What to expect in an inspection, from an Ofsted leader
An interview with Ofsted’s Deputy Director for Schools, Matthew Purves, has revealed that school leaders and teachers believe Ofsted has the right focus for the new Education Inspection Framework (EIF) which will be launched in September. The interview, conducted by primary school curriculum provider Cornerstones Education, is the third in a series with Ofsted, as part of their commitment to help schools understand what to expect from the new framework. Mr Purves has been a leading force in the creation of the framework and spoke with Caroline Pudner, Curriculum Developer, Cornerstones Education on ‘The Curriculum’ podcast to explain some of the outcomes of the EIF consultation, which received 15,000 responses, and the piloting of the new inspection model with a wide cross-section of 200 schools. In the conversation, Ofsted’s Deputy Director for Schools, Matthew Purves, explains: “The response from senior leaders and teachers to the question, ‘Do we have the focus right in this framework?’, was overwhelmingly positive. Of course, we have taken feedback from the consultation on board and as a result some significant changes to the original draft framework have been made. For example, before an inspection, inspectors will now have an educationally focused phone call with the senior leaders of a school to discuss the areas of focus for the inspection, rather than preparing for an inspection on site, which was not universally popular as part of the draft framework.” Senior leaders and teachers who have been involved with the piloting have commented that whilst some elements of the inspection, such as safeguarding are very similar, the core curricular conversation feels really different with inspectors talking to teachers and children a lot more as part of their in-depth review.” Further highlights from the Ofsted interview are as follows: Do what’s right for your children: Throughout the conversation, Mr Purves, aims to reassure leaders and teachers that they must continue to do what is right for their children, in their school. He advises teachers not to do things purely because they think they will please Ofsted. Instead, Ofsted is looking to see the choices that have been made, and that work being done is right for the children in that specific school. Clarity of vision for your curriculum: Inspectors will first be looking to take a top-level view of a school’s curriculum, through conversations with curriculum leaders, to find out whether leaders have a really clear vision of where they want their pupils to get to and what their ‘end points’ are. Then, how does this translate to the individual lessons, and the sequence of lessons that are being taught. The ‘deep dive’ approach: As part of a school’s inspection, inspectors will undertake an in-depth, intense look at four to six different subject areas within the school. This is something Ofsted is calling “deep dives”. The purpose of “deep dives” is for inspectors to be able to better understand the quality of education being offered throughout the school and whether curriculum intent is being achieved within the lessons and work that children are doing. Reducing teacher workload: Ofsted hopes that a reduced focus on schools’ internal data will have a positive impact on teachers’ and leaders’ workload and will take the pressure off producing or managing data for Ofsted, to allow them to focus on the right things. Inspectors will not look at schools’ internal attainment and progress data, however they will be interested in schools’ use of data and what is being done with the data findings. The importance of reading and vocabulary: Reading will continue to be a big part of the new framework and inspectors will always take a ‘deep dive’ in reading within primary schools as it is so fundamental to children being able to access a rich curriculum. Mr Purves also stressed the importance of vocabulary, the understanding of words and their meanings, at primary level. He said, a focus on strong reading and vocabulary teaching is how we’re going to close the gap between disadvantaged and advantaged children. Simon Hickton, Managing Director, Cornerstones Education said: “At Cornerstones, we believe that a broad, balanced and connected primary curriculum can have the power to unlock a child’s potential and love of learning, so we are delighted that Ofsted is putting the curriculum at the heart of its new framework. “It’s also reassuring to hear that Ofsted is extremely mindful of schools having a curriculum which is right for them, and their children, as well as recognising the importance of having a clear vision for what they want to achieve. This is something which we really encourage and enable our schools to do through the