ICT and Ofsted
Ernest Charlton ICT Adviser
Ernest Charlton ICT Adviser Cheshire East
Objectives for the Session
• Develop a good understanding of the distinctive
features of the current (and the New 2012) Ofsted
Framework and the implications for ICT within it
• Provide guidance for responding to key changes
including:
o New emphases in classroom practice;
o Implications for tracking achievement;
o E-safety and data security.
Ernest Charlton ICT Adviser Cheshire East
Outcomes from the session
Knowledge:
• the structure of the current Ofsted schedule
• the process around implementing an inspection
Understanding:
• The impact of limiting judgements/factors with regard
to the outcome of inspection
Able to:
• Support schools in understanding and responding to the
implications of the current Ofsted schedule on
planning, practice and evaluation
Ernest Charlton ICT Adviser Cheshire East
Programme
1.30
Welcome, aims and introductions
1.40
Session 1: Key features of the Ofsted Evaluation Schedule
2.05
Session 2 Identifying and supporting specific groups of pupils
2.15
Session 3 : Measuring the impact of the use of ICT in classrooms (OFSTED
report on ICT)
2.30
Session 4 : ICT Subject-specific inspection. What you should have in place/
Typical OFSTED itinerary.
3.05
Session 5 : Safeguarding and e-safety
3.25
Next steps (Identifying areas for development/support and training needs/etc
in your school)
3.45
Evaluations and close
Ernest Charlton ICT Adviser Cheshire East
Course resources
(note; available until 8th July 2011!)
Please ensure you have signed register with your e-mail details and the resources links will be sent to you
Cheshire East County
Portal
(Direct Address)
http://clc2.uniservity.com/GroupWorks
paces.asp?GroupId=20135913&Works
paceId=1584725
(Breadcrumbs)
Cheshire East Council > Learning
Zone > Curriculum > ICT
Resources
Ernest Charlton ICT Adviser Cheshire East
Session 1
The Big shift in an OFSTED inspection is from…
Evaluation to Improvement
• Evaluation and analysis lead to …
(because of x … when we discovered x to be
the case …)
• Action, and action leads to …
(… we did y … so what?)
• Improvement?
(… as a result … z)
Ernest Charlton ICT Adviser Cheshire East
Future arrangements for
school self-evaluation forms

You may have seen the Secretary of State’s recent announcement,
which confirmed that the school self-evaluation form (SEF) for
maintained schools is to be withdrawn with effect from
September 2011. Inspectors will continue to make full use of the
SEF during school inspections which take place during the present
academic year. Schools wishing to keep a copy of their data and
information must save a copy by 21 July 2011

BUT GOOD SCHOOLS WILL STILL SELF EVALUATE.

YOU CAN’T IMPROVE IF YOU DON’T KNOW WHERE YOU ARE!!
Ernest Charlton ICT Adviser Cheshire East
Inspection 2012
Proposals for inspection arrangements for maintained schools
and academies from January 2012 – For consultation

We propose to:

Continue to take account of self-evaluation evidence in the form
adopted by the school

Use measures of relative progress other than contextual valueadded indicators (14–17). (the Government has decided that CVA data will no
longer be available from 2011). There will only be straightforward valueadded measures that measure the progress of pupils since the time they
joined the school. They will help inspectors to assess the impact the school
has made on pupils’ progress. (So understanding tracking is critical!!)

