If all children are using the year group objectives how do ensure challenge? Although it may not come up as a section by itself, many of the other sections are intrinsically linked to workload and teacher wellbeing. Unsurprisingly the leaking and sharing of this content online has promoted some strong opinions on twitter. Two cookies are used by this site. How do we ensure culture capital in maths? How do Staff differentiate in your subject? A blog describing some of the factors that contribute to a successful learning experience in further education and skills. Given how busy everyone is right now and the fact that even the maths documents run to several pages, weve drawn up a quick summary of whats included on the two main documents (togther known as the Ofsted crib sheets): There are separate documents for primary and secondary schools however the content they contain is extremely similar which is why we have only provided one summary below. What do you do to ensure that your teachers and TAs have up to date subject knowledge? Our one-to-one tuition helps pupils make an average of. Our policies, frameworks, judgements and insights are rooted in evidence. Inspectors have been particularly interested in how teachers are able to ensure maths progress for their pupils, and how schools are managing to bridge the gap in maths between key stages. By setting clear expectations at registration, we will improve the quality of provision entering the sector and reduce the need for future monitoring and enforcement. Our interventions also help those pupils who may be falling behind catch up with their peers, enabling class teachers to spend less time worrying about organising and delivering catch-up lessons in their own time. What Makes An Oftsed Outstanding Teacher? In childrens social care, we introduced a more risk-based and proportionate approach to regulation and inspection to help keep children safer and catch providers before they fall. The education, training and care sectors have changed dramatically over recent years. We are not an improvement agency improvements are made by teachers, leaders, social workers and others who work on the ground but our inspection, regulation and insights contribute to these improvements. Being responsible means understanding the perverse incentives and unintended consequences our work can have, and minimising those as far as possible. request a personalised quote for your school, Ofsted Crib Sheets Explainer:Training Guides For Ofsted Inspectors Now Free For All Schools, Primary Curriculum Design: Planning for Ofsteds Intent, Implementation and Impact, Ofsted Consultation 2019 Results: Changes To The Draft Framework. Our inspections will promote improvements and raise the standard of education and care received by children and learners. We are in a unique position to see what is happening on the ground and we use that intelligence to identify trends, highlight issues that need addressing and share good practice that others can learn from. These cookies do not store any personal information. Ofsted | The Bridge Integrated Learning Space Home The Bridge Integrated Learning Space The Bridge Integrated Learning Space URN: 141605 Address: 1 Dowrey Street, London, N1 0HY. Interventions need to be structured, personalised and led by subject specialists to be effective. Contact: Complaints about other providers Ofsted inspects. We are a force for improvement through the intelligent, responsible and focused use of inspection, regulation and insights. Cookies. How do we ensure that children remember what they have learnt? He oversees the Secondary maths online content and works across Third Space to support our Secondary programmes. Read more: How To Use The Third Space Maths Hub To Find The Resources You Need In Minutes. To help us improve GOV.UK, wed like to know more about your visit today. Deep dives are no longer new! We judge standards and report our findings to the public without fear or favour. I told them we follow White Rose which links to NC (all staff explained that as well) they were happy that we were doing fluency, reasoning and problem solving, and some of their questions feel really weird in terms of how you answer them, as it seems so obvious. Pupils are taught efficient methods for finding solutions in exercises and problems that enable both understanding of the underlying principles as well as speed and accuracy. Therefore, wed recommend not going out of your way to prepare any specific data, but you should be (regardless of Ofsted) familiar with your schools external data, the trend, strengths/weaknesses and be prepared to discuss your views. Daily activities, ready-to-go lesson slides, SATs revision packs, video CPD and more! All rights reserved.Third Space Learning is the trading name of Virtual Class Ltd, Secondary Maths Resource & Content Creator. This is a new feature of the Education Inspection Framework (EIF). How do you know this is happening across the school? They are looking for a top-level view. Our staff engagement scores are some of the highest in the Civil Service, and we want to maintain that. Our helpline is open from 8am to 5pm (Monday to Friday). The extent to which whole school policies affect the capacity for effective mathematics education, Additional recommended around best practice in maths, National Centre for Excellence in the Teaching of Mathematics, Summary of the Ofsted Maths Research Review, Government materials for Ofsted Maths Research Review, Summary of the KS2 & KS3 report and breakdown for teachers and senior leaders, Full Education Endowment Foundation (EEF) research: Improving Mathematics in Key Stages 2 and 3), Summary of the ready to progress materials from the NCETM, request a personalised quote for your school, Teachers Guide To The Ofsted Maths Research Review 2021, Primary Curriculum Design: Planning for Ofsteds Intent, Implementation and Impact, Ofsted Consultation 2019 Results: Changes To The Draft Framework, A curriculum should engineer success by incorporating detail, sequencing and the bigger picture. Enter the password that accompanies your username. Much of our work is directed at those with the hardest start in life, including those experiencing significant harm, those needing the care of the state, and children and learners