Pilot inspections summer
2011
SCHOOLS North East
14th October 2011
Inspection Judgements
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achievement
the quality of teaching
leadership and management
behaviour and safety of pupils at the school
overall effectiveness, takes into account the four
main judgements and how well the school
promotes pupils’ spiritual, moral, social and
cultural development.
No limiting judgements
Best fit model. However, evidence of one of the
‘inadequate bullet points’ results in a judgement of
inadequate.
Key Changes
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Greater focus on:
quality of teaching and its impact on
learning
reading and literacy
behaviour and safety
narrowing gaps in performance
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leaders’ and managers’ impact on
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improvement
Starting Point for Inspectors
RAISEonline
 SEF (optional)
 Evidence you wish to share
 Inspection Framework
 The PIB drives the
inspection
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A pilot inspection framework –
the evaluation schedule
Achievement
What is similar to current arrangements?
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Inspectors will take account of standards of
attainment, past progress and current learning and
progress
Achievement of different groups of pupils, including
those with disabilities and those with special educational
needs remains at the heart of the judgement
Note: Considerable emphasis upon progress of FSM,
SEND, LAC students throughout inspection
Learning and progress are key drivers of
achievement
Achievement Key differences
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There is no CVA data. Value added (VA) data is
provided in RAISEonline for different groups.
FFT A rather than FFT D
There is no separate judgement on attainment
There is a greater focus on how schools are
narrowing the gaps in attainment between
different groups of pupils and all pupils
nationally.
Standards and progress in reading will be
inspected.
Achievement Key differences
The quality of teaching
What is similar to current arrangements?
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Teaching is evaluated in terms of its impact on
learning and progress
Key source of evidence is through lesson
observations
Joint observations enabling inspectors to
consider the school’s understanding of the quality
of teaching
Feedback to teachers
The Quality of Teaching
Key differences
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Gathering evidence alongside lesson observations
to provide information about what impact
teaching has on learning over time
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A greater focus on:
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teaching of reading and developing literacy skills
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formative assessment in supporting learning
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Inspectors will observe supply teachers
The Quality of Teaching
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What is the current standard in
your school?
How are you improving T&L?
How do you know that CPD is
effective?
What are you doing about
inadequate teaching?
Feedback from Observations
Inspectors may ask about:
 Where the lesson fits within a sequence of lessons
 Other T & L activities typically used by the teacher
 CPD opportunities and impact on teachers’
expertise
 Performance management procedures and their
impact
 Any other issues related to particular inspection
trails
Leadership and Management
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The focus is on improving outcomes,
overcoming barriers to learning and
improving teaching
Leadership and Management
Key differences
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There will be one judgement on leadership and
management
No separate capacity to improve judgement:
this is incorporated in the single judgement on
leadership and management.
Focus inspectors on particular school
improvement strategies in the context of the
individual school.
Behaviour and Safety
Inspectors will evaluate:
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pupils’ conduct in lessons and around the school
pupils’ ability to assess and manage risk
appropriately and keep themselves safe
pupils’ attendance and punctuality at school and
in lessons
pupils’ behaviour towards, and respect for, other
young people and adults, including freedom from
bullying
Overall Effectiveness
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Takes account of the four judgements and how
the school promotes the pupils’ spiritual, moral,
social and cultural (SMSC) development.
A key aspect of judging overall effectiveness will
be weighing the four judgements together with
the evidence for the school’s promotion of SMSC
At Northfield SMSC was determined through
our Humanities subjects, form groups,
assemblies and community/cultural links
Conducting Pilot
Inspections
Pre-inspection
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Notification process is as under current arrangements
A shorter pre-inspection briefing (PIB) template will be
provided (Key document along with framework)
Schools will be asked to provide an up-to-date selfevaluation. The current SEF will suffice. There was no
expectation that schools should update their SEF prior
to the pilot inspection
Note: Lead Inspector will accept a school version of
SEF linked to new areas of judgement
Inspection Procedure
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A maximum of 2 days notice, can be less
Initial telephone call to Headteacher
Extended telephone conversation with
Headteacher and Lead Inspector or on-site visit
to school for one-to-one conversation to
determine evidence trails
Pre-Inspection Brief (PIB) produced
The major focus of the inspection is
students’ learning and the impact of
teaching
1st Day
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Brief meeting with Head and SLT
Inspect Safeguarding policy and practice
Short briefing to staff, if appropriate
Learning Observations to gather evidence and
make judgements of 4 areas and SMSC
Joint Learning Observations with Inspectors,
Head/SLT
Feedback to staff observed for more than 30
minutes
1st Day
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Focus on establishing quality of
teaching and learning through
classroom observations focusing on the
learning and progress of different
groups of students
Mid day meeting to share initial findings
End of the day meeting to consider
provisional findings against the 4
principal judgements and SMSC
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2
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Day
First meeting. Issues tested and
confirmed
Continued learning observations
Final gathering of evidence and
judgements
Formal feedback to Head, Chair of
Governors and SLT reps
Headteacher will be invited to:
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Attend the meetings of the inspection team
Discuss emerging inspection trails
Participate in joint lesson observations
Receive regular brief feedback meetings with LI
throughout the inspection
Present evidence against evidence trail (time limited)
Note: Importance of challenging judgements if you
disagree
Receive information on any inadequate or outstanding
teaching
Discuss any serious concerns that may place the school in
a category
Inspection Procedure: Head
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Discuss the inspectors’ recommendations for
how the school can improve
Attend the meeting between the inspection
team and the governor representatives
Attend the final summative meeting of the
inspection team (listening brief only)
The Headteacher is not allowed to be present
when parents, students and staff are
interviewed
Things to do: Ensure that (all
staff)
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Class lists are accurate and up-to date
Students’ work is marked up-to date and complies with
school and dept policy
You can show quality of homework
Registers are taken and are accurate (legal requirement)
Students are aware of current levels and how to improve.
(They will be asked)
You highlight student progress (‘The students make
progress because I ……..’
Schemes of work are available
Things to do Class Teachers
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Prepare the following ‘pack’ of information:
Lesson plans/ Schemes of Work
Assessment data for your class
Seating plan with students levels/grades/reading ages
Pen portrait of the class emphasising positive
features, and explanation for any underachievement (if
attendance, what you are doing about this and ensuring
that students who are absent are supported to catch up)
Have faith in your ability and the quality of your
school