birmingham catholic primary partnership: october 2016

Birmingham Catholic Primary PartnershipLorna FitzjohnWest Midlands Regional Director14 October 2016

Birmingham Catholic Primary Partnership Slide 1

Strategic priorities

Slide 2

Improved quality,

efficiency and

effectivenessensuring that

inspection and regulation

provide value for money

Improved focus

so that we target inspection and

regulation where we can make the most difference

Improved engagementEnsuring that we

are credible, valued and

trusted and do not introduce unforeseen

burdens

Keeping children and young people safe

Improving education and care for the disadvantaged

Raising aspirations and better transition

Prioritising less than good

with a regional focus on...

Changes to the inspection handbooks


The updates in the section 8 handbook are simply to make sure that it is in line with changes to statutory requirements, notably the monitoring of schools causing concern in response to the Education and Adoption Act 2016.

The minor revisions made in the section 5 handbook are mainly to reflect the latest education policy and performance measures.

https://www.gov.uk/government/collections/ofsted-inspections-of-maintained-schools

Developments in education inspection


Changes to the Section 5 school inspection handbook

In the section on seeking views during inspections, we have updated information about how staff and pupils are consulted during inspections to reflect the fact that the surveys are now online.

In the ‘schools causing concern’ section, we have made changes to guidance on monitoring inspections of grade 4 schools to take into account the recent legislative changes and the government’s new Schools Causing Concern guidance.

Under ‘what happens during the inspection’, we have clarified details about who inspectors need to meet with to inspect governance at the school.

Developments in education inspection…


Under ‘effectiveness of leadership and management’, we have added a reference to inspectors having consideration for governors’ development in their role as part of the effectiveness of school leadership.

In the ‘outcomes’ section, we have amended the grade descriptors to reflect changes to national assessment and accountability measures.

Linked to this, in the ‘outcomes’ section, we have also revised the guidance about inspecting the performance of disadvantaged pupils to take account of the new measures relating to pupil progress, including comparing the progress made nationally with other pupils with the same starting points.



Section 8 handbook for short, monitoring and unannounced behaviour inspections

The clarification about inspecting governance and who inspectors should meet with updated in the section 5 handbook is also reflected in the updated section 8 handbook. This is to reflect responsibilities for governance in academy trusts.

A minor change had been made to reflect the fact that Ofsted Inspectors (as distinct from Her Majesty’s Inspectors) may now be asked on occasion to lead section 8 ‘no formal designation’ inspections.

Under ‘short inspections’, we have referred to online surveys to gather staff and pupil views.



We have made a revision to the section on Requires Improvement monitoring to reflect the government’s White Paper proposal on improvement periods for schools with new headteachers.

There is a detailed update to the guidance on monitoring of schools causing concern in the light of recent legislative changes (Education and Adoption Act 2016) and the revised Schools Causing Concern statutory guidance. This includes requirements relating to statements of action for schools in categories of concern.

How are we doing in the West Midlands?

Proportion of pupils reaching the new expected standard in reading, writing and mathematics at KS2, 2016


Best performing LAs at KS2 in 2016

Slide 10Birmingham Catholic Primary Partnership

Poorest performing LAs at KS2 in 2016


KS2: % achieving new expected standard in 2016

LA

Reading, writing and mathematic

sReading

Grammar, punctuatio

n and spelling

Mathematics

Writing (teacher

assessment)

England [state-funded] 52 66 72 70 73West Midlands 49 63 71 67 70

Birmingham 45 58 70 65 66Coventry 47 59 72 66 68Dudley 48 61 69 66 73Herefordshire 49 68 74 67 70Sandwell 49 60 72 69 72Shropshire 49 68 69 69 65Solihull 58 70 77 72 79Staffordshire 51 66 72 68 71Stoke-on-Trent 45 58 67 63 69Telford and Wrekin 55 70 77 71 73Walsall 46 60 69 67 71Warwickshire 57 69 74 71 77Wolverhampton 52 63 72 69 74Worcestershire 47 64 66 64 67

Above England

Below England


Inspection outcomes for primary Catholic schools


Overall effectiveness

1 2 3 4 No grade

Total number of

schoolsBirmingham Catholic Primary Partnership 24% 68% 7% - 1% 83

West Midlands - primary Catholic schools

20% 70% 8% - 2% 198

England - primary Catholic schools 22% 66% 9% 1% 1% 1647

What are the outcomes and impact we are looking for in primary education for schools in Birmingham and the Black Country? The proportion of pupils reaching the expected

standards to be at least in line with national expectations

Improved progress outcomes Raise the achievement of disadvantaged pupils Raise the achievement of the most able.


% of pupils achieving Key Stage 2 Level 4+ in reading, writing and Maths in 2015


Challenges in the West Midlands Further work is required to raise achievement in the West

Midlands. The 2016 key stage 2 provisional results show that the West

Midlands has the weakest KS2 attainment. It is the joint lowest performing region nationally, alongside Yorkshire and The Humber.

Birmingham and Stoke-on-Trent (45%) were the poorest performing authorities regionally in terms of the proportion of pupils who reached the expected standard in reading, writing and mathematics. (State funded schools only)


Challenges in the West Midlands… Walsall, Coventry and Worcestershire

were also among the poorest 25 local authorities nationally. (State funded schools only)

Birmingham and Coventry were in the bottom 9 local authorities nationally for the proportion of pupils reaching the expected standard in the reading teacher assessments.


