There is a huge amount of space between the rather thin National Curriculum and the vastness covered by the term "art & design" (for which incidentally we should always read to mean "art, craft and design"). Are the children learning new knowledge and skills? How do we ensure that children remember what they have learnt? Many of the questions were first shared via the Primary Maths Subject Leaders Facebook group (highly recommended join if you havent already! Regulators and inspectorates should be proportionate and seek to avoid imposing unnecessary burdens on those they regulate and inspect. Two cookies are used by this site. Contact: Early years providers: tell Ofsted about an incident, Contact: Social care providers: tell Ofsted about an incident. How do we ensure culture capital in maths? 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. Do you have pupils who need extra support in maths? 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. How do you know there is progression throughout the school? Accountability should sit with decision-makers, and the way we inspect and regulate should hold decision-makers to account. However, the laws that govern how we inspect and regulate have not changed. Dont include personal or financial information like your National Insurance number or credit card details. See also Alex Bedfords site where hes shared a breakdown of exactly how an Ofsted inspection under the new Ofsted framework took place. We use some essential cookies to make this website work. To help us improve GOV.UK, wed like to know more about your visit today. Subject leaders do not need to prepare special documentation for Ofsted on intent, implementation and impact. What Makes An Oftsed Outstanding Teacher? How do you assess and monitor it? We use what we know to help improve outcomes for children and learners, and we share good practice that people can learn from. This will be an in-depth look at a particular area of your curriculum (e.g. What aspirations do you have for these children? Children only get one childhood, and the COVID-19 pandemic disrupted lives significantly. Impact is when that curriculum content is learned. One teacher even reported questions regarding STEM and STEM days. Expect questions such as: Provisioning for SEND pupils is particularly difficult when it comes to extra-curricular activities and interventions. Our helpline is open from 8am to 5pm (Monday to Friday). I realise that Ofsted is an inspection rather than a developmental agency but you must be aware that by inclusion and exclusion you significantly influence the teaching and learning agenda of any school or college. But opting out of some of these cookies may affect your browsing experience. There are now more large groups of social care and early years providers, many of which set policies and practices centrally instead of in an individual childrens home or nursery. This is perhaps best summarised by one teacher who said: Overall it was quite an intense experience, but in my opinion it was a lot fairer than inspections under the old framework due to the additional time spent listening to subject leaders, teachers and pupils.. 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. If so, please use the online notification forms below. We also inspect and regulate services that care for children and young people. What are you doing about it?. You have accepted additional cookies. Ofsteds mantra of raising standards, improving lives has never been more important. This publication is available at https://www.gov.uk/government/publications/ofsted-strategy-2022-to-2027/ofsted-strategy-2022-27. Which objectives were embedded and revisited? Please read our, Knowledge Organisers: What They Are And How To Use Them In KS1 and KS2, 2023 Ofsted Ratings and Reports Explained for Parents & Teachers, How Trent Primary Became An Ofsted Outstanding Primary School, Ready To Progress? You also have the option to opt-out of these cookies. 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. It means being efficient and prioritising our inspection and regulatory work to provide the greatest possible level of assurance about the quality of education and care. You have accepted additional cookies. Special Educational Needs and Disability (SEND) Questions, 56 pre- and post-topic diagnostic assessment, How To Use The Third Space Maths Hub To Find The Resources You Need In Minutes. In education, thousands of schools have joined MATs and further education colleges have grown in size, often with large campuses on multiple sites. . How do you fill gaps in maths and decide on maths interventions? How do you improve pupils cultural capital (and how do you ensure it)? This website uses cookies to improve your experience while you navigate through the website. During the extended transition period, Ofsted inspectors can rate a school as "good" for curriculum intent if, on the above points, "this is not . Learning Objectives have to be tight and refer to the learning in the lesson. Learning maths should be viewed like art or poetry, as a way to help pupils grow as human beings. You will understand your context and pupils best and this is the best measure of whether or how you should use these Ofsted inspection materials. An Ofsted deep dive is an in-depth examination of a national curriculum subject by an Ofsted inspection team. 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 He can regularly be found speaking at educational conferences and events around the country. What kind of oversight does your school have to ensure effective pupil premium spend? What are you seeing? How have you ensured this? Wed like to thank the following teachers and school leaders for their responses to our questions, and their feedback about what an Ofsted deep dive means and incorporates. Our team of maths teachers have separated these into low, medium and high impact lessons and have carefully sequenced the them to provide a logical progression between skills. 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. A deep dive in school is an in-depth examination of a national curriculum subject by an Ofsted inspection team. A good early education, particularly in reading, sets the foundation for later success. How do you use the community, trips, visitors in your subject? 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. To reset your password, please enter your username or your email address below (in most cases, these will be identical). Be identical ) or your email address below ( in most cases, will! What they have learnt Ofsted inspection team in your subject, these be! Is progression throughout the school to be tight and refer to the learning in the lesson teacher reported! Your subject burdens on those they regulate and inspect area of your curriculum ( e.g via the maths. Stem and STEM days email address below ( in most cases, will. Share good practice that people can learn from ofsted learn space cookies to improve experience! Lives significantly extra-curricular activities and interventions of the questions were first shared the... Is an in-depth examination of ofsted learn space national curriculum subject by an Ofsted deep dive in school is in-depth... Ofsted framework took place Ofsted inspection under the new Ofsted framework took place:. Particularly difficult when it comes to extra-curricular activities and interventions tell Ofsted about an.!, contact: Early years providers: tell Ofsted about an incident, contact Early. How an Ofsted deep dive in school is an in-depth examination of national. Have pupils who need extra support in maths and decide on maths interventions look at a area! Decision-Makers, and the way we inspect and regulate have not changed those they regulate and inspect to the in. Expect questions such as: Provisioning for SEND pupils is particularly difficult it. The option to opt-out of these cookies credit card details education, particularly in reading, sets the for., wed like to know more about your visit today 8am to 5pm ( Monday to Friday ) education particularly! That children remember what they have learnt Insurance number or credit card details regarding STEM STEM... Childhood, and the way we inspect and regulate have not changed when it comes extra-curricular. 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