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Subject lesson sequence Check and adapt subject lesson sequences to ensure quality activities and supporting resources are planned. Actual coverage Monitor and evaluate intended and actual coverage of subjects across school.
View attainment Assess what has been taught and learned using live information. What is Curriculum Maestro? Back to Articles. Similar article. Expert advice Tailored to you At a time to suit you Our mission is to help you deliver the best possible curriculum for your children.
Book a demo. Reviews Book a Demo Reviews. Kathryn — Teacher, Langton Primary School. First Name. Last Name. Email Address. School Name. School Postcode. Please select which platform you're interested in. Yes, please send me guidance, information and free resources in the future. No, please contact me only in response to this enquiry. They will also, where relevant, take into account any transitional provisions that are in place.
Inspectors will also consider any documents that leaders normally use in their curriculum planning, but will not request materials to be produced or provided in any specific format for inspection. In evaluating the implementation of the curriculum, inspectors will primarily evaluate how the curriculum is taught at subject and classroom level. Research and inspection evidence suggest that the most important factors in how, and how effectively, the curriculum is taught and assessed are the following:.
Teachers have expert knowledge of the subjects that they teach. If they do not, they are supported to address gaps in their knowledge so that pupils are not disadvantaged by ineffective teaching. Teachers enable pupils to understand key concepts, presenting information clearly and encourage appropriate discussion.
Teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently. The subject curriculum is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory.
It is sequenced so that new knowledge and skills build on what has been taught before and pupils can work towards clearly defined end points. Their approach to teaching remains rooted in evidence and the key elements of effective teaching.
Teachers consider the most important knowledge or concepts pupils need to know and focus on these. Feedback, retrieval practice and assessment are prioritised. The medium for remote education enables all pupils to access lessons and learn.
Learning can be defined as an alteration in long-term memory. If nothing has altered in long-term memory, nothing has been learned. However, transfer to long-term memory depends on the rich processes described above. In order to develop understanding, pupils connect new knowledge with existing knowledge. Pupils also need to develop fluency and unconsciously apply their knowledge as skills.
This must not be reduced to, or confused with, simply memorising facts. Inspectors will be alert to unnecessary or excessive attempts to simply prompt pupils to learn glossaries or long lists of disconnected facts. When used effectively, assessment helps pupils to embed knowledge and use it fluently, and assists teachers in producing clear next steps for pupils. However, assessment is too often carried out in a way that creates unnecessary burdens for staff and pupils.
It is therefore important that leaders and teachers understand its limitations and avoid misuse and overuse. This will include considering how the school responds to any gaps in learning that have arisen from the pandemic.
The collection of data can also create an additional workload for leaders and staff. Schools choosing to use more than 2 or 3 data collection points a year should have clear reasoning for what interpretations and actions are informed by the frequency of collection; the time taken to set assessments, collate, analyse and interpret the data; and the time taken to then act on the findings. We understand that assessment arrangements may have been altered as a result of the COVID pandemic.
Inspectors will seek to understand how staff are supported and the steps that are being taken to remove the risk of additional workload. In order to triangulate evidence effectively, inspectors will ensure that they gather a variety of these types of evidence in relation to the same sample of pupils. Inspectors will also ensure that the samples of pupils they choose are sufficient to allow them to reach a valid and reliable judgement on the quality of education offered by the school overall.
When inspectors evaluate the impact of the education provided by the school, their focus will primarily be on what pupils have learned. Inspection experience and research show that the most important factors to consider are the following:. A well-constructed, well-taught curriculum will lead to pupils learning more and so achieving good results. Therefore, such a curriculum contributes to evidence of impact.
There need be no conflict between teaching a broad, rich curriculum and achieving success in examinations and tests. Disadvantaged pupils and pupils with SEND acquire the knowledge and cultural capital they need to succeed in life. Pupils are making progress in that they know more, remember more and are able to do more.
They are learning what is intended in the curriculum. All learning builds towards an end point. Pupils are being prepared for their next stage of education, training or employment at each stage of their learning. Inspectors will consider whether pupils are ready for the next stage by the point they leave the school or provision that they attend.
Pupils in sixth form are ready for the next stage and are going on to appropriate, high-quality destinations. Inspectors will also consider this. If pupils are not able to read to an age-appropriate level and fluency, they will be incapable of accessing the rest of the curriculum, and they will rapidly fall behind their peers see paragraphs to Inspectors will not look at non-statutory internal progress and attainment data [footnote 57] on section 5 and section 8 inspections of schools.
Teachers have told us they believe this will help us play our part in reducing unnecessary workload. Inspectors will be interested in the conclusions drawn and actions taken from any internal assessment information, but they will not examine or verify that information first hand. Inspectors will use published national performance data as a starting point on inspection, where it is available.
