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Family and Children’s Services Scrutiny Update

Family and Children’s Services Scrutiny Update. Revised Ofsted Framework January 2012. Inspecting Schools. Frequency and weight of Inspections Proportional to needs and circumstances of individual schools.

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Family and Children’s Services Scrutiny Update

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  1. Family and Children’s Services Scrutiny Update Revised Ofsted Framework January 2012

  2. Inspecting Schools Frequency and weight of Inspections Proportional to needs and circumstances of individual schools. Outstanding Schools: no longer routinely inspected unless there are concerns about performance or parental complaints or Safeguarding issues Good schools: will be inspected within 5 years of the end of year in which inspected unless: they are Special School, PRU, reg. provision for 0-3 year olds (3 year cycle)

  3. Inspecting Schools A school judged Satisfactory is normally inspected within 3 years from the end of the school year in which last inspection took place. HOWEVER A significant proportion of satisfactory schools will also receive a monitoring inspection to check progress. The outcome of a monitoring visit will not change the judgement.

  4. Inspecting Schools A school subject to Notice to Improve will usually receive a monitoring visit within 6 – 8 months and then re-inspected within 12-18 months. A school subject to Special Measures will receive regular monitoring from Ofsted with a likely re-inspection after 24-48 months. Schools can now request an Inspection (school will be charged)

  5. Inspecting Schools Concerns over standards Safeguarding issues Parental complaints Annual sample of HMCI If a school is part of a federation of schools and shares important aspects of provision with another school to be inspected

  6. What the inspections will look like Still the focus on outcomes, how they are promoted for different groups. 4 main judgements; achievement, teaching, leadership, behaviour & safety plus overall effectiveness. 26 judgements condensed into 4. More time in classrooms. Still strong engagement with HT / SLT. Still taking pupil, parent and staff views. Governance no longer graded.

  7. What the inspections will look like Pre Inspection Brief’s should be shorter. Discussions with different groups of pupils about their learning in identified subjects. Focus upon what teaching over time looks like (the implications – more evidence of consistent teaching). Strong focus upon numeracy, reading, literacy – Inspectors to check if these skills are developed strongly enough e.g. links with other subjects.

  8. What will the new SEF need to cover? Context – Positional Statement The four main areas:- Achievement Teaching Behaviour and safety Leadership Summary judgement The Yes / No judgements The data bits (Section B) PTR, ICT etc.

  9. Achievement Learning/ progress (esp. over time) across a range of subjects Competence (age related expectations) progress & standards of reading, writing and maths. How well performance gap is being narrowed. How well ‘disabled’/ SEN have achieved since joining school. Primary/First: attainment in reading and writing by age 6 year, Yr 2 & leaving school.

  10. Quality of Teaching Need a systematic, consistent routine for lesson observations, cite evidence over time, develop staff profiles, IMPACT of Professional Development Most important aspect of lesson is PROGRESS Inspectors will discuss learning with pupils Inspectors may trail vulnerable groups and assess the provision they receive Discuss with teachers perceived strengths and weaknesses in lessons observed.

  11. Behaviour and Safety Impact of schools strategies to improve behaviour; use of rewards and sanctions; involvement of parent/carers Rates of exclusion Attendance/ punctuality –strategies to tackle persistent absenteeism (>95%+ / <85%) Develop case studies e.g. Looked After Children

  12. Behaviour and Safety Consider The extent to which learners have the confidence to talk to staff and others when they feel at risk. Evidence: Results of surveys, questionnaires & discussions Records of misbehaviour, bullying & racist incidents Records of accidents Observations of lessons and play times

  13. Leadership and Management How well leaders and managers: Demonstrate high expectations/ambition. Improve teaching and learning through developing staff. Are improving the school and developing the capacity to sustain improvement. Ensure the Safeguarding of pupils

  14. Leadership and management Safeguarding That pupils are safe (site security/risk assessments) and that pupils feel safe (pupil questionnaires; who they would go to if they feel worried). How well pupils are safeguarded and protected? How well safeguarding is prioritised?

  15. Leadership and Management Does the governing body act as ‘critical friend’; support and challenge? Do all stakeholders play a role in formulating and monitoring the School Development Plan? Do stakeholders understand the performance data and what they need to do to improve?

  16. Overall Effectiveness Achievement (1-4) Teaching (1-4) Behaviour and Safety of Pupils (not safeguarding) (1-4) Leadership and management (safeguarding) (1-4) School’s promotion of spiritual, moral, social and cultural developments (SMSC) (no grade) Overall effectiveness (1-4)

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