OFSTED AND INSPECTION OF PRUS AND ALTERNATIVE PROVISION: GOING FOR OUTSTANDING Jan Martin,...

OFSTED AND INSPECTION OF PRUS AND ALTERNATIVE PROVISION: GOING FOR OUTSTANDINGJan Martin, Independent School Improvement Consultant, Sensitive Education Consultancy & London Borough of Harrow Associate Adviser

Workshop: 10.45 – 12.00

Aims of the workshop• To understand the priorities and processes in inspection –

now and from September 2015• To understand how inspectors inspect Alternative

Provisions, including PRUs and Hospital & Outreach provisions

• To consider what is meant by outstanding progress and outcomes in Alternative Provisions

• To understand how to evidence good safeguarding• To enable colleagues to assemble the evidence they will

need during an inspection to demonstrate outstanding provision

Key changes in the January 2015 Inspection Framework• Ofsted will no longer record a grade on the quality of teaching for

individual lesson observations• Ofsted will pay even greater attention to a school’s curriculum to

ensure that it is ‘appropriately broad and balanced to help prepare young people for life in modern Britain’;

• The section in the handbook on achievement of pupils has been significantly re-written to reflect the removal of national curriculum levels.

• Safeguarding has been given greater prominence. • There are separate paragraphs and judgements on Early Years and

Post-16 provision.

What changes in the September 2015 Framework?• More frequent but shorter inspections for good schools - will focus on ensuring that good standards

have been maintained.• These short inspections, conducted approximately every three years, will report on whether or not a

provider has maintained its overall effectiveness but will not provide a full set of graded judgements.

• looking to see that headteachers and leadership teams have identified key areas of concern and have the capability to address them.

• encourage professional dialogue about the key issues, strengths and weaknesses that are most relevant to the individual school

• a greater emphasis on safeguarding, the breadth of the curriculum in schools, and the quality of early learning

• safeguarding• the suitability of the curriculum and the type and range of courses and opportunities offered by

providers• preparation for life and work in Britain today, including in relation to personal development,

behaviour and welfare.• In full inspections: Inspectors will also make graded judgements on the following areas, using the

four-point scale:4• Effectiveness of leadership and management• Quality of teaching, learning and assessment• Personal development, behaviour and welfare• Outcomes for children and learners.

Detailed criteria for each standard – how much have they changed? E.g…..• the extent to which leaders, managers and governors:

• demonstrate an ambitious vision, have high expectations for what all learners can achieve and attain high standards of care, quality and performance

• improve teaching and learning through rigorous performance management and appropriate professional development

• evaluate the quality of the provision and outcomes through robust self-assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement

• provide a curriculum that has suitable breadth, depth and relevance so that it meets any relevant statutory requirements, as well as the needs and interests of children, learners, employers and the local community and nationally

• successfully plan and manage the curriculum, learning programmes and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education or training

• actively promote equality and diversity and fundamental British values, tackle bullying and discrimination and narrow any gaps in achievement between different groups of children and learners

• influence improvement in other local or national providers, and provision for children and families across their community and local economy, including by working directly with other providers and employers

• make sure that arrangements to protect children, young people and learners meet all statutory requirements and promote their welfare.

Teaching & Learning and Assessment• the teachers’ standards are being met• teachers and other staff have consistently high expectations of what each pupil can

achieve, including most able and disadvantaged pupils• teachers and other staff have a secure understanding of the age group they are

working with and have relevant subject knowledge that is detailed and communicated well to pupils

• assessment information is gathered from looking at what pupils already know, understand and can do, and is informed by their parents/previous providers as appropriate in the early years

• assessment information is used to plan appropriate teaching and learning strategies, including to identify pupils who are falling behind in their learning or who need additional support, enabling pupils to make good progress and achieve well

• except in the case of the very young, pupils understand how to improve as a result of useful feedback, written or oral, from teachers

• the school’s engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve

• equality of opportunity and recognition of diversity are promoted through teaching and learning

• English, mathematics and the skills necessary to function as an economically active member of British society are promoted through teaching and learning.