Focus more of the available inspection time on evaluating the
quality of teaching and the use of assessment to support effective
learning (23–25).
 Ernest Charlton ICT Adviser Cheshire East
Changes of emphasis
• Promoting improvement – more precise
recommendations
• From teaching to learning: assessing the extent to
which schools ensure that all pupils, including those
most at risk, achieve success. Focus on vulnerable
groups (equalities: narrowing the gap)
• Assessing the effectiveness of partnerships in
promoting better outcomes for pupils
• More time in classrooms evaluating teaching and
learning, gathering first-hand evidence
• More emphasis on checking safeguarding procedures
Ernest Charlton ICT Adviser Cheshire East
Key difference – Limiting judgements
Achievement
• Attainment + quality of learning and progress +
quality of learning and progress of those with
learning difficulties and/or disabilities
Equality and diversity
• Meeting the needs of different groups
Safeguarding
• And e-safety!!
Ernest Charlton ICT Adviser Cheshire East
Limiting factors and effectiveness
“If the school is judged to be inadequate in this strand of
the evaluation schedule, its overall effectiveness is also
likely to be judged to be inadequate."
Ernest Charlton ICT Adviser Cheshire East
Key difference: Limiting factor
Capacity to improve
Ernest Charlton ICT Adviser Cheshire East
Seven Prime Judgements
•
•
•
•
•
how well pupils achieve and enjoy their learning
the extent to which pupils feel safe
pupils’ behaviour
the extent to which pupils adopt healthy lifestyles
how well pupils contribute to the school and the wider
community
• how well pupils develop workplace and other skills that
will contribute to their future economic well-being
• pupils’ spiritual, moral, social and cultural
development.
Ernest Charlton ICT Adviser Cheshire East
OFSTED (2012) will focus school inspections
on just four key areas:

Achievement

teaching and learning

leadership and management;

behaviour and safety
Ernest Charlton ICT Adviser Cheshire East
Factors affecting achievement
• Teaching
• Behaviour
Ernest Charlton ICT Adviser Cheshire East
Achievement and enjoyment
Learning and
progress
Attainment
1
2
3
4
1
1
1/2
2
2/3
2
1/2
2
2
4
3
2/3
3
3
4
4
4
4
4
4
Ernest Charlton ICT Adviser Cheshire East
Guidance on grading
• “Average” covers a broad spectrum, more accurately
thought of as “broadly average”
• Possible that “average” might include some sig+ and
some sig–
• Judging that attainment is high, above average,
average or low means that, generally, taking
everything into account, the school usually performs in
this way
Ernest Charlton ICT Adviser Cheshire East
Guidance on grading
• For many schools, it will quickly become clear that the
absence of a majority of significantly positive
indicators means that attainment is unlikely to be
better than average
• Over half needs to be significantly positive before
grade 2 can be considered
• At least two-thirds needs to be significantly positive
before grade 1 is a possibility
• Highly unlikely that grade 1 is justified if there are any
significant negatives
• Grade 2 may be warranted if instances of significant
negatives are isolated and there is evidence that there
has been improvement
Ernest Charlton ICT Adviser Cheshire East
ICT specifically
• The extent to which the curriculum meets pupils’
needs: satisfactory
• The curriculum is adequately matched to pupils’
needs, interests and aspirations and provides
adequate preparation for the next stage of their
lives, whatever their starting points. Provision for
potentially vulnerable pupils is satisfactory. Crosscurricular provision, including literacy, numeracy
and ICT, is at least satisfactory. Some features
of the curriculum may be good.
• (see also teaching)
p.34 OFSTED Inspection schedule
Ernest Charlton ICT Adviser Cheshire East
ICT Specifically
• The extent to which pupils develop workplace and
other skills that will contribute to their future
economic well-being. Inspectors should evaluate:
• the pupils’ ability to apply skills appropriate to their
age in oracy, literacy, numeracy and information
and communication technology (ICT)
Ernest Charlton ICT Adviser Cheshire East
ICT and limiting factors
The effectiveness of safeguarding procedures:
• helps pupils to keep themselves safe, including
encouraging pupils to adopt safe and responsible
practices and deal sensibly with risk, for example:
• using the internet
Ernest Charlton ICT Adviser Cheshire East
Reference to the
new technologies
P. 17
ICT A basic skill
directly mentioned
P. 26
New Technologies
again
P. 31 & 32
ICT specifically
mentioned for cross
curricular work
P. 34
Ernest Charlton ICT Adviser Cheshire East
For an outstanding
assessment then a school’s
‘procedures are
constantly updated to
reflect developing
technologies’
P. 51
(More of this later!)
…helps pupils to keep
themselves safe, including
encouraging pupils to
adopt safe and
responsible practices and
deal sensibly with risk,
for example:
using the internet
P.50
Ernest Charlton ICT Adviser Cheshire East
Session 2
Identifying and supporting specific groups of
pupils
Ernest Charlton ICT Adviser Cheshire East
Activity
(Briefly) In terms of school management, what do
you see as the role and function of each of the
following?