flexibility of the Cornerstones Curriculum and I hope that senior leaders and teachers will also take some reassurance from our conversation with Matthew.” The Cornerstones Curriculum is taught in over 2,000 schools to 500,000 children. It is written and developed by Simon Hickton and Melanie Moore, both of whom have over 20 years’ primary teaching and leadership experience. Following a study visit to northern Italy, where Melanie learnt about the innovative and inspiring Reggio Emilia approach to early years learning, she was inspired to create a primary school curriculum that would develop the skills and knowledge required by the national curriculum, as well as being creatively stimulating and allowing children to explore their own fascinations. Realising that writing a curriculum was going to be a full-time job, she left teaching and established Cornerstones Education with Simon in 2010. Started in 2017 ‘The Curriculum’ podcast series has had over 19,000 listens with listeners in the UK, USA, Australia, Japan, Dubai, Germany, France and China. Previous interviewees have included Amanda Spielman, Her Majesty’s Chief Inspector of Education, Sean Harford, Ofsted’s National Director of Education, Professor Sam Twiselton, Director of Education at Sheffield Hallam University and Hywel Roberts, an inspirational educational speaker, author and teaching adviser. Link to listen to the full Ofsted podcast: podcasts.apple.com
APPRENTICESHIPS: A QUESTION OF QUALITY
Louise Doyle, director at Mesma, on ensuring the quality of apprenticeships… The figures below are the results of Ofsted inspection activity in-year. It’s important to note these grades are for apprenticeship provision. This means they are not specific to any one type of provider. It’s surprising how often this is misunderstood. • 17/18 – Ofsted graded 58% of apprenticeship provision was at least good • 16/17 – 49% at least good • 15/16 – 63% at least good • 14/15 – 51% at least good What is perhaps more useful to highlight, is the reasons for the grade profile, have remained consistent during that time. I believe there is a high risk that the % won’t have improved by 2020. My rationale for considering this to be a risk is based on: Frameworks to standards challenge As the scaffolding of a well-understood, step-by-step framework is dismantled, trainers have looked to others to replace it. For example, they’ve looked to the awarding bodies, to the end-point assessment organisations. We often hear ‘how can I know what to teach if I don’t know how it will be tested’? But we have to ask why our training professionals look for guidance from elsewhere? Let me be absolutely clear; this is not a judgement of these individuals; it’s a recognition that much of apprenticeship provision (particularly at Level 2 and 3) has been built largely on assessment of NVQs. We’ve still much more to do to address this challenge. I was pleased to see Education and Training Foundation (ETF) look to gather opinion on the Professional Standards for Teaching and Training. I hope those delivering apprenticeships will actively engage with this. End-point assessments The introduction of end-point assessment is one of the biggest changes we’re experiencing because of the reforms. My guess is that we will see a lower level of first attempt achievement than we may have expected. Lower, because it is still very new. Lower because our trainers are still getting used to the differences between an on-programme portfolio and an end-point showcase. Lower because some of the assessment plans are more challenging than is necessary. Lower because we’re still getting to grips with what adequate preparation ought to be. I could go on. Whilst this is a concern and we need to act to improve it, I see it as teething problems. There is a much greater risk. As our collective knowledge of EPA grows, our thinking narrows – almost to the point where our curriculum becomes no more than a servant of the test. And if you think this can’t happen, then you only need to look at the concerns that arose around SATs and GCSE preparation. We must safeguard against a reductionist approach as best we can, by learning from elsewhere in the education system. This is an opportunity for policymakers, target setters and an inspection regime to move beyond data as far as is realistic. Employers: champion or thief? The champion or thief of quality apprenticeships are employers. A bold statement, so bear with me. The decision maker who signed the apprenticeship contract may not be the day-to-day mentor – so the mentor/ line manager is key to success. Any training provider will be able to share with you the difference it makes to the apprenticeship when an employer is actively involved. I have seen a clearer recognition of this as the reforms have