver schools and FES inspections tightened up selection criteria that all inspectors have to meet developed structures for much closer working relationships between contracted Ofsted Inspectors and Her Majesty’s Inspectors This will create more opportunities for all inspectors to share their knowledge and experience of inspections. In regions, HMI will oversee the work of a group of OIs. As of September, we: expect a higher standard of inspections and consistency among inspectors when making judgements place more emphasis on directly providing high-quality ongoing training, mentoring and development for all inspectors quickly and fairly address underperformance, putting in place training where needed or terminating contracts where performance does not improve invest significant time to oversee quality and consistency in regions to ensure all providers have a positive experience of inspection.