East Kent School Improvement Team
Helena Evans
Chris Wilson
Jayne True
Jean Mosley
Richard Epps
Tammy Mitchell
Interim Senior Improvement Adviser
Improvement Adviser (Canterbury, Swale
& Thanet)
Improvement Adviser (Canterbury, Swale
& Thanet)
Improvement Adviser (Canterbury)
Improvement Adviser (Canterbury, Swale
& Thanet)
Improvement Adviser (Canterbury, Swale
& Thanet)
EY FSP
% Good Level of
Development
2014
2014
2015
2015
Difference Difference
Kent
National
Kent
National
Kent
National
68.6
60.4
73.1
66.2
4.5
5.8
KS1
%L2B+ Reading
%L2B+ Writing
%L2B+ Maths
%L3+ Reading
%L3+ Writing
%L3+ Maths
2014
Kent
82
69.5
81.5
32.4
16.0
25.0
2014
National
80.7
69.8
79.9
30.5
16.1
24.2
2015
Kent
84.1
74.0
84.0
35
18.3
28.2
2015
National
82.1
72.1
81.6
KS2
2014
2015
2015
Kent
Kent
National
%L4+ Reading, Writing & Maths
%L4+ Reading
%L4+ Writing
%L4+ Spelling, Punctuation &
Grammar
%L4+ Maths
79
88.9
85.7
80
80
89
87
74.2
86.0
78
%L5+ Reading, Writing & Maths
%L5+ Reading
%L5+ Writing
%L5+ Spelling, Punctuation &
Grammar
%L5+ Maths
25.5
50.6
36.0
25
49.3
43.2
52
89
87
86
49
38
41
80
87
FSM Gaps
• Kent result was 17.6% (L4+ RWM) down by 0.2%
(2014).
• East Kent gap is 16.4% (All schools)
 Do you know the ‘gap(s)’ for your school?
 Can you demonstrate that any gaps between
disadvantaged pupils (fsm/CiC) and other pupils
are narrowing?
2014-15 floor standards
Attainment: 65% L4+ combined (REA, WRI, MA)
Progress:
91% two levels of progress in reading
95% two levels of progress in writing
92% two levels of progress in mathematics
If a school is below on all 4 measures they are deemed to
have not reached the floor standards.
The floor standards for 2016 will stay the same as it is now
65%
 How did your school perform against the floor
standards?
Assessment updates
Assessment 2016 – Floor Standards &
Coasting Schools
•
•
The floor standard for 2016 will stay the same as it is now, at 65%. The
suggestion of using 85% for all schools came before the decision to
introduce a new coasting measure, and in the light of that it is felt that it is
more appropriate to use 85% as part of the coasting definition rather than
as part of the floor standard.
The DfE has proposed that in 2016 a primary school will be coasting if in
2014 and 2015 fewer than 85% of pupils achieve level 4 in reading, writing
and mathematics and below the average (national median) percentage of
pupils make expected progress in reading, writing and mathematics, and
if in 2016 fewer than 85% of children achieve the new higher expected
standard at the end of primary and pupils fail to make sufficient progress. A
school will have to be below those levels in all three years to be defined as
coasting in 2016
Statutory Assessment 2016
• http://youtu.be/t7dgWlInpok
• Link to a useful video from the Standards and
Testing Agency explaining the changes to statutory
assessment
• Sample tests and test frameworks available on
GOV.UK Website
• Ofsted Update
Section 5
Current
Quality of teaching
Section 5
CIF
• Quality of teaching, learning
and assessment
The behaviour and safety
of pupils
Personal development,
behaviour and welfare of
students
The achievement of pupils
Outcomes for pupils
Quality of leadership and
management
Effectiveness of leadership
and management
Section 5
Key judgements:
 overall effectiveness
 effectiveness of leadership and management
 quality of teaching, learning and assessment
 personal development, behaviour and welfare
 outcomes for pupils
1 – 4 point scale as now
Frequency of inspection
From September, Ofsted will inspect good schools once
every three years under a new short inspection model.
- premise that the school or provider is still good
- check that leaders have identified key areas of concern
and that they have the capacity to address them.
- Focus on leaders’ vision and ambition for all children and
learners, how they set the culture and ensure that all
learners – particularly the most disadvantaged – make
strong progress from their different starting points.
- New short HMI led inspections for good schools
- 7 out of 10 inspectors will be current practitioners leading
good or outstanding institutions
Risk assessment
Normally in 3rd school year after the most recent inspection.
Ofsted analyses:
 pupils’ academic achievement over time, taking account of
both attainment and progress
 pupils’ attendance
 the outcomes of any inspections, such as survey inspections,
carried out by Ofsted since the last routine inspection
 the views of parents,10 including those shown by Parent View
 qualifying complaints12 about the school referred to Ofsted
by parents
 any other significant concerns that are brought to Ofsted’s
attention.
