429. Inspectors will gather this evidence principally through the deep dives carried out. You may also experience some issues with your browser, such as an alert box that a script is taking a long time to run. 43. Inspection Reports. There is a clear breach of one or more of the legal responsibilities of those responsible for governance, and that breach is serious because of the extent of its actual or potential negative impact on pupils. The National Crime Agency's CEOP Education team aim to help protect children and young people from online child sexual abuse. They will consider what impact this has on the quality of careers provision and the subsequent judgement for personal development. 83. Pupils experience a jumbled, disconnected series of lessons that do not build their knowledge, skills or understanding. Pupils behave consistently well, demonstrating high levels of self-control and consistently positive attitudes to their education. We may carry out research during our inspections. 10 August 2017. All the latest news, views, sport and pictures from Dumfries and Galloway. For outcomes 2 and 3, if a maintained school converts to become an academy before the graded inspection has been carried out, the schools first inspection as a new academy will be a graded inspection at least 1 year after the school becomes an academy. Where this is the case, the expectation is that pupils are able to read and write fluently by Years 5 and 6. A graded inspection uses our full framework and grades the school against our key judgement (and any relevant provision judgement) grade descriptors, and for its overall effectiveness (see part 4). In both these circumstances, the graded inspection will normally take place: no later than the predecessor school would have received the graded inspection if it had not converted to an academy; but, no earlier than 1 year after the new academy opens. 6. The curriculum is successfully adapted, designed or developed to be ambitious and meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence. For graded inspections, once a school has received its final report, it is required to take such steps as are reasonably practicable to ensure that every parent of a registered pupil at the school receives a copy of the report within 5 working days (section 14(4)(c) of the Education Act 2005). 392. 179. We will aim to let the school know whether a request is granted on the same day it is made, but in some cases, particularly when the request for deferral comes later, this may happen by 8am the next morning. They will evaluate the impact that the quality of education has on children, particularly the most disadvantaged and those with SEND. Urgent inspections: this contains the procedures and evaluation criteria for these inspections. Therefore, they will consider the specific context and the steps school leaders have taken to ensure the best possible rates of attendance since the school opened to all pupils in March 2021. This might be raised internally through our risk assessment process, or externally through a complaint or other information we receive. The safeguarding section sets out the importance of safeguarding and its place on inspection. 437. However, where the ungraded inspection has been led by a contracted Ofsted Inspector (OI), the OI may either remain as the lead inspector for the graded inspection or an HMI may lead the graded inspection. 180. A MAT CEO or their delegate may request to meet inspectors as a part of the inspection. %%EOF This gives pupils the qualities they need to flourish in our society, develops pupils confidence, resilience and knowledge so that they can keep themselves mentally healthy, enables pupils to recognise online and offline risks to their well-being for example, risks from criminal and sexual exploitation, domestic abuse, female genital mutilation, forced marriage, substance misuse, gang activity, radicalisation and extremism and making them aware of the support available to them, enables pupils to recognise the dangers of inappropriate use of mobile technology and social media, develops pupils understanding of how to keep physically healthy, eat healthily and maintain an active lifestyle, including giving ample opportunities for pupils to be active during the school day and through extra-curricular activities, develops pupils age-appropriate understanding of healthy relationships through appropriate relationships and sex education, supports readiness for the next phase of education, training or employment so that pupils are equipped to make the transition successfully, including, for secondary schools, through careers information education, advice and guidance, in special schools, enriches the curriculum, taking into account specific factors such as the local areas arrangements for providing home-to-school transport for children with SEND. In Schedule 1 to the Children Act 2004, after paragraph (1) Paragraph 5A (schemes that contain unfair paternity leave provisions) (1) Paragraph 5B (schemes that contain unfair adoption leave provisions) After paragraph 5B there is inserted Unfair shared parental leave Social Security Contributions and Benefits Act 1992 (c. 4). For pupils with SEND, this will include ensuring that appropriate reasonable adjustments are made in accordance with the Equality Act 2010 and the SEND code of practice. The lead inspector will note in the inspection report if the section 48 inspection (or equivalent inspection of an academy) is overdue and that, therefore, the school is failing in its statutory duty. 231. They may also request to attend key inspection team meetings at the end of each inspection day. In a stand-alone academy, it is the trustees. 2099 0 obj <>/Filter/FlateDecode/ID[<858FDA29AEEF4E15B13C19ED1B7F64D2>]/Index[2077 36]/Info 2076 0 R/Length 105/Prev 350039/Root 2078 0 R/Size 2113/Type/XRef/W[1 2 1]>>stream Where possible, inspectors will visit several lessons from the same curriculum area or subject, including from different year groups. In order for the behaviour and attitudes judgement to be outstanding, the school must meet all of the good criteria securely and consistently and it must also meet the additional outstanding criteria. Pupils are familiar with and enjoy listening to a wide range of stories, poems, rhymes and non-fiction, the schools phonics programme matches or exceeds the expectations of the national curriculum and the EYFS early learning goals. About the EEF The Education Endowment Foundation was established in 2011 by The Sutton Trust, as a lead charity in partnership with Impetus Trust (now part of Impetus The Private Equity Foundation) with a 125m founding grant from the Department for Education. 