What was the teacher's reaction after the Inspection
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Ladies and gentlemen, as I am sure you are all aware, in September 2005, following extensive development and piloting, Ofsted implemented new inspection arrangements for maintained schools. Now is an appropriate point to look back on the first term of the new inspections, look forward to the second and take stock. I am going to speak about what these inspections involve; how they are going; what they are telling us about schools and how much difference they are making. I'm also going to say something about the next steps in the process: how we are planning to make school inspections even more proportionate and even better value for money in the future.
Last term (autumn 2005) we inspected 2,054 maintained schools under section 5 of the Education Act 2005. That is not far short of the number we inspected in the whole of the previous school year. Under the act, all maintained schools must now be inspected at least once every three years, instead of once every six. This increased frequency will ensure that all parents are able to read a more up-to-date inspection report at any time.
But for those whose view of inspection was moulded by the previous system, these are inspections with a difference. Schools usually have no more than two days' notice of the inspectors' arrival: weeks of anxious pre-inspection preparation and sprucing up are a thing of the past. We want teachers and pupils to concentrate on teaching and learning, not on preparing for inspections, and we want to see the school in its normal state, as it is from week to week through the year, not as it wants to be seen.
These are short, sharp inspections, by small teams. The days when a dozen inspectors would camp in a school for a week are past. No more than two days are spent on site. The inspection teams comprise no more than five inspectors in the largest schools and only one in the smallest. Inspectors do not look at everything that the school does: they concentrate on its "central nervous system", getting directly at the big questions about its effectiveness. The fundamental issues are: how good are the outcomes for pupils in relation to the five Every Child Matters outcomes?
Inspectors start with the school's own self-evaluation, as recorded in its self-evaluation form (SEF), including the contextual value-added performance data in its Panda report. They then ask the questions and collect the evidence that enable them to test the school's own view of itself, and arrive at well founded judgments about its effectiveness.
Important though it is, the data does not dictate the judgments about a school: it is inspectors who make judgments by applying their own professional knowledge and skills
This approach to inspection means that dialogue between the inspectors and the school's senior leaders and managers plays a central part. More emphasis is given to gathering pupils' views: they are our most important customers and inspectors want to be able to see the school through their eyes. Inspectors also gather the views of parents and talk with governors.
Judgments are made on a four-point scale: outstanding (grade 1), good, satisfactory and inadequate (grade 4). The inspection report is no more than four-to-six pages long, and in most cases it should be published just three weeks after the end of the inspection. The report is accompanied by a letter from the inspectors to the pupils: a new feature of the process, which emphasises that it is the pupils who are the point of the exercise.
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