ofsted intent, implementation impact

Combining Intent, implementation and impact. Ofsted says that learning in schools must build towards a goal. Curriculum implementation In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). Join the conversation on our Facebook groups using the links below: In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. I analysed the importance of creating a culture of high aspirations and I considered the centrality of social justice to effective curriculum design, concluding that a curriculum is a means of closing the gap between disadvantaged pupils and their more privileged peers. As such, I would argue that the purpose of “impact” is at least threefold: A good curriculum is a living organism, forever changing in response to reality. In the second part of this article – due to publish on September 9 – I will explore ways of evaluating the effectiveness of the way in which our curriculum is taught and of evaluating the pace of our pupils’ progress, eventual pupil outcomes, and pupils’ preparedness for their next steps. Early years 12 Non-association independent schools 13 Schools with sixth forms 13 Settings with residential and boarding provision 13 Further education and skills provision 13 For decades, some schools have felt pressured into focussing predominantly on English and Maths. And, in so doing, schools should ensure that every pupil is genuinely and holistically prepared for what comes next. In judging impact, Ofsted says that national assessments and examinations are useful indicators of the outcomes pupils in school achieve, but that they only represent a sample of what pupils have learned. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. Does our progression model allow for a mastery approach where the higher-performing pupils are sufficiently stretched and lower-performing pupils are effectively supported, and yet the integrity of our teaching sequence is still maintained so that no pupil runs too far ahead or falls too far behind? Qualifications remain vital, of course, because they open doors to future success, but certification is not the be-all-and-end-all of an effective education. Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? ‘Intent, Implementation and Impact’ are the new buzzwords and it remains to be seen for how long the latter might end up sustaining poor outcomes. Dr Lala Manners, consultant, trainer and writer focusing on EY physical development and movement-based learning, and 190002 2 Introduction This article is the first in a series of snapshots giving deeper insight into the wealth of data collected from our research programme. I explained that Ofsted wants to see how teachers enable pupils to understand key concepts, presenting information clearly and promoting appropriate discussion; how teachers check pupils’ understanding effectively, identifying and correcting misunderstandings; and how teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently. Strong Intent and Weak Implementation . These Editable Ofsted Deep Dive PSHE Intent, Implementation and Impact Statements clearly show the reasons behind your choice of PSHE curriculum with this detailed description of what is covered, how it is covered and the outcomes of successful coverage of your PSHE scheme of work. Physical Education Curriculum map. Science Art. The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. Do we account for the hidden curriculum and ensure there are no inconsistencies or contradictions between what we explicitly teach in lessons and what we teach by way of the values, behaviours and attitudes all our staff display daily, and by the quality of the learning environment and our rules and routines? Although the questions which schools are asked in an Ofsted visit may vary, it is likely that the following might be key lines of enquiry based on the new focus on Intent, Implementation and Impact: What is a school trying to achieve through their music curriculum? Curriculum design, therefore, should be a cyclical process. The purpose of this research was to ensure that Ofsted According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. This is key, I think, because it sums up the purpose of education: it is not solely to get pupils through qualifications, though these are clearly important; but rather to genuinely prepare pupils for what comes next. Rather, we should design a curriculum, teach it, assess it to see if it is working as well as we had hoped, then redesign it in light of our findings and so on. Curriculum: intent, implementation and impact Development work for the new inspection framework Sean Harford HMI National Director, Education Curriculum survey Slide 1 2. This is the final blog in a series of three which have explored the impact of Ofsted’s new framework on the teaching of Geography in schools. To evaluate the effectiveness of the way in which the curriculum is designed. Do we ensure that the end-points of each part of our curriculum seamlessly join to the starting points of the next and so on, so that we achieve curriculum continuity and so that transitions between the various years, key stages and phases of education are as smooth as they can be? Ofsted; Curriculum + Intent, Implementation, Impact ; Skills Progression; Policies and documents; School Travel Plan; Financial Information; News + Newsletters; Contact Us; Support during Covid 19; Intent, Implementation, Impact