Ofsted
n Pupil Premium allocation, use and impact on attainment. n Curriculum provision, content and approach by year and subject. n Admission arrangements. n Its policy in relation to behaviour, charging, and SEN and disability provision.
n Links to Ofsted reports and to achievement and attainment performance data.
n Its latest key stage 4 attainment and progress measures. My own school website is considered by parents to be a good one, as it
is updated very regularly and used effectively to communicate information and promote the achievements of the children. That said, I now have plans to develop the use of our website further,
by making some key documents more obviously accessible on there – a summary of our most recent parents’ questionnaire results with subsequent actions identifi ed, for example.
Achievement Not everything is different in this amended framework, a number of aspects have stayed the same. With regards to the achievement judgement: n Inspectors will still take account of standards of attainment and progress in recent years and the learning and progress of pupils currently in the school.
n Achievement of different groups of pupils, including those who are disabled and those who have SEN, remains at the heart of the achievement judgement.
The government has defined expected progress as two national
curriculum levels between key stages 1 and 2 and the only national fi gures that take account of pupils’ starting points are those in the National Transition Matrices. If you have managed to overlook these in your RoL, you need to dig these out as they are going to be key documents in the new framework. I am sure lots of you are familiar with the Matrices – they are the tables
that show what percentage of children moved from Levels 1 to 3, or 2 to 4, etc. They are the ones where the green squares show the number of children who made the expected (or greater than expected) progress and the pale blue squares indicate the number of children who made less than
the expected progress. It is worth noting that on these matrices in the 2011 RoL, there is not a separate column showing what percentage of children exceeded the expected progress, only columns showing the school percentage of pupils who achieved the expected level and indicating the comparative national picture. Clever headteachers may want to impress inspectors by calculating their percentage of “exceeders”.
“Inspectors will generally call between noon and 2pm the day before.
Be warned, if for some reason the school does not answer the phone,
the inspection will most probably become no-notice”
Another important consideration is the impact that the Pupil Premium
has had. There is a signifi cant emphasis on this in the new inspection regime. You may want to consider: n How much money has your school received in Pupil Premium? n How has this funding been used? n Why has the funding been allocated in this way? n What impact has this had on pupils’ learning and how is this impact measured?
n How can you demonstrate/evidence this impact? Would teachers in your school be able to answer these questions?
Would they be able to identify and articulate who the pupils are who have benefi ted and discuss this with an inspector? If they are able to do this, inspectors will be very impressed. Equally, would your governing body be confi dent in discussing these questions? It may well be that your SENCO will have the Pupil Premium discussion
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