Ofsted’s new Education Inspection Framework (EIF) and the 3Is (intent; implementation and impact)

Consultancy

It was back to school for me today; time to deliver training, based on Ofsted’s new Education Inspection Framework (EIF) and the 3Is (intent; implementation and impact), to all staff at Al-Ashraf Secondary School for Girls in Gloucester.

Firstly, I introduced the aims of the session:

  • To be more informed about the processes and procedures of inspection now undertaken by Ofsted (new Education Inspection Framework – EIF).
  • To consider your subject’s intent, how you implement your curriculum and how you assess the impact of this on the pupils that you teach.

After providing an outline of the proposed structure for the morning, I launched the ‘starter’, an activity to help me gauge how much/little my audience knew and understood already.  Participants were asked to write their name on a post-it note and then place it along the continuum line displayed on the front screen (from heard/know very little about it to heard/know a lot about it).  Majority placed their post-it notes within the first third, which suggested that I had quite a bit of work to do within the next hour and a half!

Next, I shared a short movie clip with delegates, in which Amanda Spielman gave a clear overview of the new EIF from Ofsted (https://www.youtube.com/watch?v=byaUliCMi9E&t=1s).  I also reinforced some of its key features using an article that recently appeared on SecEd’s website (http://www.sec-ed.co.uk/news/ofsted-publishes-final-eif-and-offers-schools-a-grace-period-for-curriculum-reviews).

The ‘main’ focused on how Ofsted will be inspecting and judging their school in the near future.  I displayed pages from the ‘Non-association independent school inspection handbook’ (https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/801118/Independent_schools_handbook.pdf) on the big screen, highlighting important sections, so as to, hopefully, dispel any myths and answer questions that teachers and members of SLT might have.  After showing another short movie clip (https://www.youtube.com/watch?v=xZhhPLsO8mY), this time where Heather Fearn, Inspector Curriculum and Development Lead, discussed ‘curriculum’ in some detail, and linking to a post in Oftsed’s blog (https://educationinspection.blog.gov.uk/2019/07/01/busting-the-intent-myth/), I asked individuals to think about their own subject’s ‘intent’ in some depth (providing an exemplar for geography) and create a whole school curriulum map.

We paused for refreshments, allowing time for staff to mingle and chat informally (essential when so many are part-time and whose teaching rarely coincide during a normal week).  It also provided an opportunity for me to speak with new teachers, several of whom I will, no doubt, be supporting in different guises over the next academic year.

Revitalised and refreshed, we reconvened for some small group work.  The second activity of the morning concentrated on ‘implementation’.  Taking inspiration from Teacher Toolkit (https://www.teachertoolkit.co.uk/2019/06/17/intent-implementation-impact/), I asked participants to consider the following question in small groups, ideally comprised of individuals from a number of different subject areas: ‘How does whole school curriculum planning translate into schemes of work and then day-today lesson planning?’.  Not only were they prompted to describe the content of a scheme of work/share a copy of a scheme of work with others in their group, but also explain how they plan lessons on a day-to-day basis too.  Afterwards, I steered a whole group discussion to discover if teachers had picked up any tips/new approaches that they might now implement/try.  Many found this activity to be really useful.  I look forward to seeing and hearing about some of their trialling/experimenting in due course.

In relation to ‘impact’, I suggested that staff worked in pairs or small groups within their departmental area and distributed a copy of the below infomation:

I requested that they read the two bullet points under ‘impact’ which appear within Ofsted’s new Education Inspection Framework (EIF) and then together think about the evidence that they might share with an Ofsted Inspector.  I put forward a few pointers, such as:

  • Identify knowledge and skills within each scheme of work, e.g. colour code with highlighters/use different coloured fonts;
  • Provide statistics relating to latest results in national tests/examination results, e.g. % pass rate and % 7-9 grades at GCSE; % attaining a 5, 6 or 7 at the end of Year …/KS3; % below, at or above ARE/below, at or above expected level.
  • Highlight literacy links, e.g. suggested fiction/non-fiction books relating to a topic; subject-specific vocabulary; opportunities to develop academic language.

