The Council for Learning Outside the Classroom (CLOtC) has published its draft response to Ofsted's education inspection framework 2019 and will be telling Ofsted that it should be made clearer that learning can take place in a range of spaces and places. All rights reserved.Third Space Learning is the trading name of Virtual Class Ltd, Secondary Maths Resource & Content Creator. Cookies. These cookies will be stored in your browser only with your consent. Login here. What would I expect them to see/hear? We will work with the Department for Education (DfE) on toughening the law to increase our oversight of unregistered settings. "In sculpture, pupils learn the meaning of shape . We also aim for there to be minimal additional school staff involved in a Third Space Learning intervention, so you can get on with business as usual while we support the pupils who need the help most. It will take only 2 minutes to fill in. Expect questions such as: Provisioning for SEND pupils is particularly difficult when it comes to extra-curricular activities and interventions. This helps teachers and school leaders become more knowledgeable in an external data sense so that if Ofsted should ask, they can respond with confidence. Ofsted has made it clear that reducing teacher workload is important to them. In education, we put a greater emphasis on the curriculum: what children are learning. We follow the principles of good regulation: proportionality, accountability, consistency, transparency and targeting. We will continually review our approach and advocate for additional powers where required. We have a unique view of the education and care system, through the hundreds of inspections and regulatory visits we carry out every week. How do you fill gaps in maths and decide on maths interventions? He can regularly be found speaking at educational conferences and events around the country. Here, we share what an Ofsted deep dive entails, the questions you are likely to be asked by the inspection team, what it looks like in practice, and how to prepare for it. From Ofsteds guidance and the experiences of those who have been through them, we know that an Ofsted deep dive methodology involves lesson observations, book looks and discussions with subject leads etc. This includes assessing spaces for potential hazards such as slips, trips and falls - which would arguably be greater in crowded and confined spaces - and to take reasonably practicable steps to prevent or, where this is not possible, reduce any risks identified. How has the curriculum been affected by lockdown? Will the teachers questioning encourage learning and enquiry? We use some essential cookies to make this website work. Ofsted publications 45 Publications by others 45 Annex A. We will also make our systems work more smoothly for our staff, helping them to access and analyse the data we produce to increase the impact we can have. Is there consistency across the year groups? Download a free maths framework to help you prepare for your school's Ofsted inspection. Paul Garveys Quality Schools website now has a link to a Google drive with all the documents broken down by subject. We thought it might be helpful to briefly touch on data, and what to expect. Pupils come up with their own informal calculation methods. 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. Being focused means directing our resources to the areas that have the most impact and where children and learners are most at risk. What support do you provide in a leadership role to ensure a good work life balance for staff? Why? Well send you a link to a feedback form. How do you know this is happening across the school? 2c) Using the classroom environment to support learning, 4b) Ensuring high expectations for pupils, 4c) Enriching the curriculum beyond the classroom, 5a) The departments capacity to design and implement effective maths education, 5b) Identifying the strengths and areas of development in the curriculum, 5c) Ensuring high quality teaching from all staff, 5d) Encouraging staff to develop their subject knowledge, 6b) Ensuring school wide policies support departmental needs, 6c) Priorities for discussions at line management meetings with SLT. This category only includes cookies that ensures basic functionalities and security features of the website. How are you evidencing lessons which use concrete apparatus? maths or EYFS) which Ofsted will decide on and inform you of prior to the inspection. Please contact your local council or call local police on 101 if you're worried about a child who is at risk of being harmed. Ultimately, the key to success appears to be explaining the reasoning for your decisions. How do class teachers know what went before in previous years? Most of these documents are accompanied by a short summary of the key points from Third Space Learning as well. How do we ensure that children remember what they have learnt? One teacher even reported questions regarding STEM and STEM days. Read our policy on Social media use. Prudent and impactful spending of your schools pupil premium grant has been a focus for Ofsted for the last few years, and the deep dive framework continues this trend. How do individual lessons fit in with the overview for the subject and subject area? How are gaps bridged between each key stage? Learners in further education and skills, especially apprentices and those with practical elements to their courses, suffered great losses to their education, as did prisoners. Our comprehensive risk assessments mean we concentrate resources on the areas that need them most, only intervening where there is a clear case for doing so. s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. Childminders must be registered with Ofsted in order to look after children under the age of 8 years old. A deep dive in maths looks like an Ofsted school inspection that focuses on ensuring maths progress for pupils and bridging the gap in maths between key stages. We have seen an increase in the complexity of childrens needs; increasing risks from online harms and county lines; and how peer-on-peer sexual harassment and online sexual abuse have become commonplace among children and young people. Make a new request by contacting us using the details below. Find the official link to Learnspace Login. Well send you a link to a feedback form. These Ofsted crib sheets and other documents were not initially designed to be read by the wider public or to inform schools decision-making so, we cant guarantee their accuracy and legitimacy. This category only includes cookies that ensures basic functionalities and security features of the website. Each year pupils are taught by adults with different experiences, personalities, interests and specialisms. What do you do to ensure that your teachers and TAs have up to date subject knowledge? 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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