5. Choose from hundreds of free courses or pay to earn a Course or Specialization Certificate. We recognise that the disruption to learning caused by the pandemic may have impacted on what children have learned. Schools can teach pupils how to build their confidence and resilience, for example, but they cannot always determine how well young people draw on this. The sharp focus on ensuring that younger children and those at the early stages of reading gain the phonics knowledge and language comprehension necessary to read, and the skills to communicate, gives them the foundations for future learning. Read latest breaking news, updates, and headlines. The Secretary of State has a duty to make an academy order for all maintained schools judged to have serious weaknesses (requiring significant improvement) and those that require special measures. By the end of Reception, children achieve well, particularly those children with lower starting points. During the lead inspectors educationally focused conversation with the school, they will get specific information about any resource base, including: the number of pupils and the range of the needs of pupils placed in provision funded from a resource base, together with pupils timetables, including when they are taught in mainstream classes (with and without support) and when they receive specialist support in a separate resource base, the type(s) of language or communication systems used. 323. If the school uses off-site alternative provision, the lead inspector will request further details about this. School teachers qualifications. Instead, they will comment on the action that the school has taken and the impact that this has had on the quality of the schools work. Whether becoming a new academy or being brokered or rebrokered, these schools will become new sponsored academies. Some schools are exempt from the learning and development requirements of the EYFS. The school will have 5 working days to comment on the draft report, inspection process and findings. Schools are able to request an inspection through the appropriate authority (normally the schools governing body). Where the lead inspector is not satisfied that the school would receive its current grade if a graded inspection was carried out at the time of the ungraded inspection, the lead inspector will indicate that this is likely to be their conclusion (subject to quality assurance of the inspection). In reaching an evaluation against the quality of education judgement, inspectors will consider whether: the school is determined that every pupil will learn to read, regardless of their background, needs or abilities. For example, this may include inviting diocesan representatives for a multi-academy company. Inspectors evaluate schools against the following key judgements: 198. Inspectors will use all their evidence to evaluate what it is like to be a student in the sixth form. Alternatively, they may be carried out as 2 or more separate conversations with a break in between, as agreed between the lead inspector and the headteacher. In section 101 (financial resources: conditions), in subsection (5)(f), In section 115 (persons with learning difficulties), In section 129 (general duties of Ofqual). 269. In drawing on evidence from these meetings, every attempt must be made to protect the identity of individuals. 10. Due to the age range of pupils at middle schools, pupils will have only attended a middle school for a short time before they take their key stage 2 tests and will still have a number of years left at the school. 427. The school is making ineffective or inappropriate use of alternative provision or is using inappropriate alternative provision (including, for example, failing to ensure the suitability of a provision or not taking responsibility for their pupils who attend alternative provision). 223. Inspectors carry out the inspection of the education provision under the EIF. The National Disability Insurance Agency acknowledges the traditional owners and custodians of country throughout Australia and acknowledges their continuing connection to land, sea and community. 142. High Quality Professional Learning Toolkit, Highly Accomplished and Lead Teacher Network, Building a culturally responsive Australian teaching workforce, Next steps in initial teacher education reform, Improved Professional Experience for ITE students, Understand the literacy and numeracy test, Revised Guidelines for the accreditation of initial teacher education programs in Australia, Aboriginal and Torres Strait Islander education. Nevertheless, it is an important factor in understanding a schools level of ambition for its pupils. Published 16 June 2014 Last updated 12 November 2018 + show all updates. They encompass a range of activities, including: talking about the curriculum with leaders, talking to and observing pupils in addition to joint visits to lessons. There are some schools that start and stop at non-standard ages for pupils, so inspectors take into account national expectations differently. 227. The school meets all the criteria for good in leadership and management securely and consistently. World Conference on Early Childhood Care and Education. If pupils in PRUs and other alternative providers attend off-site alternative provision, inspectors will evaluate the extent to which these placements are safe and effective in promoting pupils progress. The inspection support administrator will also send the school a letter setting out that the following information must be made available to inspectors by 8am the next day, at the formal start of the inspection: strategic documents about the school, including: anything that sets out school improvement planning or the longer-term vision for the school, such as the school or the trusts strategy, for maintained schools, minutes of governors meetings and other relevant strategic documentation about governance that the school may have, for academies, minutes of trust board meetings and other relevant strategic documentation about the trust that the school may have, a summary of any school self-evaluation and/or improvement plan or equivalent, any reports from any external evaluation of the school. We will then send the school a letter setting out key information for leaders to be aware of before the inspection. This is checked well by staff and leaders. When issues are identified, in particular about workload, they are consistently dealt with appropriately and quickly. 26. Disclosure functions are set out in Part V of the Police Act 1997. As part of making the judgement about the quality of education, inspectors will consider the extent to which schools are equipping pupils with the knowledge and cultural capital they need to succeed in life. It also includes whether teachers either have expert knowledge of the subjects that they teach, or are supported to address gaps in their knowledge so that pupils are not disadvantaged by ineffective teaching. 422. 46. Did you know MyMaths can save teachers up to 5 hours per week? Over the course of study, teaching is designed to help pupils to remember long term the content they have been taught and to integrate new knowledge into larger ideas. See the guidance Inspecting teaching of the protected characteristics for more information. 288. 107. The schools causing concern section explains acceptable standard of education. Text created by the government department responsible for the subject matter of the Act to explain what the Act sets out to achieve and to make the Act accessible to readers who are not legally qualified. Teachers and leaders use assessment well. The school prepares pupils for life in modern Britain effectively, developing their understanding of the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. At the same time as the school is working with pupils, those pupils are also being influenced by other factors in their home environment, their community and elsewhere. They can look at this data to consider whether the new academy has improved on, or declined from, its predecessors performance and whether it has tackled any areas of weakness or built on strengths from the predecessor school. 