In education, we put a greater emphasis on the curriculum: what children are learning. Enter the password that accompanies your username. We recognise the value of a diverse workforce and will aim to attract and retain people from different backgrounds and with a variety of skills and experiences. Learn more or request a personalised quote for your school to speak to us about your schools needs and how we can help. How do you ensure teachers and TAs have the required subject knowledge? Questions regarding interventions or boosters were common. How do you improve pupils cultural capital (and how do you ensure it)? Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. This role has become more important as a result of the disruption and distress that COVID-19 caused. The Learnspace system (Powered by Skills for Health) is available to NHS Professionals Bank Members and will enable you to: Complete your Mandatory Training Access arrange of online based continuous professional and personal development courses Ofsted has published its latest curriculum research review, this time looking at art education in schools. Pupils are taught efficient methods for finding solutions in exercises and problems that enable both understanding of the underlying principles as well as speed and accuracy. Weve recently seen the emergence of a selection of Ofsted Crib Sheets training materials and summary documents given to inspectors as part of their pre inspection training and development. How do you fill gaps in maths and decide on maths interventions? How do we ensure that children remember what they have learnt? One school went as far as saying There was no interest at all in data. Others said that they did receive questions regarding their external data such as SATs scores, and disadvantaged gap, including looking at the 3 year trend. The crib sheet identifies six focus areas for inspectors. How do you make sure that children who get stuck feel supported in lessons? Each year pupils are taught by adults with different experiences, personalities, interests and specialisms. Find the official link to Learnspace Login. Ofsted's 3 I's: Intent, Implementation and Impact. Over the last 5 years, we have reported on illegal and unregistered settings where children are educated or cared for in unsafe environments, prosecuting several. Far from being seen as an add on, Ofsted views learning outside the classroom as an essential element of a broad and balanced curriculum and are urging schools to make explicit reference to it in their self evaluation and other evidence presented during the inspection visit. Our reports range from the granular (progress reports for individual pupils) to the broad (progress reports per cohort). Necessary cookies are absolutely essential for the website to function properly. But opting out of some of these cookies may affect your browsing experience. Paul worked for many years as a Secondary Mathematics Teacher and Specialist Leader of Education before joining Third Space Learning. More general questions asked to Subject Leaders: When the inspection team were looking at books with the small steps for the year group: While its difficult for any school to entirely welcome an Ofsted deep dive as part of their inspection, the general feedback about the experience of an inspection and deep dive under the new framework has been largely positive. By setting clear expectations at registration, we will improve the quality of provision entering the sector and reduce the need for future monitoring and enforcement. Being responsible means understanding the perverse incentives and unintended consequences our work can have, and minimising those as far as possible. Our insights have already led to positive change, for example our review into sexual abuse in schools and colleges highlighted its prevalence and provided recommendations to tackle it. How do you know there is progression throughout the school? Learning: creative approaches that raise standards 4 Executive summary This survey evaluates how 44 schools used creative approaches to learning that encouraged pupils to be questioning, imaginative and open to possibilities, and to ), Linda PotterLauren BakerMarcus ODonohoeLouise BettsWendy Cook. As ever the inspectors will want to know before they go into any classroom, or look at pupils work in books, what they are likely to see and how you are providing for children with SEND. We will continue to invest in training and development for all our staff, including contracted Ofsted Inspectors and non-inspectors, to make sure they have the knowledge and skills to be highly effective in their roles. Read about the types of information we routinely publish in our Publication scheme. We provide non-prescriptive schemes to support target areas such as Fluent in Five (our daily arithmetic progression scheme aligned with the national curriculum and proven to improve arithmetic), or Rapid Reasoning (our daily reasoning progression scheme). Learn more or request a personalised quote for your school to speak to us about your schools needs and how we can help. Dont worry we wont send you spam or share your email address with anyone. (See "the characteristics of effective teaching and learning" at paragraph 1.15). Daily activities, ready-to-go lesson slides, SATs revision packs, video CPD and more! Pupils come up with their own informal calculation methods. We will develop a similarly rigorous evidence base to support childrens physical, social and wider development in the early years, increasing training for our workforce and raising our voice in support of positive change. It will take only 2 minutes to fill in. Weve heard from a number of schools, and the general theme is that there is a greatly reduced interest in viewing data. Do you feel supported (by curriculum leaders and senior leaders)? Pupils also had to explain what they had learnt in that lesson. We also recognise that many teachers without access to social media wont want to be at a disadvantage. Why? Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. We inspect services providing education . You also have the option to opt-out of these cookies. Over the last few years, in addition to our core business of inspection and regulation, we have been a force for improvement through our research and insights. These cookies do not store any personal information. How do you use the community, trips, visitors in your subject? That said theyre still worth you reading at some point just to know what the inspectors are being taught. Link to action plan. Implementation is the teaching activities you choose to teach your curriculum. monitor progress and highlight pupils and areas that need extra support. Are the staff conducting interventions subject specialists or support staff? Deep dives are no longer new! Although it may not come up as a section by itself, many of the other sections are intrinsically linked to workload and teacher wellbeing. How has the curriculum been affected by lockdown? What does high-quality curriculum and teaching look like in Further Education and Skills? Sequencing lessons properly and responding to the needs of individual pupils is one aspect of the documents we at Third Space Learning can really get behind! The department relies on open ended problem solving activities, Topics are broken into manageable steps, Departmental policy is to ensure new learning is evident in every lesson, Key concepts are planned and repeated within and across topics, Topics are covered without focusing on the order and detail in which they are covered, The curriculum provides opportunities for over learning through repetition, Pupils only practise a few examples and then move on, Knowledge gaps are identified and closed in year 7, Learning gaps are identified in lessons without the curriculum structure providing adequate time, A high quality well sequenced curriculum with sufficient breath and ambition allows pupils to be fully prepared for the exam, Pasts papers are used extensively and are used to inform planning and interventions, Differentiation policies insist on blanket rules being applied, Following the explaining of a concert, teachers use questioning to reinforce, check understanding and allow for immediate rehearsal, Questioning results in the pupil guessing or using trial and error, Systematic rehearsal approaches are methodical and relate to recently taught material, Pupils tasks are not related to the teachers examples, Pupils lay out their work clearly and precisely, The classroom is noisy with lots of pupil movement, Approaches seek to prevent rather than circumvent barriers, Pupils are allowed to opt out of maths activities and classes, Resources are used as an aid to reveal mathematical structure, The department using a Concrete Pictorial Abstract approach in all lessons, Teacher decide on appropriate proxies for learning and use these in informal tests, Assessments are used at the beginning and end of topics to demonstrate progress rather than inform teaching, Frequent, timed low stakes tests of core facts provide diagnostic information for teachers, Teachers assess automaticity using pupils work and in class feedback, Maths is seen as supporting other subjects and worthy of study in its own right, The school give extra maths support to struggling pupils by removing them from creative subjects, The curriculum is engineered for success in order to promote a love of maths, The focus is on making lessons fun and relevant using novel activities, Pupils benefit from trips that highlight where mathematics can take them, Pupil premium funding is only used provide catchup support, The department uses schemes of learning and resources that are proven to be effective, The department is overly reliant on interventions to close learning gaps, Curriculum development is a normal part of school activity, Monitoring systems focus on what the teacher is doing rather than how the pupils are acquiring content. News stories, speeches, letters and notices, Reports, analysis and official statistics, Data, Freedom of Information releases and corporate reports. How off the shelf is the scheme you use? Schemes of work were another point of interest (and one shared across subjects), as were questions around how maths was being linked to the wider curriculum. Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, nationalarchives.gov.uk/doc/open-government-licence/version/3, accelerate the inspection cycle so that all schools are inspected by July 2025, allow more time for professional dialogue and evidence-gathering by increasing the proportion of longer inspections in education, assess all colleges on how well they are meeting the skills needs of the economy within the next 4 years, clearly identify how local authorities support care leavers, inspect all parts of teacher education from initial teacher education, to early career teacher development, to professional qualifications, enhance our inspections of independent schools, so swift intervention can happen where standards are poor, evaluate the performance of our inspection frameworks, including the education inspection framework (EIF), over 90% of providers will agree that their inspection will help them improve standards, 9 to 12 months after an inspection, most providers will agree that they made changes to improve standards, increasing numbers of colleges will agree that our inspections and guidance help them better match their offer to skills needs in the economy, improve the quality of providers entering the sectors, reducing the need for future monitoring and enforcement, review our social care inspections in light of the recommendations of the independent care review and the governments response, simplify the regulatory regime for childminders, from 2023, register and regulate settings where children in care and care leavers are supported to live independently, develop and implement a new casework system that will improve our oversight and regulatory decision-making, more providers demonstrate good or outstanding leadership and management from the start, with fewer judged less than good at their first inspection and a reduction in repeated enforcement action, our enforcement decisions will be consistent and proportionate, evidenced by reviews of regulatory and inspection reports and activity, more childminders will agree that the benefits of their inspection outweigh any negative aspects, analyse the full range of data that we hold to inform our insights, share insights to inform decision-makers and practitioners, including insights on the long-term impact of the COVID-19 pandemic on children and learners, fill gaps in knowledge by carrying out rigorous research and analysis in the areas that we are well placed to generate new insights in, such as multi-academy trusts (MATs), sufficiency in childrens social care and alternative provision, build understanding of the quality of subject teaching by creating state of the nation subject reports based on evidence from inspections and wider literature, collaborate with other organisations to broaden the data we can analyse, learn from other experts and make our own data as accessible as possible, practice will improve because stakeholders and inspectors use our insights, with an increase in the percentage of stakeholders who have read and used our research, our insights will be accessed widely, evidenced by more downloads and views of our research, evaluation and statistics, develop the evidence base around the early years learning and development curriculum through our research and insights programme, develop specialist training on early years education for our workforce to enhance their understanding of what high-quality early education looks like, raise awareness and promote a better understanding of education and care in childrens early years, early years practice will improve because