
Supporting you to inspection day and beyond!
The 2019 Ofsted inspection framework introduced 4 new judgements, a focus on ‘substance of education’, and an emphasis on more involvement for classroom teachers, among other things.
Schools may be left unsure how the new inspection framework translates into inspection day: but this doesn’t have to be so daunting once you have completed the School Inspection Framework Specialist Certificate. Our unique online course is designed to support you with every step of the changes and requirements of school inspections.
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Learning Objectives
•Changes and updates from the 2015 CIF are highlighted, explained and made accessible throughout the modules
•Our unique system will let you work through this specialist training programme at your own pace
•You’ll be able to test your knowledge along the way with quizzes and tests to identify gaps in your knowledge
•Hear from our wide range of education experts and inspection specialists
•Access to a wide range of current tools, templates, checklists and policies that you can download and start using straight away
Agenda
- Module 1
The new regulatory framework
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
- Module 2
Quality of education (previously ‘Teaching, learning and assessment’)
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
- Module 3
Behaviour and attitudes (previously ‘Personal development, behaviour and welfare’)
I. Attitude to learning
II. Behaviour
III. Exclusions
IV. Attendance
V. Bullying
VI. Grade descriptors for behaviour and attitudes
VII. Training presentations for staff
- Module 4
Personal development (previously ‘Personal development, behaviour and welfare’)
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
- Module 5
Leadership and management
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
- Module 6
Curriculum depth and breadth
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
- Module 7
Early years, sixth form and independent schools
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
- Module 8
Self-evaluation and school improvement planning
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
- Module 9
Preparing for inspection
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
- Module 10
Inspection day and beyond
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
- Module 11
Safeguarding and inspection
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

Speakers

David Birch

John Viner

Matt Bromley