School Census
RAISEonline
Narrowing the Gap
FFT
Learning Platforms
How do these relate to each other?
Ernest Charlton ICT Adviser Cheshire East
Tracking and record keeping
(with a focus on ICT)
Ernest Charlton ICT Adviser Cheshire East
Example year 5 records
Ernest Charlton ICT Adviser Cheshire East
Examples of pupil tracking in ICT
Ernest Charlton ICT Adviser Cheshire East
A comments sheet will give an idea of learning and
progress and possible actions to improve outcomes
Ernest Charlton ICT Adviser Cheshire East
Summary Sheet
Ernest Charlton ICT Adviser Cheshire East
Session 3
Measuring the impact of the use of ICT in
classrooms (Cross curricular)
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Sampling an Evaluation Tool
Activity
Using the evaluation tool - does it work for all
ages?
 In a good school, what range of contributions
would you expect to see?

Ernest Charlton ICT Adviser Cheshire East
Session 4
ICT Subject-specific inspection
Ernest Charlton ICT Adviser Cheshire East
A Typical ICT Inspection Itinerary
Primary School

8.00am
Meet Headteacher & Subject Leader

8.10am
Time with the subject leader

9.10am
Tour of the school with Y6 pupils

9.40am
Time in EYFS

9.50am
Time with the Headteacher

10.50am
Comfort break

11.00am
Year 2 lesson observation (Deputy Head)


11.30am
12.00pm
12.20pm
Year 3 lesson observation(subject leader)
Interview with Y2 pupils
Interview with Y6 pupils

12.40pm
Lunch break

1.00pm
1.30pm
Trawl of pupils’ work
Y5/6 lesson observation (class teacher)


