The Shortofsted Inspection - What to Look out for and What to Do in Preparation for Your

The ShortOfsted Inspection - what to look out for and what to do in preparation for your big day!

• There is a new system for the Portal - this was completely new to me. It is an electronic means of storing evidence. My Lead Inspector didn't really utilise this for communications and we still seemed to focus on email exchanges. However I think schools should be aware it exists and is a means by which you can upload all your evidence so that you are sure it has been officially passed on. You don't get the login details until you have been contacted by Ofsted and so be prepared for a lot of paperwork to get your head around that afternoon.
• Set up two Ofsted files - one for all your assessment data/working and draft documents so they are all to hand and another with finished complete document s that you intend to send directly Ofsted Call.
• Short inspections = very narrow focus. The lead inspector will via a phone call the afternoon (around dinnertime) tell you his lines of enquiry. These are critical - assume the short inspection will focus on them almost exclusively unless other areas crop up. For us Mathematics and Assessment were key areas for scrutiny due to RaiseOnline and past Ofsted reports. The inspector seemed to be looking more about whether we still deserved our previous good/outstanding judgementsby focusing on these lines of enquiry rather than celebrating any outstanding or areas of strength. These were just assumed or challenged/further investigated (if data had taken a dip or there were any other circumstances that might lower a grade).
• The SEF - the name SEF is misleading as long time heads recall the way things used to be. Size of SEF did not seem to matter neither did contextual data so much as data and measures of impact. Every class needs current as well as historical data (don't go back more than two years) that shows percentage /summary judgements about impact for attainment and progress.
• To use levels or not? - Using levels was very useful to us, even though most of our recent effort has been about moving away from levels. It seemed that the emphasis was not on which system you used(though I am sure if we hadn't got Target Tracker alongside us)but providing summary impact data for all classes and groups (Pupil Premium, Girls, Boys, FSM etc.)for current cohorts and previous years cohorts. there was no allowance for the work we had put into Target Tracker and the many hours spent moving from one assessment system to another. They inspect your school and expect things to be correct according to their Ofsted guidance notes and if it isn't then expect to spend a long time digging yourself out the hole.
• They will look at samples of work and match them to your planning and assessments (children chosen at random). Scrutiny in all books to be expected - especially those where a line of enquiry is highlighted. Differentiation, marking and its impact are all closely looked.
• Behaviour and playtime routines closely monitored and staff routines and roles closely looked at.
• Make sure your coordinator and if appropriate SLT are prepped - often they are interviewed without the head and have to be able to perform under pressure
• Pupil questionnaire and staff questionnaires need to be downloaded. Parent View data was used and referred to and used as a guide to pursue/back up lines of enquiry.
• Pupils talked to in meetings on second day and parents/staff quizzed on many occasions with all that you say triangulated and checked for accuracy.
• Important that everyone knows what your whole school targets are - headteacher performance management/appraisal was looked at in detail including outcomes regarding pay. Staff asked about it and their individual targets checked and discussed
• Safeguarding issues - the boundary wall and playtime risk assessments raised on first day and looked at on the second day
• CP File needed to be available for a targeted child to discuss school's impact regarding making referrals and working with outside agencies.
• Bullying/Behaviour record important - this was discussed at length and procedures for handling difficult pupils
• SEN Pupils and PP pupils tracked at random (though double check they track the right child - especially if they share the same name).
• Health and Safety/Fire Records checked and discussed.
• SDP - impact on kids rather than what you are going to be. Use data from SEF to inform what you will be doing in SDP re: management of pupil premium money and the strategies you use, Sports Premium etc.
• Governor involvement and challenge - if you are missing data or governors do not have the necessary data to hand and can't demonstrate they are challenging you then you are in for a tough time. be very selective about what information you give them. Focus on each class and each group in the class with consideration for each group and base everything around this as your starting point.
• New Curriculum - Mastery is key as a concept and this is something that my Deputy and I have raised with the Numeracy and Literacy advisers in terms of best strategies.
• LA ROV and previous reports - were not deemed appropriate as an accountability tool. Whatever the source, any external accountability process needs to be challenging and rigorous.
• Time is at a premium - if the Inspector is not convinced that there is appropriate evidence or thinks the school might be better or worse than the previous Ofsted report suggests then the inspection will be converted. In many ways this is a good thing as opportunities for proper conversations increase and there is more time to gather evidence.
• Keep in touch with the LA -If you feel the inspection is proving problematic in any way then it is reassuring to have adviser support and this was very much welcomed by our school.
• Allowance was given for a staff member being off sick in terms of level of classroom scrutiny but not their area of responsibility. Important that you are not reliant on just one person to support a key area in school.
• The fundamental role of the Headteacher now appears to be data management and measurement through data of impact for PP/FSM/BOY and GIRL performance for each year group and passing this to the governors and being challenged by them on your standards. Other matters that we have to contend with including safeguarding and child protection, special needs etc. are secondary. keep that in mind as the buck stops with you.
• Note that there have been a number of amendments to ARA recently and the challenge is to keep up with new info. However if you attend to the above pointers the inspection shouldn't be too bad. If it is then raise your concerns with the inspector early rather than at the end!

Finally believe in your school -stay positive, put up a good fight (as no one else will do it for you) and the inspectors will respect that. Remember you are the expert. Don't forget this.

The above pointers are an honest reflection of what we have experienced. It may change according to inspector. Do not go into the inspection expecting to be treated as a Good or Outstanding School - it is a matter of being guilty until proven innocent as it were and you need all the evidence available and ready to hand as the inspection is so tight.

Apart from all that it wasn't too bad really...

Richard ;0)