A great article was recently published on Teachwire’s website, which emphasised the need for teachers of every subject to develop students’ academic language (https://www.teachwire.net/news/why-teachers-of-every-subject-must-develop-students-academic-language?utm_source=TS-weekly&utm_medium=20190816&utm_campaign=weekly).  It seemed appropriate to also share this with teachers, especially bearing in mind the final pointer above and the seven clear tips for encouraging more academic writing that it contained.

As a ‘plenary’ activity, I asked participants to add their name to another post-it note and re-visit the continuum line projected at the start of the morning.  Had their position changed since the beginning of the session?  Did they have any questions that remained unanswered?  All stated that they now felt more knowledgeable about the new EIF and understood how they may be judged and inspected by Ofsted in the near future.  There were a couple of additional questions, which I hope to be able to answer in more detail in a subsequent CPD session.

In order to gain feedback about the CPD event, I handed out another two post-it notes to attendees and asked them to complete the task below:

  • On one post-it note, sum up today’s CPD session in five words/a sentence or two (WWW/EBI).
  • On the second post-it note, identify three things that you must now do.
  • Add your name and position to each post-it note if you wish.
  • Stick your post-it notes onto the backdrop as you leave.

Some of their ‘concluding comments’ can be read here; a very productive morning for all, it seems.

Sum up today’s session in five words/a sentence or two (WWW/EBI):

‘Informative; engaging; interactive; direct; well-researched and referenced.’ (Head Teacher, Mr Patel)

‘Informative – taught about changes to the EIF.’

‘Informative; clarifying; helpful; things to think about.’

‘Helpful; interesting; surprising; thought-provoking; stressful.’

‘Quality of curriculum – important to provide a rich and broad curriculum – intent; implementation and impact.’

‘Helped me to plan my lessons much better.’

‘Interesting; gave me more understanding of the 3Is.’

‘Interesting; gained more understanding of the 3Is.’

‘Intent; implementation; impact; cultural capital.’

‘Some good points outlined.  Thank you!  Intent; implementation; planning.’

‘We learnt about the changes to the EIF.’

‘3Is – intent, implementation and impact; cultural capital; structured lesson planning.  Very informative.  Thank you!’

‘An introduction to some resources and literature about Ofsted.’

‘An informing insight into applying intent, implementation and impact into lesson planning and lessons.’

‘WWW: Very well-delivered with lots of activities/discussion.

EBI: If we had samples/templates to take back to use.’

‘WWW: Today’s CPD was quite useful and equipped me with a lot of information about the new EIF.

EBI: Group discussions were not as fruitful.’

Things to now do:

  • Add more stretch and challenge to lessons.
  • Update and edit schemes of work, MS PP presentations and lesson plans.
  • Create my subject’s intent document and curriculum overview.
  • Include cultural capital and reading resources within schemes of work.
  • Try and highlight key knowledge and skills in different colours.
  • Produce an infographic of the recent results for Ofsted.
  • Make sure differentiation is included in schemes of work.
  • Read through the new EIF, especially intent, implementation and impact.
  • Ensure a starter and plenary for every lesson.
  • Include literacy within schemes of work.
  • Read the ‘developing academic language in writing’ slide/article.
  • Decide/revise key assessments.
  • Consider an extra-curricular activity to offer in Term 2.
  • Include challenge questions/tasks for HA.
  • Complete templates provided by school.
  • Consider cultural capital.
  • Introduce a change in teaching approach and activities.
  • Develop skills in students.
  • Maybe develop a lesson plan using MS PowerPoint.
  • Improve the quality of education as a school – an enriched curriculum.
  • Develop schemes of work further.

Our next CPD session may well be after Ofsted Inspectors have paid a visit to school; it is anticipated that they will arrive this side of Christmas.  It will be interesting to experience a new style inspection, as well as learn if the school has made sufficient progress to achieve a ‘good’.   I certainly hope so!

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