Ernest Charlton ICT Adviser Cheshire East
This is almost
exactly as I
might do it if I
were doing an
ICT mark
assessment
Let’s look at the detail of an
ICT inspection
Ernest Charlton ICT Adviser Cheshire East
Generic grade descriptors and supplementary
subject specific guidance for inspectors for ICT
What exactly is
Achievement in ICT?
Ernest Charlton ICT Adviser Cheshire East
 Pupils show exceptional independence
and discernment in their use of ICT.
They are able to think for themselves
Achievement is likely to be
and take the initiative in, for example,
outstanding when:
asking questions, carrying out their
 attainment is above
own investigations and in working
average or high and
constructively with others. They show
learning and progress are
significant levels of originality,
outstanding
imagination or creativity in their
or
understanding and skills within the
 attainment is high and
subject. Appropriate to their age and
learning and progress are
ability, they make highly effective use
good
of a wide range of equipment and
software. Their knowledge and
understanding of how to keep
themselves safe when using new
technologies is extremely thorough
and comprehensive. They are highly
enthusiastic about using ICT.
1 Outstanding
Ernest Charlton ICT Adviser Cheshire East
2 Good
Pupils are able to work
independently when given the
opportunity, taking the initiative in
Achievement is likely to be
their work and when working with
good when:
others. They demonstrate some
 attainment is average or
originality, imagination or creativity
above average and
in their work. Appropriate to their
learning and progress are age and ability, they make good use
good
of a wide range of equipment and
or
software. They demonstrate good
 attainment is average and knowledge and understanding of
learning and progress are how to keep themselves safe when
using new technologies. They enjoy
outstanding. In the most
the subject and can explain its
exceptional
circumstances, attainment value.
may be low.
Ernest Charlton ICT Adviser Cheshire East
3 Satisfactory
Achievement is likely to be
satisfactory when:
 attainment is average, above
average or high and learning
and progress are satisfactory
or
Pupils are generally dependent on their
teachers but can occasionally work
independently and take the initiative in
developing their work. Occasionally pupils
show creative or original responses in
their subject work. They may make good
use of some aspects of ICT, for example to
communicate and present ideas,
but their capability in other areas
such as data logging and
programming/sequencing/control
is patchy and no better than
satisfactory.
 attainment is low but
improving strongly and learning
and progress are good. In
exceptional cases, learning and
progress may be satisfactory
but improving securely and
Pupils demonstrate satisfactory knowledge
quickly.
and understanding of how to keep
themselves safe when using new
technologies. They are generally
interested in the subject.
Ernest Charlton ICT Adviser Cheshire East
4 Inadequate
Achievement is likely to be
inadequate if either:
 learning and progress are
inadequate
or
 attainment is low and shows
little sign of improvement,
and learning and progress
are no better than
satisfactory with little
evidence of improvement.
Ernest Charlton ICT Adviser Cheshire East
Pupils rarely show the ability to work
independently or take the initiative in
their work. They rarely demonstrate
creativity or originality in their use of
ICT. Whilst some aspects of ICT may be
satisfactory, pupils make little progress
in others. In secondary schools,
significant proportions of students in
KS4 neither study ICT nor develop
their skills systematically through
other subjects. Pupils have poor
knowledge and understanding of how
to keep themselves safe when using
new technologies. They lack interest
and enthusiasm for the subject.
What exactly is
Quality of Teaching in ICT?
Ernest Charlton ICT Adviser Cheshire East
1
Teaching in the subject is at least good and
much is outstanding, with the result that the
pupils are making exceptional progress. It is
highly effective in inspiring pupils and
ensuring that they learn extremely well.
Excellent subject knowledge is applied
consistently to challenge and inspire pupils.
Resources, including new technology, make a
marked contribution to the quality of
learning, as does the precisely targeted
support provided by other adults. Teachers
and other adults are acutely aware of their
pupils’ capabilities and of their prior
learning and understanding, and plan very
effectively to build on these. Marking and
dialogue between teachers, other adults and
pupils are consistently of a very high quality.
Pupils understand in detail how to improve
their work and are consistently supported in
doing so. Teachers systematically and
effectively check pupils’ understanding
throughout lessons, anticipating where they
may need to intervene and doing so with
striking impact on the quality of learning.
Ernest Charlton ICT Adviser Cheshire East
Teachers of ICT communicate high
expectations, enthusiasm and passion
about their subject to pupils. They have
a high level of confidence and expertise,
both in terms of their specialist
knowledge and technical skills and their
understanding of effective learning in the
subject. As a result, they use a very wide
range of innovative and imaginative
resources and teaching strategies to
stimulate pupils’ active participation in
their learning and secure outstanding
progress across all aspects of the subject.
2
Teaching in the subject is consistently effective
in ensuring that pupils are motivated and
engaged. The great majority of teaching is
securing good progress and learning. Teachers
generally have strong subject knowledge which
enthuses and challenges most pupils and