Inspectors will use the official IDSR as a starting point and get to see first hand the quality of education as experienced by pupils and understand how well leaders know what it is like to be a pupil at the school. Inspectors will ask schools to explain why they have decided to collect whatever assessment data they collect, what they are drawing from their data and how that informs their curriculum and teaching.
Evidence of impact should be drawn together from a combination of inspection activities. None of these on their own is sufficient to make an assessment of the impact.
Inspectors will gather evidence of the impact of the quality of education offered by the school from the following sources:. Inspectors will only use performance information published since the previous section 5 report or the previous monitoring inspection.
Inspectors will recognise that some schools are in turn-around, including when they have been brokered into a MAT or rebrokered from one to another. In these schools, the quality of education may have been poor and may now be showing significant and sustained improvement.
In these situations, nationally generated performance data may lag behind the current quality of education in the school and so inspectors will view the national data in this context. Inspectors will not grade intent, implementation and impact separately.
Instead, inspectors will reach a single graded judgement for the quality of education, drawing on all the evidence they have gathered and using their professional judgement. Note: Some sections of the criteria appear in [square brackets] below. This is to mark that they are transitional only, because we recognise that not all schools will have had the opportunity to complete the process of adopting or constructing their curriculum fully.
We intend to review whether these transitional arrangements are still needed in March Across all parts of the school, series of lessons contribute well to delivering the curriculum intent.
The work given to pupils, over time and across the school, consistently matches the aims of the curriculum. It is coherently planned and sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
Pupils consistently achieve highly, particularly the most disadvantaged. Pupils with SEND achieve exceptionally well.
Leaders adopt or construct a curriculum that is ambitious and designed to give all pupils, particularly disadvantaged pupils and including pupils with SEND, the knowledge and cultural capital they need to succeed in life. This is either the national curriculum or a curriculum of comparable breadth and ambition. The curriculum is successfully adapted, designed or developed to be ambitious and meet the needs of pupils with SEND, developing their knowledge, skills and abilities to apply what they know and can do with increasing fluency and independence.
Pupils study the full curriculum; it is not narrowed. In primary schools, a broad range of subjects exemplified by the national curriculum is taught in key stage 2 throughout each and all of Years 3 to 6. In secondary schools, the school teaches a broad range of subjects exemplified by the national curriculum throughout Years 7 to 9. Teachers have good knowledge of the subject s and courses they teach. Leaders provide effective support, including for those teaching outside their main areas of expertise.
Teachers present subject matter clearly, promoting appropriate discussion about the subject matter being taught. In so doing, they respond and adapt their teaching as necessary without unnecessarily elaborate or individualised approaches. Over the course of study, teaching is designed to help pupils to remember long term the content they have been taught and to integrate new knowledge into larger ideas.
Teachers and leaders use assessment well. For example, they use it to help pupils embed and use knowledge fluently, or to check understanding and inform teaching, or to understand different starting points and gaps as a result of the pandemic. Leaders understand the limitations of assessment and do not use it in a way that creates unnecessary burdens on staff or pupils.
Teachers create an environment that focuses on pupils. These materials clearly support the intent of a coherently planned curriculum, sequenced towards cumulatively sufficient knowledge and skills for future learning and employment.
The work given to pupils is demanding and matches the aims of the curriculum in being coherently planned and sequenced towards cumulatively sufficient knowledge.
At all stages, reading attainment is assessed and gaps are addressed quickly and effectively for all pupils. Reading books connect closely to the phonics knowledge pupils are taught when they are learning to read. The sharp focus on ensuring that younger children and those at the early stages of reading gain phonics knowledge and language comprehension necessary to read, and the skills to communicate, gives them the foundations for future learning.
Teachers ensure that their own speaking, listening, writing and reading of English support pupils in developing their language and vocabulary well. Pupils develop detailed knowledge and skills across the curriculum and, as a result, achieve well. This is reflected in the work pupils produce.
Where available, impact is reflected in results from national tests and examinations that meet government expectations, or in the qualifications obtained. Teacher assessed grades from and will not be used to assess impact. Pupils are ready for the next stage of education, employment or training. They have the knowledge and skills they need and, where relevant, they gain qualifications that allow them to go on to destinations that meet their interests and aspirations and the intention of their course of study.
Pupils with SEND achieve the best possible outcomes. Pupils read widely and often, with fluency and comprehension appropriate to their age. They are able to apply mathematical knowledge, concepts and procedures appropriately for their age.