Exemption
 Maintained primary and secondary schools and academies
judged outstanding at their most recent section 5 inspection
can only be inspected under section 8 of the Education Act
2005
 Outstanding special schools (including maintained special
schools, special free schools, alternative provision academies
and non-maintained special schools with residential
provision), pupil referral units and maintained nursery schools
are not exempt
 HMCI has the power to inspect any exempt school at any time
under section 8 if HMCI or the Secretary of State has concerns
about performance
Exempt schools
Exempt schools may be inspected between risk assessments
where:
 safeguarding, including a decline in the standards of pupils’
behaviour
 a subject or thematic survey inspection raises more general
concerns
 Ofsted has received a qualifying complaint about a school
that, taken alongside other available evidence (specific
powers under sections 11A-C of Education Act
 concerns are raised about standards of leadership or
governance
 concerns are identified about the breadth and balance of the
curriculum
Exempt schools (cont’d)
Risk assessment identifies concerns about
decline in performance
Section 8 inspection – if may no longer
be outstanding can be converted to
section 5
Exempt schools (cont’d)
Risk assessment identifies concerns about
decline in performance
Section 8 inspection – if may no longer
be outstanding can be converted to
section 5
Reporting on the short inspection
 report in a letter format
 judgement that the school is still providing a good
standard of education
 Judgement that safeguarding arrangements are
effective
 any next steps the school should take
Monitoring of RI schools
 will be re-inspected under section 5 no later than
the end of the term of 24th month after last
inspection report
 HMI monitoring inspection 3 – 6 months after
report published
 May be judged RI at second inspection –
inadequate if not good after that
 Reference: S8 monitoring handbook (to be read
alongside the S5 guidance)
New inspection documents
The new common inspection framework and handbooks for each of
Ofsted’s remits come into effect from September 2015 for the
inspection of schools, further education and skills and early years
provision:
•
•
•
•
•
•
•
The common inspection framework: education, skills and early years from
September 2015
School inspection handbook from September 2015
School inspection handbook for inspections under Section 8 of the
Education Act 2005 from September 2015
Further education and skills inspection handbook from September 2015
Early years inspection handbook from September 2015
Non-association independent school inspection handbook from September
2015
Inspecting safeguarding in early years, education and skills from September
2015
East Kent
School Improvement Planning Workshop
Aims:
To deepen your understanding of what Ofsted/HMI consider
to be an effective plan
To have an opportunity to review a proposed planning
template and to reflect further on the process of effective
School Improvement Planning
To develop action points that you need to take as
Headteacher, leadership team (including governance), and
as a school in formulating your plan
Forthcoming East Kent Workshops
‘Preparing a School Self-Evaluation Summary’
SEF: To deepen your understanding of Ofsted’s view of self - evaluation
To have an opportunity to review a proposed planning template and to
reflect further on the process of school self – evaluation
To develop action points that you need to take as Headteacher,
leadership team (including governance) and as a school in formulating
your SEF
Dates:
Thursday, 12th November 2015: Thanet District (venue tbc)
Monday, 16th November 2015: Canterbury District (venue tbc)
Tuesday, 17th November 2015: Swale District (venue tbc)
Registration and coffee 9.15
Start 9.30
Close 12.15
Assessment without Levels
for Governors
Term 1 2015
Demands of subject knowledge
• New curriculum makes demands on teachers’
subject knowledge:
• More challenge in mathematics
• Greater emphasis in science
• A new subject – computing
• Emphasis on British history
• Changes to years or Key Stages where some
topics have been taught
• Languages
• Schools’ needs will differ – up to schools to identify
and address areas for development.
Main changes
• An approach to assessment which moves
toward ‘describing’ (rather than ‘labelling’)
what the child knows/ understands / can
do
• A move towards ‘mastery’ of a set of agerelated standards, as far as is reasonably
possible
• More flexibility for schools – in what to
teach, how to assess (less prescription)
Why do away with levels?
•
•
•
•
•
Levels often viewed as thresholds
Open to interpretation
Dominated lesson planning
Mind-set of fixed ability
Difficult to assess knowledge of a concept
Implications for teachers
• Tracking progress
• Age-related standards, as far as is
reasonably possible
• New terminology/language
• New content – need to address gaps in
children’s knowledge
• More flexibility – in what to teach, how to
assess, track progress
• Good assessment for learning practice
Implications for schools
• 85% “secondary ready.”
• Pupil progress rather than attainment in reading,
writing and mathematics will be the focus for most
schools.
• Pupil progress tracking will need to take account of the
new performance descriptors.
• Progress data derived from statutory assessment will
go through several different forms until 2023.
• Sufficient progress will not be defined in advance so
schools will need to justify how they have used
assessment to improve learning.
• KS1 assessments will carry very high stakes, at least
until 2019.
Implications for governors
•
•
•
•
85% “secondary ready.”
Pupil progress.
Pupil attainment.
Understanding and using and the new
language/terminology.
• KS1 assessments will carry very high
stakes, at least until 2019.
• Good assessment for learning practice.
EY/Primary Assessment Timeline
Assessment
Academic year 14-15 Academic year 15-16
Academic year 16-17
Baseline
Not in place
Used for the first time
by schools in the first
half-term of a child
starting Reception.
Not statutory.
Remains not statutory
but becomes the only
way progress is
measured for children
starting Reception.
EYFS Profile
Administered at the
end of Reception.