contributes to their good progress. Good and
imaginative use is made of resources, including
new technology to enhance learning. Other
adults’ support is well focused and makes a
significant contribution to the quality of
learning. As a result of good assessment
procedures, teachers and other adults plan well
to meet the needs of all pupils. Pupils are
provided with detailed feedback, both orally
and through marking. They know how well they
have done and can discuss what they need to
do to sustain good progress. Teachers listen to,
observe and question groups of pupils during
lessons in order to reshape tasks and
explanations to improve learning.
Ernest Charlton ICT Adviser Cheshire East
Teachers of ICT have a clear
understanding of the value of their
subject which they communicate
effectively to pupils. They have a
confident level of specialist
expertise, including good technical
skills, which they use well in
planning and teaching their subject.
As a result, they use an appropriate
range of resources and teaching
strategies to promote good learning
across all aspects of the subject.
3
Teaching in the subject may be good in
some respects and there are no endemic
inadequacies. Pupils show interest in their
work and are making progress that is
broadly in line with their capabilities.
Teachers’ subject knowledge is secure.
Adequate use is made of a range of
resources, including new technology, to
support learning. Support provided by
other adults is effectively deployed.
Teaching ensures that pupils are generally
engaged by their work and little time is
wasted. Regular and accurate assessment
informs planning, which generally meets
the needs of all groups of pupils. Pupils are
informed about their progress and how to
improve through marking and dialogue with
adults. Teachers monitor pupils’ work
during lessons, pick up general
misconceptions and adjust their plans
accordingly to support learning.
Ernest Charlton ICT Adviser Cheshire East
Teachers of ICT understand how to
maintain pupils’ interest in the
subject. They have a sound level of
subject expertise which they use in
their planning and teaching. As a
result, they use a range of resources
and teaching strategies to promote a
satisfactory level of learning across
most aspects of the subject.
4
 Expectations in the subject
are inappropriate. Too
many lessons are barely
satisfactory or are
inadequate and teaching
fails to promote the pupils’
learning, progress or
enjoyment.
or
 Assessment in the subject
takes too little account of
the pupils’ prior learning or
their understanding of tasks
and is not used effectively
to help them improve.
Ernest Charlton ICT Adviser Cheshire East
Teachers of ICT are not able to
engage pupils’ interest in the
subject. Their subject expertise is
limited and, as a result, they do not
provide the resources or teaching
strategies to promote effective
subject learning.
What exactly is
The Curriculum in ICT?
Ernest Charlton ICT Adviser Cheshire East
1
The curriculum in the subject
provides memorable experiences
and rich opportunities for highquality learning and wider personal
development. The subject
curriculum may be at the forefront
of successful, innovative design. A
curriculum with overall breadth
and balance provides pupils with
their full entitlement and is
customised to meet the changing
needs of individuals and groups.
The subject’s contribution to
relevant cross-curricular themes
including, as appropriate, literacy,
numeracy and ICT, is mainly
outstanding. As a result, all groups
of pupils benefit from a highly
coherent and relevant curriculum
which promotes outstanding
outcomes.
Ernest Charlton ICT Adviser Cheshire East
The imaginative and stimulating subject
curriculum is skilfully designed to match
to the full range of pupils’ needs and to
ensure highly effective continuity and
progression in their learning. All strands
of the statutory ICT National Curriculum
are covered extremely well for all pupils,
in ICT lessons or in a planned and
monitored way across the school
curriculum. Pupils are able to use their
ICT skills in realistic and challenging
situations. Excellent links are forged with
other agencies and the wider community
to provide a wide range of enrichment
activities to promote pupils’ learning and
engagement with the subject. Students in
KS4 have access to a wide range of
appropriate ICT qualifications, including
vocational options.
2
The curriculum in the subject
provides well-organised,
imaginative and effective
opportunities for learning and a
broad range of experiences which
contribute well to the pupils’
development. The curriculum is
adjusted effectively to meet the
needs of most groups and a range of
pupils with highly specific needs.
The subject makes a good
contribution to relevant crosscurricular themes including, as
appropriate, literacy, numeracy and
ICT. Enrichment opportunities in
the subject are varied, have a high
take-up and are much enjoyed.
Ernest Charlton ICT Adviser Cheshire East
The curriculum is broad, balanced and well
informed by current initiatives in the
subject. It is designed to match to the
large majority of pupils’ needs and ensure
effective continuity and progression in
their learning in the subject. All strands of
the statutory ICT National Curriculum
receive good coverage for all pupils, in ICT
lessons or across other subjects. Pupils are
able to use most of their ICT skills in
realistic situations. Good links are forged
with other agencies and the wider
community to provide a range of
enrichment activities to promote pupils’
learning and their engagement with the
subject.
3
The curriculum in the subject is
adequately matched to pupils’
needs, interests and aspirations
and provides adequate
preparation for the next stage of
their lives, whatever their