English. I am being asked a lot of questions about this part of the new Find out more at www.bromleyeducation.co.uk and for Matt’s archive of best practice articles for SecEd, visit http://bit.ly/1Uobmsl Further information & resources Bromley: Curriculum design, SecEd Best Practice Focus, January 2020a: http://bit.ly/36RliHsBromley: Curriculum implementation: Part 1, SecEd, May 2020b: https://bit.ly/3hBRCDE Bromley: Curriculum implementation: Part 2, SecEd, May 2020c: https://bit.ly/35WajgjOfsted: Education Inspection Framework, May 2019: http://bit.ly/2M3ttuj. These Editable Ofsted Deep Dive PSHE Intent, Implementation and Impact Statements clearly show the reasons behind your choice of PSHE curriculum with this detailed description of what is covered, how it is covered and the outcomes of successful coverage of your PSHE scheme of work. Introduction Question 1 What challenges do you think that your members face as we start…, © The Key | Company: 08268303 | 0800 061 4500 |. Above all you must make it inclusive of all of your vulnerable groups, and not focused solely on the core subjects. Have we planned and sequenced our curriculum effectively? Implementation is a means of “translating that framework over time into a structure and narrative within an institutional context”. Indeed, if we are to focus on the real substance of education, provide a broad and balanced curriculum that is ambitious for all and tackles social justice issues, then we should measure the impact of all this. In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). The key judgement in the new framework is on the quality of education a school provides, with a focus on the intent, implementation and impact of the curriculum. In this week's blog I look at what it is that Ofsted mean by a curriculum intent and what schools need to know about implementing it. Development work for the new inspection framework 1. Rather, we should design a curriculum, teach it, assess it to see if it is working as well as we had hoped, then redesign it in light of our findings and so on. I explored what a broad and balanced curriculum might look like in practice. Schools which have both strong intent and weak implementation of curriculum tend to have:. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Do we bake retrieval practice into our curriculum to ensure we activate prior knowledge as and when appropriate and keep that prior knowledge accessible to pupils so that they can make connections between what they learned yesterday, what they are learning today, and what they will learn tomorrow? To evaluate the effectiveness of the way in which the curriculum is taught. This course will guide science subject leaders through the aims of the Ofsted framework to develop confidence and understanding. These three can easily be looked at from a child development perspective. The above is by no means an exhaustive list of questions, but at its heart is a simple self-evaluative challenge for your school: Is our curriculum working for all our pupils? – Primary School Leaders, From The Key – Auditing Pupil Premium Spending, Who is responsible for the induction of new governors – Primary School Governors, From The Key – Checklist for new governors, A code of conduct is need for staff with children – Primary School Leaders, From The Key – Staff code of conduct model policy. As such, at each stage of pupils’ education, inspectors are likely to want to see evidence that pupils are being prepared for the next stage of education, training or employment, and will consider whether pupils are ready for that next stage. Arrangements for different types of provision 12. Be clear on exactly what these aims are. The intent of the MFL department is that all our language learners develop into confident and articulate “world citizens” who consider themselves a part of a multicultural and mutually respectful society. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? We celebrate and welcome differences within our school community. Maths. Geography. I would argue that our assessment practices need, among other things, to answer this crucial question. Without knowledge and understanding of the why and how of the development, we will be less successful with the why and the how of implementing an effective ‘curriculum’ for the children in our settings. Details. Documents. Q&A with Julia Skinner, governance expert, Introduction and Question 1 What does good governance look like? chronological understanding, indicates that: Participants will be encouraged to evaluate the intent, implementation and impact of their school science curriculum and identify ways to drive improvements. In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. As well as subject-specific knowledge and skills, do we also identify the research and study skills – and indeed other cross-curricular skills – that our pupils need in order to succeed? Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. Intent – the milestones of child development that children progress through are a biological process that are supported and influenced by the environment the child is in, their experiences and the adults around … This is key, I think, because it sums up the purpose of education: it is not solely to get pupils through qualifications, though these are clearly important; but rather to genuinely prepare pupils for what comes next. Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. In September 2019, Ofsted replaced the current ‘Common Inspection Framework’ with the ‘Education Inspection Framework’or EIF. intent, implementation and impact Phase 3 findings of curriculum research This report outlines what we have done in phase 3 of our research into the quality of curriculum in schools. Are there high academic ambitions for all pupils, and do we offer disadvantaged pupils and pupils with SEND the same curriculum experience as their peers rather than “dumb down” or reduce the offer? For me, one of the key lines from all the Ofsted documentation is this: inspectors will judge the extent to which “learners are ready for the next stage of education, employment or training”. Curriculum: intent, implementation and impact. Curriculum: intent, implementation and impact. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? It stands to reason, I would suggest, that if the purpose of education is to prepare pupils for the next stage of their education, employment and lives, then the way we measure our “impact” must go beyond mere outcomes. Curriculum intent In January, I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a) In particular, I defined that slippery term “curriculum” and argued that a curriculum is not a singular entity; rather, it is a composite of at least four different elements: the national, the basic, the local, and the hidden curriculums. What will I learn? Have we planned to teach the knowledge and cultural capital our pupils need in order to access and understand our curriculum and go on to thrive in later life? Having already tackled intent and implementation in SecEd this year, Matt Bromley now turns his attention to the third Ofsted ‘I’ – impact – offering practical advice for schools in this two-part article. Intent Research link Implementation Impact To build a History curriculum which develops learning and results in the acquisition of knowledge and skills which enables children to enquire, research and analyse problems” in History. Learn how to assess your practice against the terms in the Ofsted judgement area, 'Quality of Education', with this online course by NDNA. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. It means that the school curriculum needs to develop pupils’ character including their resilience, confidence and independence, and help them keep physically and mentally healthy. Is there an appropriate pace that allows for sufficient breadth and depth? CURRICULUM IMPACT: PART TWO: Read the second part of this article, which offers practical advice for schools, focusing on how we teach the curriculum and the pace of pupil progress and outcomes. Do we account for the hidden curriculum and ensure there are no inconsistencies or contradictions between what we explicitly teach in lessons and what we teach by way of the values, behaviours and attitudes all our staff display daily, and by the quality of the learning environment and our rules and routines? At Gawthorpe Academy the curriculum is designed to: recognise children’s prior learning, provide first hand learning experiences, allow the children to develop interpersonal skills, build resilience and become creative, critical thinkers. Is it clear what our pupils need to know and be able to do at each stage in order to reach those end-points? It means that the school curriculum needs to develop pupils’ character including their resilience, confidence and independence, and help them keep physically and mentally healthy. Register now to get access to more of our great articles. This bite-sized online course will help you understand the terms intent, implementation and impact, which fall under the Ofsted judgement area Quality of Education (Education Inspection Framework 2019). To evaluate the pace of pupil progress, pupil outcomes, and pupils’ preparedness for their next steps. Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? Don’t forget that there isn’t a specifically designed curriculum to fit in with Ofsted’s framework, so it is important to build one which is right for the needs of your school. What will I learn? It is important to bear the above in mind as we complete the trilogy and analyse what curriculum impact means in practice because, at its heart, “impact” is about evaluating the extent to which we achieve all the aims and ambitions of intent and implementation. Intention, Implementation & Impact. As such, at each stage of pupils’ education, inspectors are likely to want to see evidence that pupils are being prepared for the next stage of education, training or employment, and will consider whether pupils are ready for that next stage. The proposed Ofsted framework aims to raise standards and rebalance inspections through a ... narrow goals for PD and explore how the new Ofsted framework will impact on practice. The new Ofsted inspection framework will see a focus on the breadth of a school’s curriculum offer, including its ‘intent’, ‘implementation’ and ‘impact’. This down if you don ’ t want to and balanced curriculum might look like in practice do you... It inclusive of all of your ofsted intent, implementation impact groups, and what skills do you them. Apply to all pupils to forge ever-more complex schemata in long-term memory and aide automaticity that you may initially difficult. Aims to help oil the wheel, I think we should use assessments to the! 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