unfolded. More caution over recruiting an apprentice where the employer may not deliver an appropriate level of off the job learning, doesn’t’ commit to reviewing progress; doesn’t provide an appropriate level of support. This recognition is good news for quality but perhaps not so good for hitting apprenticeship numbers or targets. Whilst higher education colleagues will struggle to recognise the point made earlier about programme design, I know many who are already coming up against the challenge of engaging line managers in the programme of learning. The business community has much to learn about how to support apprentices successfully, from the employers who really are the champions. A perfect storm in apprenticeships A perfect storm is brewing. While I like the proposed education inspection framework, I also understand there are those who harbour concerns. The overall direction of travel is good – the focus for inspection is towards education providers who will need to demonstrate delivery of an impactful, well-crafted curriculum, and the rationale behind it. If you look at this in the context of the risks I have outlined, I think we have a problem that needs to be rapidly addressed. Not, I hasten to add to deliver what Ofsted wants, more that what Ofsted will look at, are areas for development in apprenticeship provision, which will come into sharper focus. Apprenticeships can revolutionise an education system that has relied too long on a single track through A-level to university. Yet it can only do so if the quality on offer is in harmony with other parts of the education system. There is much for us to be positive about with the provision that is good. I look forward to the day an annual report tells us that 80% of in-year inspected apprenticeship provision is at least good. Read more on apprenticeships at www.mesma.co.uk
School finance – has your MAT considered GAG pooling?
Mat Smith, chartered certified accountant and solutions architect at PS Financials, part of the IRIS Software Group, puts a spotlight on improving school finance through General Annual Grant (GAG) pooling. Lord Agnew, the under-secretary of state for the school system, suggested that GAG pooling – where a multi-academy trust (MAT) collects general annual grant funding centrally and allocates budgets to individual schools – is an effective way to improve best practice. Research has shown that more centralised trusts perform better financially too. However, only five per cent of MATs are considering taking this route, according to one survey. So, what three areas should MATs explore when considering GAG pooling? 1. Champion achievement for all One advantage of GAG pooling is the opportunity for MATs to even out the funding schools receive in different postcodes, which enables more targeted financial support for weaker schools. If managed well, this can raise standards across the group. What’s needed is a culture where MAT schools are encouraged to champion the achievement of all children in the group. A commitment to communication and transparency about how funding is allocated, and why, would be essential too. This would ensure headteachers’ agree allocated school budgets, which would then enable them to make collective informed decisions about where investment will bring the greatest improvement to the group as a whole. 2. Small changes in school finance management More centralised trusts have shown to perform better financially, but going for all or nothing can be a big step for trusts to take. One option is to centrally manage specific functions on a group-wide basis as a starting point. This would bring economies of scale to areas such as maintenance and utilities and reduce high administration or premises charges. Local purchases and more specific resources could then be managed through a school’s own individual bank account to coincide with the leadership team’s control. 3. Focus on developing your teachers Another way for MATs to take a step towards GAG pooling is with their greatest assets – their teachers. Some trusts employ newly qualified teachers (NQTs) who are given the opportunity to provide cover and support where it is needed across the group. This approach can help to cut high agency costs, provide students with a familiar face during teacher absence and enables NQTs to gain teaching experience beyond a single school, supporting their professional development. A successful move to GAG pooling requires vital synergy in the values, cultural fit and ethos of a trust and its schools. There can be strength in numbers and by getting centralisation right, trusts can ensure better resources are available to more schools, benefitting more children. For more information on school finance management solutions for MATs visit PS Financials.