Statutory, but not used
for accountability.
This is the last year the
profile will be statutory
at the end of Reception.
Profiles becomes nonstatutory from
September.
EYFS remains statutory.
Phonics
Screening
Check
Administered in Year 1.
Retaken in Year 2 if
expected standard not
met. Statutory.
Introduction of a new
non-statutory pilot to
extend the phonics
check to Year 3 pupils
who have not met the
standard.
Primary Assessment Timeline
Assessment
Academic year 14-15
Academic year 15-16
Academic year 16-17
Key Stage 1
assessment
Statutory Teacher
Assessment as in
previous years , reported
using levels and informed
by National Curriculum
tasks and tests.
Statutory Teacher
Assessment reported
using performance
descriptors, informed by
new National Curriculum
tests.
Statutory Teacher
Assessment reported using
performance descriptors,
informed by National
Curriculum tests
Key Stage 2
tests
Statutory National
Curriculum tests as in
previous years, reported
using levels.
New statutory National
Curriculum tests
reported using scaled
scores. Statutory biannual science sampling
test.
Statutory National
Curriculum tests reported
using scaled scores. No
science sampling tests this
year.
Key Stage 2
teacher
assessment
Statutory Teacher
Assessment using levels
Statutory Teacher
Statutory Teacher
Assessment using
Assessment using
performance descriptors. performance descriptors.
Timetable
When
What
Feb- April 2015
School decides if it wants to use Reception Baseline in Autumn
2015 and, if so, signs up with approved supplier
April- June 2015
Final set of National Assessments in Y2 and Y6 under ‘old’
National Curriculum and existing accountability measures
Sept/Oct 2015
First use of Early Reception Baseline assessments
Autumn 2015
• New sample tests for KS1 and KS2 made available to schools
• Publication of final version of Performance Descriptors for
statutory teacher assessment along with national
exemplification material
• STA carries out comparability study on approved Baseline
Assessments
Summer 2016
• First use of statutory tests and teacher assessment in relation
to new National Curriculum
• Final statutory use of EYFS Profile
Sept/Oct 2016
Reception Baseline Assessment used unless school chooses to be
held accountable on attainment data alone in 2023
Managing the Transition: national
• Understanding what is meant by: “Below”,
“Emerging”, “Expected” and “Exceeding”
• New DfE materials:
• Framework for the 2016 KS1 and KS2 tests
• Sample test questions
• Sample tests (summer term 2015)
• Interim framework / end of KS PDs
(September 2015)
• Standards files (autumn term 2015)
Expected and Exceeding
Expected
Exceeding
• For the purpose of Kent’s
tracking system,
‘expected’ will mean the
age-related attainment
standard expected by the
END of each year group,
as defined where
possible by the Standards
and Testing Agency.
• Pupils working within the
programme of study, but
attaining a standard which
exceeds the ‘expected’ agerelated standard.
• Pupils should be engaging
with, and exploring, higher
levels of understanding and
skills, but within the agerelated content domains. All
indications are that these
are more exacting that
previously.
What is mastery?
A mastery approach:
1. Exposes almost all children to the same
curriculum content at the same pace, allowing
them all full access to the curriculum by
focusing on developing deep understanding,
and fluency with procedures.
2. Differentiation is then provided by offering
rapid support and depth of learning to address
individual pupils’ needs.
Exceptional pupils
• A very small minority of pupils may be judged to be
working outside the relevant PoS for their age group.
• Follow a specific, personalised programme of
learning which is adapted to suit their individual
needs.
• SIMS system will allow for these pupils to be
recorded as working outside the usual range for their
age.
Managing the Transition: Kent
• Inter- and cross school moderation: agreement of judgements
• Kent materials:
• “Six steps to success”
• Introduction to “Approaches” – Parts 1 and 2
• “Approaches to the English/mathematics primary NC”
• “Emerging, expected and exceeding” draft performance descriptors
for writing, reading, mathematics and computing.
• Tracking statements for English and mathematics
• Writing standards files
• Reading standards files (being developed)
•
CPD for schools and governors.
• to schools
Ofsted Guidance: evaluating
accuracy of assessment
Consider:
•
•
•
•
•
•
How well teachers use any assessment for establishing
children’s starting points
How assessments are used to modify teaching
A range of evidence of what pupils know, understand and
can do across the school’s curriculum
Teachers make consistent judgements and share them
with each other
Leaders ensure the accuracy of assessment through
internal and external standardisation and moderation
Schools adopt the best practice of working together to
moderate assessment for year groups and the end of key
stages, and to develop common understanding of
attainment.
Ofsted Guidance: evaluating progress
Evidence gathered through:
• Lesson observations
• Discussions with pupils about their understanding
of what they have been learning
• Scrutiny of pupils’ acquisition of knowledge,
understanding and skills over time – in their work,
books, etc.
• School’s own information, taking account of the
quality and rigour of the assessment on which it is
based.
How do we know children have made
progress?
•
•
•
•
•
Looking at evidence, eg: books, data
Asking questions
Talking to children and staff
Identifying when children have made progress
Focusing on progress of a group of children during
monitoring visits.