Inspecting the curriculum gov uk

Inspecting The Curriculum Gov Uk-Free PDF

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Inspection methodology for the quality of education. 1 In January 2019 we consulted on proposals for a new inspection framework for. education providers In May 2019 we confirmed our plans for inspection to. begin in September 2019 The most significant change from current. arrangements is the introduction of a quality of education judgement This. combines aspects of the previous key judgements of teaching learning and. assessment and outcomes to provide a more holistic view of standards. particularly focusing on the curriculum We will continue to report on all aspects. of a school as set out in section 5 of the Education Act 2005 but will do so. within the new judgement headings, 2 The feedback we received on this proposal during the consultation was very. positive When respondents had concerns these centred around. implementation with questions about how evidence would be gathered and. assessed to inform the judgement and about the reliability of discrete. inspection methods such as lesson observation and work scrutiny This. document explains how inspectors will assess the quality of education while. recognising that each inspection is rightly different and can take differing. courses The document also focuses primarily on inspecting schools The main. principles are applicable across different education remits but methods will. need to be adapted to be appropriate for different settings We are therefore. continuing to gather insight on the best approaches in all settings through. piloting and inspection,An evolution of current practice. 3 The outgoing common inspection framework CIF in use until September 2019. asks inspectors to form a view of different aspects of a school s work to deliver. high quality education for children and then to put these together towards the. end of an inspection to reach a judgement of overall effectiveness In order to. do this inspectors take a wide sample of activities across the school principally. teaching assessment and pupils work to reach the teaching learning and. assessment judgement They discuss pupils progress and attainment with. leaders to form a view of pupils outcomes and the means by which they. achieve these outcomes Finally inspectors draw this evidence together with. the other evidence they have gathered to reach an overall effectiveness. judgement The final stage of this aggregation takes place at the final team. meeting which is normally observed by school leaders Throughout the. inspection inspectors will have been sharing and triangulating their evidence. and keeping leaders informed of their emerging findings This evidence. gathering model is appropriately designed to support conclusions under the. Inspecting the curriculum,May 2019 190024 2, 4 Ofsted s understanding of educational effectiveness 1 has evolved from the CIF. and has informed the development of the new education inspection framework. EIF Therefore we require a similar evolution in the way that evidence is. gathered and connected, 5 At the heart of the EIF is the new quality of education judgement the purpose. of which is to put a single conversation about education at the centre of. inspection This conversation draws together curriculum teaching assessment. and standards In doing this we draw heavily on the working definition of the. curriculum that Ofsted has used over the last couple of years This definition. uses the concepts of intent implementation and impact to recognise that the. curriculum passes through different states it is conceived taught and. experienced Leaders and teachers design structure and sequence a. curriculum which is then implemented through classroom teaching The end. result of a good well taught curriculum is that pupils know more and are able. to do more The positive results of pupils learning can then be seen in the. standards they achieve 2 The EIF starts from the understanding that all of these. steps are connected, 6 The EIF is built around the idea of the connectedness of curriculum teaching.
assessment and standards within the quality of education judgement It then. follows that the inspection methodology for this judgement should be. structured so that inspectors are able to gather evidence of how a school s. activities to deliver a high quality education for its pupils link and are. coordinated in order to achieve the highest possible standards The findings. and approach set out in this report therefore apply across shorter and fuller. types of inspection for example section 5 and section 8 inspection in schools 3. This is the process that inspectors will normally follow but they may on. occasion choose to operate differently because of circumstances they identify. at schools, Developing an inspection method to assess quality of. 7 By the time we start to use the EIF on inspection we will have completed. approximately 200 pilot inspections in schools the largest such programme we. have ever carried out These pilots are helping us to develop and refine a. method for evidence gathering on inspection that reflects the connectedness of. the new quality of education judgement,8 This method has various elements. Education inspection framework overview of research Ofsted January 2019. www gov uk government publications education inspection framework overview of research. School inspection update academic year 2018 to 2019 Ofsted September 2018. www gov uk government publications school inspection update academic year 2018 to 2019. As set out later in this note the methodology will necessarily be different for the very smallest schools. and providers We are continuing to pilot how we will adapt and apply that methodology in those settings. Inspecting the curriculum,May 2019 190024 3, Top level view inspectors and leaders start with a top level view of the. school s curriculum exploring what is on offer to whom and when. leaders understanding of curriculum intent and sequencing and why these. choices were made, Deep dive then a deep dive which involves gathering evidence on the. curriculum intent implementation and impact over a sample of subjects. topics or aspects This is done in collaboration with leaders teachers and. pupils The intent of the deep dive is to seek to interrogate and establish a. coherent evidence base on quality of education, Bringing it together inspectors will bring the evidence together to.