Girls in STEM careers: Nothing is impossible
Najwa Jawahar MEng, BEng CEng MIStructE, is a senior structural engineer at WSP – which provides a range of services from building high-rise property to mining precious metals. Here, she reviews the Rocking Ur Teens event which took place earlier this year in a bid to inspire young girls to pursue careers in STEM industries – and boost pupils’ confidence. Nothing Is Impossible I am a chartered structural engineer and specialise in the design of tall buildings. I joined WSP, a global design consultant in the built environment as a graduate engineer and have now been in the industry for over 7.5 years. I believe nothing is impossible and all you need to do is truly believe in your dreams. I am a huge advocate of inspiring, educating and mentoring the next generation. For this reason, when Sandy Parris from Rocking Ur Teens approached me in 2017, I couldn’t say no. Since then I have been supporting the event and absolutely enjoy being part of their journey. “What if there were no engineers?” is the question I ask the girls. What if there was no clean water, nowhere to sleep, no school to go to, no mobile phone, no hospitals, roads. Everything around us is engineered in some way or form. Without engineers, life would be very different from how we see it today. I let the girls imagine their own life without the facilities they have around. The reactions are amazing. In May, Rocking Ur Teens hit Manchester for the first time, to inspire, excite and educate our teens. I looked forward to the conference myself because it brings together so many role models under one roof and empowers them with fun. Careers engagement with added fun As a speaker, I shared my story, I shared what I do and how I chose my career path. Believe it or not, I used the method of elimination. I decided what I didn’t want to do and ended up being a Structural Design Engineer. I shared that you don’t necessarily have to be an engineer to work in an engineering firm and you don’t need to have done mathematics and physics to make a difference to the world around you. But in engineering, you don’t just talk. You build. So, I got the girls to construct their own towers using spaghetti and marshmallows – a challenge to either engineer the tallest structure or the longest structure. I received fantastic responses. Within the groups in action, I saw leaders, I saw the team working, I saw creativity and innovation, and above all, I saw huge smiles. I genuinely believe in the vision of Rocking Ur Teens and the impact it is having on the future generations. It’s an excellent platform to empower teenagers in a fun way. For more information on the careers opportunities promoted by Rocking Ur Teens, see rockingurteens.com
Changing attitudes to edtech
Siemens UK Schools and Education Manager, Brenda Yearsley, on changing attitudes to edtech through providing meaningful e-learning tools… Many parents, teachers and carers are worried that smartphone and tablet use is blocking their children’s career prospects…. what if the use of technology is actually a gateway to life-long learning? I would say that the methodology of engagement with young people is as important as the content; the world of work is forever changing and we need to showcase how we use fun, practical technology in industry, whether this is digital twinning, virtual or augmented reality. Augmented reality in education changes the way students and employees learn, enabling the user to be fully immersed and able to interact and enhance their study in a novel and safe environment. The free Ingenious Engineering App is a great way to engage students and help them to learn more about inventions and innovations in engineering. It is a new resource from Siemens Education, whose aim is to bring science, technology, engineering and maths education to life in the classroom and to excite children about the STEM subjects. Edtech resources for ages 12+ Developed to support design and technology for students aged 12+ the resources comprise the App which can be downloaded from the Google Play and App Store, a poster which launches the augmented reality animation and a comprehensive lesson plan and supporting worksheets for Key Stages 2, 3 and 4. The App allows students to explore automation, electrification and digitalisation on individuals, society as well and the environment; there’s a CT scanner to see inside the human body, a rollercoaster, wind turbines and a driverless car. Teachers or students just need a smartphone and the ingenuity poster to bring to life the technological aspect of learning to life; the Siemens’ AR app can be used as stand-alone but can be used just as easily in collaboration with full lesson plans and interactive ‘tools’ for full authenticity, creativity and realism. There is also free design and engineering software, activities, games and challenges for students available too. They can be found here: Student edtech resources Teacher edtech resources
Teacher resilience: workload and management support
