So what’s new?
The major change is that the focus is on ‘Outcomes for Pupils’; The two outcome areas are: 'Pupils’ Achievements' and 'Pupils’ Personal Development'.
First hand evidence gathering remains critical in the process so lesson observations, work scrutiny and interviews remain central to the process.
There are 18 types of evidence that inspectors are looking for and at, in every observation (lesson, scrutiny, interviews etc) that they make, with a EF for every criterion:
In terms of Achievements they list as: Exam/Test results and how they have changed over time, KS and U, Communication, Numeracy, ICT, Study Skills, Academic and other successes, Attitudes.
For Personal: Self-Knowledge, Decision making, Adaptability/self discipline/perseverance, Spiritual, Collaboration and fulfilling responsibility, Moral understanding and behaviour, Staying safe/Keeping Healthy, Respect diversity, Contribution to community, Skills and preparation for the future.
As a consequence of the shift in emphasis, there is a change in the evaluation focus during staff interviews: where is the evidence to show that you know the impact of the provision on outcomes?
Check the EQI criteria in the New Framework (p9-11). Sit it alongside the new Grade Descriptors document. Then ask yourself:
‘How do we assess our data and use it to track progress for the pupils?’
‘What has been our development over time/since the last inspection?’
Remain focused on the impact that the data has on outcomes.
It is important to remember the fact that Personal Development and Pupils’ Academic Achievement have equally weighted importance. Much of the new paperwork required will enable you to clarify your thoughts on all of the new criterion and the focus shift to Pupil Outcomes.