The widely anticipated Ofsted framework 2019 has now been published and, as expected, focuses heavily on the curriculum. It replaces the old ‘quality of teaching, learning and assessment’ judgement with ‘quality of education’.
Inspectors will focus on the ‘three I’s’:
- intent – the knowledge and skills that pupils will gain
- implementation – the way that the curriculum selected by the school is taught and assessed in order to support pupils to build their knowledge and to apply that knowledge as skills
- impact – the outcomes that pupils achieve as a result of the education they have received
In a series of blogs I will explore how Target Tracker supports the proposed Ofsted framework, focussing on the three I’s.
But first, let’s look at the new framework.
The new Ofsted framework has much to say about the role of assessment in school. It takes on board the ‘Making Data Work’ report from the Teacher Workload Advisory Group and is clear that more than three data drops a year will have to be explained. It also says that inspectors “will not use schools’ internal performance data for current pupils as evidence during an inspection”.
So what does this mean?
Well, though Ofsted are not going to look at internal data and will require schools to be clear about how they use summative assessments, the role formative assessment should play is a key part of the quality of education judgements and leaders will need to explain how they know that the curriculum is having an impact.
Of course there are many other reasons why a snapshot of attainment in school is useful and can be quick and easy to do. I’ll be coming back to this in my next blog post.
For many years Target Tracker has provided tools for teachers to make formative judgements and use these to help group pupils based on their next steps, but it provides much more than that, in fact it’s possible to track attainment and progress of pupils and groups just from formative assessment.
In a series of blogs I’m going to explore how Target Tracker supports the proposed Ofsted framework, focussing on the three I’s.
Now, let’s look more closely at Intent…
Inspectors will want schools to demonstrate:
- what end point(s) the curriculum is building towards
- what pupils will be able to know and do at those end point(s)
- the curriculum is planned and sequenced so that new knowledge and skills build on what has been taught before, and towards those defined end point(s)
So how does Target Tracker help with this?
Target Tracker comes ready with the end points as defined by the National Curriculum. Statements show end-of-year (Band) expectations for both the National Curriculum and the statutory Teacher Assessment Framework.
The exemplars help show what pupils should know and be able to do at these points. The school’s own exemplars can be added too.
The statement group facility in Target Tracker is a tool for identifying sets of statements. Statements might be grouped for a variety of purposes including plans for a term or topic.
This allows the end points to be planned and sequenced easily and shared across the school.
And while we’re thinking about planning don’t forget the search facility which allows differentiated end points to be found easily.
The new Ofsted framework also says that inspectors will “expect to see a broad, rich curriculum”. Target Tracker has endpoints for the entire National Curriculum and there is some facility for editing the subjects shown to reflect the schools’ intent.
The next blog will discuss implementation.