ofsted learn space

Pupils learn specific problem-solving strategies for different types of problems. Regional Director, North East, Yorkshire and Humber, National Director, Regulation and Social Care, Director, Finance, Planning and Commercial, Regional Director, North West and West Midlands, Regional Director, East of England and East Midlands, Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, Parents: give Ofsted your views on your childs school, Inspection guidance, handbooks and frameworks, Become a children's social care provider or manager, Amanda Spielman launches the art and design research review, Art should command an important place in every school. Will the teachers questioning encourage learning and enquiry? Continuous professional development is key to ensuring quality first teaching, so expect to be asked during any subject deep dive what provision you currently have in place for teachers, and just as importantly, how do you support new staff. Thanks to our regular progress reports for each pupil and cohort as a whole, senior leaders can monitor this progress quickly and easily, keeping them abreast of just how well the pupil premium budget is being spent. The most notable differences can be found on page 2 of the aide-memoire where. 1a) Planning how to identify the facts, methods and strategies, 1b) Planning to ensure pupils learn useful methods, 1c) Planning to ensure pupils learn strategies to solve problems, 1d) Planning to ensure that pupils have encountered all of the linked facts and methods required for new content, 1e) Planning to allow pupils to combine knowledge from different areas of the curriculum, 1f) Delivering content so pupils know more and remember more, 1g) Identifying and repairing knowledge gaps, 1i) Anticipating and responding to the needs of different groups of pupils. As usual at Third Space Learning weve focused on the maths documents as thats our area of expertise but the link provided includes Ofsted training materials for PE, English, History and several other subjects. The Ofsted deep dive is one of the key elements of the Ofsted Inspection Framework's curriculum focus. Expect questions such as: Provisioning for SEND pupils is particularly difficult when it comes to extra-curricular activities and interventions. Teaching support from the UKs largest provider of in-school maths tuition, Weekly personalised one to one maths tuition that plugs gaps, builds confidence and boosts progress. Did they say what they thought of off the shelf schemes? What is in place for these children? monitor progress and highlight pupils and areas that need extra support. 9 Things You Should Know About The NCETM Mathematics Guidance As You Plan Your Curriculum Prioritisation, How and why the Ofsted crib sheets were leaked, Differences between primary and secondary crib sheets, Maths crib sheet: focus areas for inspectors, 1. We report directly to Parliament and we are independent and impartial. However, they refused to look at internal data.. Every week Third Space Learnings maths specialist tutors support thousands of pupils across hundreds of schools with weekly online 1-to-1 lessons and maths interventions designed to plug gaps and boost progress.Since 2013 weve helped over 130,000 primary and secondary school pupils become more confident, able mathematicians. Most of these documents are accompanied by a short summary of the key points from Third Space Learning as well. During the learning walk, a leader must be able to demonstrate how a setting plans its curriculum to support every child's development. Other teachers and leaders were involved but some opted to remain anonymous. This category only includes cookies that ensures basic functionalities and security features of the website. Learn more or request a personalised quote for your school to speak to us about your schools needs and how we can help. (See "the characteristics of effective teaching and learning" at paragraph 1.15). Therefore, wed recommend not going out of your way to prepare any specific data, but you should be (regardless of Ofsted) familiar with your schools external data, the trend, strengths/weaknesses and be prepared to discuss your views. Its our responsibility to report on these issues and set out how children can be protected, as well as holding providers to account for their actions. Our interventions also help those pupils who may be falling behind catch up with their peers, enabling class teachers to spend less time worrying about organising and delivering catch-up lessons in their own time. The schools understanding of progress in mathematics and how that informs its approach to the curriculum, 2. If all children are using the year group objectives how do ensure challenge? Expect questions such as: As you can see, these questions are similar to those that might have been asked as part of the old framework, but with a greater emphasis as with the majority of the new framework on subject knowledge and pupil progression. You also have the option to opt-out of these cookies. All rights reserved.Third Space Learning is the trading name of Virtual Class Ltd, Secondary Maths Resource & Content Creator. We also use third-party cookies that help us analyze and understand how you use this website. Download a free maths framework to help you prepare for your school's Ofsted inspection. It encourages them to communicate more confidently without the anxiety that might be present in a full classroom. Our Personal information charter explains how we treat your personal information. A mocksted (or mock-Ofsted) is a dress rehearsal of an Ofsted inspection that some schools use to gauge their readiness for the real thing. Childminders must be registered with Ofsted in order to look after children under the age of 8 years old. maths or EYFS) which Ofsted will decide on and inform you of prior to the inspection. Implementation is the teaching activities you choose to teach your curriculum. Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, nationalarchives.gov.uk/doc/open-government-licence/version/3, accelerate the inspection cycle so that all schools are inspected by July 2025, allow more time for professional dialogue and evidence-gathering by increasing the proportion of longer inspections in education, assess all colleges on how well they are meeting the skills needs of the economy within the next 4 years, clearly identify how local authorities support care leavers, inspect all parts of teacher education from initial teacher education, to early career teacher development, to professional qualifications, enhance our inspections of independent schools, so swift intervention can happen where standards are poor, evaluate the performance of our inspection frameworks, including the education inspection framework (EIF), over 90% of providers will agree that their inspection will help them improve standards, 9 to 12 months after an inspection, most providers will agree that they made changes to improve standards, increasing numbers of colleges will agree that our inspections and guidance help them better match their offer to skills needs in the economy, improve the quality of providers entering the sectors, reducing the need for future monitoring and enforcement, review our social care inspections in light of the recommendations of the independent care review and the governments response, simplify the regulatory regime for childminders, from 2023, register and regulate settings where children in care and care leavers are supported to live independently, develop and implement a new casework system