I always try to look for the positives, but sometimes they are hard to find. Another Ofsted ‘consultation’ is upon us. I can say I have had mixed success when speaking to Ofsted. At times, they have appeared to listen; other times, they are stone deaf on a path, or should I say, on a mono-rail high-speed train with no brakes or headlights. Sir Martyn Oliver is now the controller.
A new report card is coming, and looking at it, if children are not achieving in line with national expectations, a large percentage (around 30%) of schools could be graded ‘secure’ at best. In this case, schools in this category will be viewed as secure, causing concern, in need of attention or just plain stuck.
A new challenge
Working with thousands of primary teachers and leaders every year and having been in the trenches as a primary headteacher for 10 years in an area of real deprivation, I know how hard working in and running a primary school is – and it is only getting harder. The new school inspection toolkit will significantly affect schools over the next few years, and leaders will need to be clear about how they can navigate it. Of course, there needs to be some system of accountability, but this does not and should not have to be done ‘to’ us. We are a profession that is intrinsically motivated to do our very best no matter how difficult the circumstances are – we give a damn.
The new inspection toolkit will be introduced by the new Labour government supposedly as a means of simplifying the system and making it fairer. But, in my opinion, does not go far enough in making the experience of inspection more transparent, fairer or less stressful. Schools are fabulously organic places that constantly change due to the ebb and flow of different staff and children of all kinds of needs, hopes and dreams. In the inspection process, schools are judged in a window. Depending on what is seen during that window, any outcome will still only reflect a narrow picture of the school.
Ofsted’s School inspection toolkit
So, for a primary school with early years, there are nine categories plus a ‘met’ or ‘not met’ safeguarding judgement, a coloured report card and a toolkit full of descriptors. For those who like numbers, that’s nearly four million possible outcomes! The question is, how will this offer schools the consistent conclusions they deserve?
We know children need consistency, but so do teachers and leaders. I’ve always said if you have the experience, you can walk into a school and know if it is a cause for concern. Judging schools in a time-limited inspection, grading whether a category is ‘secure’ or ‘strong’ will always be debatable. The results of Schools Week’s Ofsted Higher or Lower Quiz will, I’m sure, highlight the arbitrary nature of the draft descriptors.
Developing teaching and achievement categories
We could argue about terminology and colour schemes all day long. Interestingly, the toolkit has two achievement categories with differing grades, highlighting that this is really a matter of semantics rather than real, tangible differences.
Developing teaching
If we dig a little deeper (no longer deep diving), I think this will be the emphasis of future inspections. The word ‘developing’ keeps the pressure firmly on school leaders, with over 40% of the paragraphs starting with ‘leaders’. Developing teaching has four sub-headings: Leadership of teaching, Professional development, High-quality teaching and Inclusive teaching.
1. Leadership of teaching
To be a strong leader, you must have a ‘nuanced understanding of the quality of teaching across subjects, phases and year groups. Focused actions, with clear and desired outcomes, drive continuous improvements in the quality of teaching.’ In primary, we know how unbelievably time-consuming just gathering this information is. Is this a secondary model with a glancing nod to make it ‘fit’ for primary?
We know we can only focus on the many balls we are currently juggling, but we hope Ofsted focuses on those, not those we will add to the mix as soon as possible. Does this mean that most can only be secure? Do the strong ones juggle everything at once, hoping they only drop the lot when Ofsted has gone? Do the secure ones juggle what they can manage and improve steadily, knowing they will never be deemed strong?
Most schools know improvement is needed, and some know they have a long way to go. Still, they will be categorised as ‘Attention needed’ unless, by some miracle, actions taken have permanently fixed the ‘underlying causes of the weaknesses.’
In this section, a secure grade and building your strength over time could be the best bet for everyone’s well-being and balance, especially in small primary schools. Fortunately, Ofsted is finally recognising and not just paying lip service to the unique challenges of leading and teaching in small primary schools.
