Suzanne O’Farrell looks at the changes to Ofsted inspections being introduced this year ahead of a new framework in September 2015.

A lighter touch

Ever since Sir Michael Wilshaw announced at the ASCL Annual Conference that he was going to undertake a ‘root-and-branch’ review of inspection, we have been waiting for further guidance.

We now know that we will have a new framework for September 2015 and, in the meantime, the current handbook and subsidiary guidance have been condensed into a single, slimmer document detailing key amendments that place accurate self-evaluation firmly at the heart of inspection. A separate document detailing inspecting safeguarding in section 5 inspections has also been published and links to this and the updated handbook and framework can be found on the ASCL website www.ascl.org.uk/ofstedguidancedocs Overall, the new guidance is less prescriptive and the removal of subject survey guidance reflects this change in emphasis.

Inspectors have focused on nationally recognised levels of progress for some time but with the discontinuation of levels, how will they accurately judge progress? From September, inspection teams will not expect to see fully formed new assessment systems in place but they will discuss the school’s plans to address the issue. (See Ofsted’s guidance for inspectors on assessment without levels online at http:// tinyurl.com/pjc2p3s)

Once in place, school leaders will need to demonstrate the robustness of their assessment, tracking and reporting systems and show how they are interrogating their own data in an intelligent way to identify under-achievement and intervene effectively, adjust teaching and monitor the progress of all groups. Inspectors will inevitably ask about the accuracy and rigour of assessment; internal and external standardisation and moderation will therefore be helpful in presenting this as evidence.

As now, inspectors will use a range of evidence to form a judgement on achievement, including closer scrutiny of pupils’ work across subjects and years, pupils’ perceptions of their learning, visits to lessons and analysis of both the school’s assessment information and published data.

Focus on behaviour

Over the last few months, Ofsted has strengthened the focus on evaluating behaviour in schools and, in particular, the impact of low-level disruption on learning. Inspectors are told to evaluate the extent to which the school promotes a culture of high expectations among pupils, and schools will consequently need to show how they are tackling low-level disruption. Are the school’s behaviour systems clearly understood and applied by everyone in a consistent manner? Are they having an impact? What impact are the pupils’ attitudes to learning having on their progress?

In terms of the curriculum, schools can expect closer scrutiny to ensure it is broad and balanced and pupils have access to a range of subjects and experiences to prepare them for life in modern Britain.

Following the pilot that took place in the summer involving not grading the quality of teaching in individual lesson observations or learning walks, this is now a permanent change in the new handbook. So how are inspectors judging the quality of teaching? 

They are gathering a broad range of evidence about the impact of teaching over time and its contribution to learning and achievement, and then collating all the evidence to form an overall judgement. The new guidance is very clear about school leaders and teachers deciding for themselves how best to teach, and discussions with inspectors will primarily focus on the effectiveness of the school’s own evaluation, which may be informed by robust tracking of the progress pupils are making, pupils’ perceptions of their learning, evidence of meaningful feedback, and regular and accurate assessment in books and visits to lessons.

A targeted and relevant professional development programme involving the dissemination of good practice will give an indication to inspectors of the value and capacity for developing and sustaining the quality of teaching. Feedback to teachers will resemble more closely a professional dialogue about the ‘strengths and limitations of learning’ and about teachers’ views on the quality of teaching across the school, as well as the level of support and development they have received.

A key change for September will be the inclusion of a separate grade for the sixth form for overall effectiveness. If it is found to be weak or particularly strong, this could have an impact on the overall judgement for leadership and management for the school.

More HIM-led inspections

Consultation on a new framework for September 2015 will begin in the autumn term and ASCL will be asking for your views on this as well to feed back to Ofsted.

So far, Ofsted has announced that it wants to engage more current practitioners as inspectors and is revising its training approach; it has also said that the majority of inspections will be HMI-led. The proposed model is for shorter, more proportionate and risk-based assessment inspections for grade 1 and 2 schools, involving an HMI visit every three years. The visit is likely to focus on specific areas as agreed by the HMI and senior leaders based on the school’s self-evaluation and it will result in a brief letter to parents.

Where concerns are serious a full inspection will be triggered; likewise if there is marked improvement. The outcome of the visit is likely to be a statement as to whether the school has improved, sustained performance or declined since the last inspection.

Are these the first signs of an inspection system that is ‘done with’ rather than ‘done to’? A new term is always a time for renewed optimism!

Suzanne O'Farrell is ASCL Inspections Specialist

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