230. In special schools, the curriculum may be very specialised. Similarly, where a local authority has direct responsibility for pupils who are at a resource base and also in mainstream classes at the school, that resource base must be inspected. Where the lead inspector judges that a school remains good/outstanding, they will confirm this judgement in the final feedback to the school at the end of the ungraded inspection. 249. relevant publicly available information, such as the schools website and the trusts website, including: policies (for example, on safeguarding, behaviour, and relationships, sex and health education), use of funding (for example, pupil premium and catch-up funding), information about SEND provision (for example, SEND information report and accessibility plan), the MATs scheme of delegation, where relevant, the most recent inspection report on the relevant local authoritys childrens services, the main findings from the relevant local area SEND inspection, including (where relevant) arrangements for identifying, assessing and meeting the needs of young children with SEND, information published by local authorities, the DfE (including the Education and Skills Funding Agency and regional school commissioners) and the police. A full note of how the criteria relate to the available research can be found in our EIF research commentary. If leaders are able to show that they have thought carefully, that they have built a curriculum with appropriate coverage, content, structure and sequencing, and that it has been implemented effectively, and that the curriculum does not leave some pupils behind, then inspectors will assess the schools curriculum favourably. 229. In doing this, they respond and adapt their teaching as necessary without recourse to unnecessary, time-consuming, individualised approaches to subject matter. Added advice on cyberbullying for school staff and parents. This includes when the next inspection is due and when the last inspection was. When inspectors evaluate the impact of the education provided by the school, their focus will primarily be on what pupils have learned. However, if a schools most recent graded or ungraded inspection was before 4 May 2021, the legal maximum for that school will, instead, be up to 7 years. Inspectors will not make judgements on the overall effectiveness of the school or any of the key judgements within the EIF; this is only necessary for graded inspections. We will normally contact the school by telephone to announce a graded, ungraded or urgent inspection between 10.30am and 2pm on the school day before the inspection. 10 August 2017. 161. All MATs should have, and publish, a scheme of delegation clearly setting out everything that has been delegated by the board of trustees to the local governing board or any other person or body. If, by the end of the first day of the inspection or during day 2, the lead inspector thinks it is possible that the schools overall effectiveness is inadequate and that it might be judged to have serious weaknesses or to require special measures, they must ring Ofsteds regional duty desk. Inspectors gather evidence on inspection and record this on Ofsteds systems. Students have not attained the qualifications, skills or behaviours appropriate for them to progress to their next stage of education, training or employment. Inspectors need to be assured that leaders have ensured that the alternative provision is a suitable and safe placement that will meet pupils academic/vocational/technical needs, pastoral needs and, if appropriate, SEND needs. School teachers appraisal. When inspectors consider whether governors are fulfilling this responsibility, they are not expected to construct or review a list of duties. Academies are expected to offer all pupils a broad curriculum that should be similar in breadth and ambition to the national curriculum, and must include English, mathematics, science and religious education. 326. 202. 15-17 June . She says she called him out on the inaccuracy. The effectiveness of the early years is not yet good. 396. 419. When safeguarding is ineffective, this is likely to lead to a judgement of inadequate for leadership and management. On all inspections, inspectors will determine whether there have been any safeguarding incidents or allegations since the last inspection, and whether the school has taken appropriate action to safeguard the children affected and/or to deal with allegations. Induction periods: teachers in England. We will notify the provider of the aligned inspections at around 2pm on the day before both inspections are due to start. 267. 408. A school is likely to be judged inadequate for leadership and management if: it is making ineffective or inappropriate use of alternative provision, it is using inappropriate alternative provision, leaders have not taken the necessary steps to assure themselves of the suitability of a provision, leaders are not aware of how many of their pupils attend alternative provision, leaders are not taking responsibility for their pupils who attend alternative provision. The intervention and support guidance may also be useful for colleges and other post-16 institutions. Leaders protect staff from bullying and harassment. 200 provisions and might take some time to download. In section 132 (providers of independent education or training for Apprenticeships, Skills, Children and Learning Act 2009 (c. 22). The decision is always at the discretion of the regional director, and they must first assure themselves there is no evidence that the school has declined below good. Updated with information about school responsibilities, and how to identify behaviours that may be related to a mental health problem. 11. Head teachers. Through operant conditioning, an individual makes an association between a particular behavior and a consequence. The Independent has reached out to Mr DeSantis for comment. About EEF. 40. 29. Instead, inspectors will reach a single graded judgement for the quality of education, drawing on all the evidence they have gathered and using their professional judgement. 400. These expectations are commonly understood and applied consistently and fairly. A school judged to be outstanding or good on a graded inspection will normally receive an ungraded inspection around 4 years later. For example, the Governments former expert adviser on behaviour, Charlie Taylor, has produced a checklist on the basics of classroom management.5 Teachers can use this to develop between five and ten essential actions to encourage good behaviour in pupils. 104. However, an ungraded inspection of a primary school or maintained nursery school with fewer than 150 pupils or children on its roll will normally last for 1 day. 275. However, for that inspection they will not be subject to the risk assessment process set out above. 132. 