Assessment and the new Ofsted framework

On 14th May, the DfE published the new Ofsted framework which will apply from September 2019.  This framework sets out Ofsted’s inspection principles and summarises the main judgements that inspectors make.

 

Summary of how the new framework will affect assessment

School’s use of assessment

  • To avoid the misuse or overuse of assessments, inspectors will evaluate how assessment is used in the school to support the teaching of the curriculum but not substantially increase teachers’ workloads.
  • Inspectors will look at whether schools’ collections of attainment or progress data are proportionate , represent an efficient use of school resources, and are sustainable for staff.
  • Schools using more than two or three data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection.
  • If a school’s assessment system for data collection is disproportionate, ineffective or unsustainable for staff, inspectors will reflect this in their reporting.

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Ofsted’s Chief Inspector, Amanda Spielman, talks about the curriculum and the relationship between Ofsted and data

Ofsted’s Chief Inspector, Amanda Spielman, delivered an insightful speech at the Wellington Festival of Education. So, we’ve picked out a handful of key points (particularly about the curriculum and the relationship between Ofsted and data) that we think you’ll find interesting ahead of next year…

 

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Helping MATs make sense of their data

James Pembroke is the founder of the school data company, Sig+, and he’s written this very handy article to help Multi Academy Trusts make sense of their data.  

What are the benefits and risks of data collection in MATs?

Due to the nature of MATs, there’s a wide range of expertise that can be utilised to develop effective, common approaches to assessment. Decision makers are more well informed, so they can direct resources to where they’re most needed, and large numbers of pupils mean more reliable, meaningful data. The risk of data collection, though, is that it might lead to a top down, accountability-focused system of assessment that increases workload but doesn’t have much of an impact on learning. So, how can we make sense of all this data, and put it to good use? Continue reading →

Mythbusting with Ofsted

Sean HarfordThanks to Sean Harford, National Director, Education, Ofsted for the following article.

‘My bookcase was messy so I got marked down in my assessment…this is the level of hysteria we are facing in schools’.

Receiving messages like that is why we – and you – need to tackle the misinformation that circulates about ‘what Ofsted wants’.

Teacher workload is one of the most pressing concerns in education today and has a real impact on the retention of staff. We can’t afford to lose good teachers – and children certainly can’t afford to lose the opportunities you offer them.

The impulse to make everything ‘perfect’ can drive out creativity, passion and the love of teaching that are the reasons most people enter the profession. That’s why at Ofsted we know how important it is that people aren’t doing unnecessary tasks for us and adding to their workload. Continue reading →

Education Select Committee: second session

Thanks to Michael Tidd for the following article.

Following on from nearly 400 written submissions, and my own appearance last month, the Education Select Committee recently took further evidence from academic experts in assessment and data – and some common trends are arising.

This time, the evidence was from organisations such as Education Datalab, Ofsted, and the assessment experts of Durham and Cambridge Universities. The main strands of discussion focussed again on the impact of accountability – no surprises there – and it seems that the experts agreed with the classroom teachers by and large: it’s the high stakes that can cause the risks.

Becky Allen set out early on her view – as someone who deals with the data all the time – that we are making substantial decisions on what is always going to be rather fragile data in primary assessment. The limitations have long been known to teachers: the snapshot of test, the unreliability of KS1 data as a baseline, the small numbers of pupils. She echoed the point that has been made before that we really shouldn’t be making judgements of schools based on a single year’s data.

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Primary School Performance Tables

Achievements of pupils in state-funded primary schools in England have now been published.

Just 5 per cent of primary schools have been announced as being below the floor standard.  Schools are considered under-performing if fewer than 65 per cent of pupils fail to reach the expected standard in reading, writing and maths, or if they fail to make sufficient progress in these three key areas.

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Assessment and Ofsted inspections from September 2014

In July, Ofsted published an updated version of the School Inspection Handbook. This handbook details the evidence that inspectors should be looking for when carrying out Section 5 inspections.

 

Of particular interest is the new guidance to support inspectors in making judgements during the phased removal of National Curriculum levels. Assessment is mentioned in the ‘Leadership and management’ and ‘Quality of teaching’ sections of the handbook, but it is a key focus of the ‘Achievement of pupils at the school’ section. Below is a summary of the key points and how use of the Rising Stars Assessment Progress Tests will help schools to provide the evidence that inspectors will be seeking.

Download the printable PDF version Continue reading →

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