Before the Initial Phone Call

OFSTED PREPARATION

Before the initial phone call

• Is your self-evaluation up to date?

• Can you explain the progress that the school has made towards its objectives?

For the initial discussion with the lead inspector you may be asked for the following information:

• Information on any disabled pupils

• Information on pupils with special educational needs (SEN)

• Details of any alternative provision for any pupil or student

The initial phone call

During the phone call you will need to note:

• The names of the inspectors, and when each will be arriving and leaving.

• When inspectors would like to meet pupils/students and how this is to be arranged

• The arrangements for feedback to teachers

• Times for the start of the inspection, the end of the inspection, meeting the Chair of governors, and feedback to the governing body

• The lead inspector’s email address

• A time for a second phone call, where required

You will need to provide:

• The school’s email address

• A list of ‘times of the day’, including when school starts, when registers close, break times, lunch times, lesson times and close of the school day

After the initial phone call

Email the lead inspector the following documents:

• The school’s self-evaluation

• Behaviour and Safety / Leadership and Management
• Teaching and Learning (Raising Attainment Plan)
• Achievement and Standards (Data Pack)

• Timetables for the two days of inspection with any staff or subject codes required

• A staff list

• Details of any interruptions to normal routines

• Management Structure

OFSTED: Preparation Timeline

• SEF position
• CVs of inspectors
• Logistics/Hypotheses/Requests
• Shosh to call Gill

• Goals
• SEF
• SEF Summary
• RAP
• Sports Premium
• Pupil Premium
• SMSC
• Statutory documents

• Premises

• Contact James and Mark - grounds
• Empty all recycling into bins
• Check toilets and air fresheners
• Health and Safety check

• Children respond to marking
• Record targets
• Choose suitable reading material
• Tidy classroom / pencils
• Pupil Premium Children
• SMSC – Collective Worship

• Notify Monica

• Email all professionals involved at the school

• Place a notice in the entrance to the school and on the school website informing parents and carers of the dates of the inspection. There is no set format for this notice

• Call all absent and part-time staff

• Meet with SLT immediately and free up afternoon for SLT as required 1.45 pm

• Arrange a room for the inspectors’ base, with arrangements for refreshments and lunch

• Arrange parking, where necessary

• Meet with children

• Targets
• Behaviour – class and lunchtime
• Manners
• Reading -
• Trips and opportunities

• SNR TAs check communal areas are tidy

• Full staff meeting after school to explain programme and final preparations.
• Distribute guidance for staff again.
• Distribute Inspection activity tracking device!

• SLT Meeting

• Review SIP - Headings
• Data
• RAP
• SEF Summary
• PDP- Staff Development
• Actions for Reading
• Pupil Premium
• Sports Premium
• Policies
• Key Events
• SMSC
• Progress
• Impact on quality of Teaching
• Ofsted Curriculum Guidance
• National Curriculum
• Assessment
• See – Documents required for the Inspection below

• Plan of the days & email to inspector
• Check evidence base
• Finalise Housekeeping arrangements
• Agree no-go areas for inspectors

For the morning of the inspection

You will need to provide:

• A plan of the school for each inspector

• A copy of the single central record / certificates of CP training

• All logs that record exclusions, incidents of poor behaviour, racist incidents and incidents of bullying

• Records of any routine monitoring of the quality of teaching

• Reports of any other external; evaluation of the school

Documents that will be required during the inspection:

• Create Ofsted area on the server

• SEF Summary
• SEF
• Pupil Premium Statement
• Sports Premium Statement
• Raising Attainment Plan
• Policies (Statutory Documents & Training)
• School Improvement Plan – Behaviour and Safety / Leadership and Management
• School Improvement Plan – Teaching and Learning - Raising Attainment Plan
• School Improvement Plan - Standards and Achievement - Data Pack

• The school’s self-evaluation form

• The school improvement plan & review

• Up-to-date copies of required policies

• Records of progress against the key issues identified at the previous inspection

• Review of any subjects or departments, both internal & external

• Records of monitoring of teaching

• Subject/department development plans with any reviews

• An analysis of progress for the past three years, broken down by grouping

• An analysis of attainment of pupils for the past three years, broken down by subject and grouping

• An analysis of attainment and progress of disabled pupils

• An analysis of attainment and progress of pupils with SEN, broken down by level of support

• An analysis of attendance data for the past three years, broken down by groups

• Financial data showing proportion of budget carried over from previous financial year

• The current attendance figures and how these compare with the same period for the previous year

• The current exclusion data and how this compares to the same period for the previous year

• Current levels of attainment and predictions for the end of the academic year

• Current rates of progress, broken down by groups

• Copies of short, medium and long term curriculum plans which show how literacy, numeracy and ICT are promoted across the curriculum