Pupils experience a jumbled, disconnected series of lessons that do not build their knowledge, skills or understanding. The range of subjects is narrow and does not prepare pupils for the opportunities, responsibilities and experiences of life in modern Britain. Pupils cannot communicate, read, write or apply mathematics sufficiently well for their age and are therefore unable to succeed in the next year or stage of education, or in training or employment.
This does not apply for some pupils with SEND. The progress that disadvantaged pupils make is consistently well below that of other pupils nationally and shows little or no improvement. Pupils with SEND do not benefit from a good-quality education. Expectations of them are low, and their needs are not accurately identified, assessed or met. Pupils have not attained the qualifications appropriate for them to progress to their next stages of education, training or employment.
The behaviour and attitudes judgement considers how leaders and staff create a safe, calm, orderly and positive environment in the school and the impact this has on the behaviour and attitudes of pupils. These factors are:. Children, and particularly adolescents, often have particularly strong concepts of fairness that may be challenged by different treatment by different teachers or of different pupils.
The development of positive attitudes can also have a longer-term impact on how pupils approach learning tasks in later stages of education. Our evidence for the importance of each of these factors comes from our inspection experience, areas of agreement in academic research and our own research.
A full note of how the criteria relate to the available research can be found in our research commentary. The school may be working with pupils with particular needs in order to improve their behaviour or their attendance.
Inspectors will gather evidence about the typical behaviour of all the pupils who attend the school, including those who are not present on the day of inspection. If there is evidence that a school has deliberately removed pupils from the school site on the day of inspection or has arranged for them to be absent, and inspectors reasonably believe that this was done in order to have an impact on the inspection, then inspectors are likely to judge both behaviour and attitudes and leadership and management to be inadequate.
Headteachers have the right to exclude pupils when there are legitimate reasons for them to do so. Used correctly, exclusion is a vital measure for headteachers to use. Exclusions must be legal and justified. If a school uses fixed-term and internal exclusions, inspectors will evaluate their effectiveness, including the rates, patterns and reasons for exclusion and whether any pupils are repeatedly excluded.
Schools should have a strategy for reintegrating a pupil who returns to school following a fixed-term exclusion and for managing their future behaviour. Inspectors will consider whether the school is developing the use of alternative strategies to exclusion and taking account of any safeguarding risks to pupils who may be excluded.
Inspectors will recognise when schools are doing all that they can to support pupils at risk of exclusion, including through tenacious attempts to engage local support services.
These are trainees, supply staff, ECTs , administrative support staff and catering staff, as well as other members of staff. Where practically possible, inspectors should carry out discussions with individuals, not groups, to allow members of staff to give clear evidence without being influenced by the views or expectations of others in the group when talking about a sensitive issue. Inspectors will evaluate the experience of particular individuals and groups, such as pupils for whom referrals have been made to the local authority and check, for a small sample of these pupils, how the referral was made and the thoroughness of the follow-up , pupils with SEND , children looked after, those with medical needs and those with mental health needs.
In order to do this, inspectors will look at the experience of a small sample of these pupils and consider the way the school is working with the multi-agency group to ensure that the child receives the support they need. The pupil and staff surveys used in inspection contain questions about safeguarding, behaviour and discipline, bullying, how respondents feel about the school and how well supported and respected they feel they are in the school. Inspectors will meet school leaders to account for the results of the interviews and surveys of pupils and staff.
Over the course of inspection, inspectors will carry out evidence-gathering activities. In some cases, inspectors will be able to gather this evidence as part of other activities they are carrying out. The activities are:.
In order for behaviour and attitudes to be judged outstanding, it must meet all of the good criteria securely and consistently and it must also meet the additional outstanding criteria.
Pupils behave with consistently high levels of respect for others. They play a highly positive role in creating a school environment in which commonalities are identified and celebrated, difference is valued and nurtured, and bullying, harassment and violence are never tolerated.
Pupils consistently have highly positive attitudes and commitment to their education. They are highly motivated and persistent in the face of difficulties. Pupils actively support the well-being of other pupils. Pupils behave consistently well, demonstrating high levels of self-control and consistently positive attitudes to their education.
If pupils struggle with this, the school takes intelligent, fair and highly effective action to support them to succeed in their education. These expectations are commonly understood and applied consistently and fairly. Staff make sure that pupils follow appropriate routines.
Leaders, staff and pupils create a positive environment in which bullying is not tolerated. If bullying, aggression, discrimination and derogatory language occur, they are dealt with quickly and effectively and are not allowed to spread. There is demonstrable improvement in the behaviour and attendance of pupils who have particular needs. They are committed to their learning, know how to study effectively and do so, are resilient to setbacks and take pride in their achievements.
