New OFSTED Handbook - Changes For the Good
11 February 2022
I trained for Section 5 OFSTED inspection when the Common Inspection Framework (CIF) was in place. At that time outcome data felt paramount. Individual lessons were evaluated, and I offered feedback to teachers who wanted to know ‘their’ lesson grade. Most know that OFSTED will not now grade individual lessons. This was more than satisfactory change. It is part of big picture focus and change for the good.
I have not inspected for many years and the Education Inspection Framework (EIF) from 2019 arguably offered radical change rather than evolutionary revision. Curriculum is rightly key. There is a broad evaluation style including the Leadership and Management role of middle leaders. Multiple factors contribute, in a rounded collaborative way, to inform Quality of Education and Overall Effectiveness judgments. The move from evaluation forms (EFs) to evaluation cards seems like system change rather than educational enlightenment, although it does facilitate high speed access to a wider broader evaluation team.
Inspecting the Curriculum 2019 remains an invaluable tool for governors, alongside other school leaders, to align school-based monitoring and evaluation with the current EIF. The “Lets see that in action together” approach is invaluable. There is ongoing iterative evolution with the School inspection handbook, February 2022.
Insight inspiring intent, implementation and impact.
Post Brain Injury I have undertaken considerable personal research and have been delighted to recognise Neuroscience informing the more recent OFSTED framework and publications. Issues with memory have forced me to learn new organisational approaches to ensure that important information moves from short term memory (5 weeks) to long terms memory, before it is lost forever. My short-term memory is poor post accident. There has been significant research to identify the brain circuitry necessary for long term memory formation. Education is about knowledge and understanding for life, not just the next lesson.
Two key words, Rigor and Sequencing. Rigor requires repetition, revisiting and application of new learning to enable and embed for the long term. This should be evident in deliberate sequencing, within and across subjects and visible in planning and on classroom displays. If learning is effective and for life, this should also be evident in pupil responses to questioning about what they have learned over time, beyond what they are learning right now. “Who is your favourite author?”
Focus on long term memory is the right thing to do and we can expect inspectors to do the same.