Preparing for and Responding to an OFSTED Visit


Preparing for a successful OFSTED Inspection

  • Understanding the critical elements in the current OFSTED Framework
  • Knowing how to use data and the SEF to launch a successful inspection
  • Considering lines of response in relation to areas of potential weakness
  • Evaluating indicators bearing on Attainment, Achievement and Progress
  • Knowing what is good or outstanding teaching and demonstrating how provision meets these standards
  • Understanding the broad and changing agenda relating to the behaviour and safety of pupils
  • Evidencing quality in Leadership and Management at different levels and preparing key staff for OFSTED interviews

Responding to an adverse OFSTED Judgement

  • Analysing the OFSTED Judgement
  • Identifying the full extent of the agenda offered in the Report
  • Identifying the priorities for action
  • Discussing the central issues with the Head and Senior Team
  • Writing a draft Action Plan
  • Discussing and reviewing the Plan with the Head and Senior Team
  • Assisting the School in the implementation of the Plan and monitoring progress

Promoting British Values in the Secondary School
 

  • Considering the political, moral and social values which underpin the concept of ‘Britishness’
  • Considering the enemies of British values which are abroad in the world today
  • Examining and resolving the problems of discussing British Values in a multicultural society
  • Discussing key concepts and attitudes which need to be built into students’ understandings
  • Providing a range of practical whole school and curricular strategies for the delivery of British Values
  • Feeling confident in your provision for British Values with inspectors
  • Preparing policy statements for schools and producing draft copy


Building self-evaluation to support school improvement
 

  • Why robust self-evaluation is a critical tool of school management
  • Collating the data and evidence base for successful SEF preparation
  • Writing judgemental self-evaluations linked to the OFSTED Framework
  • Using self-evaluation to inform whole school action planning
  • Using self-evaluation to enhance staff understanding and commitment
  • Using the SEF persuasively with Inspectors to influence judgements

Understanding the Social Context of Education Today: Change and Continuity

  • What have been the main currents in English education since 1988?
  • Social and economic change; the challenge to the traditional family
  • Attitudinal change: relativism and the challenge to authority
  • The impact of social change on children; persistence of disadvantage
  • What OFSTED has found about overcoming disadvantage?
  • The implications of social and cultural change for schools’ provision.

Andrew will be pleased to speak to Heads or school leaders to discuss particular circumstances and to advise on what might be the most suitable form of support. Initial consultations are without charge.