EDUCATION INSPECTION FRAMEWORK SEPT 2019FOR GOVERNORS

THURSDAY SEPTEMBER 19TH 2019

OBJECTIVES

They are:

• To understand the new inspection framework

• To ensure governors are aware of their strategic role

• Know the documents which support the new framework

• Know how to hold leaders to account for the quality of education

DOCUMENTATION• Education and inspection framework – (EIF)

https://www.gov.uk/government/publications/education-inspection-framework

• School inspection handbook – section 5

https://www.gov.uk/government/publications/school-inspection-handbook-eif

• School inspection handbook – section 8

https://www.gov.uk/government/publications/section-8-school-inspection-handbook-eif

• Inspecting safeguarding in early years, education and skills settings

https://www.gov.uk/government/publications/inspecting-safeguarding-in-early-years-education-

and-skills

• Inspecting the curriculum

https://www.gov.uk/government/publications/inspecting-the-curriculum

IT’S BECOME ELECTRONIC

This will affect:

•Evidence written

•Questionnaires

•Parent survey

•Documents

THE DAY BEFORE - IT STARTS WITH…..Discussion takes place with HT/senior leaders

present at time of phone call : an educationally

focused conversation

Inspectors will have already looked at:

• The school website

• Inspection Data Summary Report (IDSR)

• Previous inspection report

Inspectors will ask for:

• Self evaluation/SDP

(Inspection Handbook page 16/para 53 lists what

schools must provide)

• ask if you are familiar with and seen the EIF

1.Information that schools must provide by 8am on the day of inspection

The inspection support administrator will also send the school a note requesting that the following information is available to inspectors by 8am the next day, at the formal start of the inspection:

❑ the school timetable, current staff list (indicating NQTs) and times for the school day

❑ records and analysis of exclusions, pupils taken off roll, incidents of poor behaviour and any use of internal isolation

❑ the single central record for the school ❑ records and analysis of sexual harassment or sexual violence

❑ records and analysis of bullying, discriminatory and prejudiced behaviour, either directly or indirectly, including racist, sexist, disability, andhomophobic/biphobic//transphobic bullying, use of derogatory language and racist incidents

•Information that schools must provide by 8am on the day of inspection (continued)

❑ a list of referrals made to the designated person for safeguarding in the

school and those who were subsequently referred to the local authority, along with brief details of the resolution

❑ a list of all pupils who have open cases with children’s services/social care and for whom there is a multi-agency plan

❑ up-to-date attendance analysis for all groups of pupils

❑ documented evidence of the work of those responsible for governance and

their priorities, including any written scheme of delegation for an academy in a MAT

❑ a summary of any school self-evaluation or equivalent

❑ the current school improvement plan or equivalent, including any planning

that sets out the longer-term vision for the school, such as the school or the trust’s strategy

❑ any reports from external evaluation of the school

MATS

Make sure you know:

• Inspection Handbook, Para

62/63/64

• Governance structure/clear scheme

of delegation and be clear about

that

• Meetings and ( third bullet point)

executive leaders – chair of board

of trustees

‘those who are directly responsible for exercising governance of the school and for

overseeing its performance.’

EDUCATION INSPECTION FRAMEWORK(EIF)

WHAT’S NEW WHAT REMAINS THE SAME

•Outstanding

•Good

•Requires improvement

• Inadequate (still notice to

improve and special

measures)

Overall effectiveness

Quality of

Education

Behaviour

Personal

Development

Leadership and

management

EYFS

YOUR LAST INSPECTION REPORT

What did the school need to do to improve further?

‘specific progress made on areas for improvement identified at

previous inspections that remain relevant under the current inspection

framework.’

QUALITY OF EDUCATION

• Linked to the national curriculum

• What is your website telling them?

• What has the Ofsted report told them?

• Reading beyond KS1

• Early maths - EYFS

• Foundation subjects as well as the core

curriculum and they need to be

embedded

• May look at curriculum , assessment

subject policies

• Nationally Published Data

DEEP DIVES

Day 1

Early maths

Early reading(lead)

Two foundation

subjects

Day 2

Possibly another deep

dive

DEEP DIVES (TO INSPECT THE CURRICULUM)

• Partly through lesson visits

• What do you as governors need to

do?

• Opportunities to develop their

knowledge in other ways

• Not just in core subjects but also

foundation subjects

• PPG – where is it being spent?

• How well groups are doing in the

school – disadvantaged/SEND/

lowest 20%/looked after

• No grading of teachers – curriculum

intent

BEHAVIOUR AND ATTITUDES

• Attendance of groups

• Exclusions

• Behaviour policy consistency

• Playtimes during and after/lessons

• Resilience of children/pupils

• Discriminatory behaviour including

bullying

• Views of stakeholders – including staff

“Well, I could behave

But what fun is that?”

PERSONAL DEVELOPMENT• Breadth of offer within the curriculum

including vulnerable groups

• Pastoral support

• Cultural capital

• SMSC – British values

• RE/PSHE/Citizenship

• Extra curricular

• Debate and discussions

• Next steps in learning/life/careers

LEADERSHIP AND MANAGEMENT -VISION

• Staff on site and extra staff (for MATs)

• Staff well being/professional

development

• Inclusion – curriculum for all

• Use of funding; Pupil Premium and

Sport Premium

• Outside agencies including LA

• Attendance/off rolling/exclusion

• Quality of education – how do they

know? ( not data)

SAFEGUARDING

Important to governors

• Section 128 from Sept 2019

• In the revised Keeping Children Safe in

Education (link is external) statutory

guidance (KCSIE) paragraphs 124 to

127

• Tell me what changes in KCSIE 2019?

Have all staff/governors been trained?

• For all schools

• Done through DBS

• Checks can be through the Teaching

Regulation Agency (link is external)

• Log onto the Secure Access Portal (link

is external) (GOV.UK)

• A free service available to all schools

and colleges

SAFEGUARDING

• Single central record (possibly including a section 128 column). Just for a school, not a MAT

• Safer recruitment checks ( sampling)

• Safeguarding practise and training

• Staff awareness and knowledge

• Governors ensure safeguarding arrangements are effective

• EYFS- checks

• Leaders act in the best interests of children and to protect them

• Children’s records

• Segregation of children (unlikely to be good if this is the case unless permitted by equality

act)

JUDGEMENTSOutstanding• must meet all good criteria securely and consistently and

only do the outstanding evaluation statements apply

Good• this remains best fit

Requires Improvement • does not meet ‘good’ best fit

Inadequate• meet any ONE statement in the evaluation criteria

Overall effectiveness

MAKING A DECISION

what have stakeholders

said?

what have inspectors observed?

what have inspectors

read?

strengths known

weaknesses identified

FOR YOUR CONSIDERATIONThink about your documentation such as:

• Strategic planning- this more than intent !

• Curriculum design

• Self evaluation – quality of education

• School development plan

• Governor challenge and impact on ensuring

the high quality of education

• Previous Ofsted report

• Headteacher`s reports to governors

• Use of assessment

• School website

• Part 3 of Inspection handbook p87

THANK YOU AND…

A REMINDER FOR 10TH OCTJAMIE HASSAN