383. Inspectors will not take a random sample of lessons to visit. An inspection can take place at any point from five school days after the first day pupils attend in the autumn term. Appraisal. We use risk assessment to ensure that our approach to inspection is proportionate, to focus our efforts on where we can have the greatest impact. In addition, when observing provision for 2- and 3-year-olds, inspectors will consider the extent to which leaders and staff are: knowledgeable about the typical development and characteristics of learning for 2- and 3-year-olds, including their emotional and physical dependence on adults, aware of the large difference in development between children who are just 2 and those approaching their fourth birthday, responsive when children need comforting, and provide support appropriate to the individual needs of the child, attentive to childrens care needs and use times caring for them as an opportunity to help childrens learning, giving children time to be in familiar, small groups and opportunities to be in smaller, quieter areas for play, patient and attentive when allowing 2- and 3-year-olds to express their ideas, listening to children and responding to their verbal and non-verbal communication, rather than interrupting them. Schools choosing to use more than 2 or 3 data collection points a year should have clear reasoning for: what interpretations and actions are informed by the frequency of collection, the time taken to set assessments, collate, analyse and interpret the data, the time taken to then act on the findings. This means that they should have effective arrangements to: always act in the best interests of pupils to protect them online and offline, identify pupils who may need early help or who are at risk of neglect, abuse, grooming or exploitation, secure the help that pupils need, and, if required, refer pupils in a timely way to those who have the expertise to help. The grade for early years and/or the grade for the sixth-form provision may be the same as, or higher or lower than, the overall effectiveness grade. He was definitely proud that he graduated Ivy and thought he was very special, she said. The Teacher Workload Advisory Groups report, Making data work, recommends that school leaders should not have more than 2 or 3 data collection points a year, and that these should be used to inform clear actions. 170. Pupils at junior schools, on average, have higher attainment scores at the end of key stage 2 than pupils at all other primary schools. Inspectors will gather and evaluate evidence about: whether leaders are suitably ambitious for all pupils with SEND, how well leaders identify, assess and meet the needs of pupils with SEND, including when pupils with SEND are self-isolating and/or receiving remote education, how well leaders ensure that the curriculum is coherently sequenced to meet all pupils needs, starting points and aspirations for the future, how successfully leaders involve parents, carers and, as necessary, other professionals/specialist services in deciding how best to support pupils with SEND, including agreeing the approach to remote education, how well leaders include pupils with SEND in all aspects of school life. 206. This is set out in our guidance Inspectors talking to pupils on inspection. Our privacy policy sets out what personal information we collect, what we do with it, how long we keep it and individuals rights under data protection legislation. 110. All other key judgements are likely to be outstanding. 424. 387. 55. Discover more Teacher Workforce Data. The school has a culture of safeguarding that supports effective arrangements to: identify pupils who may need early help or who are at risk of neglect, abuse, grooming or exploitation; help pupils reduce their risk of harm by securing the support they need, or referring them in a timely way to those who have the expertise to help; and manage safe recruitment and allegations about adults who may be a risk to pupils. A MyMaths impact study found 100% of teachers saw a time-saving benefit from MyMaths, with most seeing a reduction in time spent planning and marking homework, allowing them to focus more time on interventions, one-to-one teaching and other tasks.. Find out how MyMaths can save you time with a free trial. 69. The school must provide opportunities for inspectors to speak to pupils with no other adults present, as it is important that pupils are able to express their views freely to inspectors. This may include informal meetings at the start and/or end of the day. These are the extent to which: is ambitious and designed to give pupils, particularly disadvantaged pupils and pupils with SEND, the knowledge they need to take advantage of opportunities, responsibilities and experiences in later life, is planned and sequenced so that the end points that it is building towards are clear and that pupils develop the knowledge and skills, building on what has been taught before, to be able to reach those end points, has rigour, where relevant, so that pupils learn the knowledge that they need to answer subject-specific questions and to gain disciplinary knowledge of how the subject works (this should not prevent a topic-based or thematic approach, however), accounts for delays and gaps in learning that have arisen and continue to arise as a result of the pandemic, remains as broad as possible for as long as possible, including when delivered remotely. They have consistently high levels of respect for others. Join thought-provoking conversations, follow other Independent readers and see their replies, Florida Governor Ron DeSantis appears to freeze during a debate when asked by gubernatorial opponent Charlie Crist if he will commit to a full four-year term if he is re-elected. If there are relatively minor shortcomings in a schools procedures and the school is able to resolve them on the day of the inspection, then inspectors can make an assessment that safeguarding is effective. School teachers appraisal. In these cases, we will inspect provision for 2- and 3-year-olds on both ungraded and graded inspections. 89.In section 83 (power to secure provision of apprenticeship training) 90.In section 86 (education and training for persons aged 19 91.In section 87 (learning aims for persons aged 19 or 92.In section 101 (financial resources: conditions), in subsection (5)(f), 93.In section 115 (persons with learning difficulties), 94.In section 129 (general duties of Ofqual), 96.Legal Aid, Sentencing and Punishment of Offenders Act 2012 (c. 10). PRUs and other alternative providers may have different objectives in their work related to the reasons why a pupil is placed in alternative provision, the needs of the pupil, the duration of placements and the proportion of time that pupils stay with the provider each week. They will take account of the proportion of boarders/residential pupils who also attend the school and the seriousness of any issues found. Pupils work across the curriculum is consistently of a high quality. 265. The first graded inspection report of a converter academy will include, in the context section, a statement that follows the example below: Piccadilly Gate Academy converted to become an academy school on 1 September 2019. Their lack of engagement, motivation or enthusiasm inhibits their progress and development. Leaders support all staff well in managing pupils behaviour. They will also focus on a number of other areas within the graded inspection framework, as set out below. 1 February 2022. 