School Improvement and Inspection Newsletter – 13th June 2012

SCHOOL IMPROVEMENT AND INSPECTION NEWSLETTER.

FURTHER UPDATES ON INSPECTION RESULTS

In our last newsletter we gave you some information about how the new Framework seems to be working. Ofsted have just published further data on the first three months from 1st January to 31st March, and below are some of the key outcomes. You can view a complete breakdown on the Ofsted website. (follow the link below).

Overall Judgements

Of the 1,964 maintained schools in England inspected, 7% (144) were judged outstanding for overall effectiveness, 50% (979) were judged good, 34% (658) were judged satisfactory and 9% (183) of schools were inadequate. Of those judged inadequate, 89 schools were given a notice to improve and 94 were placed in special measures. This compares with the academic year 2010/11 in which 11% of schools were judged outstanding, 46% good, 38% satisfactory and 6% inadequate.

Performance varies by phase. While primary and secondary schools have a similar proportion of schools judged outstanding (five and six per cent respectively), secondary schools have a much larger percentage of schools judged inadequate (14% compared to 9%). Nurseries continue to be the phase of education that is most likely to be judged outstanding (55%) while primary schools and pupil referral units are least likely to be judged outstanding (18%).

Relationships between Overall Effectiveness and the Four key areas.

Colleagues often ask if the areas are weighted or if any of the individual areas can be judged higher than Overall Effectiveness. As you will see below, there is high correlation between the overall judgement and all the individual areas but Behaviour is the only area likely to be given a higher grade than Overall Effectiveness.

Achievement

The judgement on achievement of pupils had the strongest relationship with overall effectiveness judgement, with the same judgement being made on 98% of inspections in this period.

Teaching

There is also a strong relationship between the overall effectiveness judgement and the judgement on the quality of teaching, with the same judgement being made on 95% of inspections in this period. Of the 144 outstanding schools inspected this quarter, all were judged to have outstanding teaching.

Behaviour

In 39% of schools inspected this quarter, behaviour was given a higher judgement than the school’s overall effectiveness. Behaviour and safety of pupils was the most positive judgement with 79% of schools judged good or outstanding.

Leadership and Management

In 63% of schools inspected this quarter, leadership and management was good or outstanding.

Ofsted Inspection judgements for maintained schools between 1 Jan 2012 and 31 March 2012

CHANGES FROM SEPTEMBER 2012. THESE WILL BE IMPLEMENTED.

As a result of the consultations during this term Ofsted have also published their evaluations with changes they intend to implement from the beginning of next term. Again, further details can be found on the website. (see the link at the bottom)
Outstanding teaching

Schools must have outstanding teaching to be judged outstanding overall. It does not mean that every lesson seen during an inspection needs to be outstanding. It does, however, mean that over time teaching is enabling almost all pupils to make rapid and sustained progress.

“Acceptable” really means “Good”

Ofsted feel that all schools can, and should, be ‘good’ or better, whatever their circumstances. Grade descriptors will be clear that a school can be ‘good’ where pupils’ attainment is below average but they are making good progress. Particular attention will be paid to how schools are using the pupil premium to improve pupils’ achievement.

Replacing the current ‘satisfactory’ judgement with ‘requires improvement’ where schools are not inadequate but are not yet providing a good standard of education

Inspection reports will be clear about why these schools are not yet good, what these schools need to do to improve, and their strengths.

Replacing the ‘notice to improve’ category with ‘serious weaknesses’

Schools which are inadequate overall and require significant improvement but where leadership and management are not inadequate are likely to be judged as having ‘serious weaknesses’.

Earlier full re-inspections of schools judged as ‘requires improvement’

The desire is to help schools improve as fast as possible. Schools judged as ‘requiring improvement’ will be inspected within a maximum period of two years and earlier if required. The timing will be informed by what inspectors find at the monitoring visits.

The limit to the number of times schools can be deemed to ‘require improvement’ before they are judged ‘inadequate’ and deemed to require ‘special measures’

Schools which have been judged to require improvement will be subject to regular monitoring and will have a full section 5 re-inspection within a maximum period of two years. If at that inspection it is still judged to require improvement, there will be further monitoring, and another full section 5 inspection will take place within a further two years. If at this inspection it is still not ‘good’, it is highly likely that it will be judged inadequate and deemed to require special measures. There may be exceptions to this. For example, if there is a clear, sustained, upward trend, but the school is not yet good in all areas, inspectors may not judge the school to require ‘special measures’. What isn’t really clear here is the relationship between ‘Requiring Improvement’ and ‘Serious Weaknesses.’

Shortening the notice of an inspection

Whilst reserving the right to inspect without notice, “normal” practice will mean inspectors will contact the school by telephone during the afternoon of the working day prior to the start of the inspection, allowing the school to inform parents, so they can feed back their views to Ofsted using the ‘Parent View’ facility on the website.

Anonymised information of the most recent performance management of all teachers

Inspectors will evaluate the robustness of performance management arrangements, and consider whether there is a correlation between the quality of teaching in a school and the salary progression of the school’s teachers. No individual teachers will be identified or confidential information revealed.

Further information on all of the above can be obtained from: http://www.ofsted.gov.uk/resources/official-statistics-maintained-school-inspections-and-outcomes

Related support services we offer.

Teaching

With teaching being given such a high profile our Lessons Learned Suite comprising:
The Practical Handbook for Improving Teaching and Learning and our
On line Lesson Observation storage and analysis system may be helpful in making improvements.

Courses.

1. How to achieve (or sustain) overall judgements of Good and Outstanding
2. Ensuring Outstanding Teaching in English and Maths.

SEF.

We are still offering our service on helping to complete a high quality SEF effectively.
As always, I hope you have found this useful. Please feel free to copy this to a colleague and they can also join our newsgroup community.
Regards
Terry Rollings – Director – For Schools

Contact us:

Contact Louise Best on:

0844 963 2242

admin@forschoolseducation.co.uk
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