Agenda item

Presentation

Criteria for Good Judgement attached.

 Mrs A Lloyd delivered a presentation on the new Education Inspection Framework. The new Education Inspection Framework was quite positive in terms of Religious Education.

If there were changes after consultation the overall effectiveness of the framework would be to do with:

·  Quality of education

·  Behaviour and attitudes

·  Personal development

·  Leadership and management

The quality of education was all to do with the delivery of the curriculum around intent, implementation and impact. Intent was around curriculum design, coverage and appropriateness. Implementation was around curriculum delivery, teaching and assessment. Impact was about attainment and progress, reading and destinations.

It was highlighted this would be a big change for schools in terms of focus. Head teachers now also had to take into account the teachers' wellbeing. Teachers had to have the skills to deliver the curriculum.

Inspectors should take account of all judgements made across the evaluation schedule, especially:

·  The extent to which leaders and providers plan, design and implement the curriculum.

·  How effectively leaders use additional funding.

·  The extent to which the curriculum and care practices met the needs of the range of children who attended, particularly children with SEND.

·  The progress all children made in their learning and development.

·  Children's personal, social and emotional development.

It was pointed out that children must have cultural capital to engage with different areas of society.

In the research it was noted there was a lack of curriculum knowledge and expertise. It was also noted that the full curriculum was not fully adapted for disadvantaged children and special needs children.

Ofsted's research into the curriculum had shown that some schools narrowed the curriculum available to pupils, especially in key stages 2 and 3. This had a disproportionately negative effect on the most disadvantaged pupils. It was important that in key stage 1 teachers focused on ensuring that pupils were able to read, write and use mathematical knowledge. Curricular breadth and balance was less important at this stage. From key stage 2 onwards and in secondary education inspectors would expect to see a broad, rich curriculum. This included languages and the humanities, along with the arts and other creative subjects. Inspectors would be alert to signs of narrowing in key stages 2 and 3 curriculums.

All pupils in maintained schools were expected to study the national curriculum subjects, religious education and age-appropriate sex education. Academies were expected to offer all pupils a curriculum that was similar in breadth and ambition to the national curriculum, including the requirements to teach English, mathematics, science and religious education.

Regarding the inspection of religious education and collective worship, the Secretary of State had designated certain schools as having a religious character. In schools without religious character Ofsted inspected RE and collective worship as part of inspections under Section 5 of the Education Act 2005. In schools with a religious character, denominational education and collective worship were inspected by a body appointed by the maintained school's governing body under Section 48 of the Education Act 2005 or as provided in the academy's funding agreement.

In terms of the next steps, there must be advice provided for schools on how to create an intent statement for RE. Teachers had to be aware of the progressive knowledge, concepts and skills in the RE curriculum. Teachers would have training provided to improve their content pedagogical knowledge. There had to be continued advice provided on how to undertake formative assessment and form summative judgements in RE.

Head teachers had to ensure their staff had the appropriate Continuing Professional Development (CPD).