with special educational needs and/or disabilities (SEND). Our inspection frameworks, which are grounded in evidence, help providers focus on the right things. This will be an in-depth look at a particular area of your curriculum (e.g. Link to action plan. The learning walk. If this matches an account in LearnSpace, you will be sent an email containing further instructions. Learn more or request a personalised quote for your school to speak to us about your schools needs and how we can help. Prior to lesson visits Lead Inspector took 6 children from each of the 2 lessons observed and asked them to talk through individual pieces of work in their books. Our insights inform practitioners, policymakers and decision-makers and lead to improvements across the system. How do you ensure that all teachers build on prior knowledge if a topic is repeated? This is based on the conception of quality set out in the PE research Running regular interventions throughout the year that are timetabled into the day ensures that these go ahead, but you need to ensure that these sessions are well planned, and not done on a strictly ad hoc basis. We offer impartial advice to policymakers on the current quality of education and care. This webinar explains what it means for pupils to get better in #physicaleducation #PE. We provide non-prescriptive schemes to support target areas such as. The essential one is the session cookie, usually called TotaraSession.You must allow this cookie into your browser to provide . We thought it might be helpful to briefly touch on data, and what to expect. How off-the-shelf is the scheme you use and how does it link to the national curriculum? We also use cookies set by other sites to help us deliver content from their services. Being intelligent means making sure that our work is evidence-led and that our frameworks and regulatory approaches are grounded in what works best to improve outcomes for children and learners. As well as skill progression, curriculum planning and CPD, in recent Ofsted deep dives, there has been a big focus on the impact of COVID-19, and what schools are doing to reduce it. If you think we have missed anything, then let us know and well update this post to reflect it. Explore videos, FAQs, troubleshooting, and users feedback about nhsprofessionals.nhs.uk. How as subject lead do you know what is happening across the school. As usual at Third Space Learning we've focused on the maths documents as that's our area of expertise but the link provided includes Ofsted training materials for PE, English, History and several other subjects. 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. We also have over 150+ Maths in Minutes videos: bitesize CPD with top teaching tips which can be easily watched before teaching a topic, and which are brilliant for improving subject knowledge amongst NQTs and TAs. Paul Garveys Quality Schools website now has a link to a Google drive with all the documents broken down by subject. autism) focus more easily on the lesson and subject. Expect questions such as: As you can see, these questions are similar to those that might have been asked as part of the old framework, but with a greater emphasis as with the majority of the new framework on subject knowledge and pupil progression. Most teachers were asked what interventions they had in place, with a particular focus on interventions for pupil premium children. Subject leaders do not need to prepare special documentation for Ofsted on intent, implementation and impact. What interventions are carried out in the school? While there will undoubtedly be some variation in the kinds of questions asked between subjects and year groups, these examples give a clearer picture of the general ideas and intentions behind a deep dive-focused inspection. Not all children in care were able to maintain contact with family and some care leavers felt extremely isolated. We will work with the Department for Education (DfE) on toughening the law to increase our oversight of unregistered settings. We will develop the evidence base about early years education, including curriculum and pedagogy, and act on it. A mocksted (or mock-Ofsted) is a dress rehearsal of an Ofsted inspection that some schools use to gauge their readiness for the real thing. Learn more or request a personalised quote for your school to speak to us about your schools needs and how we can help. You have accepted additional cookies. And we use our expertise to advise how provision can be improved at the system level. The most notable differences can be found on page 2 of the aide-memoire where. One school went as far as saying There was no interest at all in data. Others said that they did receive questions regarding their external data such as SATs scores, and disadvantaged gap, including looking at the 3 year trend. The secondary documents mention year 7, GCSE resits and A Level in a couple of places, and the primary documents mention year 5, year 6 and early years, however this has little effect on the overall content. Childminders caring for "young children" (until the child has reached the end of the reception year in school) must register on the Early Years Register. Are the staff conducting interventions subject specialists or support staff? General discussions in a maths deep dive have included the impact of lockdown, core content missed, remote teaching and access to concrete resources. Learning: creative approaches that raise standards 4 Executive summary This survey evaluates how 44 schools used creative approaches to learning that encouraged pupils to be questioning, imaginative and open to possibilities, and to 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. Read about the types of information we routinely publish in our Publication scheme. In researching this article, we spoke to some of the hundreds of schools were currently working with, as well as reviewing the many Facebook groups and posts that teachers and SLT have been sharing, and some of the early inspection reports under the Ofsted framework 2019. Which objectives were embedded and revisited? We inspect services providing education and skills for learners of all ages. Implementation is the teaching activities you choose to teach your curriculum. Impact is when that curriculum