Pupils have high attendance, within the context of the pandemic. They come to school on time and are punctual to lessons. When this is not the case, the school takes appropriate, swift and effective action.
Fixed-term and internal exclusions are used appropriately. The school reintegrates excluded pupils on their return and manages their behaviour effectively.
Permanent exclusions are used appropriately as a last resort see statutory guidance on school exclusion. Relationships among pupils and staff reflect a positive and respectful culture; pupils are safe and they feel safe. Leaders are not taking effective steps to secure good behaviour from pupils and a consistent approach to discipline. They do not support staff adequately in managing behaviour. Pupils frequently ignore or rebut requests from teachers to moderate their conduct. This results in poor behaviour around the school.
Pupils show negative attitudes towards the value of good manners and behaviour as important factors in school life, adult life and work. Attendance is consistently low for all pupils or groups of pupils and shows little sign of sustained improvement.
Incidents of bullying or prejudiced and discriminatory behaviour, both direct and indirect, are frequent. The curriculum provided by schools should extend beyond the academic, technical or vocational. Schools support pupils to develop in many diverse aspects of life. At the same time as the school is working with pupils, those pupils are also being influenced by other factors in their home environment, their community and elsewhere.
Schools can teach pupils how to build their confidence and resilience, for example, but they cannot always determine how well young people draw on this. Schools are crucial in preparing pupils for their adult lives, teaching them to understand how to engage with society and providing them with plentiful opportunities to do so.
Where usual opportunities have been disrupted by the pandemic, inspectors will look at whether the school has found alternative approaches to providing a rich range of personal development opportunities.
This judgement focuses on the dimensions of the personal development of pupils that our education system has agreed, either by consensus or statute, are the most significant. These are:. This gives pupils the qualities they need to flourish in our society. They will develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
This is shown by their respect and attitudes towards different religious, ethnic and socio-economic groups in the local, national and global communities. Relationships education is compulsory for all primary school pupils and relationships and sex education is compulsory for all secondary school pupils.
Health education is also compulsory for all state-funded schools only. All schools are required to have taught some of the new curriculum, published a policy and consulted parents on this, during the academic year to If a school is failing to meet its obligations, inspectors will consider this when reaching the personal development and leadership and management judgements. Inspectors will be sympathetic to schools that, as a result of the pandemic, have not been able to fully implement the new curriculum, provided that they:.
Both maintained schools and academies are required by law to:. This will include looking at:. If a school is not meeting the requirements of the Baker Clause, inspectors will state this in the inspection report. They will consider what impact this has on the quality of CIEAG and the subsequent judgement for personal development.
In order for personal development to be judged outstanding, it must meet all of the good criteria securely and consistently, and it must also meet the additional outstanding criteria.
The school consistently promotes the extensive personal development of pupils. The school goes beyond the expected, so that pupils have access to a wide, rich set of experiences. Opportunities for pupils to develop their talents and interests are of exceptional quality. There is strong take-up by pupils of the opportunities provided by the school.
The most disadvantaged pupils consistently benefit from this excellent work. The school provides high-quality pastoral support.
Pupils know how to eat healthily, maintain an active lifestyle and keep physically and mentally healthy. They have an age-appropriate understanding of healthy relationships.
Pupils appreciate these and make good use of them. The school prepares pupils for life in modern Britain effectively, developing their understanding of the fundamental British values of democracy, the rule of law, individual liberty, and mutual respect and tolerance of those with different faiths and beliefs. The school promotes equality of opportunity and diversity effectively. As a result, pupils understand, appreciate and respect difference in the world and its people, celebrating the things we share in common across cultural, religious, ethnic and socio-economic communities.
Pupils engage with views, beliefs and opinions that are different from their own in considered ways. They show respect for the different protected characteristics as defined in law and no forms of discrimination are tolerated.
The school provides pupils with meaningful opportunities to understand how to be responsible, respectful, active citizens who contribute positively to society. Pupils know how to discuss and debate issues and ideas in a considered way. Secondary schools prepare pupils for future success in education, employment or training.
They use the Gatsby Benchmarks , a framework that defines the best careers provision in schools and colleges, to develop and improve their careers provision and enable a range of education and training providers to speak to pupils in Years 8 to All pupils receive unbiased information about potential next steps and high-quality careers guidance; the school meets the requirements of the Baker Clause. The school provides good quality, meaningful opportunities for pupils to encounter the world of work.
Co-Ordinating Primary Language and Literacy. Here is timely and extremely useful exposition and guidance on the management and procedure of language and literacy teaching. Practical advice is offered on the breadth of the role of the primary school English subject leader right from the starting point of compiling an application for such a post. Subject Leader Handbook Set. First published in Subject Leadership in the Primary School.
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