2. Professional development
Now, this is a little easier, and the key to being strong seems to be moving from an effective top-down plan to where the school has a culture of individualised professional learning with staff taking ownership of it. One thing to note, especially at primary level, is the focus on reading, writing and mathematics while ensuring that teachers build confidence, expertise and subject knowledge across the full curriculum. It also looks like ‘adaptations’ have replaced ‘scaffolding’ for pupils with SEND and EAL. Is differentiation still in the bin? You can gain some brownie points by engaging with the ITT, ECF and NPQs.
3. High-quality teaching
Key areas here, none of which I would disagree with are subject knowledge, sequenced teaching and learning of the important content and concepts. Assessment of, as and for learning are also increasingly important aspects of high-quality teaching. These areas, alongside contextualisation, quality explanations and learning activities will stand you in good stead with the inspectorate.
Teachers will be deemed strong if they are fortunate enough to demonstrate those moments when they use their skills to understand what a group or individual needs and adapt how they teach something on the fly. Early years teachers should be on to a winner here – they plan for, have and act on these opportunities all day long. Hmmm, maybe Ofsted is realising that EYFS practice done right is a shining example of strong, high-quality teaching.
4. Inclusive teaching
It looks like well-judged adaptations are the order of the day. You are strong if, ‘adaptations effectively enable pupils to learn the curriculum so that they secure the knowledge and skills (yeah, skills are back) they need for future learning.’ This alongside, ‘effectively deploying teachers and support staff to improve achievement.’ It’s a shame therefore, that so many schools struggling with deficit budgets, meaning that teachers and support staff have been lost.
5. Achievement in national tests and examination
Now for the not-so-good news. Ofsted has done it again – attainment and progress in the same ‘box’. So, if you have a cohort with, for example, a high level of pupils with SEND and/or learning difficulties or low attainment for whatever legitimate reasons and, believe me, there are legitimate reasons, you will be in the red. Unless they split or weight attainment and progress, you could be doing wonders progress-wise and still be in the red! This section will increase the pressure on schools in areas of high deprivation and/or those with large percentages of SEND pupils. These schools need finance and support for the whole child and then watch them narrow the gaps.
Achievement across the curriculum
There are two sub-headings within Achievement across the curriculum: Progress through the curriculum and (a long one) Pupils have relevant and appropriate knowledge and fluency in reading, writing, mathematics, and language and communication.
1. Progress through the curriculum
Developing rich knowledge and skills across the curriculum is the order of the day. Leaders understanding progress at an individual level and how gaps, especially between disadvantaged and non-disadvantaged pupils, are being closed. SEND pupils need to be achieving well relative to their individual targets. I feel this is the start of a swing back to data driven Ofsted inspections. Let’s see.
2. Pupils have relevant and appropriate knowledge and fluency in reading, writing, mathematics, and language and communication
The long sub-heading says it all. I agree that reading fluency, oracy, writing, and mathematics should be the priority. To have fluency, the curriculum in these areas needs simplifying so children have the chance to apply skills, especially in writing. Yes, teaching specific skills, such as phonics and timetables is important, but reading fluency and using and applying these skills in context cement them through a well-planned, designed and developed curriculum. A curriculum that engages children.
Summary
Let’s hope Ofsted listen to feedback and make the necessary amendments to the toolkit. I know parents want their children to be happy and taught well enough to get to their next education stage as easily as possible. They want their capabilities and passions to be recognised and unlocked, and the enthusiasm so many have through early and primary years maintained. Teachers want to be listened to and supported to do and get better at the profession they have chosen and care about.
Let’s remember, one of the main reasons we have any review at all was the very sad case of Ruth Perry. Whatever ‘new’ system is introduced, it MUST address the stresses and pressures leaders feel because of inspection. It must appreciate teachers’ well-being and provide support, not a threat to schools, helping them to improve in a more nurturing and understanding climate.
If you wish to discuss anything with respect to your schools plans for curriculum and assessment development, please get in touch. We like nothing more than getting to know and helping primary schools.