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.
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.
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
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.
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
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.
Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
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.
Matthew Purves, Deputy Director, Education gave this presentation on the education inspection framework and deep dives at Herts Assessment's conference, September 2019.
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.
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.
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
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.
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
Information for further education ITT trainees and former trainees 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.
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.
Lorna Fitzjohn, Regional Director, West Midlands gave the keynote address at 'Be inspection-ready – not preparing for inspection': a conference by SSAT the schools, students and teachers network on 20 April 2016.
Derby Teaching Schools Alliance: changes to school inspectionOfsted
A brief overview of the changes to school inspection by Emma Ing Senior HMI, Senior Operational Lead: presented to the Derby Teaching Schools Alliance in November 2015. http://dtsa.org.uk/
Lorna Fitzjohn, Regional Director for West Midlands addressed the Leek Education Partnership Conference 2016 on 24 June 2016 which looks at the recent changes to inspection and the possible future of inspection.
Presentazione di Lee Nothern del HMI Ostfed del governo britannico relativa al suo intervento al convegno internazionale "Migliorare la scuola" (14-15 Maggio 2015, Napoli), organizzato dall'Indire.
Presentation by Paul Brooker HMI, Regional Director for the East of England, to the Annual Vulnerable Groups Conference in Cambridge on 7 February 2017.
Seizing the Agenda | Changing approaches to accountabilityWholeeducation
Breakout session, 6th Annual Conference - slide by Matthew Purves, Head of Education Inspection Reform, Ofsted and Sharon Bruton, CEO, The Keys Federation
Presentation to ResearchED London Sept 9th 2017judeslides
Findings of MSc dissertation research in to the impact of school inspection on the quality of teaching, with English practitioners using their experiences of Ofsted to review a rough theory of change.
National Governors Association West Midlands regional conferenceOfsted
Lorna Fitzjohn HMI, Regional Director, West Midlands, delivered the keynote address at the conference in Birmingham on 19 March 2016.
She covers West Midlands aspects; and governance, mythbusting and the common inspection framework from a nationwide point of view.
Better inspection for all: Nick Hudson, National Director for Early Education...Ofsted
Nick Hudson, National Director for Early Education on early years inspection from September 2015: National Day Nurseries Association 2015 conference, Coventry 11 June.
How will the Common Inspection Framework affect early yearsOfsted
Ofsted has been working with the National Day Nurseries Association to give updates on the common inspection framework, and how that will affect the inspections of early years settings from September 2015.
This is an update to the Ofsted guidance of September 2013, this was released on 23rd December 2013 and the main changes focussed on Teaching.
These are the recommendations put forward by @teachertoolkit and @mrjkwilson
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.
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.
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
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
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.
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.
EIF 2019: inspecting the substance of education - FESOfsted
EIF 2019 consultation presentation slides on the ‘Education inspection framework 2019: inspecting the substance of education - further education and skills’
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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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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Explore how micro-credentials are transforming Technical and Vocational Education and Training (TVET) with this comprehensive slide deck. Discover what micro-credentials are, their importance in TVET, the advantages they offer, and the insights from industry experts. Additionally, learn about the top software applications available for creating and managing micro-credentials. This presentation also includes valuable resources and a discussion on the future of these specialised certifications.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
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1. What Ofsted does
The facts and the myths
Ian Hodgkinson
Senior HMI West Midlands
Wolverhampton NQT conference Slide 1
2. What does Ofsted do? A trainee’s view
“Moderators of education. They ensure standards are met
consistently and that pupils’ progress is at an expected level.”
