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Standards 0-19

An Inspector Calls!

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An Inspector Calls!

AIMS• To consider the implications of inspection under the

revised framework for schools focusing on pre-inspection preparation and the inspection process

• To provide participants with a view of inspection from an inspector’s view

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INSPECTION BRIEFING OUTLINE

1. Introduction.

2. Before, during and after inspection.

3. Key changes to the inspection framework from September 2014.

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QuizQuizQuiz

OfSTEDOfSTED

True or False

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AN INSPECTOR CALLSSection 5 Inspections

a) The call comes at around noon but not on a Thursday or Friday! If you are not called by lunchtime Wednesday, there will be no inspection for the rest of the week. (unless there is a “no notice inspection”)

b) Prior to the phone call, the lead inspector will have read

(P5 & 6 of the handbook) ROL, PIR, Parent View, complaint information – and the school website / Internet

They are likely to have analysed this information and decided on important areas to follow up.

c) No Notice inspections Section 8 Inspections

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The Phone Call 1

Possibly not the best approach!

Greybridge's no-nonsense Head Teacher Ms Baron runs the school with a rod of iron and a kingsize cigarette. She sees both staff and pupils at Greybridge as hindrances to her life; she rarely leaves her office and never lets anyone sit on her newly re-upholstered chairs.

Any alcohol confiscated from the pupils goes straight into the boot of her car as a perk of the job, and her attitude to drugs is not necessarily advocated by OFSTED.

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The Phone Call 1

Somewhat better!

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AN INSPECTOR CALLSd) The phone call is about notification and organisation. “Inspectors should not

use this conversation to probe or investigate the school’s self evaluation.”

e) Prior to the phone call, the lead inspector will have read

(P5 & 6 of the handbook) ROL, PIR, Parent View, complaint information – and the school website / Internet

f) Inspector will ask for information to be made available (Page 13/14Do you have this information? How will you organise this information? Is it up to date and accurate (eg SCR, behaviour logs, etc). Not on this list is achievement data – do you have this for each year group and is it broken down into key groups?

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AN INSPECTOR CALLS

g) Make sure that your office staff are prepared and know what to do!!!!

h) Control the organisation as much as you can – who will be interviewed? Do some staff need to be supported during their interviews? Is there anything that you want the inspectors to see in particular? Are there any parents you want them to meet? Are there any timetable issues? Ensure that your best teachers are seen. Are appropriate pupil case studies ready? Control the information given to inspectors (don’t swamp them).

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THE INSPECTORS ARRIVE• Inspectors should arrive no earlier than 8am. Check badges. Inspectors

may well have never met each other before. How will feedback to teachers be arranged? Any teachers on capability or anything inspectors should know (NQTs, supply)? School tour (point out special features)

• Joint observations with head (and SLT?) - process.

• Meeting with lead to discuss SEF etc – first thing – 9am?

• Achievement meeting should happen early on in inspection as this is a crucial judgement.

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THE INSPECTORS INSPECT• Day 1 - Inspectors will spend most of their time observing lessons,

looking at books, talking to pupils, observing behaviour, talking to parents if they can before school.

• Pupil interviews are likely to take place during day 1 (inspectors choose who they want to see) – hearing pupils read (weaker readers can be Yr 1 but may be Yr 2 and above).

• Feedback to staff may be at lunchtimes or end of the day.

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ObservationsThe “EF”

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Gathering and recording evidenceInspectors must spend as much time as

possible gathering evidence on teaching and learning, observing in lessons, scrutinising work (including in pupils’ books and folders), talking to pupils about their work, gauging both their understanding and their engagement in learning, and obtaining pupils’ perceptions of typical teaching.

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• Using the “EF” • (Evaluation Form)

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General Information

The context should indicate what the session is about, for

example its objectives.

The evaluation section is for brief evaluative comment which makes clear the evidence on which judgements are based. Where teaching is evaluated, a connection should be made to the impact it has on learners’ behaviour, progress, and the quality of learning, making specific reference to different groups of learners wherever possible.

The Evaluation section for the summary of main points for session observations should identify clearly (perhaps by using bullet points) the main strengths and weaknesses that can be fed back to teachers and used for an analysis of whole school issues.

All EFs should contain astatement of the main focus of the evidence-gathering activity which relates to one or more of the inspection issues. (Driven by the PIB)

All grades awarded should be consistent with the text, and justified by it. Where there is insufficient information to grade, a box should be left blank.

SMSC

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Lesson observationsThe key objectives of lesson

observations are to inform the evaluation of the overall quality of teaching over time and its contribution to learning and achievement, and to assess the behaviour and safety of pupils and the impact of leadership and management in the classroom. When inspectors carry out observations in lessons, they should not grade the quality of teaching for that individual session or indeed the overall quality of the lesson.

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In lessons inspectors will also:

• Talk to pupils• Listen to pupils read• Look at books• Talk to the teacher• Track groups of pupils• SMSC• Tracking & Assessment strategies• Interventions

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THE INSPECTORS INSPECT

• Meetings – COG, LA, Middle/subject leaders, SENCO/EAL, G&T, Maths/Lit Co, etc

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THE INSPECTORS INSPECT• Team meeting at the end of day 1 but try to keep up a dialogue as

necessary during the day. Should leave by 6pm at the latest. If more evidence is needed on key judgements, say you will provide this (if you can)

• Day 2 – usually follows up day 1 issues. Ensure that you have input into day 2 activities so you can suggest what they can see – specific teachers and strengths of the school. You may wish to meet with lead earlier on day 2 after a night of reflection.

• Meeting head/lead after lunch usually to go over inspection judgements

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THE INSPECTORS INSPECT• Very useful if you have your key issues! Could be ready before the

inspection even arrive!

• Final meeting with COG and LA – quite short. Report published within 15 days. You should get a draft with 3 or 4 days – if you want text changed push for it.

• If you have a problem with the inspection, Complaint procedure – complaints have doubled in the past year.

• Outcome is confidential as judgements can change (although rarely do).

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AND OFF THEY GO!

• Be careful of psychological effects – big “downs” can occur of course!!

• Impact of different judgements on different people:StaffGovernorsParentsAll have to be managed!

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Changes to the framework September 2014

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HEADLINES

• Teaching not graded in lessons• New grade for EYFS/VI Form but not a limiting

judgement• Curriculum inspected• Governance strengthened• British values• Continued focus on disadvantaged pupils and

more able• Leadership section – now 9 pages long (was 3)