Key judgement is still……• the extent to which:

• all children and learners progress well from their different starting points and achieve or exceed the expected age-related standards, and/or attain relevant qualifications so that they can progress to the next stage of their education into courses that lead to higher-level qualifications and into jobs that meet local and national needs.

Re-ordering of the inspection handbook January 2015• Order of judgements has changed;

• Leadership & Management: much longer section, with greater emphasis on Performance Management, leadership, including middle leadership, Curriculum, Governance, Safeguarding & use of Pupil Premium

• Behaviour & Safety; Note subtle shift on expectations of behaviour – attitudes to learning and impact on progress in & out of lessons

• Teaching & Learning; no expectation of a style or model of teaching. Focus is on how well students learn and the progress they make – and how well ALL adults in the class promote learning

• Achievement & Progress: Focus is on OUTCOMES of students, and how school’s approach to assessment promotes rapid progress

• Even greater focus on evidence of SMSC – linked to safeguarding and curriculum – British values

• Separate paragraphs/judgements on Early Years and Post-16 provision

Process of inspection: A model of the visit (current, and future for moving from good to outstanding, etc.)

Before the visit

• Ofsted reports• Website• Pre-inspection telephone call• School preparation of self-

evaluation evidence

Day 1

•Starts with Achievement & Progress – outcomes inform all judgements

•Pupil Premium, PE & Sports•Safeguarding checks•Lesson observations & learning walks•Behaviour & Attendance interview•SEN interviews•Governance / Management Board interview•Scrutiny of evidence•Team meetings (HT involved)

Day 2

• Continuation of lesson observations

• Scrutiny of work• Continuation of interviews• Final team meeting• Feedback to Head and

Chair of Management Board and LA

Process of inspection September 2015 onwards: 1 day visit covering

Leadership & Management

Teaching & Learning and Assessment

Behaviour & Well-being

Outcomes of Pupils

Leadership & Management: Safeguarding

• Consider the effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the:• maintenance of the single central record and appropriate arrangements for

child protection• rigour with which pupil absence is followed up, including appropriate checks

when pupils cease attending• effectiveness with which a school identifies any pupils who may be at risk,

using a case study approach based on concerns about individual pupils that may have originated either inside or outside the school

• decision-making process involved in taking pupils off roll• action taken following any serious incident• effectiveness of the arrangements for safeguarding pupils who are educated

wholly or partly off-site at a unit run by the school or at alternative provision • approach to keeping pupils safe from the dangers of radicalisation and

extremism, and what is done when it is suspected that pupils are vulnerable to these

• promotion of safe practices and a culture of safety, including e-safety.

Evaluating L&M use of Alternative Provision

• Inspectors must evaluate leaders’ and managers’ use of alternative provision through taking account of:• how well the school identifies provision that matches pupils’ needs and

interests and enables them to gain appropriate knowledge and skills • how well the school assesses the quality and safety of the provision• the quality of information that the school gives to the alternative

provider for example about the pupil’s special educational needs, behaviour and/or literacy levels

• how well the school monitors and evaluates pupils’ progress, attendance and behaviour, and intervenes to support pupils where needed

• the progress that pupils make while attending alternative provision• whether any qualifications being taken are at the appropriate level• the quality of support that pupils receive while attending the alternative

provision.

What are the implications for preparing for inspection?• What evidence do we need?• How will we make it available during inspection?• Do we have a shared view of our provision / school’s

SEF?• Who will be the key personnel to lead on each of the

inspection aspects?• How will we involve our parents/carers and our pupils?