Trainee teacher discussion groups with Ofsted
July 2016
Wolverhampton NQT conference Slide 2
3. The remits that Ofsted inspects
Wolverhampton NQT conference Slide 3
Local area
SEND
inspections
Inspection of
initial training
for schools, FE
and EY ITT
Inspection of
academies,
including free
schools
Further
Education
and Skills
inspections
Ofsted
Inspection
and
regulation of
children’s
social care
Inspection of
all maintained
and some
independent
schools
Inspection
and
regulation of
early years
4. Raising standards, improving lives
Wolverhampton NQT conference Slide 4
Ofsted’s reach
About one in three people come into contact
with the services we inspect and regulate
1.5 million childcare places are provided to
benefit children
Over 8 million children are in school
Over 500,000 referrals are made to
children's services each year
Nearly 3.6 million 16+ benefit from
publicly funded courses
Ofsted’s reach
5. 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 5 handbooks including the school
inspection handbook
Handbooks are published to provide detailed guidance about what will
happen during each type of inspection
Wolverhampton NQT conference Slide 5
6. The common grading scale for
all inspection judgements
A common grading scale is used in making judgements for
inspections:
− Grade 1 outstanding
− Grade 2 good
− Grade 3 requires improvement
− Grade 4 inadequate
Wolverhampton NQT conference Slide 6
7. What to expect on inspection
Schools are usually given half a day’s notice of an inspection
Full inspections do not normally last longer than two days
Short inspections of good schools normally last for one day
The size of the inspection team will vary according to the size and nature
of the school
Inspectors will spend most of their time gathering first-hand evidence to
inform judgements
Inspections are carried out by professionals with extensive teaching and
leadership experience and often by serving headteachers/school leaders
who work part time for Ofsted
Wolverhampton NQT conference Slide 7
8. Inspection reports
Following an inspection, the
lead inspector produces a
report, which is quality assured
and published on Ofsted’s
website.
Wolverhampton NQT conference Slide 8
9. Myth-busting
‘Clarification for schools’ document published in 2014 in
response to sector feedback about teachers feeling
overwhelmed by the need to do ‘what Ofsted wants to see’
This is now included as a section in the school inspection
handbook, pages 9−11
It explains what inspectors do and do not ‘expect’ to see
during school inspections
Wolverhampton NQT conference Slide 9
10. Schools’ myth-busting materials
Mythbuster and inspection
handbook
Blogs from Ofsted leaders on
busting myths
Slides from Ofsted on
inspections and myths
Videos from Ofsted on
mythbusting
Wolverhampton NQT conference Slide 10
11. If you want to find out more, search for
#Ofstedmyths on www.twitter.com/Ofstednews
Wolverhampton NQT conference Slide 11
12. True or False?
Wolverhampton NQT conference Slide 12
1. The grading of individual lessons contributes to the final
judgment given by Ofsted.
2. Inspectors do not expect to see lesson plans in the lessons
that they observe.
3. Schools should use Ofsted’s grading criteria to grade teaching
and learning.
4. Ofsted determines how many lesson observations should be
carried out in schools each year.
13. True or False?
Wolverhampton NQT conference Slide 13
1. The grading of individual lessons contributes to the final
judgment given by Ofsted.
2. Inspectors do not expect to see lesson plans in the lessons
that they observe.
3. Schools should use Ofsted’s grading criteria to grade teaching
and learning.
4. Ofsted determines how many lesson observations should be
carried out in schools each year.
F
T
F
F
14. Lessons and planning (1)
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.
Wolverhampton NQT conference Slide 14
15. Lessons and planning (2)
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.
Wolverhampton NQT conference Slide 15
16. True or False?
Wolverhampton NQT conference Slide 16
5. Ofsted expects pupils in primary and secondary schools to respond to
marking in their books using green pens.
6. Ofsted will evaluate whether marking and assessment in secondary
schools is consistent with the school’s marking and assessment policies.
7. Ofsted will not make any recommendations that identify marking as
an area for improvement for a school.
8. Ofsted do not expect to see written evidence of oral feedback
given to pupils.
17. True or False?
Wolverhampton NQT conference Slide 17
5. Ofsted expects pupils in primary and secondary schools to respond to
marking in their books using green pens.
6. Ofsted will evaluate whether marking and assessment in secondary
schools is consistent with the school’s marking and assessment policies.
7. Ofsted will not make any recommendations that identify marking as
an area for improvement for a school.
8. Ofsted do not expect to see written evidence of oral feedback
given to pupils.
F
T
F
T
18. Busting myths about marking pupils’ work (1)
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.
Wolverhampton NQT conference Slide 18
19. Busting myths about marking pupils’ work
(2)
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 marking 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.