starting points. Provision for
potentially vulnerable pupils is
satisfactory. The subject’s
contribution to cross-curricular
themes including, as
appropriate, literacy, numeracy
and ICT, is at least satisfactory.
Ernest Charlton ICT Adviser Cheshire East
The curriculum secures the pupils’
broad and balanced entitlement in the
subject and meets any statutory
requirements which apply. It provides
for a range of pupils’ needs and ensures
they make satisfactory progress in their
learning. All pupils experience all
strands of the statutory ICT National
Curriculum, though some strands,
such as data logging and
programming/sequencing/control
may receive limited attention.
Pupils are able to use some of their ICT
skills in realistic situations. Some links
are forged with other agencies and the
wider community, although the range of
activity provided to enrich pupils’
interest and learning may be quite
limited.
4 The curriculum has
significant shortcomings
in meeting the needs of
pupils, or particular
groups of pupils, and
makes insufficient
contribution to their
learning, enjoyment or
development.
Ernest Charlton ICT Adviser Cheshire East
The curriculum does not
ensure pupils’ entitlement to
the subject and does not
secure continuity in their
learning. There are significant
deficiencies in the provision of
some strands of the statutory
ICT National Curriculum, or
significant proportions of
pupils do not receive any ICT
provision, either discrete or
cross-curricular. There is little
by way of enrichment activity
in the subject.
What exactly is
Effectiveness of leadership and
management in ICT?
Ernest Charlton ICT Adviser Cheshire East
1
Subject and senior leaders and managers
are conspicuously successful in
establishing a strong sense of purpose
which involves work towards meeting or
sustaining ambitious targets in the
subject for all pupils. Morale is very high
and belief in success runs through all
staff involved with the subject. Rigorous
and extensive monitoring, searching
analysis and self-challenge lead to
exceptionally well-focused plans for the
subject. Actions taken are implemented
with precision and managed thoroughly.
As a result, the quality of teaching in the
subject is at least good and leaders and
managers at all levels are taking highly
effective steps to drive up the quality of
teaching still further. Consequently,
achievement in the subject for all pupils
is at least good.
Ernest Charlton ICT Adviser Cheshire East
Leadership is informed by a high level of subject
expertise and vision. There is a strong track
record of innovation. Subject reviews, selfevaluation and improvement planning are wellinformed by current best practice in the subject
and in education generally. Subject leadership
inspires confidence and whole-hearted
commitment from pupils and colleagues. There
are effective strategies to delegate subject
responsibilities where appropriate and to share
good practice and secure high quality professional
development in the subject. The subject has a
very high profile in the life of the school and is at
the cutting edge of initiatives within the school.
Access to ICT equipment is outstanding, and the
school is likely to have promoted the use of
mobile technologies. The school has a virtual
learning environment (VLE), which gives
pupils and staff very good access to their work
and to the school’s learning resources at all times,
and has a significant impact on pupils’
achievement.
2
Subject and senior leaders and managers
consistently communicate high
expectations to staff about securing
improvement in the subject. They
galvanise the enthusiasm of staff and
channel their efforts to good effect.
Leaders and managers routinely make
good use of a range of rigorous monitoring
activities relating to teaching, other
provision and outcomes. They have an
accurate picture and understanding of
strengths and weaknesses in the subject.
Planning is founded on robust evidence
and good-quality data. It is tackling key
areas of weakness, including those in
teaching, systematically and building on
areas of strength. As a result, teaching is
at least satisfactory and improving. Targetsetting is realistic and challenging.
Consequently, achievement in the subject
is generally good, or there is substantial
evidence that it is improving strongly.
Ernest Charlton ICT Adviser Cheshire East
Leadership is well-informed by current
developments in the subject. Subject reviews, selfevaluation and improvement planning are clearly
focused on raising attainment and improving the
provision for the subject. There is a shared
common purpose amongst those involved in
teaching the subject with good opportunities to
share practice and access subject training. The
subject reflects wider whole school priorities and
has a prominent profile in the school. Access to ICT
equipment is good for all pupils and teachers. The
ICT infrastructure (which could include a
VLE) provides pupils and staff good access to
their work and to the school’s learning
resources, and contributes to pupils’
achievement.
3
Subject and senior leaders and
managers are motivated to seek further
improvement and are effective in
focusing efforts on priorities in the
subject. They monitor accurately the
progress of all pupils and the quality of
teaching and learning. Self evaluation is
broadly accurate. Target-setting in the
subject is based on accurate assessment
information but is only adequately
challenging. Suitable plans are in place
aimed at improving areas of weakness in
the subject and effective steps are
being taken to secure high-quality
teaching. Expectations are sufficiently
high to bring about outcomes which are
broadly satisfactory and improving or, if
lower, there is substantial evidence that
they are improving strongly.
Ernest Charlton ICT Adviser Cheshire East
