My first post in this series introduced the draft Ofsted Framework for 2019 and looked at the first of the three I’s that Ofsted will use to inform their new ‘quality of education’ judgement – intent. The second blog looked at the second ‘I’ – implementation. This final piece investigates impact – the outcomes that pupils achieve as a result of the education they have received.
Under the new framework:
- inspectors will not use schools’ internal assessment data as evidence – but will consider the school’s use of assessment
- inspectors will have meaningful discussions with leaders about how they know that the curriculum is having an impact
- inspectors will ask schools to explain why they have decided to collect the assessment data they do collect, what they are drawing from their data and how that informs their curriculum and teaching
However Amanda Spielman puts it rather more succinctly…
When you tell inspectors that your internal data and information helps you to know about progress and attainment, inspectors’ reaction should be: “that’s great, let’s go and see it in action”.
Talking About Impact
As leaders talking about the impact of the curriculum Target Tracker gives you the data you need to be confident you know where your pupils are and how groups are performing.
Each school is different, but here’s some useful starting points…
Collect Once, Use Many
Having recorded meaningful data make sure you use it in as many ways as possible, including:
- tracking individual pupils – pupil progress meetings
- tracking groups of pupils – gender, pupil premium, SEN…
- being accountable to governors, academy trusts etc.
- identifying intervention groups
And just to make things easier for you, all of these are built-in core functions of Target Tracker.
Make sure you’re able to talk about the use of assessment in the classroom. Almost certainly this will be around formative (statement) assessment, so be clear about how often data is entered and how it is used.
Best practice is for statement assessment to be ongoing. A unit of work will only be addressing a small number of statements which can be assessed at the end of the teaching block. Using the gap analysis report will help teachers identify next steps for groups of pupils.
Being able to talk about how you achieve consistency of judgements across the school will be vital. Teacher assessment can only be used to decide whether a pupil is on track if a system of robust moderation is in place, ideally this would include working with other schools.
Target Tracker includes a complete set of exemplification across both the core and non-core subjects. This is maintained, checked and ever-evolving by working with subscribing schools and through DfE produced materials for end of Key Stage assessments. You can even add school exemplars using the ‘no-pupil’ observations.
To sum up…
In these three blog posts I’ve covered the main messages around assessment from the proposed Ofsted framework for 2019. Many of the changes reflect the good practice schools already demonstrate, but the renewed emphasis on a broad, rich curriculum and assessment which helps improve pupil outcomes is very welcome.