Discussion point: What evidence would you assemble for……?Leadership & Management Achievement & Progress

Behaviour & safety Teaching & Learning

What do we know about progress data for SEN pupils? (Life without levels)

• Pupils operating at P level – continue to use SEN Progression Guidance for end of Key Stage expectations. (Making and exceeding expected rates of progress)

• For SEN Pupils operating within national expectations – • Baselining in Reception + Phonics check• Scaled Scores end of KS2• End of KS2 Performance descriptors; NB: February 2015 announcement of new

Working Group to reconsider these▫ Mastery standard▫ National standard▫ Working towards national standard▫ Below national standard

• Scaled scores linked to percentiles at end of KS2 for setting KS3 and 4 targets: in mathematics, reading and ‘SPAG’

• End of KS4 Performance expectations▫ Progress 8▫ Entry Level going – Vocational coming

• HMCI Dec.2014 Annual Report: More focus on measuring the Personal & Social Development of pupils with SEN

Jan Martin Sensitive Education Consultancy 15

130

120

110

100

90

80

70

60

50

40

30

20

10

0

End of KS2 Descriptors

Mastery Standard National Standard Working Towards NSBelow NS / Join with

P Scales

Old NC Level6b 5b 4b 3b 2b 1b P8

Old GCSE gradesA*A/A*AB C D E G

New GCSE GradesA*+ = 9A* = 8A*/A = 7/8A = 8A/B = 6/7B = 6B/C = 5 C = 4/5 D = 3E = 2F/G = 1

GAP

P Scales

Approximate equivalents between Scale Scores, NC Levels and new GCSE grades

Jan Martin (Sensitive Education Consultancy

STA have decided the scale will centre around 100 points.This 100 points represents a child has met the new standard.In old money this would be roughly a level 4b.Centring around 100, the scale will run from 80 to 130.

Target setting & Value Added KS2 – 4 2016/17

100 is norm

Standardised Score

100

80

60

40

20

Each Grade has equiv. point scores, e.g 9 = 9. Average of Progress 8 points scores converted into standardised score 0 – 100.

Pupil A gaining mainly grade 6, a few 7s and 1 grade 5 gains average Progress 8 Point score of 6.5. So now KS4 standardised score is 65.At KS2 Standardised Score was 60Therefore progress value added + 5

KS2 scale point of 100 converting to GCSE grade 5 is national expectation. Target for primary schools is 85% gaining 100 in En, SpAG and Ma

KS2 Scale points

Pupil B gaining mainly grade 3 + 1 grade 4. Average Progress 8 Point score is 3.5 standardised at 35. KS2 scale score was 85 and standardised score was 30 so progress VA is + 5

KS4 Floor target is

Progress VA of -0.5

KS2-4 Tracking pupil progress towards target

Yr.840% Performance Descriptors for Grade 5





Repeat for Grades 1,2 etc.

Termly tests – progress descriptor: e.g. emerging, mastery, exceeding – used for pupil progress tracking. Interventions for pupils not on track

National Transition matrices 2016/17Reception – KS2

Scaled Score at KS2

80 90 100 110 120 130 Nos. of pupils reaching expected grade

Expressed as percentage

National %age of pupils reaching expected grade

Similar Statistics for pupils exceeding expected rates

Reception Baseline

???? Nos. of pupils at Reception

Below 80 90 100 110 120 130

National Transition Matrices 2016/17 KS2 – KS4

Grade at KS4

1 2 3 4 5 6 7 8 9 Nos. of pupils reaching expected grade

Expressed as percentage

National %age of pupils reaching expected grade

Similar Statistics for pupils exceeding expected rates

KS2 Nos. of pupils at KS2

Below 80 90 100 110 120 130

New approaches to the curriculum: the concept of Mastery• The expectation is that the majority of pupils will cover and achieve mastery (national

expectations) in the 12 month programme of study for a subject because of a new model of teaching that enables pupils to grasp new knowledge and skills within the lesson or a very short period through intervention.