content is learned. An Ofsted inspection of any establishment, primary or secondary, small or large, will now include 'a subject deep dive'. We inspect services providing education and skills for learners of all ages. This role has become more important as a result of the disruption and distress that COVID-19 caused. How is this being evidenced? Our curriculum reviews in schools have helped demonstrate high-quality education in different subjects. How do you fill gaps in maths and decide on maths interventions? Our tutors use these reports to further personalise and adapt lessons for each pupil between sessions, ensuring theyre learning the curriculum content at the best pace for them. "In sculpture, pupils learn the meaning of shape . School wide systems to prompt consistency are not in place, Teachers have their subject and pedagogical knowledge assessed, Professional learning is not prioritised, Older year groups are given priority at the expense of other groups of pupils, There is flexibility for departments to do what is best for their pupils, Schools allow pupils with SEMH to opt out of lessons in particular subjects leading to a narrowing of the curriculum and the prevention of learning for other pupils, All teachers and leaders are equally important in engineering mathematical success, The responsibility for attainment lies with the subject lead and other leaders, Schools are not expected to articulate their intent as is outlined in the document, Schools are not expected to provide documents to act as evidence in the areas outlined, Inspectors are instructed to investigate any issues outside of the schools control that may be affecting the education of their pupils. Daily activities, ready-to-go lesson slides, SATs revision packs, video CPD and more! We do not recommend conducting mock inspections or deep dives; while they were considered the in thing a few years ago, theyre now recognised as a pointless exercise that just causes staff unnecessary stress and might even make performance during a real inspection worse. Expect questions such as: Ofsted inspectors are looking to ensure that there is adequate provision for pupils who have learning gaps that may be current or future barriers to learning. Because our interventions are online and use a microphone only, our tutors have become accustomed to gauging pupil reactions through sound alone and have developed high levels of emotional empathy. Out of these, the cookies that are categorized as necessary are stored on your browser as they are essential for the working of basic functionalities of the website. Expect questions such as: Provisioning for SEND pupils is particularly difficult when it comes to extra-curricular activities and interventions. Added to this, we recommend you work through the questions below, thinking about how youll answer them at your next inspection. (See "the characteristics of effective teaching and learning" at paragraph 1.15). With unlimited staff accounts available for all Third Space Maths Hub subscribing schools, we want to empower teachers to consume CPD the modern way (on demand) at a time and place convenient to them. Help your school get ready for the new Ofsted inspections with this framework of the deep dive questions you can expect to be asked. s curriculum is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment. We will keep pace as the education and social care sectors evolve. Questions to think about are: We have to empower teachers by providing them with CPD, which is why Third Space Learning provides schools with two types of CPD. 1a) Planning how to identify the facts, methods and strategies, 1b) Planning to ensure pupils learn useful methods, 1c) Planning to ensure pupils learn strategies to solve problems, 1d) Planning to ensure that pupils have encountered all of the linked facts and methods required for new content, 1e) Planning to allow pupils to combine knowledge from different areas of the curriculum, 1f) Delivering content so pupils know more and remember more, 1g) Identifying and repairing knowledge gaps, 1i) Anticipating and responding to the needs of different groups of pupils. 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. Ofsted has made it clear that reducing teacher workload is important to them. Schemes of work were another point of interest (and one shared across subjects), as were questions around how maths was being linked to the wider curriculum. Some of the questions inspectors asked were: Interventions are a clear and accountable way of spending pupil premium funding, and Third Space Learnings one-to-one maths interventions have been designed to provide exceptional progress in a short space of time and hence exceptional value for money. The extent to which there is a climate of high subject expectations where a love of maths can flourish, 5. 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. Do you feel supported (by curriculum leaders and senior leaders)? Third Space Learning provides a wide variety of data for schools to use as part of our intervention programmes. For example, they may ask questions such as: At Third Space Learning, we help to reduce teacher workload by enabling schools to run up to 15-20 personalised one-to-one interventions within a single hour of the day, as opposed to using at least fifteen hours of teacher time (plus planning). This can help identify which pupils will benefit most from thespecialist one-to-one maths interventions from Third Space Learnings maths tutors. So You Think You Need A KS2 Maths Intervention? The new Education Inspection Framework (EIF) refers to learning being sequenced and adapted to suit the school I think. What will we see in the lesson observation? Make a new request by contacting us using the details below. Children only get one childhood, and the COVID-19 pandemic disrupted lives significantly. Download a free sample of 6 weeks of Rapid Reasoning questions! Preparation is everything; you dont want to be taken by surprise on the day. Well send you a link to a feedback form. 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.

Sports Illustrated Swimsuit 2022 Runway, Danielle Osik Brandon Miller, Motorcycle Accident On Belt Parkway Today, How Many Phonemes Does The Word Sight Have, Cosima Diamond University, Articles O