Summary of the response by the National Association of Pastoral Care (NAPCE) to the OFSTED consultation on the proposed new Inspection Framework to be implemented from September 2019.
Proposal 1: Introduction of ‘Quality of Education’ Judgement
We propose the introduction of a new ‘quality of education’ judgement built around our working definition of the curriculum. It will focus on a provider’s educational intent, implementation and impact.
Inspectors look at teaching, assessment, attainment and progress under the current inspection framework, and they will continue to do so, but these considerations will contribute, viewed in the context of the provider’s curriculum, to a single quality of education judgement.
In short, we propose to take a holistic approach to considering the quality of education rather than artificially separating the leadership of the curriculum from teaching, and separating teaching and the use of assessment from the impact this has on the outcomes that learners achieve. This will de-intensify the inspection focus on performance data and place more emphasis on the substance of education and what matters most to learners and practitioners.
This will encourage a greater focus on the experience that young people have at school. The Association welcomes this because it will encourage schools to consider all the experiences, they provide for their students through the curriculum to broaden their educational experience, support their personal development and prepare them for taking an active role in society in the future.
Proposal 2: Separation of Judgements
We propose to judge ‘personal development’ separately from ‘behaviour and attitudes’ to enhance the inspection focus on each and enable clearer reporting on both.
This approach recognises the very different elements in focus. We believe that the behaviour and the attitudes learners of all ages bring to learning is best evaluated and judged separately from the provision made to promote learners’ wider personal development, character and resilience.
We support the increased focus on Personal Development as a step in the right direction and believe that will encourage schools to value the work done by staff, to promote the personal development, well – being and resilience of learners.
It will encourage all schools to consider the well – being of staff and students to ensure their readiness to learn and the opportunity to reach their potential.
The Association will continue to explore opportunities to recognise and celebrate good practice in Pastoral Care. The focus on personal development proposed in the new framework will support this process.
Proposal 3: Early Years
NAPCE did not respond to this proposal
Proposal 4: Increasing Short Inspections from One day to Two days
Currently, section 8 inspections of good schools (or ‘short inspections’) last for one day. We want to ensure that there is opportunity to gather sufficient evidence while on inspection to confirm that a school remains good under the new criteria. Therefore, we are proposing to increase the time for which the lead inspector is on site to two days.
We welcome this proposal because it will ensure that schools focus on the personal development of learners. It will mean that inspectors have the time to enable them to make sound judgements about all the educational experiences that are provided for academic achievement and personal development.
Proposal 5: On-site Preparation
We propose that Ofsted will provide formal notification of the inspection no later than 10am on the day before the inspection. We then propose that the lead inspector will arrive on site no earlier than 12.30pm on that day. The lead inspector will use this time to talk with senior leaders in order to gain an overview of the school’s recent performance and any changes since the last inspection.
We would welcome any developments in the process that enables improved communication between inspectors and the school but have concerns that this would put additional pressure on school staff as they prepare for the inspection visit. An inspection is a stressful experience for school staff and leaders must allocate time to supporting colleagues with their preparation including their emotional wellbeing.
Proposals 7 and 8 are specific to non-association independent schools.
Proposal 7: Quality of Education Criteria
We propose that inspectors should normally use the non-specialist curriculum as their primary source of evidence in assessing the extent to which non-association independent schools meet the quality of education criteria.
NAPCE did not respond to this proposal
Proposal 8:
To provide parents, school leaders and the DfE with better information, we are proposing to recognise and acknowledge sooner where schools have improved or declined, for example by bringing forward a standard inspection.
To what extent do you agree or disagree that where non-association independent schools have been found to improve or decline at an additional inspection, Ofsted should provide up-to-date judgements about the school’s current performance?
NAPCE did not respond to this proposal
Proposals 9, 10 and 11 are specific to further education and skills
Proposal 9:
We propose to reduce the types of provision that we grade and specifically report on.
NAPCE did not respond to this proposal
Proposal 10:
We are proposing to refine our short inspection model for further education and skills providers.
NAPCE did not respond to this proposal
Proposal 11:
We are proposing to extend the timescale within which we should inspect providers judged to require improvement from ‘normally 12 to 24 months’ after the last inspection to ‘normally 12 to 30 months’ after the last inspection.
NAPCE did not respond to this proposal
Phil Jones
Chair
National Association for Pastoral Care in Education
April 3rd 2019