School Inspection Framework Specialist Certificate

I. Changes to Common Inspection Framework (CIF to EIF)
II. School accountability
III. 4 key areas of inspection (‘outcomes’ for pupils removed)
IV. Overall effectiveness
V. Focus on the curriculum and the quality of education
VI. Ofsted risk assessments
VII. Inspection frequency and notice period
VIII. Schools causing concern
IX. Ofsted mythbusters

I. Research evidence for change
II. Curriculum intent – what are you trying to achieve?
III. Curriculum implementation – how is your curriculum delivered

IV. Curriculum impact – what difference is your curriculum having on your pupils?
V. Knowledge, skills and understanding
VI. Teacher subject knowledge refreshers
VII. The quality of teaching
VIII. The purpose of assessment
IX. Attainment and progress of pupils
X. Curriculum and inclusion
XI. The curriculum and disadvantaged pupils
XII. Grade descriptors for quality of education
XIII. Training presentations for staff

I. Attitude to learning
II. Behaviour
III. Exclusions
IV. Attendance
V. Bullying
VI. Grade descriptors for behaviour and attitudes
VII. Training presentations for staff

I. Spiritual, moral, social and cultural development
II. Fundamental British values
III. Careers guidance
IV. Healthy living
V. Citizenship
VI. Equality and diversity
VII. Preparation for next stage
VIII. Grade descriptors for personal development
IX. Training presentations for staff

I. Vision and ethos and high expectations for all
II. Teacher CPD
III. Teacher workload and wellbeing
IV. ‘Gaming’ and ‘Off-rolling’
V. Engaging with learners and the community
VI. Engaging with staff
VII. Governance
VIII. Safeguarding
IX. Academies and MATs
X. Common reasons for an ‘inadequate’ grade
XI. Grade descriptors for leadership and management
XII. Training presentations for the SLT

I. Learning and long-term memory
II. Importance of vocabulary and success
III. Systematic and cumulative knowledge acquisition
IV. Cognitive skills
V. Teacher curriculum knowledge and expertise
VI. Evaluating the curriculum
VII. Local context and gaps in background
VIII. Evaluating performance assessment
IX. Key stage 2 assessment primary schools
X. Progress 8 secondary schools
XI. Ebacc and vocational education
XII. Planning the curriculum
XIII. Curriculum leadership

I. Evaluating early years provision
II. Grade descriptors for early years
III. Evaluating sixth form provision
IV. Grade descriptors for sixth form
V. Evaluating non maintained independent schools
VI. Grade descriptors for independent schools
VII. Evaluating boarding schools
VIII. Grade descriptors for boarding schools

I. Self-evaluating your school to drive improvement
II. Using Ofsted inspection criteria
III. Demonstrating effectiveness to Ofsted
IV. Rewriting your self-evaluation statement (SES)
V. Worked example SES
VI. Developing an agenda for improvement
VII. Linking CPD to school improvement
VIII. Allocating resources for improvement
IX. Getting to outstanding
X. Worked example improvement plan

I. Previous inspection report
II. Conduct of inspectors
III. Preparing staff for inspection
IV. Preparing governors for inspection
V. What evidence inspectors will require
VI. Parent View
VII. Pupil Premium Funding
VIII. Displaying information on the school website
IX. Notice of inspection
X. Request for deferral of inspection

I. Meeting with school leaders
II. Meeting with governors
III. Lesson observation
IV. Pupil observation
V. Work scrutiny
VI. Post-inspection evaluation
VII. Concerns and complaints
VIII. Draft inspection report and factual accuracy
IX. Next steps

I. Introduction

II. Background and key documents

III. Keeping children safe in education

IV. Ofsted framework 2019

V. Changes to the Ofsted framework from 2019

VI. What else have Ofsted said?

VII. Staff well-being