• They will achieve mastery at different levels, i.e. below, at, above.• This is best demonstrated through published expectations for the teaching of Maths;

• The NCETM’s Director Charlie Stripp has written a new blog outlining his current thinking on how adopting a mastery approach to teaching mathematics changes the way teachers involve and engage all pupils in a classroom.

• In particular he explains how students with different prior attainment might be catered for without teachers allocating different mathematical tasks to different groups of pupils - what’s known as differentiation through lesson content.

• The solution, he argues, involves giving those pupils having trouble grasping new concepts in a lesson speedy help - ideally on the same day - so that the whole class can be kept together working on the same material and learning at broadly the same pace in the next lesson, and over time.

• He also stresses the importance and value of teachers posing detailed and precise questions to all pupils, to monitor whether or not they have established deep and secure understanding of the mathematical concepts and structures.

• The blog makes clear that the NCETM is continuing to learn how mastery approaches can best be introduced to maths lessons in English school classrooms. Some of what’s been learnt has come from seeing teachers from Shanghai working in English schools, but the ongoing experience of those schools, as they test new teaching methods, and broader areas, including CPD arrangements and organisation of the school day, is also contributing to the development of the NCETM’s thinking.

• website https://www.ncetm.org.uk/news/46870

https://www.ncetm.org.uk/news/46870

https://www.ncetm.org.uk/news/46870

Measuring and reporting progress: What Ofsted looks at

• Literacy• Numeracy• Communication• Social Skills / behaviour• Self-esteem / Wellbeing• Entry / Exit data using assessments / criteria

• Attendance• Behaviour• Well-being• Participation• Raisonline data• In-school assessment scales

• Exceeding• On track• Insufficient Progress• Pupil progress tracking meetings

• SISRA, SIMS, Classroom Manager, APP

• Aspirational targets

• Comparison with all groups of pupils

• Comparison with similar SEND & other vulnerable groups

• Achieving & exceeding• National Transition Matrices• SEN Progression Guidance• End of KS attainment

Expected rate of

progress to end of Key Stage

On track in-year to

make expected levels of progress

Personal Learning Plans :

Impact of Interventi

ons

Holistic progress of SEND pupils

Cycle of assessment – discussion with PK!

Baseline

Personalised Learning

Plans

Regular progress tracking

External providers ‘ progress

report

Evidence of interventions

Evaluation of end of year or end of

programme outcomes

Annual Data Crunch

Priorities for improvement

next year

What is outstanding……Achievement & Progress

Behaviour & Safety

Teaching & Learning

Leadership & Management

On-site provision

Alternative provision

Outreach provision

SEF and evidence• Headline SEF, starting with progress on key

recommendations from previous inspection• Why not the grade above or below?• Headlines supported by detailed evidence – posters?

Powerpoint presentations?

SEF proforma

T&L

Example of evidence to support the SEFWhy are we outstanding? Building on Outstanding

Practice?How do we know we are

outstanding?100% of teaching and learning is good or outstanding. We know this from our lesson observations, feedback from pupils and parents, achievement & progress data, and scrutiny of work. The quality of teaching and learning has been raised year

on year for the past 3 years in spite of recruitment and retention issues due to continual support and development in teaching by the SLT.

Progress evidence shows that pupils make and sustain exceptional progress year on year.

Planning (short and medium term) is overwhelmingly high quality, matching activities to needs, and based on a thorough assessment of prior learning.

All teachers use pupils personalised learning plans to

inform their planning and share learning opportunities with parents and carers to support continuum of learning.

Teaching staff and non-teaching staff are wholly committed

to providing a high quality learning environment for all pupils.

Teachers plan for the practice of independence skills within lessons resulting in excellent behaviour of pupils.

In 89% of the lessons observed during the 11/12 academic year there was a consistent and effective use of behaviour management strategies.

The development of ‘Woodlands vision for learning’ which will provide guidance on behaviours for learning strategies.