Short inspections

Short inspectionsConducted under Section 8 of the Education Act 2005Launched in September 2015

Short inspections for all good maintained schools and academies Short inspections also apply to good and outstanding special

schools, pupil referral units and maintained nursery schools

Two judgements only: Is the school/provider still good? Is safeguarding effective?


Headlines up to 31 March 2016 978 short inspections completed. Positive feedback about the one-day short inspection model. Positive feedback about the dialogue with HMI during the day. Conversion rate nationally by March 2016 was 37%. Fifty-six percent of primaries remained good or improved to

outstanding after a converted short inspection, compared to 44% of secondary schools.

Some schools have improved from good to outstanding and the model of conversion has enabled us to quickly acknowledge this success.


How effective has the new Section 8 inspection process been?


Total No. with conversion

decision

Conversion rate

No. with overall

effectiveness

judgementWest Midlands 144 144 30% 43East Midlands 164 164 28% 46East of England 194 194 34% 65London 189 189 39% 73NEYH 224 224 41% 91North West 188 188 36% 68South East 264 264 36% 95South West 121 121 31% 38

Any changes to short inspections?

One of the key initiatives in the plan is for Ofsted Inspectors to begin leading short inspections. Proposals have been drafted for a pilot of these arrangements to take place in the London region during the autumn term.


Academies

Are academies having an impact?Sir Michael Wilshaw said in the Annual Report of Education, Children’s Services and Skills 2014/15:‘As last year’s Annual Report showed, most of the sponsored academies had the greatest impact on standards in the first few years after opening. Many of these continue to perform well because their leaders have worked hard to maintain their high standards but some have declined. Overall, the best performing sponsor‑led academies are those that have been open for five years or more.’


https://www.gov.uk/government/collections/ofsted-annual-report-201415

Are academies having an impact?Furthermore, ‘Academisation can create the conditions for remarkable improvements but structural reform can only do so much.I believe it is right to give more autonomy to the front line but we must ensure that schools have the capacity to use their freedoms effectively. Without enough good leaders and teachers, effective oversight and governance, and a concerted effort to support the most disadvantaged, we will not bring about the improvements needed.’


The greatest impact is on primary schools – nearly 14,000 more primary schools may become academies


Phase Total no. of schools

Current no. of

academies

% schools that are

academies

% academies that are in

a MAT

Number of schools to become

academies by

2020/2022 Primary 16779 3066 18 71 13713 Secondary 3380 2198 65 45 1182 Special 1041 188 18 53 853 PRU 353 76 22 58 277 Nursery 406 0 0 0 0 Grand Total 21959 5528 25 60 16025

Inspection outcomes for primary Catholic academy schools


Overall effectiveness

1 2 3 4 Not graded

Total number of schools

Birmingham Catholic Primary Partnership 7 7 1 - 1 16

West Midlands - primary Catholic schools

16 42 7 - 3 68

England - primary Catholic schools 81 201 28 2 18 330

How do we see the role of headship changing? With the development of multi-academy trusts (MATs), the nature

of leadership in schools is changing. Leadership now extends beyond headship of a school to wider roles within multi-academy trusts (e.g. school improvement role, directors of learning, CEO).

Headship is no longer restricted to one school. Headteachers play an even greater role in school improvement and may be tasked with providing support/challenge to schools identified as causing concern.

A greater focus on headteachers encouraging/developing future leaders from within the school/MAT. Headteachers identifying talent, coaching staff, and growing and developing leaders from within their own schools/MATs.


Challenges facing primary schools in the future? Teacher and leader recruitment. Continuing to raise achievement across different

subjects, not just in the core subjects. Continuing to manage the changes with the curriculum

and assessment. Ensuring good and better schools are able to sustain

existing improvements while supporting other schools. Continuing to develop the role of governors so that they

are able to be strategic and ensure value for money.


Background: The White Paper said… All schools to be academies by 2022. ‘Most’ new academies to be in MATs. A good size for a MAT is 10 to 15 schools. Small schools to join MATs other than in ‘exceptional

circumstances’.Further clarification:

Nursery schools not included in the proposals. Small rural schools to be protected from closure.


Background: then in early May…‘We absolutely support those strong local authorities where schools are good and outstanding − they can make the choice to convert.’ (Nicky Morgan)However, the government will still push forward with compelling academisation in two areas:‘where it is clear that the local authority can no longer viably support its remaining schools because too many schools have already become academies’‘where the local authority consistently fails to meet a minimum performance threshold across its schools.’An academised system through the back door?


Challenges in the future? The changes Her Majesty’s Chief Inspector will bring. How we will manage and support early years inspection

and regulation from 1 April 2017 when our contracts with the Inspection Service Providers (ISPs), Prospects and Tribal, come to an end.

Ensuring we save money and target resources on the most appropriate inspection, such as schools less than good.


Ofsted on the web and on social mediawww.gov.uk/ofstedhttps://reports.ofsted.gov.uk

www.linkedin.com/company/ofsted www.youtube.com/ofstednews www.slideshare.net/ofstednews www.twitter.com/ofstednews