Leadership is aware of current
developments in the subject and
incorporates these within its practice.
Provision for the subject is monitored and
reviewed regularly and there is a sound
understanding of the strengths and
priorities for improvement. There is some
sharing of good practice, with modest
access to subject-specific professional
development. Access to ICT equipment is
satisfactory, with pupils able to use it for
the majority of the time they need it.
Schools will have ICT suites which are
book-able, but equipment does not lend
itself to more flexible use.
4
 Subject and senior leaders and
managers are not taking effective
steps to embed their ambition for
the subject.
or
 Target-setting in the subject is
not used effectively to raise
expectations and improve
outcomes.
or
Leadership is not well-informed about
current initiatives in the subject. Key
statutory requirements for the subject are
not met. Self-evaluation is weak and not
informed by good practice in the subject.
Opportunities for professional
development in the subject are limited
and, as a result, some staff lack the
confidence and expertise to deliver it
effectively. The subject has a low profile in
the life of the school. Pupils and staff have
 Subject and senior leaders and
only limited access to ICT equipment when
managers do not drive and secure they need it.
improvement.
or
 Subject and senior leaders and
managers are not taking effective
steps to secure satisfactory and
better teaching.
Ernest Charlton ICT Adviser Cheshire East
Outstanding
(1)
Overall effectiveness in the subject is likely to be outstanding when:
Good
(2)
Overall effectiveness in the subject is likely to be good when:
Satisfactory
(3)
Overall effectiveness in the subject is likely to be satisfactory when:
Inadequate
(4)
Overall effectiveness in the subject is likely to be inadequate if any of the
following are inadequate:
Achievement in the subject is outstanding, or achievement is good and
outstanding leadership and management underpin the capacity for sustained
improvement in the subject. At least one, of teaching or the curriculum in the
subject, is outstanding, and neither is less than good.
Achievement in the subject is good, and good leadership and management
provide secure evidence of capacity for sustained improvement in the subject. In
exceptional circumstances, leadership and management may be satisfactory. At
least one, of teaching or the curriculum in the subject, is good, and neither is
less than satisfactory.
Achievement in the subject is at least satisfactory, and satisfactory leadership
and management ensure adequate capacity for improvement in the subject.
Teaching and the curriculum in the subject are at least satisfactory.
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Achievement in the subject
Capacity for improvement, as evidenced by inadequate leadership and
management of the subject
Teaching or the curriculum in the subject
Ernest Charlton ICT Adviser Cheshire East
Session 4
Safeguarding and e-safety
Ernest Charlton ICT Adviser Cheshire East
The safe use of new technologies
OFSTED completed a report based on evidence from a small-scale survey
carried out over a year ago in 35 maintained schools in England. It
evaluates the extent to which the schools taught pupils to adopt safe
and responsible practices in using new technologies, and how they
achieved this. It also assesses the extent and quality of the training the
schools provided for their staff. It responds to the report of the Byron
Review, Safer children in a digital world.
Ernest Charlton ICT Adviser Cheshire East
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The five schools where provision for e-safety was
outstanding all used ‘managed’ systems to help pupils
to become safe and responsible users of new technologies.
‘Managed’ systems have fewer inaccessible sites than
‘locked down’ systems and so require pupils to take
responsibility themselves for using new technologies
safely.
Although the 13 schools which used ‘locked down’
systems kept their pupils safe while in school, such
systems were less effective in helping them to learn how to
use new technologies safely. These pupils were therefore
more vulnerable overall.
This was a particular concern when pupils were educated
away from their main school, for example, in work-based
learning.
Ernest Charlton ICT Adviser Cheshire East
The weakest aspect of provision
The weakest aspect of provision in the schools visited was the extent
and quality of training provided for staff. It did not always involve all
the staff and was not provided systematically. Even the schools that
organised training for all their staff did not always monitor its impact
systematically. In addition, although they had policies and
procedures for e-safety, most of the schools did not review these
systematically.
This meant that they were not able to evaluate accurately whether
what they were doing was having a positive impact in terms of
keeping their pupils safe
Ernest Charlton ICT Adviser Cheshire East
Key findings
In the five schools where provision for e-safety was
outstanding, all the staff, including members of the wider
workforce, shared responsibility for it. Assemblies, tutorial
time, personal, social, health and education lessons, and an
age-appropriate curriculum for e-safety all helped pupils to
become safe and responsible users of new technologies.
Pupils in the schools that had ‘managed’ systems had better
knowledge and understanding of how to stay safe than those
in schools with ‘locked down’ systems. Pupils were more
vulnerable overall when schools used locked down systems
because they were not given enough opportunities to learn
how to assess and manage risk for themselves.
Ernest Charlton ICT Adviser Cheshire East

