Eggstra, eggstra. Look – it is not easy finding a feature image for a post on the School Inspection Update 1 and British values you know.
Today I heard from a colleague, senior leader and Ofsted inspector, that he really felt that Ofsted, the organisation, was really opening up to the profession. We are no debating the purpose, reliability or accuracy of inspections here, rather the openness of Ofsted. Social connectedness and accessibility can only claim part of the credit, it is then down to the individuals that decide to engage.
In the social conversation, there have been broadly three responses. Reaching out and asking has, until the past twelve months was rare. Then there is answering. The most common response. Then there is the non-answering, the tactful and polite, social custard pie (with and without an employers disclaimer). We are all learning about the NEW social etiquette, sometimes experience is the harsh teacher and perhaps we should all be cautious of the wrong answer, over the non-answer.
We have seen Ofsted invite the bloggers to HQ, we have seen a proliferation of HMIs on Twitter, some proudly sharing HMI like MPs sharing…. MP. We have seen response to blogs, guidance papers and myth busters, #hashtag hijacks (a positive action and an excuse for alliteration) and this week, I downloaded the School Inspection Update 1 – Message to inspectors from the National Director. A document to keep “you” informed about key messages, relevant publications and updates to inspection documentation. If, you thought that happened too Ofsten (a somewhat fortunate typo, that I left in), we learn that there will be “half-termly reviews” drawing from “inspection reports and evidence bases, to assess the impact of policy on school inspection practice.”
“You?” You the inspector, you the school leader? Of course its both so whether you agree or disagree with Ofsted, you may as well be informed.
Next stages – education, employment or training, including through careers guidance.
SMSC and British Values – sensitive to the school’s context. Have we agreed on what Britishness is yet? Possibly not, however the DfE has published guidance on promoting British values.
The work of school’s governors, including the impact of the use of the pupil premium – from my recent experience FSM attainment and progress and within school gaps are a real focus.
Provision and outcomes for “most-able pupils” and the disadvantaged. In a DfE .csv download we noted and discuss the column head “Disadvantaged Pupil Premium.” As far as I can deduce it is a broad term covering all Pupil Premium eligible groups of children? Rather than just FSM or FSM6?
There is a paragraph on Disqualification by association. We also learn that inspectors need to check whether or not an academy has been issued a warning notice or any appeal because Ofsted does not have a quasi-judicial function in respect of academies.
A clear reminder that “neither direct comparisons nor production of three-year trends are possible.” If only I had known that Tuesday when I met with our former lead inspector. Who, for the record, targeted both his challenge and support with integrity.
There is clear guidance on the impact of Wolf rules. Worth noting, the summary provided focused on English and Maths attainment and 3 LoP.
A reminder not expect to see a particular assessment system and greater sensitivity on reporting on religious education in schools with a religious character.
Signed off 12th December, written in November (see footnotes). Didn’t recall reading that in my RSS feed?