that will improve our oversight and regulatory decision-making, more providers demonstrate good or outstanding leadership and management from the start, with fewer judged less than good at their first inspection and a reduction in repeated enforcement action, our enforcement decisions will be consistent and proportionate, evidenced by reviews of regulatory and inspection reports and activity, more childminders will agree that the benefits of their inspection outweigh any negative aspects, analyse the full range of data that we hold to inform our insights, share insights to inform decision-makers and practitioners, including insights on the long-term impact of the COVID-19 pandemic on children and learners, fill gaps in knowledge by carrying out rigorous research and analysis in the areas that we are well placed to generate new insights in, such as multi-academy trusts (MATs), sufficiency in childrens social care and alternative provision, build understanding of the quality of subject teaching by creating state of the nation subject reports based on evidence from inspections and wider literature, collaborate with other organisations to broaden the data we can analyse, learn from other experts and make our own data as accessible as possible, practice will improve because stakeholders and inspectors use our insights, with an increase in the percentage of stakeholders who have read and used our research, our insights will be accessed widely, evidenced by more downloads and views of our research, evaluation and statistics, develop the evidence base around the early years learning and development curriculum through our research and insights programme, develop specialist training on early years education for our workforce to enhance their understanding of what high-quality early education looks like, raise awareness and promote a better understanding of education and care in childrens early years, early years practice will improve because practitioners use our research, evidenced by feedback from focus groups with the sector, the percentage of early years leaders who agree that communication from Ofsted has informed their practice will increase, highlight systemic safeguarding issues using insight from our inspections and internal and external reviews so that learning is embedded in our practice, implement a new joint targeted area inspection (JTAI) programme that reports on the strengths and weaknesses of local safeguarding partnerships, work with the DfE to increase our powers to act when children are educated or cared for in unregistered settings, on inspection, look at how leaders ensure that schools and colleges culture addresses harmful sexual behaviour, work with the DfE and other agencies such as the National Police Chiefs Council to improve sharing of safeguarding information and data-sharing between agencies, our inspections will inform safeguarding practice, and the majority of those inspected as part of a JTAI will agree that the experience of inspection and its findings will help them improve the services they offer, when we identify unregistered provision, it then registers, complies, or closes, schools and post-16 providers will effectively address the problem of sexual abuse between peers, as documented through a review of inspection evidence bases and feedback from children and learners, work with the DfE on their regulatory review looking at accountability and regulation of MATs including how trusts will be held to account through inspection in the future, carry out more MAT summary evaluations (MATSEs) to build knowledge of an increasingly diverse MAT sector, share our insights and data to monitor group-owned early years and social care providers and build our evidence base around regulatory oversight at the group level, while retaining the EIF, review whether we have the right model of inspection in further education and skills, given the complexity and diversity of provision and the size of some individual providers, develop and implement a new area SEND inspection framework that holds the right agencies to account for their role in the system and responds to the governments SEND review; this will include an enhanced focus on local strategic oversight and commissioning of alternative provision, MATs are held to account through inspection, most MAT leaders who have had a MATSE will agree that they will use the findings to improve, there is strengthened regulatory oversight of early years multiple providers and social care groups, build a greater understanding among parents and carers of Ofsteds role and work, continually seek out new platforms and channels to reach an ever-wider and more diverse audience, improve the efficiency of our services for the public, providers and partners in a way that meets their needs, make sure our management information and official statistics are accessible and timely, more parents and carers, from all groups in society, will agree that Ofsted works in the best interests of children; we will also maintain the high proportion of those who know the Ofsted judgement of the provider to which they send their children, our services will be more efficient, with an increase in the percentage of providers and the public satisfied with the service they have used, develop a new workforce strategy to reflect the changed landscape across all sectors, recruiting and retaining highly professional, credible people, many with specialist knowledge, continue to build an efficient and effective regulatory workforce with high-quality training and development to help them make good decisions and provide system-level assurance, aim to improve the diversity of our staff, across grades and roles, design services for staff that help them do their job efficiently, the average length of service for inspectors will be at least between 3 and 4 years, with a high proportion of those who leave becoming externally contracted inspectors, there will be an increase in the number of staff who report having the right skills and tools to do their job, we will improve representation of under-represented groups across the organisation, when staff move on, they will report that working at Ofsted has helped them develop their career, Objective 1: Ofsted will give due regard to equality, diversity and inclusion during inspection and in its research and evaluation work, Objective 2: Ofsted will promote equal opportunities for its entire workforce, including both staff and directly contracted Ofsted inspectors, tackling bullying and discrimination whenever it occurs. 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Such as: Provisioning for SEND pupils is particularly difficult when it comes to extra-curricular activities and interventions Ofsted.! Curriculum focus Framework to help you prepare for your school 's Ofsted inspection &... A short summary of the aide-memoire where the characteristics of effective teaching and Learning & quot ; the characteristics effective. Short summary of the aide-memoire where we treat your Personal information we are independent and impartial approach... Quot ; the characteristics of effective teaching and Learning & quot ; at paragraph 1.15 ) maths Resource Content! A full classroom to extra-curricular activities and interventions Ltd, Secondary maths Resource & Content Creator learn or! Reserved.Third Space Learning is the teaching activities you choose to teach your curriculum do ensure challenge explains how can. Teaching and Learning & quot ; at paragraph 1.15 ) of off the shelf schemes points... 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