373. The governments ambition for EBacc does not apply to special schools with secondary-age pupils. This could, for example, include pupils of one race or sex getting additional work experience in a sector in which they are under-represented, or separating the pupils by sex for teaching in subjects if the school has evidence that that this improves their academic outcomes (section 158), competitive sport, games or other competitive activities in which physical strength, stamina or physique are significant factors in determining success or failure. 24. 95. It is unhelpful in determining what children know, understand and can do. They may carry out additional inspection activity (such as that set in the paragraph above) where they consider it necessary. UNESCO World Higher Education Conference. Inspectors will expect providers to understand their unique contextual safeguarding factors and outline how they proactively work, including with other agencies, to mitigate the specific factors that affect their pupils and the community that they serve. If inspectors are informed that a local governing body has delegated responsibilities, they should establish clearly which powers are with the trustees, which are with the leaders of the MAT and which are with the local governing board. It was about two competing economic systems One was in the North before the video cuts to a student dozing off in class. Detailed guidance, regulations and rules 214. 163. They are developing a sense of right from wrong. 2. In order for the early years provision of a school to be judged outstanding, it must meet all of the good criteria securely and consistently, and it must also meet the additional outstanding criteria. Section 10 of The Education Act 2005 gives inspectors powers of entry to any premises on which a school provides education to pupils and a right to inspect, and take copies of, any records kept by the school, and any other documents containing information relating to the school, that His Majestys Chief Inspector (HMCI) considers relevant to the discharge of her functions. 296. All schools should have a good culture of safeguarding. Inspectors will focus on what our inspection experience and research show are the most important factors to consider. 297. The headteacher, at the end of the telephone conversation, should be in a position to understand the reasons for, and the purpose and focus of, the inspection. We use some essential cookies to make this website work. 299. The EYFS curriculum provides no limits or barriers to the childrens achievements, regardless of their backgrounds, circumstances or needs. 44. We use a broad range of indicators to select schools for inspection. 416. News stories, speeches, letters and notices. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gov.uk. 14. when a school requires special measures, whether it may appoint ECTs (or in the case of an academy, a recommendation on whether the academy should appoint ECTs), about the procedure for making a complaint about the inspection. 68. Inspectors will also ensure that proper arrangements are in place to share information appropriately with relevant parties, including forwarding information to schools and post-16 or post-18 providers. Normally, if the school is providing education to pupils, an inspection will go ahead. In addition, inspectors will encourage the school to notify parents using its own electronic systems (such as text messages), if these are available. For either case or both, inspectors will give a grade, summarise the key findings and explain the effectiveness grading in the inspection report. This is the most common outcome. The curriculum provided by schools should extend beyond the academic, technical or vocational. Inspectors will also want to understand the approach to teaching and assessing whether pupils have understood the content they have been taught. Act you have selected contains over Where appropriate, inspectors will also refer to the following guidance: Inspecting teaching of the protected characteristics in schools, Separation by sex: implications for the inspections of mixed sex/co-educational schools. 100. 458. During the initial notification phone call, we will ask the school to confirm the information we hold about the provision. 7.In section 1 (outline of contributory system), in subsection (5) 8.In section 4 (payments treated as remuneration and earnings), in 9.In section 4C (power to make provision in consequence of 10.In the title of Part 12ZA, the words Ordinary and 11.The italic cross-heading preceding section 171ZA is repealed. 109. Seventh International Conference on Adult Education. Reports will often contain a separate paragraph that addresses the governance of the school. Graded and ungraded inspections normally last 2 days. They will ensure that the required consultation has taken place with the prescribed faith body, when a school has a prescribed faith body and decides not to use that bodys inspection service but to appoint its own inspector. 291. How a school meets the expectations of the DfEs statutory guidance on relationships education, relationships and sex education and health education contributes to the leadership and management judgement. 168. 330. 343. Wed like to set additional cookies to understand how you use GOV.UK, remember your settings and improve government services. Opportunities for pupils to develop their talents and interests are of exceptional quality. 1.The Childcare Act 2006 is amended as follows. Leaders provide effective support for those teaching outside their main areas of expertise. They provide the support for staff to make this possible. Inspectors understand that assessment arrangements may have been altered as a result of the COVID-19 pandemic. 449. All inspectors will arrive on site at the same time. 27. It is, therefore, important that inspectors understand what schools are doing to prepare for this, and they should take those preparations into consideration when evaluating the intent of the schools curriculum. The implications for schools causing concern are set out in the schools causing concern section. 189. The behaviour and attitudes judgement considers how leaders and staff create a safe, calm, orderly and positive environment in the school and the impact this has on the behaviour and attitudes of pupils. The activities are: observing pupils behaviour in a range of different classes at different times of the day, observing pupils at breaktimes, lunchtimes, between lessons and, if they are led and managed by the school, before- and after-school clubs, observing pupils punctuality in arriving at school and at lessons, observing pupils respect for, and courtesy and good manners towards, each other and adults, and their pride in themselves and their school, evaluating the schools analysis of, and response to, pupils behaviour over time, in whatever format the school already has, analysing absence and persistent absence rates for all pupils, and for different groups compared with national averages for all pupils; this includes the extent to which low attenders are improving their attendance over time and whether attendance is consistently low, evaluating the prevalence of permanent exclusion, the procedures surrounding this and the reasons for it, and the support given to make sure that it is a last resort, evaluating