Nick Templeton

20th March 2023

Resources folder

Preparing for a an Ofsted deep dive

What are your biggest concerns about Ofsted inspection?

Useful documents

https://www.gov.uk/government/publications/school-inspection-handbook-eif/school-inspection-handbook

What have Ofsted inspections highlighted about computing?

https://www.watchsted.com/Search

What’s changed from 2019?

New Framework

• Quality of Education
• Behaviour and Attitudes
• Personal Development
• Leadership and Management
• Early Years

Old framework

• Quality of Teaching, Learning and Assessment
• Outcomes
• Personal development, behaviour and welfare
• Leadership and Management
• Early Years

Changes in the Ofsted process

• The curriculum has become more important – Intent, Implementation and Impact
• Bigger focus on reading
• Deep dives into subjects
• Inspectors will not look at internal data

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Section 5 and section 8 differences

The process

Months before the inspection

• Inspectors are given first part of school postcode IP32

10 days before inspection

• School name is given to inspectors and the inspection team know who they will be working with
• Lead inspector will look at website, google search, published results
• Lead inspector will create a pre-inspection summary
• Lead inspector will view the profile of the other inspectors

Day before the inspection

• Lead inspector makes a phone call to Headteacher (90 minutes)
• Decide on the deep dives, write the timetable for day 1 and read the school action plan/SEF

Morning of Day 1

• Ofsted team meet in the car park at 8.00am (this could be the first time that they have met)

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Deep Dives

What is a deep dive?

Looking at a subject in detail and joining evidence – lesson visits (4-6 lessons), discussion with leaders, teachers and pupils and work scrutinies.

How many subjects?

Inspectors will conduct around 4 deep dives (to include reading and a foundation subject).

How will the subjects be chosen?

They will be chosen during the initial conversation with the headteacher.

How much control will the headteacher have over which subjects are chosen?

Expertise of the Ofsted team will play a part.

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Higher profile for reading

How well are you doing?

Reading worksheet

A – Prioritise reading – How can you show that the teaching of reading is a priority?

B – Love of reading – How often do teachers read to children? What books have you enjoyed reading to your class and why?

C – Programme and process – Phonics programme – why? How does it fit your pupils?

D – Books match sounds – What goes home in the book bag? Does your reading scheme match your phonics programme?

E – Phonics for the start – When does phonics start? Where should pupils be at certain stages?

F – Catch up quickly – How do you identify pupils who are not on track and what support is in place to help them catch up?

G – Early reading experts – Are all staff well trained to deliver phonics and teach reading?

The Curriculum

• Curriculum, curriculum, curriculum
• Intent, implementation and Impact
• How did you develop your curriculum?
• Who was involved?
• Bought in or developed internally?
• Is it linked to the National Curriculum?
• How do you know it’s fit for purpose?
• Have all staff got the subject knowledge to teach it well?

What’s in your Ofsted folder

Ofsted folder

• Curriculum
• Long term plan
• Medium term plan examples
• Short term plan examples
• Evidence of monitoring - work scrutiny and lesson visits
• Evidence of progression
• Overview of assessment**
• Audits/questionnaires

Ofsted evidence gathering

Is the Headteacher aware of where your subject is in the journey?

Do you have a clear rationale about how you have developed your curriculum?

How well is your curriculum sequenced and how clear is the sequencing in the plans? Are the plans on the website

How much do Governors and and parents know about foundation subjects?

What can you influence? How?

Complete Intent part on Curriculum Form

What will staff say about their subject knowledge?

What about support staff?

Can all pupils access the curriculum?

Can pupils remember things that they did 3 months ago?

Long term v short term memory.

Do pupils enjoy your subject? How do you know?

Do books show progression within and between year groups?

Do you know the books well enough to show this progression?

Does feedback from the teachers improve progress?

Does what is being taught match your plans?

How much do you know about your subject?

Complete Implementation part on Curriculum Form

What have work scruities shown?

Are all pupils accessing the curriculum?

Can you show evidence that SEND and PP pupils make good progress through the curriculum?

How can you show impact when Ofsted won’t look at internal data?

Will pupils be able to answer questions relevant linked to the national curriculum?

Can you demonstrate good progress for all?

Complete Impact part on Curriculum Form

Create your own questions

https://docs.google.com/document/d/1Q0OMCALzkL6WVrsFasICsX1ee-SiJF9kAGspCTDFGas/edit?usp=sharing

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What questions could inspectors ask subject leaders?

1. What are the strengths in computing? What processes have you gone through to find out?

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• What are your current priorities for development?

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• How does the design of your curriculum allow pupils to make good progress? How do you know?

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• How did COVID lockdowns affect progress in computing? Have you had to make any changes to your curriculum as a result?

5. How do pupil premium and SEND pupils perform in relation to their cohort? How do you stretch the more able pupils?

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6. What recent training have you or team undertaken and how effective has it been at raising standards?

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7. How do you monitor the quality of education in computing?

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8. Do pupils enjoy computing? How do you know?

Answer one of the questions?

Subject SEF

Ofsted Checklist

Any Questions