Constructing a framework for awareness of

The evaluation schedule- how schools will be judged

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Part 2

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CONTEXTwww rhinoss.co.uk

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No changes to inspection methodology

Greater focus on the school’s curriculum to ensure

that it is appropriately broad and balanced to help

prepare young people for life in modern Britain

Revised guidance to support inspectors in making judgements following the phased removal of National Curriculum levels from September 2014.

No longer recording a grade on evidence forms on the quality of teaching observed during visits to lessons.

Clear guidance to inspectors on the duties and responsibilities of school governors.

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The structure of inspections

.

How well schools prepare pupils for

life in modern Britain

The National Curriculum and

assessment

How well schools use pupil

premium funding

Inspection judgements

4 Themes or building blocks :

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Governance

.understand the boundaries of their role as

governors

ensure that they and the school promote

tolerance and respect for people of all faiths

(or those of no faith), cultures and lifestyle

support and help, through their words,

actions and influence within the school and

more widely in the community, to prepare

children and young people positively for life

in modern Britain

are transparent and accountable, in terms of

recruitment of staff, governance structures,

attendance of meetings, and contact with

parents and carers.

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National Curriculum and assessment

maintained schools are required to teach the

relevant National Curriculum programmes of study

by the end of each key stage

the removal of National Curriculum levels

pupils in Years 2 and 6 in 2014/2015 being taught

and assessed against the old National Curriculum

Leadership and management

Inspectors should consider:

•information about the curriculum

•how the curriculum is designed to respond to the

particular needs of pupils and ensure that they meet

their potential

•the accuracy of assessment

•role of governors in checking the rigour of assessment

procedures.

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7 9 11 13 15 211917 23 25 27 29 31 33 35 37 39

1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 5b5c4a 5a 6b6c

End of Year 2ExpectedProgress

APS 15

End of Year 4ExpectedProgress

APS 21

End of Year 6ExpectedProgress

APS 27

End of Year 9ExpectedProgress

APS 33

Good progress= 2 and 3 sub levels across a year = minimum 4pts

National Curriculum Levels Average Points Score and Progress

Consultancy 2014www. rhinoss.co.uk

‘Helping schools to become better’

Phased removal of levels

AVPs

What are schools going to

do to replace them ?

Many schools will still

keep them ,albeit in a slightly

different format

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teachers monitor pupils’ responses in

lessons and adapt their teaching

accordingly

teachers seek to evaluate the

effectiveness of their own teaching and

adapt accordingly

the frequency and accuracy of teachers’

assessments are used to set

challenging work that build on prior

knowledge, understanding and skills

teachers and schools share information at

points of transition so that teachers plan to

meet pupils’ needs from the outset

pupils understand how to improve their

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For the financial year 2014-2015, the

pupil premium funding that schools

receive has increased.

It has risen substantially for

primary pupils to £1,300 per pupilEligible secondary school pupils

are awarded £935

It has almost doubled for looked-after

children to £1900

It is now higher for CLA than FSM

pupils

The key messages about changes are

presented in relation to:

disadvantaged pupils

closing gaps in achievement

school website statement

use of funding

external review of the use of pupil

premium.

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Increased Number of References : To Be Noted

. Achievement of pupils

•Systems of assessment

•Pupils’ progress

• Stronger focus on inspecting literacy

and mathematics particularly across

subjects areas

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Increased Number of References : To Be Noted

The most-able pupils

•There in an increased number of

references in the School inspection

handbook to the most-able pupils.

•Particular references are to teaching

and achievement, and in the grade

descriptors for overall effectiveness.

This emphasises the importance of the

quality of support and challenge for

this

group of pupils.

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Increased Number of References : To Be Noted

..

The quality of teaching

•Inspectors should not grade teaching in individual visits to lessons

•Inspectors should not expect to see any particular style of teaching,

assessment or marking

•Feedback to teachers following visits to lessons will not include any

grade for teaching.

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Increased Number of References : To Be Noted

BOOK SCRUTINYACHIEVEMENT OF PUPILS

QUALITY OF TEACHING

QUALITY OF LEADERSHIP

THE BEHAVIOUR & SAFETY OF PUPILS

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Questions?

More Information?please contact Rhinoss Consultancy at

www.rhinoss.co.uk or e-mail

info@rhinoss.co.uk

Phone: 01245 445 446

alternatively you can write to us at :

Maple House

High Street

Potters Bar London EN6 5BS

This information is part of a series of materials in the

Quality Management 4 IMPACT (QM4 Impact) guidance notes,

which are part of a stand alone or series of interactive

workshops. These resources will help support classroom

reviews and also provide ideas to stimulate discussion about

ways to improve teaching and learning throughout

your organisation.

If you are interested in

receiving further details

either about the

QM 4 IMPACT Series guidance

materials or our

QM 4 IMPACT Interactive

Workshops

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