In the outstanding schools, senior leaders, governors, staff and
families worked together to develop a clear strategy for e-safety.
Policies were reviewed regularly in the light of technological
developments. However, systematic review and evaluation were
rare in the other schools visited.

The outstanding schools recognised that, although they had
excellent relationships with families, they needed to keep
developing these to continue to support e-safety at home.

Few of the schools visited made good use of the views of pupils
and their parents to develop their e-safety provision.

In some schools there were weaknesses in e-safety where pupils
were receiving some of their education away from the school site
Ernest Charlton ICT Adviser Cheshire East

The weakest aspect of provision in the
schools visited was the extent and quality
of their training for staff. It did not involve all
the staff and was not provided systematically.
Even the schools that organised training for all
their staff did not always monitor its impact
systematically.
Ernest Charlton ICT Adviser Cheshire East
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Schools and local authorities, should:
seek ways to reinforce the importance of e-safety in all schools and
homes, ensuring that families and schools work together to support
the e-safety of pupils
continue to support the training of all staff in all schools in e-safety
encourage and support schools to move from
locked down to managed systems.
Ernest Charlton ICT Adviser Cheshire East
Schools should:
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audit the training needs of all staff and provide training to improve
their knowledge of and expertise in the safe and appropriate use of
new technologies
work closely with all families to help them ensure that their children
use new technologies safely and responsibly both at home and at
school
use pupils’ and families’ views more often to develop e-safety
strategies
manage the transition from locked down systems to more
managed systems to help pupils understand how to manage
risk; to provide them with richer learning experiences; and
to bridge the gap between systems at school and the more
open systems outside school
Ernest Charlton ICT Adviser Cheshire East

In the best practice seen, pupils were helped, from a very
early age, to assess the risk of accessing sites and therefore
gradually to acquire skills which would help them adopt
safe practices even when they were not supervised
In other words
Education
Ernest Charlton ICT Adviser Cheshire East
Cheshire East e-safety support
The Report from OFSTED is one of the main reasons we have continued
to encourage schools (it is not mandatory) to use a system like Securus
for which we negotiated a large discount so that schools can effectively
have a managed system.
We have also encouraged the community response to e-safety so that
as many parents as possible realise that a child is not e-safe if they are
only e-safe in school. Parents twilight/evening meeting on e-safety
should be a regular event.
Staff training remains one of the major factors in promoting e-safety in
schools. Awareness of SN protocol; awareness of cyberbullying issues
with their children (perhaps the most invidious problem in e-safety)
Encourage the development of E-safety committees that include
students.
Ernest Charlton ICT Adviser Cheshire East
E-safety on the Cheshire portal
Ernest Charlton ICT Adviser Cheshire East
Do use this document
Ernest Charlton ICT Adviser Cheshire East
Support for CE Schools in ICT
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Ernest Charlton ICT Adviser Cheshire East
Close
(final comments OFSTED 2012)
Nothing to fear except fear itself
…in conclusion, if we are planning for learning and taking account of
learner needs, we can evidence this planning and progress in robust
dialogue with inspectors, students, parents and anyone else who wants to
review what we are doing to help our students to succeed. Ofsted's
intention is to focus on what matters in school - the learning climate - and
to spend more time in classrooms evaluating this first-hand.
If you are unsure about classroom observation or feel threatened by it, or
realize the need for further training in your subject area this is a very
good time, ahead of the proposed changes for 2012, to ask for some
development or training in those areas …..practice is always evolving.
Please contact [email protected] for further info’ if you wish
(from the end of July2011)