Overview of key changes to Ofsted inspection of Initial Teacher Training _ITT_ from September 2012.ppt by hcj


									Overview of key changes
to Ofsted inspection of
Initial Teacher Training
(ITT) from September
Key similarities to previous inspection:
 Single inspection events;
 Focus on outcomes for trainees;
 Use of key inspection questions;
 Involve leaders and managers, trainers, mentors;
 trainees and former trainees in inspections;
 take account of an ITE partnership’s self-evaluation;
 brief verbal feedback at the end of the inspection;
 detailed report on each ITE partnership phase inspected.
Key changes:
Bar has been raised considerably-much
harder to achieve “Outstanding”;
Much shorter notice period-2 days only
(phone call on Thursday-come on Monday);
Shorter time on site-Monday-Wednesday;
“Requires Improvement” replaces
No notice Phonics inspection;
Key differences:
Greater priority is given to:
recruitment and selection, partnerships, the quality of placements
and mentoring, new standards, ITT criteria and requirements;
the direct observation of trainees’ and former trainees’ teaching
and centre and school-based training where possible;

user views e.g. satisfaction surveys and use of a new trainee online

the quality of trainees’ skills in teaching early reading using
Phonics, mathematics, managing behaviour and discipline and
meeting the needs of pupils with special educational needs and
those with English as an additional language (EAL).
Key differences: (cont’d)

Greater priority is given to:
the impact of training and leadership and
management at all levels on trainees’ outcomes;

the involvement of the provider’s representative
and phase leaders in team and grading meetings-
meetings much more transparent.
Overall effectiveness and the
three key judgements:
we will receive a grade for each phase based on
the three areas:
1. Outcomes for trainees
2. The quality of training across the partnership
3. The leadership and management of the
Key judgements and key questions
Outcomes for trainees
What is the quality of outcomes for trainees?
how well trainees meet the Teachers’ Standards or
relevant professional standards for ITE in FE;
How well trainees teach;
Completion rates;
Employment rates;
how completion and employment rates compare
with regional and national data.
The quality of training across the
How well does the ITE partnership prepare trainees to
teach pupils in the age range, and/or
subject(s)/specialisms for which they are being trained?
the overall consistency, coherence and quality of all aspects
of the training;
high-quality training and support that prepares trainees
with the skills they need;
the quality of placements;
subject and phase specific mentoring;
the accuracy of assessment.
The quality of leadership and
management of the partnership
How well do leaders and managers at all levels of the ITE
partnership ensure that the best outcomes are achieved and
vision for excellence focused on improving or sustaining high
quality provision and outcomes for trainees;
engagement of schools, colleges and/or other settings;
rigour of the recruitment and selection process;
effective monitoring and evaluation;
compliance with ITT requirements;
capacity to improve further
Pre-inspection timeline

 2 working     1 working day                   Inspection
 days before   before           Weekend/       begins
 inspection    inspection       Bank Holiday
 Usually       Usually Friday                  Usually Monday
                     The inspection week

Day 1                      Day 2                 Day 3                       Day 4

§   Inspectors travel      §   Inspection        §   Inspection activities   §   Completion of
    to the ITE                 activities            Team meeting(s)             any inspection
    partnership            §   Team meeting(s)                                   activities
§   School visit                                                             §   Phase grading
    programmes and                                                               meetings
    pen portraits                                                            §   Cross-phase
    available for                                                                grading meeting
    inspectors                                                                   (where required)
§   Inspection                                                               §   Brief verbal
    activities including                                                         feedback
    visits to schools,                                                       §   Inspectors travel
    colleges and/or                                                              from the ITE
    other settings,                                                              partnership
    discussions and
    observations of
§   Team meeting(s)
Inspection activities
First hand evidence:
observations of trainees (eg: outstanding and struggling ones) and
former trainees teaching;
observations of school, college and/or other setting and university-
based training (where possible);
Compliance with ITT requirements;
outcomes and data;
specific aspects of training e.g. thematic inspection/skills trainees
need most
leadership and management including meeting with the strategic
partnership group;
issues emerging from the pre-inspection analysis or during the
Focused monitoring inspections
 No Notice Phonics inspection:
 See pages 43 of the ITE inspection handbook onwards
 for details on this.
 In brief inspectors will want to:
 1. see student teachers and NQTs teach phonics lessons
 and observe university-based phonics sessions;
 2. see evidence of student teachers’ progress and
 attainment in phonics and positive effects of their
 teaching on pupils’ learning;
 3. see evidence of year on year improvements in
 various external and internal student satisfaction
 surveys, related to phonics
Key messages from very recent inspections:
1. “The main focus of these inspections is on the
outcomes providers achieve and can demonstrate they
can achieve; it is critical providers know their data inside
out; any trends and patterns, that they understand these
and use this to strategically support improvement”
2. Thursday and Friday of the week before taken up with
contacting schools, students and NQTs and inviting to
briefings, making visits if necessary; also arranging access
to MIS, VLE for inspectors, car parking etc
3. Teams are new and inexperienced at this point; be
prepared to challenge if necessary
MMU Faculty of Education preparation to date:
 Ofsted “war cabinet” meeting regularly;
 Gathering various documents/data in the R Drive
 about the different programmes;
 “key schools” identified (where lots of our
 students are placed now and have NQTs/RQTs;
 Written to all “key” primary and secondary
 schools to give them an outline of the new
 PCET colleges also aware.
Preparation for the No-Notice Phonics inspection
Gathering phonics “intelligence” about our “key”
primary schools (eg: which schemes they are using and
where the expertise is);
Asking students to complete a Phonics survey;
Phonics booklets and year 4 final placement reports
being analysed for evidence of progress and impact on
pupils’ learning and where students need additional
Gathering various documents which evidence the work
we have put into improving our Phonics provision to
We need to continue to:
be “data ready” (eg: we can put on one
side of A4 an analysis and “story” about the
differences/trends over time with different
surveys (internal and external) and other
key data;

ensure all students are confident in talking
about their (positive!) impact on pupils’
ensure all “key” schools, students and NQTs are ready
and prepared;

all MMU tutors (and admin colleagues) involved in ITE
are keeping up to date with all paperwork, responding
to requests, and are fully informed about the new

ensure once we get the call-we all know what we need
to do…..

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