the effectiveness of suspensions, including the rates and reasons for exclusion, assessing the schools work to follow up and support suspended pupils, gathering the views of parents, staff, those with responsibility for governance and other stakeholders, gathering evidence about the typical behaviour of pupils who are not in school during the inspection, for example whether they have suspensions in the 2 years before inspection, balancing evidence seen during the inspection and evidence of trends over time, visiting any off-site unit that the school runs (on its own or in partnership with other schools) for pupils whose behaviour is poor or who have low attendance. This will include: a copy of the schools timetable(s), where relevant, whether any teachers cannot be observed for any reason (for example, if they are subject to capability procedures), whether there is anyone working on site who is normally employed elsewhere in the MAT (if relevant). Inspectors will also bear in mind that developing and embedding an effective curriculum takes time, and that leaders may only be part-way through the process of adopting or redeveloping a curriculum. The evidence base for the inspection must be retained in line with our retention and disposal policy. Inspectors will be alert to unnecessary or excessive attempts to simply prompt pupils to learn glossaries or long lists of disconnected facts. We produce inspection reports of all our registered service providers and store them in our directory. This includes understanding and pre-empting increased risks that pupils may be drawn into harmful situations as a result of grooming, be more likely to experience abuse from other pupils or adults, and may experience additional barriers in reporting abuse and having abuse recognised by professionals. They will recognise that the criteria for a judgement of good are the best fit. We identify a school by its unique reference number (URN). Pupils with SEND achieve the best possible outcomes. They will also want to understand what plans are in place to meet the minimum expectation. 301. Headteachers have the right to exclude pupils when there are legitimate reasons for them to do so. Schools that work on different sites, or that have different provisions, but share a single URN will be inspected as one body. In accordance with section 44 of the Education Act 2005, His Majestys Chief Inspector is likely to be of the opinion that this school has serious weaknesses because it is performing significantly less well than it might in all the circumstances be reasonably expected to perform. These differ from graded inspections, where inspectors make an overall effectiveness judgement, as well as the other 4 key judgements set out in part 3. Why the government is proposing to intervene; The main options the government is considering, and which one is preferred; How and to what extent new policies may impact on them; and. On graded inspections, inspectors will ensure that the judgement on the effectiveness of early years provision includes an evaluation of the provision for 2- and 3-year-olds. Leaders are not aware of, or are not taking effective action to stem, the decline in the attainment or progress of disadvantaged pupils. The impact of the taught curriculum is strong. 1 Excludes prekindergarten expenditures and prekindergarten enrollment for California.. Inspection Reports. 108. Also working with other professionals and external agencies, and where to find extra support. Inspectors may gather evidence from anywhere relevant (including RE lessons and assemblies) to evaluate pupils spiritual, moral, social and cultural education, personal development and/or behaviour and attitudes. Access free resources to help you unpack and explore the Teacher Standards. Children develop their vocabulary and use it across the EYFS curriculum. This may be for a variety of reasons, and inspectors will take this into account when comparing their results with those of pupils in schools that start education from the beginning of key stage 1. (1) Section 98 (interpretation of Part 3) is amended as 63.In section 99 of the Childcare Act 2006 (provision of 64.In the Employment Agencies Act 1973, in section 13(7) (exemptions) Childrens Commissioner: minor and consequential amendments. Inspectors will meet any trainees employed by the school on the School Direct (salaried) route to assess their support, mentoring and induction. 361. In both these circumstances, we informed the predecessor schools that their next inspection would be a graded inspection. It will take only 2 minutes to fill in. The inspection will normally last for 2 days. 62. How schools can support pupils whose mental health problems manifest themselves in behaviour. Well send you a link to a feedback form. Transforming Education Summit. However, as with all provision, SEND provision has some specific factors that should be taken into account. If inspectors conclude that the school is inadequate, and is failing to give its pupils an acceptable standard of education and leaders and managers and governors are not demonstrating the capacity to improve the school, then the school will be judged to require special measures. Because of the wide range of pupils needs, inspectors will not compare the outcomes achieved by pupils with SEND with those achieved by other pupils with SEND in the school, locally or nationally. This consistently translates into improvements in the teaching of the curriculum. All pupils receive unbiased information about potential next steps and high-quality careers guidance; the school meets the requirements of section 42B of the Education Act 1997. When the education inspection takes place as a stand-alone event, inspectors will read the most recent education and childrens home reports on the preparation day. Where this is the case, the HMI will normally telephone the school about 15 minutes before arriving on site. In a MAT, the trustees are responsible for governance. Much of the evidence that inspectors will consider in making the personal development judgement will be drawn from across the deep dives carried out, and conversations with leaders, staff, pupils and governors. The judgement focuses on the factors that research and inspection evidence indicate contribute most strongly to pupils positive behaviour and attitudes, thereby giving them the greatest possible opportunity to achieve positive outcomes. Find out more Wherever possible, inspectors will listen to children read to a familiar adult in a classroom or in an open area that the pupils are familiar with. This will include looking at: the quality of the unbiased careers advice and guidance provided to pupils, the schools implementation of the provider access arrangements to enable a range of education and training providers to speak to pupils in Years 8 to 13, how the school provides good-quality, meaningful opportunities for pupils to encounter the world of work, the schools use of the Gatsby Benchmarks, the schools published information about its careers provision (as required by the School Information Regulations) and the schools statement on its provider access arrangements (as required by section 42B of the Education Act 1997). The school meets all the criteria for a good quality of education securely and consistently. Inspectors will follow this guidance if we have concerns that the safety of pupils and/or staff is at risk or when information suggests that there has been a serious breakdown in leadership and management or a decline in standards. Qualified teacher status. An alternative provision setting may be the permanent destination for some pupils. 