News Continued from page 1
judgement. It is unclear whether this will strengthen or weaken their position.
Being promoted Achievement nudges in front of attainment in this schedule. Progress is measured through value-added measures (VA) rather than contextual value- added (CVA). Instead, inspectors are required to talk more with headteachers to establish context. There is a strong emphasis
upon closing the gap that arises from social disadvantage. The government wants to see the impact of the pupil premium and schools to prioritise raising achievement across groups. They may feel that too much allowance made for individual circumstances will detract from that. The prominence given to
schools’ tackling extremism and bullying is hard to miss. Extremism is mentioned under “behaviour and safety” as a risk which pupils should be able to understand and respond to. Bullying is a top priority under the same judgement and inspectors will be expecting schools to take a firm stand against it. Teaching is the priority. Inspec-
tors will be looking at planning, implementation, marking, assess- ment and feedback. They will be asking pupils what worked for them and rating support and intervention. Reading is more prominent than ever, with inspec- tors taking their evidence from test results as well as listening to pupils themselves.
What next? Will schools maintain their interest in the old judgements and continue to work at community cohesion and ECM even though they are not headlining in the schedule? In theory, if it is worth doing it should continue whether inspectors are interested or not. In practice, the schools that
have invested highly in these areas are likely to continue with them for a while at least. Perhaps because they are a church school or because the nature of the catch- ment demands it. But in time, it is likely that schools will gradually drift away from the old agenda. Perhaps we should step back a
pace and ask ourselves, if schools focus on the framework and keep to the core of what is inspected will that be to the benefit or detriment of our children?
• See page 4 for a guide to the new Ofsted framework.
Jamie Oliver calls on Ofsted to judge schools on food quality
Ofsted should judge schools on the quality of their school meals in much more detail, while all schools should be growing their own food. These are among the recommen-
dations in, Feed Me Even Better, the second school food manifesto to be released by celebrity chef Jamie Oliver. The document, published last
week, details an eight-point plan which Mr Oliver says will further improve school meals and food education. Mr Oliver first became a figure-
head for better and healthier school meals after his television series, Jamie’s School Dinners, in 2005. The 2005 campaign, which was
entitled Feed Me Better, led to the then prime minister Tony Blair launching a £280 million drive to improve school food, the estab- lishment of the School Food Trust – now operating as an independ- ent charity – and the implementa- tion of legally binding nutritional standards including a ban on junk food in schools. It is estimated that 25 per cent
of children are still overweight or obese and in his new manifesto Mr Oliver has now called on Ofsted to play a bigger role. He said: “Ofsted inspections don’t look at the quality of school food in any great detail, nor do they assess whether a school lunch service actually meets current nutritional standards. Ofsted inspections need to assess the nutritional content of school food as well as the benefits
of a good school meal and dining environment. “The efforts headteachers make
to provide a good school lunch service, increase take-up and develop a whole-school approach to food education should be praised in Ofsted assessments.” Elsewhere, Mr Oliver calls for
a School Food Premium to be paid to reward those schools that increase the number of students eating school meals. He added: “Funding should be
awarded directly to the school and not the caterer because the school should make the decision on how best to increase take-up; for exam- ple, by introducing staggered lunch breaks to reduce queuing, closed-site policies at lunchtime or cooking les- sons on the curriculum to improve pupils’ relationship with food.” He also said he wanted every
school to become a “food-growing school” and that these activities should be curriculum-based. He added: “Children who learn and understand about where their food
comes from, as part of their curric- ulum, will be more intelligent con- sumers as adults and make better decisions about the food they buy.” He wants cooking to be re-
introduced onto the national cur- riculum and calls for a minimum of 24 hours of practical cooking lessons per key stage for pupils aged four to 11. Education secretary Michael
Gove met with Mr Oliver in June and in a letter this week respond- ing to the manifesto he pledged that he would consider the School Food Premium proposal and that he would ask officials to discuss the idea with the School Food Trust. Mr Gove also said that the Trust
is being given £4.3 million by the government for projects includ- ing a school meals take-up survey and other research, for advice on nutritional standards and to help support schools and the training of cooks and caterers. To read the full manifesto visit
Behaviour checklist published
A new checklist of what schools can do to instil good behaviour in the classroom has been published by the government’s expert adviser on behaviour, Charlie Taylor. The checklist – Getting the Sim-
ple Things Right – was developed by Mr Taylor, a headteacher, fol- lowing a recent behaviour summit, where outstanding headteachers from schools in areas of high dep- rivation gathered to discuss the key principles for improving behaviour. The checklist includes:
n Ensuring absolute clarity about the expected standard of pupils’ behaviour.
n Displaying school rules clearly in classes and around the building.
n Ensuring that children actually receive rewards every time
they have earned them and receive a sanction every time they behave badly.
n Taking action to deal with poor teaching or staff who fail to follow the behaviour policy.
n Ensuring pupils come in from the playground and move around the school in an orderly manner.
n Ensuring that the senior leadership team, like the head and assistant head, are a visible presence around the school, including in the lunch hall and playground, and not confined to offices.
Commenting on the checklist,
Mr Taylor said it set out for schools the simple but essential things to get right to ensure strong discipline and strong teaching. “Without good
behaviour, teachers can’t teach and pupils can’t learn,” he said. “Often the problem is that schools
aren’t being consistent with their behaviour policy, such as ensuring that punishments always happen every time a pupil behaves badly. “Teachers can run through the
checklist first thing in the morning and again after lunch to ensure the correct preparations.” However, Mr Taylor stressed
that the list was not intended to be mandatory, but to help schools to develop their own policies to improve discipline. He said that it was the process of using a checklist and ensuring consistency which would improve behaviour. To access Mr Taylor’s check-
list, visit www.education.gov.uk/
| Page 2
| Page 3
| Page 4
| Page 5
| Page 6
| Page 7
| Page 8
| Page 9
| Page 10
| Page 11
| Page 12
| Page 13
| Page 14
| Page 15
| Page 16
| Page 17
| Page 18
| Page 19
| Page 20
| Page 21
| Page 22
| Page 23
| Page 24
| Page 25
| Page 26
| Page 27
| Page 28
| Page 29
| Page 30
| Page 31
| Page 32
| Page 33
| Page 34
| Page 35
| Page 36
| Page 37
| Page 38
| Page 39
| Page 40