Outdoor Education, PSHE, RE and Ofsted Inspection Framework

Outdoor Education, PSHE, RE and Ofsted Inspection Framework

Ofsted Inspection Framework

From September 2019 the new Ofsted Education Inspection Framework (EIF) applies, setting out new inspection principles and the main judgements.

Ofsted found that the previous inspection framework accountability system could divert schools from the real substance of education and that, what children learnt came second to delivering performance data. This performance data added unnecessary workload for teachers and led to teaching to the test and narrowing of the curriculum, which had the greatest negative effect on the most disadvantaged and vulnerable children.

The grading scale (outstanding, good, requires improvement and inadequate) will stay the same. Safeguarding remains a sharp focus along with meeting the needs of pupils with SEND.

What are the new Ofsted judgements?

Overall effectiveness is now judged across 4 areas:

  • Quality of Education
  • Personal Development
  • Behaviour and Attitudes
  • Leadership and Management

Greater emphasis on mental health and wellbeing

There are now separate judgements for ‘personal development’ and ‘behaviour and attitudes’, adding greater emphasis to the aspects of personal development such as healthy living, citizenship, equality and diversity, careers, spiritual, moral, social and cultural development.

The EIF is built around factors that have greatest protective effect for all children and their mental health:

  • a good education
  • high quality pastoral care
  • a culture that promotes a strong connection between children and learners and their community

Greater emphasis on curriculum and knowledge learned

Quality of Education puts curriculum at the heart of inspection and incorporates:

  • Curriculum design, coverage, delivery and appropriateness
  • Teaching pedagogy
  • Assessment
  • Attainment and progress
  • Reading
  • Readiness for the next stage of education

As part of the new framework schools should be able to articulate there curriculum in reference to the 3 I’s

Intent –aims of the programme of education, demonstrating a rich and varied curriculum including the knowledge and understanding to be gained at each stage

Implementation – translating that framework over time into a structure and narrative – te process of delivering a broad and balanced curriculum

Impact – evaluate what knowledge and skills pupils have gained against expectations. It should demonstrate detailed knowledge and skills across the curriculum but also with greater emphasis on personal development, behaviour and attitudes of pupils.

How can we support you with the Education Inspection Framework?

We can help you to evaluate whether your curriculum is effectively meeting the learning and development needs of all pupils and that it meets the quality of education expected by government/Ofsted. Our specialist staff can offer a diverse range of experiences and skills that provide a rich knowledge base and the ability to translate this into practical solutions for supporting the personal development and behaviours and attributes of children and young people.

Curriculum Review

This review provides an initial external view of the school’s curriculum in order to support school self-evaluation.  It is intended to be a developmental process which aims to provide school leaders, including governors, with key strengths and areas for development.

The review has been developed to fit with the cycle of continuous school improvement, the intention being that the review is repeated within the cycle of self-evaluation by school leaders.  An Education Adviser can also facilitate later follow up reviews.

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Phone: 07568 102728

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