456. This is reflected in pupils positive behaviour and conduct. For their first inspection since inspections were paused in 2020, this will be extended by 5 to 6 terms (so will be around 4 years from their last inspection). Where the lead inspector has serious concerns about workload or the bullying or harassment of staff, the inspection will be deemed to be a graded inspection. The timing of any such inspection should not be indicated to the school. (1) Section 23(1) (interpretation of Part 3) is amended as 59.Adoption and Children Act 2002 (c. 38). Schools may only use a logo when it reflects the judgement of the most recent graded inspection of that school. Regardless, HMI should not confirm the complainants identity. In other words, it is not enough that the school is strong against some aspects of the judgement and not against others, but it must meet each and every good criterion. The referral will normally be made by the safeguarding lead for the school (see Safeguarding concerns: guidance for inspectors). In coming to each of these key judgements, inspectors will also draw on evidence from the inspection of any early years provision or sixth-form provision and consider its impact in the wider context of the school. They ensure that children have sufficient practice to be confident in using and understanding numbers. Similarly, inspectors have a statutory duty to have regard to the views of parents and other relevant persons on graded inspections. 195. 12. 96. Leaders may have a range of ways of evaluating pupils attendance, given that pupils often join and leave the school roll at various times of the year. However, inspectors will always make a written judgement under leadership and management in the report about whether the arrangements for safeguarding children and pupils are effective. They provide information to parents about supporting their childs learning at home, including details about the schools method of teaching reading and how to help their children learn to read. Exclusions must be legal and justified. By exception, we reserve the right to carry out a graded, ungraded or urgent inspection without notice. Dependent on the legislation item being viewed this may include: Click 'View More' or select 'More Resources' tab for additional information including: All content is available under the Open Government Licence v3.0 except where otherwise stated. Pupils behave with consistently high levels of respect for others. Permanent exclusions should only be used as a last resort, in response to a serious breach or persistent breaches of the schools behaviour policy, and when allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school. In exceptional circumstances, one of the key judgement areas may require improvement, as long as there is convincing evidence that the school is improving this area sustainably and securely towards good. (1) Section 326A (unopposed appeals) is amended as follows. 32. 4. 5. 256. 2. hbbd``b``@C$;H "JAe) V@B$y#Z:F2}0 S Other than in exceptional circumstances, it is likely that, when the school is judged as requires improvement in any of the key judgements, the schools overall effectiveness will also be requires improvement. We also use cookies set by other sites to help us deliver content from their services. In time, this will mean that we are likely to inspect good schools only 3 to 4 terms later than usual (so around 5 years after their last inspection). 115. 2. For ungraded inspections of schools with fewer than 150 pupils (which take place over 1 day), questionnaires should be completed by 11am on the day of inspection. Inspectors will discuss with leaders what lessons will be visited as part of the deep dive to see the curriculum in action. We recognise the importance of schools/trusts autonomy to choose their own curriculum approaches. The meeting at the start of the inspection may or may not involve the whole of the schools senior leadership team. Local governing bodies are committees to which trustees have often chosen to delegate some specific responsibilities, but in some cases they may act purely as advisory bodies and engage with the community. They listen intently and respond positively to adults and each other. It will take only 2 minutes to fill in. 154. As is the case for all schools, a good or outstanding school may still receive an urgent inspection (carried out under section 8) at any time in certain circumstances (see part 4). Children are not well prepared for the next stage of their learning, particularly those who receive additional funding or have SEND. 216. 353. We will judge schools taking radically different approaches to the curriculum fairly. 5. Inspectors will look at the work of headteachers, senior leaders, subject leaders and others with leadership and management roles when reaching this judgement. We will not provide schools with any information from any lesson visit with the intention that it be used in capability or disciplinary proceedings or for the purposes of performance management. We will then inspect them as new schools within 3 years of operation and normally in the third year (for the first inspection after the pandemic, this period will be extended by up to 6 terms). 273. Inspectors will evaluate the experience of particular individuals and groups, such as pupils for whom referrals have been made to the local authority (and check, for a small sample of these pupils, how the referral was made and the thoroughness of the follow-up), pupils with SEND, children looked after, those with medical needs and those with mental health needs. Teachers create an environment that allows sixth-form students to focus on learning. 246. The schools capacity to improve the quality of education, pupils personal development or pupils behaviour and attitudes is poor, or leaders are overly dependent on external support (MAT support within a trust is not considered external support). Guidance for schools on preventing and responding to bullying. 131. She added that Mr DeSantis claimed that every city in the south was burned during the Civil War, but she knew her hometown of Savannah had not. The HMI will explain that the inspection will focus on the wider issues raised by the complaint and will not investigate the complaint itself. The HMI and headteacher should discuss which other members of staff, if any, will attend the feedback session, especially if the feedback is likely to be challenging or is likely to raise sensitive issues. 