Wolverhampton NQT conference Slide 19
20. Trainee teacher discussion groups with
Ofsted − July 2016
Followed a similar engagement exercise with qualified teacher groups
4 focus groups in June (London, Birmingham & Newcastle) led by SHMI,
supported by consultation/comms staff
30 attendees – 20 female, 10 male
Period of training ranged from 1 month to 2 years
20 core postgraduates, 9 School Direct (3 salaried), 1 undergraduate
Provider types: Majority HEI with around a quarter SCITT
Knowledge of Ofsted: 21 – “not very much”, 9 – “A lot”
Wolverhampton NQT conference Slide 20
21. Views of Ofsted among trainees
Positive reputational view of Ofsted as an organisation.
They saw it as a good, reliable source of quality information and said it was there to do
what it had to in order to improve standards in education.
Some had checked inspection reports for background prior to placements and a few had
read Ofsted’s resources to assist with theoretical information.
Their impression of Ofsted’s inspection work erred very much on the negative but seemed
to be based on a lack of clarity about what inspection entails, along with fear of the
unknown and their influenced perceptions from others.
They thought inspection only gave a brief glimpse into a school’s performance. They saw
it as a box ticking exercise and questioned the accuracy of judgements. They said, the
short period of time the inspector was there meant they’d only see a snap shot of what
the school was like rather than a true reflection of how it operates on a daily basis.
Wolverhampton NQT conference Slide 21
22. Views of Ofsted among trainees 2
Some felt inspectors were only looking for weaknesses not strengths, particularly in
underperforming, low graded schools.
They thought that pupils should be more involved in the inspections and that inspectors
should ask pupils directly their impressions on how well lessons were being delivered.
Some questioned the benefit of lesson observation because they felt both teachers and pupils
behaved differently. Teachers would often try and repeat a previous ‘good lesson’ and that
many pupils felt pressurised to represent the school well so would often not be themselves.
They described teachers as ‘not being themselves’ because of this pressure with many just
showcasing what they can do.
The issue of subject specialisms was raised as concerning to some who queried how learning
and progress could be assessed accurately when the inspector may not be a specialist in the
lesson field.
Wolverhampton NQT conference Slide 22
23. So how does Ofsted judge teaching, learning
and assessment across the school?
Discuss: What activities and evidence do you think inform inspectors’ judgements about the quality
of teaching across the school? (2 minutes)
E.g.
Lesson observations and learning walks
Pupils’ written work
School data
ASP/RAISE
Inspection dashboard
Discussions with staff, e.g. pupil progress meetings
Discussions with different groups of pupils
Listening to pupils read
Anything else?
Wolverhampton NQT conference Slide 23
24. Triangulation of the teaching judgement
Wolverhampton NQT conference Slide 24
Learning walks
Lesson observations
Discussion with staff
Students’ books – work scrutiny
Student/class attainment/progress data
Discussion with students
25. Checking pupils’ books
Paired discussion: (2 mins): What are inspectors looking for when they ask to see pupils’
books during observations/ work scrutinies?
When reviewing pupils’ work, inspectors may consider:
the level of challenge provided, for and evident progress of, different groups (e.g. by ability,
gender, SEND, EAL, PP)
pupils’ effort and success in completing their work and the progress they make over a period of
time
implementation of whole-school priorities, for example on improving students’ literacy, numeracy,
handwriting and presentation
the quality of planning to cover key elements of the subject curriculum
how the school’s marking policy and other feedback and assessment are used to help teachers
improve pupils’ learning
whether pupils respond by correcting/improving their work.
Wolverhampton NQT conference Slide 25
26. Last words to the trainees…..
“Everyone is afraid of the unknown and as a newly qualified
teacher you want to know what magic formula Ofsted is
looking for.”
“Lack of clarity on whether a conservative standard lesson is
needed when being observed during inspection vs one that’s
all singing and dancing with crazy activities.”
“Evidence”, equals checklist. “The big E” - This is what has led
to the follies and myths propagated!
Wolverhampton NQT conference Slide 26
27. Ofsted and the DfE: reducing teacher
workload
The DfE published in February 2017:
− the first biennial teacher workload survey
− the DfE’s action plan and protocol
− pamphlets and posters for teachers
Eliminating unnecessary workload around marking
Eliminating unnecessary workload around planning and teaching
resources
Eliminating unnecessary workload associated with data
management
Wolverhampton NQT conference Slide 27
28. 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
Wolverhampton NQT conference Slide 28