• An overview of the school’s curriculum, showing how statutory requirements are met

• Case studies of LAC, Vulnerable child, Child with interventions, child with low progress and child with good progress are available

• CP Designated person / Safer Recruitment / Whole School training

• Policy list updates / Governor visits / GB Training Monthly

• Data on the quality of teaching and learning for all staff (excel spread sheet)
• Staff target book – support and teaching staff
• Support plans

• Verbal abuse
• Physical abuse
• Low level disruption

Day 1 of the inspection

• Confirm programme
• Confirm housekeeping arrangements
• Confirm meetings with: Govs; parents
• Agree SLT shadow
• Agree lesson observations
• Agree interim feedback
• Agree reporting back process
• Agree when written draft will be received
• Agree when it needs to be returned
• Agree how to negotiate amendments
• When will school receive final draft?
• When will report be published?
• Agree no-go areas
• Agree meetings with LMT

• Keep notes of key points, especially judgements
• Check key points at end of meeting
• Challenge any issue you do not think is accurate and back up challenge with evidence
• Agree time of feedback at end of day

• Chair is in charge of meeting
• 3-6 govs plus Gill
• Keep notes of key points, especially judgements

• Check key points at end of meeting

• Challenge any issue you do not think is accurate and back up challenge with evidence

• School has some say over which students
• Should be introduced to inspectors
• Should know about school priorities
• GN debrief with them afterwards

• Make sure they are briefed on key issues
• Make sure they feedback to us

Cyril Jackson Expectations

• Match – Groups or individuals identified on the planning document

• Ensure activities meet the Learning Intention

• What is the new learning of the lesson?

• How will progress be demonstrated?

• What elements of the lesson will challenge children?

• Timings – will children have the maximum time to demonstrate new knowledge or skills

• Ensure all support staff have copies of planning and know the groups / individuals they will be supporting

• All staff use school script consistently for modelling and marking

• Children where possible record in books (limit worksheets)

• Highest standards of presentation

• ICT, Literacy and Maths are taught across the curriculum

• Appropriate guidance, to help pupils prepare for life in modern democratic Britain and a global society

• Children respond to quality diagnostic marking and are aware of the marking symbols used in their books.

• Children can locate their targets and explain what they means

• FS – Children contribute to their best books.

• All staff adhere to school guidance of collecting evidence within the FS

• Staff follow marking timetable

• Peer / Self marking evident

• Reading for pleasure /

• Ensure children have an appropriate book

• Phonics (wear aprons)

• Guided reading

• Shared reading

• Cannon of literature

• Library area inviting

• Book week

• Favourite author

• Reading diaries maintained

• Children take home two books, one for pleasure and one that they can decode

• AR

• Monika changing books in KS1

• Teachers and Teaching Assistants have secure subject knowledge and promote ‘high standards of literacy and the correct use of standard English’ supported by the Teachers Toolkit

• Handwriting

• Spelling

• Grammar for Writing

• Language Growth (VCOP – Phrases forever)

• Get Writing

• Writing must have a context, clear purpose and audience

• Talk for Writing

• Best Writing – Extended Writing

• Children plan for Writing (Writing frame – Boxing up – story mapping/mountain)

• Shared Writing

• Guided Writing

• Role of the Literacy lesson is to develop the skills of writing – but children are provided with opportunities to apply their writing skills in other subject areas to a consistent standard

• Marking of literacy (all work) clearly allows pupils to improve their spelling skills and understanding of grammar and punctuation with explicit teaching

• Diagnostic marking provides high quality responses from children

• Rewards

• Sanctions (recording)

• Attendance rewards

• E-Safety safety
• Road safety
• Water safety

• Children’s behaviour is exemplary on all visits

• End of day routines to acknowledge and reflect on day

• Promote courtesy and collaboration

• ‘P’ Principles – Praise, Pace, Passion, Pitch, Partner work, Purpose and Punctuality

• 1,2,3, Hand signal

• Learning Walls / Displays have purpose and celebrate success across a range of curriculum areas (borders maintained)

• Teachers’ corners / Read Write Inc trolleys organised (Filing system)

• Ensure all libraries are labelled and tidied

• Plastic covers protect all books

• Bespoke book covers are on all children’s books

• Children’s table resource (dictionaries, pencils, pots all in place)

• Trays labelled with appropriate curriculum labels (server)

• Flip chart in every classroom

• Foundation Stage – Outside learning reflects the inside environment

• Resources returned appropriately to shared areas

• Read and check SEN paperwork and IEPs

• Read provision map

• Ensure you have copies of planning

• Collect physical resources to support children within lessons e.g. bead strings, white boards

• Marking pens and highlighters at the ready to model and mark

• Have stickers at hand to support the positive learning culture

• Scribe for teacher

• Organise staff within team to ensure all areas of the school are well organised

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