Research shows workplace conditions play greater role than personal characteristics Workload and management support are more strongly associated with teachers’ ability to cope with the demands of the profession than their personal characteristics, new research suggests. Academics at Manchester Metropolitan University found that the resilience of teachers was influenced more by external factors – such as how a school is run and its culture – than internal and personal factors, such as lack of confidence. The findings, published in the journal of Teaching and Teacher Education, have implications for school leaders looking to tackle teacher retention issues. Only last month, a poll by the National Education Union found that around one in five teachers plans to leave the profession in less than two years. Manchester Metropolitan researchers Dr Steph Ainsworth, from the Faculty of Education, and Dr Jeremy Oldfield, from the Faculty of Health, Psychology and Social Care, asked teachers to rate their levels of wellbeing, burnout and job satisfaction. The teachers rated this alongside individual factors such as empathy, self-belief and optimism, and environmental factors such as school culture, workload and relationships with management and colleagues. The study – which surveyed 226 teachers in the UK – suggests that environmental factors usually play a greater role than individual characteristics in terms of their impact on how teachers experience their role. Thriving not surviving Dr Steph Ainsworth, Senior Lecturer, said: “The three outcome measures were chosen because high levels of wellbeing and job satisfaction, and low levels of burnout are indicators of positive adaptation in teachers. These outcomes reflect the degree to which teachers are either thriving, surviving, or leaving the profession. “If we are to support teachers in ‘thriving not just surviving’ we need to ensure that teachers are not only protected from burnout, but that they are also satisfied and well.” More than 72% of the variation in teachers’ levels of job satisfaction and 61% of the variation in teacher burnout was attributed to environmental factors – positive support from management was seen to be the biggest factor, while workload and school culture were also found to be very important. For wellbeing, environmental and individual factors were found to be equally important. Whose responsibility? Dr Ainsworth added: “The environmental factors impacting on levels of wellbeing, burnout and job satisfaction can all be manipulated at the school level and are essential to improve the lives of teachers, sustain motivation and provide an effective learning environment for their pupils. “Positive adaptation to the workplace – or lack of – has an indirect effect on pupils, with satisfied and well teachers creating happier and more productive classrooms.” The researchers say the findings also have important implications for how we think about what it means to be a resilient teacher. Dr Ainsworth said: “A key implication of the study is that the responsibility for adaptation should not be placed solely at the feet of the teachers. While there might be a place for interventions or training designed to boost teachers’ ability to cope within the workplace, equal attention needs to be paid to the nature of the conditions which teachers are expected to work in. “We hope that this research is viewed as an empowering message for school leaders to become more mindful about the workspace they create to improve the lives of teachers and the children in their care.”
NetSupport School launches Google Classroom integration at ISTE 2019
NetSupport is delighted to announce the launch of Google Classroom integration in its award-winning classroom management solution, NetSupport School, at ISTE 2019! As schools continue to heavily invest in edtech, NetSupport remains focused on ensuring schools maximise its use and benefits by keeping it simple. According to research by PwC, only 10 per cent of 2,000 teachers surveyed reported feeling secure in their abilities to incorporate “higher-level” technology into their classroom, while 52 per cent of teachers report that the biggest barrier to more effective use of technology is a lack of time to integrate digital materials and tools into their lessons. Such research shows there are still many teachers who are not confident using technology with their classes and, for these people, it can create a high level of anxiety that becomes a barrier to them being able to use it successfully – while, for others, it simply takes too long to set up. NetSupport School is an all-in-one multi-platform solution for engaging with students in any digital classroom, with features ranging from screen monitoring and student management to a wealth of assessment and teaching tools. NetSupport School is built on a foundation of easy-to-use functionality that engages students and boosts learning outcomes. Its latest integration with Google Classroom expands its simplicity when connecting to students’ Chromebooks by providing “ready to connect” class lists direct from Google Classroom – and, as a by-product, saving even more valuable teaching time. Al Kingsley, MD of NetSupport, explains: “We understand that, as a teacher, you want quick, easy and reliable access to tools that work in the classroom. And for those teachers already using Google Classroom, we wanted to make it as easy as possible for them to access their SIS data and maximise their teaching time, while alsoreducing any associated tech stress by keeping it as simple as possible.” Used by over 18 million users in over 90 countries around the globe for the last 30 years, NetSupport is the leader in classroom instruction technology. To find out more about NetSupport School, visit Booth 1936 at ISTE 2019, or visit www.netsupportschool.com for a 30-day free trial.
