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Innovation in inspection

Innovation in inspection. Developing insight and internal challenge Stephen McShane HMI. Porto, September 2012. Purposes of the Challenge and Analysis team . Established October 2011 Provides internal challenge on how we inspect: evaluates inspection frameworks and informs practice

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Innovation in inspection

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  1. Innovation in inspection Developing insight and internal challenge Stephen McShane HMI Porto, September 2012

  2. Purposes of the Challenge and Analysis team • Established October 2011 • Provides internal challenge on how we inspect: evaluates inspection frameworks and informs practice • Uses analysis of evidence to look outwardly at particular issues: briefs the Chief Inspector on educational policy and identifies good/best practice – Chief Inspector raises issues with Minister • Includes Ofsted’s international work and contacts with the academic community – we want to learn about best practice elsewhere SICI Conference September 2012 2

  3. The team • Located in ‘Strategy Directorate’ • Led by a Divisional Manager (HMI) • Four HMI with a wide range of experience and business support • Works closely with Ofsted’s data team to make better use of our own evidence resources • Work with public involvement teams to use web surveys etc. SICI Conference September 2012 | 3

  4. The work • Leading inspection framework evaluations • Carrying out new-style rapid investigations by direct contact with schools • Delivering a programme of insight presentations for the Chief Inspector and the Executive Board • Co-ordinating international and academic work SICI Conference September 2012 | 4

  5. Some recent projects • Satisfactory schools (leading to significant changes to schools framework) • Early Years registration process • Fostering and adoption • Education in children’s homes • ‘Early Entry’ at GCSE examinations • The Pupil Premium • Access and Achievement: analysis of the education of children and young people from disadvantaged backgrounds SICI Conference September 2012 | 5

  6. Innovative practice: the Pupil Premium survey • The pupil premium is provided directly to mainstream schools to support the education of disadvantaged pupils The funding is not ‘ring-fenced’ so schools can make their own choices how to spend it • From September 2012 inspectors will evaluate the effectiveness of school’s use of the pupil premium funding as part of their routine school inspections. SICI Conference September 2012 | 6

  7. This project used new methods to gather evidence quickly from routine inspections and school leaders • Asking a small number of additional questions on 143 ‘live’ inspections • Senior inspectors (HMI) led telephone surveys of 119 school leaders using a standard questionnaire • An on-line survey coordinated by the Public Involvement Team • The next stage is to begin to identify good and best practice SICI Conference September 2012 | 7

  8. Only 10% of schools say the Pupil Premium is ‘significantly’ changing the way they work, but most say it is having some impact • Schools often don’t see the pupil premium money as genuinely additional funding • It is hard to tell what is genuinely additional activity, and what replaces or continues what would already have been done

  9. Schools told us that the money is most often being spent on staff • Most often the funding is being spent on in-school staffing, including spending on teachers, teaching assistants, and non-teaching staff who have contact with pupils • The staff were often delivering small group and 121 tuition, often focused on low attaining pupils, most often English and maths

  10. Innovative practice 2- Access and Achievement • Review of inspection data and analysis of wide-ranging evidence – the current picture • Commissioning of academic research and evaluation of initiatives – the wider picture • Work with wider interested parties: Expert Panel, invitations to submit evidence and focus groups • Additional fieldwork (in particular areas of the country and in schools) SICI Conference September 2012 | 10

  11. Outcomes for FSM pupils still vary hugely between schools Thos Telford: 16% FSM, 96% success Swanlea: 79% FSM, 65% success Streford GS: 13% FSM, 100% success Bethnal Gn: 64% FSM, 83% success St Aldhelm’s Ac: 26% FSM, 0% success St Peter’s Essex: 32% FSM, 4% success Narrowing the Gaps| 11

  12. Conducting a local case study • In order to understand the links between education and deprivation, it is necessary to see how things operate ‘on the ground’ • Most recent insight work has indicated the importance of location and geography – they influence both the problems and the solution • Some of these issues – such as the impact of admissions processes – we have avoided commenting on in the past • We wanted to try a ‘test case’ to set out the types of analysis that Ofsted could do in future SICI Conference September 2012 | 12

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