A good education for all

1. A good education for all Section 5 inspection arrangements from September 2012 Gill Jones HMI Principal Officer Framework Development 9 October 2012

2. A good education for all From September 2012 only a good standard of education will be good enough In the framework, an ‘acceptable’ standard of education is defined as a ‘good’ standard of education Any school that is judged as less than good (grade 2) will need to improve rapidly The satisfactory grade will be replaced by ‘requires improvement’ (grade 3) and we will challenge such schools to improve more rapidly

3. A good education for all We have replaced the current ‘notice to improve’ judgement with ‘serious weaknesses’ We have retained the current ‘special measures’ judgement Schools judged to have ‘serious weaknesses’ or to require ‘special measures’ are inadequate overall (grade 4)

4. A good education for all In a school judged to have ‘serious weaknesses’, the leaders, managers and governors are judged to be capable of securing improvement (leadership and management grade 3 or above) Schools which are inadequate overall and which have inadequate leadership and management (grade 4) will be deemed to require ‘special measures’

5. A good education for all We will make the same four key judgements: achievement teaching behaviour and safety leadership and management Overall effectiveness will take into account the four key judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development

6. A good education for all Overall effectiveness If any one of the four key judgements is inadequate (grade 4), it is likely that overall effectiveness will be inadequate If any one of the four key judgements is ‘requires improvement’ (grade 3), and the others are the same or above this, overall effectiveness will be ‘requires improvement’

7. A good education for all Overall effectiveness We will expect ‘outstanding’ (grade 1) schools to have outstanding teaching Achievement is also likely to be outstanding, but exceptionally may be good and rapidly improving

8. A good education for all Overall effectiveness has an increased focus on literacy Outstanding grade descriptor: there is excellent practice which ensures that all pupils have high levels of literacy appropriate to their age Good grade descriptor: pupils’ progress is not held back by an inability to read accurately and fluently. Those pupils who have fallen behind are being helped to make rapid progress in their reading Where pupils’ progress in literacy is inadequate, the school is likely to be inadequate

9. Achievement Achievement has an increased focus on The proportions of pupils in comparison with national figures who, from each starting point, make expected progress make more than expected progress This provides a focus on English and mathematics and, in primary schools, on reading and writing

10. Judging pupils’ achievement Achievement has an increased focus on Closing the gaps in attainment and progress between all pupils nationally and those who are supported through the pupil premium are disabled have special educational needs

11. Judging the quality of teaching There is an increased emphasis on the quality of teaching and improving its effectiveness in raising pupils’ learning and progress We will expect good schools to have: good teaching and effective systems for improving it The judgement on the quality of teaching must take account of evidence of pupils’ learning and progress over time. Inspectors must not simply aggregate the grades awarded following lesson observations

12. The process of inspection Inspectors will not expect teaching staff to teach in any specific way or follow a prescribed methodology There are very many different teaching styles and inspectors will not make judgements about one ‘right’ way. There is no ‘ideal Ofsted lesson’ In lessons, inspectors will expect to see children who are fully engaged in their learning and making good or outstanding progress

13. The process of inspection Inspectors’ direct observation must be supplemented by a range of other evidence to enable inspectors to evaluate the impact that teaching has had on pupils’ learning over time Inspectors must evaluate the use that is made of teaching assistants and other adults Inspectors should consider the extent to which the ‘Teachers’ Standards’ are being met

14. Teachers’ standards Part one: teaching • Set high expectations which inspire, motivate and challenge pupils • Promote good progress and outcomes by pupils • Demonstrate good subject and curriculum knowledge • Plan and teach well structured lessons • Adapt teaching to respond to the strengths and needs of all pupils • Make accurate and productive use of assessment • Manage behaviour effectively to ensure a good and safe learning environment • Fulfil wider professional responsibilities Welcome to the methodological training for school inspection

15. Teachers’ standards Part two: personal and professional conduct • Teachers uphold public trust in the profession and maintain high standards of ethics and behaviour, within and outside school • Teachers must have proper and professional regard for the ethos, policies and practices of the school in which they teach, and maintain high standards in their own attendance and punctuality • Teachers must have an understanding of, and always act within, the statutory frameworks which set out their professional duties and responsibilities Welcome to the methodological training for school inspection

16. How our inspections will bring about improvement Through lesson observations and subsequent discussion, inspectors: should identify ways in which teaching and learning can be improved collect evidence so that detailed and specific recommendations can be made about any improvements needed to teaching and learning When feeding back to staff they have observed, inspectors should address the strengths and weaknesses they have identified

17. Raising expectations:summary

18. Raising expectations: summary Much is the same, although there will be an increased emphasis on: Improving schools that are not yet good Progress of pupils, especially disadvantaged pupils The use of the pupil premium to raise achievement Reading, literacy and mathematics Teaching and the management of performance to improve it The leadership of teaching Governance Reporting clearly, succinctly and unequivocally

19. A good education for all