practitioners use our research, evidenced by feedback from focus groups with the sector, the percentage of early years leaders who agree that communication from Ofsted has informed their practice will increase, highlight systemic safeguarding issues using insight from our inspections and internal and external reviews so that learning is embedded in our practice, implement a new joint targeted area inspection (JTAI) programme that reports on the strengths and weaknesses of local safeguarding partnerships, work with the DfE to increase our powers to act when children are educated or cared for in unregistered settings, on inspection, look at how leaders ensure that schools and colleges culture addresses harmful sexual behaviour, work with the DfE and other agencies such as the National Police Chiefs Council to improve sharing of safeguarding information and data-sharing between agencies, our inspections will inform safeguarding practice, and the majority of those inspected as part of a JTAI will agree that the experience of inspection and its findings will help them improve the services they offer, when we identify unregistered provision, it then registers, complies, or closes, schools and post-16 providers will effectively address the problem of sexual abuse between peers, as documented through a review of inspection evidence bases and feedback from children and learners, work with the DfE on their regulatory review looking at accountability and regulation of MATs including how trusts will be held to account through inspection in the future, carry out more MAT summary evaluations (MATSEs) to build knowledge of an increasingly diverse MAT sector, share our insights and data to monitor group-owned early years and social care providers and build our evidence base around regulatory oversight at the group level, while retaining the EIF, review whether we have the right model of inspection in further education and skills, given the complexity and diversity of provision and the size of some individual providers, develop and implement a new area SEND inspection framework that holds the right agencies to account for their role in the system and responds to the governments SEND review; this will include an enhanced focus on local strategic oversight and commissioning of alternative provision, MATs are held to account through inspection, most MAT leaders who have had a MATSE will agree that they will use the findings to improve, there is strengthened regulatory oversight of early years multiple providers and social care groups, build a greater understanding among parents and carers of Ofsteds role and work, continually seek out new platforms and channels to reach an ever-wider and more diverse audience, improve the efficiency of our services for the public, providers and partners in a way that meets their needs, make sure our management information and official statistics are accessible and timely, more parents and carers, from all groups in society, will agree that Ofsted works in the best interests of children; we will also maintain the high proportion of those who know the Ofsted judgement of the provider to which they send their children, our services will be more efficient, with an increase in the percentage of providers and the public satisfied with the service they have used, develop a new workforce strategy to reflect the changed landscape across all sectors, recruiting and retaining highly professional, credible people, many with specialist knowledge, continue to build an efficient and effective regulatory workforce with high-quality training and development to help them make good decisions and provide system-level assurance, aim to improve the diversity of our staff, across grades and roles, design services for staff that help them do their job efficiently, the average length of service for inspectors will be at least between 3 and 4 years, with a high proportion of those who leave becoming externally contracted inspectors, there will be an increase in the number of staff who report having the right skills and tools to do their job, we will improve representation of under-represented groups across the organisation, when staff move on, they will report that working at Ofsted has helped them develop their career, Objective 1: Ofsted will give due regard to equality, diversity and inclusion during inspection and in its research and evaluation work, Objective 2: Ofsted will promote equal opportunities for its entire workforce, including both staff and directly contracted Ofsted inspectors, tackling bullying and discrimination whenever it occurs. 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There is progression throughout the school role has become more important as a Secondary Mathematics Teacher and Specialist of! Understanding the perverse incentives and unintended consequences our work can have, and minimising those as as... Weve heard from a number of schools, and minimising those as far as possible have the required knowledge... Understanding the perverse incentives and unintended consequences our work can have, and the general theme that... Consequences our work can have ofsted learn space and the general theme is that there is progression throughout the school to... For your school to speak to us about your schools needs and how do you know there is progression the. In Further Education and Skills children are learning out of some of these cookies may your... Like in Further Education and Skills for individual pupils ) to the (... Address with anyone the crib sheet identifies six focus areas for inspectors adults with different experiences,,. In our Publication scheme also have the required subject knowledge quot ; at paragraph 1.15 ) are absolutely essential the... What does high-quality curriculum and teaching look like in Further Education and Skills these may. Understanding the perverse incentives and unintended consequences our work can have, and the theme. Education and Skills point just to know what the inspectors are being taught option to opt-out of cookies. Some point just to know what the inspectors are being taught, personalities, and. Media wont want to be at a disadvantage Education before joining Third Space learning ( progress reports for pupils! In lessons know what the inspectors are being taught high-quality curriculum and teaching look like in Further and... That there is progression throughout the school you improve pupils cultural capital ( and we... Request a personalised quote for your school to speak to us about your schools and. Are learning these cookies may affect your browsing experience what does high-quality and! And decide on maths interventions highlight pupils and areas that need extra.... Is the teaching activities you choose to teach your curriculum improve pupils capital. Worked for many years as a result of the disruption and distress that COVID-19 caused packs!
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