A reviewed Literacy framework that supports pupils’ achievement and outstanding progress in all areas of Literacy.

A curriculum in place that reflects the needs of all pupils and is in line with national developments.

Teaching & Learning data 2011 and Autumn 2012.

Monitoring records of planning and assessment.

‘Assessment for Learning’ walk March 2012 and February 2013.

Home Learning Record samples.

Quality of Teaching & Learning Autumn Term

satisfactory14%

good57%

outstanding29%

satisfactory

good

outstanding

As a subject teacher how can I make sure the inspector sees evidence of…• The profile of my teaching group in terms of groups,

needs, ability?• The progress of individual pupils over time?• How I assess progress?• How my planning matches individual needs?• How I contribute to improving pupils’ attendance and

behaviour?

• Behaviour Management Plans!• Personalised Learning Plans / IEPs

Additional information for reading at your leisure

Post - 16

• the school meets the 16 19 interim minimum standards specified by the DfE, • how well students’ personal, social and employability skills are developed and how

well this prepares them for their next steps in education or at work• the extent to which students are supported to choose the most appropriate

courses, • the extent to which teaching, leads to all groups of students developing knowledge,

understanding and skills, and enables them to make good progress over time• how well teachers monitor, review and assess students’ achievement of

challenging targets, • how well leaders and managers:

• ensure the effectiveness of the curriculum and the arrangements to provide well-planned and well-managed individual study programmes,

• provide high-quality teaching in English and mathematics so that students that still need to achieve at least grade C in English and/or mathematics or appropriate functional skills or similar qualifications do so

• ensure that all students are provided with high-quality impartial careers education, information, advice and guidance prior to starting post-16 courses, and about choices following completion of their post-16 study programme

• use information about the destinations of those leaving the sixth form to check the extent to which provision meets the needs of all groups of students.

What our baseline assessment tells us about the profile of our students

• Headlines re relevant intake groups Sept.2014• Headlines re trends in intake groups for past 3 years• Initial information about new intake groups Sept.2015

What the data tells us: Headlines for 2014-15

• Progress KS2 – 4• Progress KS2 – 3• Progress KS3 – 4• Progress Post-16

• What priorities does the data indicate?

Narrowing the Gap headlines• FSM v Non FSM• By special need• CLC• Boys/girls• Ethnic Minority Groups• Others


Headlines – Progress towards IEP / PLP targets• Literacy?• Numeracy?• Social Skills?• Communication?• Other?


Accreditation Headlines KS4 & Post-16

• KS4

• Post-16:

• What priorities does the data indicate? What will be the challenges re accreditation for 2015/16?

Destinations Headlines

What does the data tell us about progress in subjects across the curriculum?

• In which subjects do students progress well?• Which are the subjects where students need to be making

better progress?


Impact of interventions:

What do we know about students’ reading and spelling ages?• EYFS – Literacy?• KS1?• KS2?• KS3?• KS4?• Post-16?


Impact of Attendance Interventions• Overall attendance 2014-15• Headlines re Persistent Absentees 2014-15


What does our behaviour reporting data tell us about our students’ attitudes to learning?

• Headlines: (2014-15)• Rewards • Incidents • Temporary / permanent exclusions• Bullying incidents• Student feedback• Parent feedback


What do we know about our students’ self-esteem and resilience for learning?

What do our students tell us about learning and the progress they are making?

What do our parents tell us about learning and the progress their son/daughter is making?

And….. What are other achievements have our students made in 2014-15?• Arts:• Sport:• Community:• Residentials/visits:• Other

What does the data tell us about outcomes and destinations in Post-16 provision?

OFSTED AND INSPECTION OF PRUS AND ALTERNATIVE PROVISION: GOING FOR OUTSTANDING Jan Martin,...

Documents

Transcript of OFSTED AND INSPECTION OF PRUS AND ALTERNATIVE PROVISION: GOING FOR OUTSTANDING Jan Martin,...