Future First helps budding lawyers with careers insight
Young people interested in a career in law have the chance to gain careers insight and work experience at a leading legal firm under a programme designed to improve social mobility. The national education charity Future First has partnered with Taylor Wessing to offer a programme for 80 sixth form students from London schools which will improve their aspiration and confidence and boost their job readiness and employability. The students joined Taylor Wessing staff for insight days designed to inform them about what to expect from a career in law and the skills needed to succeed in it. Those who showed ability were linked with a Taylor Wessing mentor who worked with them more closely over three months. Students who impress on the mentoring scheme will now progress onto Taylor Wessing’s Tomorrow’s Talent programme which provides students with meaningful work experience, client insight and support to apply for education or employment opportunities in future. Future First’s programme aims to provide Taylor Wessing with a diverse pipeline of entrants into law. It also gives the firm’s staff the opportunity to develop their skills in volunteering with young people who would not normally expect to encounter such prospects. Students attending insight days came from Eastbrook School in Dagenham, Hayes School, Canons High School in Edgware, Woodhouse College in Finchley, The UCL Academy in Camden, The London Academy in Edgware and Carshalton High School for Girls. Future First connects employers and pupils Taylor Wessing is one of several employers working with Future First to connect their employees with motivated young people in need of role models in the world of work. Current employer partnerships include The Wellcome Trust, Ashurst LLP, KPMG and Rothschild. Future First/YouGov polling shows that 70 per cent of 16 to 19-year-olds think it will be hard to get a job when they leave school or college and 39 per cent don’t know anyone in a job they would like to do. Future First Chief Executive Officer Matt Lent said, ‘Young people cannot be what they cannot see. It is vital to open young people’s eyes to a world beyond their own and broaden their jobs horizons. Our Taylor Wessing partnership will enable students who aspire to a career in the legal sector to achieve what may otherwise have been impossible.’ Dan Harris, Taylor Wessing’s Diversity, Inclusion and Corporate Social Responsibility Manager, said ‘Our long-standing partnership with Future First targets young people in state education, enabling them to reach their full potential. Our partnership is an example of how embedding a relationship makes a big difference to our local community, our people and our clients. The varied backgrounds of our volunteers help to show there is no ‘right’ background and that anyone can pursue their ambition with some guidance and encouragement.’ For further information see the Future First website or call 0207 239 8933.
Education Mutual Becomes AFM’s 50th Member
Education Mutual is the latest firm to join the Association of Financial Mutuals (AFM), becoming the organisation’s 50th member. Education Mutual, a national mutual, launched in July 2018 to provide cover for schools for staff absences and other health services. The mutual’s core purpose is to be ‘By Schools, for Schools’, which means schools and academies that sign up to its services automatically become members. The mutual insurance industry has doubled its market share in the 10 years since the financial crisis, and this latest addition reflects a growing interest in the mutual business model from sectors that find existing insurance cover represents poor value. Martin Shaw, Chief Executive of AFM, commented: “I’m delighted that Education Mutual has become our 50th member. It is great to see the establishment of any new mutual organisation, and seeing the way the education sector has quickly embraced their own mutual is proof that the model is as relevant today as it was when local communities and trades set up their own mutuals in the 19th century.” Nick Hurn OBE, Chair of Education Mutual, CEO of Trinity Catholic MAT and Headteacher of Cardinal Hume Catholic School, added: “We are honoured and delighted to be a new member of this highly prestigious and well-regarded professional association. The Association of Financial Mutuals has a well-deserved national reputation for excellence, probity and financial acumen. Education Mutual’s membership of the AFM is further proof of our company’s relevance and appropriateness for academies, schools and colleges. There is a growing demand among the education sector for a scheme like ours that brings all the benefits of being a member of a mutual.”