widen coverage and to test whether any issues identified during the deep. dives are systemic This will usually lead to school leaders bringing forward. further evidence and inspectors gathering additional evidence. 9 Further evidence gathering activity will follow in order to test the emerging. conclusions from this work This is likely to include follow up conversations with. leaders members of staff those responsible for governance and pupils It will. usually also involve sampling of other areas of education within the school to. probe questions that have emerged as a result of the deep dive work. 10 It is crucial to note that inspectors will not reach judgements on the basis of. any single inspection activity rather inspection judgements will be reached. once inspectors have connected the different types and pieces of evidence in. the manner set out above, 11 Our piloting to date has been based on the assumption that as per the public. consultation most routine inspection types will last two days At present short. inspections last one day Our piloting so far tells us that this new methodology. can be carried out securely within that timescale and that the two day period is. useful for both inspectors and school leaders because it gives time for reflection. and for schools to bring forward additional evidence on the second day if they. feel that the view formed on day 1 could be supplemented or challenged if. inspectors were aware of other information 4 Our piloting has been carried out. by the current inspection workforce and designed on the basis that no. additional subject specialism should be required in order to deliver it. consistently and reliably, 12 Pilot inspections have tested the full range of judgements and evidence. gathering techniques inspectors will use when they come to inspect against the. EIF The method set out above focuses primarily on the judgement of quality. of education but in parallel with this inspectors will also be gathering evidence. about personal development behaviour and attitudes and leadership and. We have proposed in our consultation approach to carry out shorter one day inspections for the smallest. schools and maintained nursery schools due to the fundamentally different organisation and operation of. those schools We are carrying out further piloting to apply the methodology appropriately in those. Inspecting the curriculum,May 2019 190024 4, management judgements These activities are integrated within a single. inspection When inspectors are forming their initial top level view they will. also be gathering evidence about leadership and management Do leaders have. a clear and ambitious vision for example for providing high quality inclusive. education to all pupils 5 Similarly when inspectors are gathering evidence first. hand in classrooms they will be alert to any evidence that helps them. understand whether the school has high expectations for pupils behaviour and. conduct and whether these expectations are applied consistently and fairly In. addition inspectors will be recording any evidence which helps them to. understand whether the curriculum and the school s wider work support pupils. to develop character 6 They will also carry out activities to gather evidence. specifically around each of the inspection judgements. Forming a view of the curriculum offer taking a top. level view, 13 We consulted on a proposal to allow inspectors and school leaders to prepare. for the inspection at the school on the afternoon before the inspection starts. Following consultation we have decided that inspectors will prepare away from. the school as they do now and arrive at 8am on the first day of inspection. 14 However the extensive piloting we have carried out shows us that there were. aspects of the on site preparation model that inspectors and school leaders. valued greatly in particular the opportunity for extended discussion about the. inspection before it started Inspectors will therefore hold an introductory. conversation by telephone with school leaders before the inspection begins. This should include giving school leaders the opportunity to explain their. school s specific context and challenges Inspection experience including our. pilot inspections for this framework shows that this helps both leaders and. inspectors build stronger professional relationships. 15 Inspectors will use this conversation to understand. the school s context and the progress the school has made since the. previous inspection including any specific progress made on areas for. improvement identified at previous inspections, the headteacher s assessment of the school s current strengths and.
weaknesses particularly in relation to the curriculum the way teaching. supports pupils to learn the curriculum the standards that pupils achieve. pupils behaviour and attitudes and personal development. the extent to which all pupils have access to the school s full curriculum. Education inspection framework Ofsted May 2019 www gov uk government publications education. inspection framework, Education inspection framework Ofsted May 2019 www gov uk government publications education. inspection framework,Inspecting the curriculum,May 2019 190024 5. a discussion of specific areas of the school subjects year groups aspects. of provision and so on that will be a focus of attention during inspection. 16 This telephone conversation will last up to 90 minutes It will help inspectors. and school leaders to establish a rapport before inspection and give them a. shared understanding of the starting point of the inspection It will also help. inspectors to form an initial understanding of leaders view of the school s. progress and to shape the inspection plan Our experience from piloting the. new framework shows that this is the part of preparation that school leaders. and inspectors often find to be the most helpful and constructive. 17 Inspectors will then build on the insight from this conversation during the. inspection, Forming a view of the quality of education carrying out. deep dives, 18 It is essential that the primary focus of inspection is on the education that. pupils are actually receiving day by day in classes rather than simply being. about the ambitions or intentions of senior leaders A key mantra used by. inspectors is let s see that in action together This is the core of the deep dive. approach Its aim is to allow inspectors to gather the evidence necessary to. form an accurate evaluation of how education flows from intention to. implementation to impact within a school Without doing this it would be. impossible to form a valid judgement of the quality of the education that a. school provides, 19 In gathering this deep rich evidence about the education that a school provides.
in one subject topic or aspect inspectors carrying out the pilot inspections. have been careful not to rely on small samples of evidence One deep dive is. insufficient to form a view of the school s provision but a collection of deep. Inspecting the curriculum May 2019 190024 2 Inspection methodology for the q uality of e ducation judgement 1 In January 2019 we consulted on proposals for a new inspection framework for education providers In May 2019 we confirmed our plans for inspection to begin in September 2019 The most significant change from current

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