103. Regulations enable the Department for Education (DfE) to provide Ofsted with information on individual pupils where it relates to school inspections. His year there does not appear in many of his official biographies and there are few accounts of him speaking at any length about his time at the school. The quality of education is likely to be inadequate if any one of the following applies. Those connected with the school who may attend include: the headteacher and other senior leaders, as agreed by the lead inspector and headteacher, for maintained schools, the chair of the schools governing body and as many governors as possible; the clerk to governors (or equivalent), or their delegate, may also attend to take notes, for academies, including academies that are part of a MAT, the chair of the board of trustees and as many trustees as possible; the clerk to governors or the board (or equivalent), or their delegate, may also attend to take notes, in an academy that is part of a MAT, the CEO or their delegate or equivalent, a representative from the local authority (for maintained schools), sponsor and/or the designated responsible body, in an aligned inspection, social care regulatory inspectors and education inspectors will feed back together to both education and residential staff. Inspectors will visit any registered alternative provision site that we have not yet inspected to assess the adequacy of the schools quality assurance process. 304. 200. We do this through our education programme, providing training, resources and information to professionals working with children, young people and their families. These inspections are normally led by an HMI, regardless of the size of the school. This is because disruptive behaviour or sudden changes in behaviour can be an indication of unmet needs or a change in another aspect of a young persons life. Departments, agencies and public bodies. Pupils know how to eat healthily, maintain an active lifestyle and keep physically and mentally healthy. Pupils make a highly positive, tangible contribution to the life of the school and/or the wider community. Staff deal with any issues quickly, consistently and effectively. When a school is part of a MAT, it is important for inspectors to remember that the trust is one entity, and that leaders and managers of the MAT are responsible for the quality of education provided in all the schools that make up the MAT. Inspections that arise from information that we have received should take place as soon as is practicable after the decision to inspect has taken place. 164. The statement will form part of the evidence base that will be considered by inspectors when monitoring, alongside any improvement plan prepared by the school. The choice of teaching methods is a decision for providers. This will include the number of pupils on roll at the school, the governance arrangements for the school and whether the school has any pupils with special educational needs and/or disabilities (SEND), nursery provision for 2- and 3-year-olds or additional resource provision. (1) Section 131 (supplementary) is amended as follows. They teach children to take managed risks and challenges as they play and learn, supporting them to be active and develop physically. The framework for what you should know, understand and do to succeed as a school leader. Provision for the spiritual development of pupils includes developing their: ability to be reflective about their own beliefs (religious or otherwise) and perspective on life, knowledge of, and respect for, different peoples faiths, feelings and values, sense of enjoyment and fascination in learning about themselves, others and the world around them, use of imagination and creativity in their learning, willingness to reflect on their experiences. Due to the diverse nature of school governance, in some schools a single individual may have more than one of the above roles. 262. Since schools, and especially MATs, operate a wide variety of leadership and governance models, it is essential that inspectors establish who is responsible for leadership and governance. Children are developing their resilience to setbacks and take pride in their achievements. 452. The national curriculum sets out requirements for: English, mathematics, science, physical education and computing in key stages 1 to 4, art and design, design and technology, geography, history and music in key stages 1 to 3. If a school is not meeting its requirements in respect of careers advice, inspectors will state this in the inspection report. In evaluating leadership and management for ungraded inspections, inspectors may consider any of the factors set out in the grade descriptors for graded inspections; however, they will focus on the matters set out below. 184. Schools and inspectors must ensure that all actions are compliant with legal requirements on information-handling. Explore Frax Explore Frax. The curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. 62. The practice and subject knowledge of staff, including ECTs, build and improve over time. 80. 279. Formally, a string is a finite, ordered sequence of characters such as letters, digits or spaces. Maintained nursery schools and non-maintained special schools judged inadequate are not subject to academy orders. They will look at the scope of the curriculum, including how carefully leaders have thought about what end points the curriculum is building towards (with reference to the national curriculum and, where relevant, the EYFS). Where this is the case, this learning will not be evaluated separately but as part of the wider curriculum. They are realistic and constructive in the way they manage staff, including their workload. 385. This is especially the case because of the disruption to learning caused by the COVID-19 pandemic. Pupils in PRUs and other alternative providers often have significant, complex vulnerabilities. Their attitudes to their education are positive. Similarly, where the school is directly deploying tutors to support education recovery from the pandemic, inspectors will consider how this supports the aims of the school curriculum, rather than evaluate the quality of the tutoring. Inspectors will seek evidence of the impact of those responsible for governance. Inspectors will also talk to and observe pupils in a range of situations outside of normal lessons to evaluate other aspects of personal development, behaviour and attitudes, for example: at the start and finish of the school day, during lunchtime, including in the dining hall, and breaktimes or playtimes, during enrichment activities (including clubs and activities outside of the normal timetabled curriculum). On each day of the inspection, inspectors will not arrive before 8am and will leave by 6pm except in exceptional circumstances (although they may need to stay later for inspections in boarding and residential schools). Safeguarding is ineffective when there are serious or widespread failures in the schools or settings safeguarding arrangements that give cause for concern because children are not protected and statutory requirements are not being met, or because insufficient action is being taken to remedy weaknesses following a serious failure of safeguarding arrangements. We will also expect schools to provide effective pastoral support. 289. 37. 1. Staff provide information for parents about their childrens progress, in line with the requirements of the EYFS. establish what the governance structure of the school or academy is, with reference to the range of functions delegated to local governing bodies or other committees, if the MAT has delegated responsibilities to local governing bodies, clarify where responsibility lies and who they should talk to during the inspection. 307. 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