Get ready for SATs with this set of 6 maths SATs practice papers designed to help your Year 6 pupils improve test skills and build confidence. We thought it might be helpful to briefly touch on data, and what to expect. Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. Because our interventions are online and use a microphone only, our tutors have become accustomed to gauging pupil reactions through sound alone and have developed high levels of emotional empathy. This website uses cookies to improve your experience while you navigate through the website. Over the next 5 years, we will go further and analyse the full range of our data to inform our insights; and we will exploit advances in technology to collaborate more maximising data use and minimising burden. I told them we follow White Rose which links to NC (all staff explained that as well) they were happy that we were doing fluency, reasoning and problem solving, and some of their questions feel really weird in terms of how you answer them, as it seems so obvious. This can help identify which pupils will benefit most from thespecialist one-to-one maths interventions from Third Space Learnings maths tutors. You have rejected additional cookies. Any cookies that may not be particularly necessary for the website to function and is used specifically to collect user personal data via analytics, ads, other embedded contents are termed as non-necessary cookies. How do you know that it is year group relevant? Are the staff conducting interventions subject specialists or support staff? It is mandatory to procure user consent prior to running these cookies on your website. Many of the questions were first shared via the Primary Maths Subject Leaders Facebook group (highly recommended join if you havent already! How do Staff differentiate in your subject? How is this being evidenced? Light in Science). Are the children learning new knowledge/skills? Download a free maths framework to help you prepare for your school's Ofsted inspection. Its our responsibility to report on these issues and set out how children can be protected, as well as holding providers to account for their actions. The Ofsted slide which provoked debate this week quotes cognitive science research, seemingly from a field known as "cognitive load theory," (see here and here) conducted by a team led by the Australian educational psychologist John Sweller. Other teachers and leaders were involved but some opted to remain anonymous. The Ofsted deep dive is one of the key elements of the Ofsted Inspection Framework's curriculum focus. We inspect services providing education and skills for learners of all ages. We use essential and non-essential cookies to improve the experience on our website. We put the interests of children at the heart of our work, checking that providers are achieving high standards of care, while using the appropriate regulatory force required to achieve our objectives. Ofsted was introduced in 1992 as the Office for Standards in Education and in 2007 its brief was expanded to include children's services work relating to social care and the courts. A legacy. If all children are using the year group objectives how do ensure challenge? Childminders caring for "young children" (until the child has reached the end of the reception year in school) must register on the Early Years Register. Expect questions such as: As you can see, these questions are similar to those that might have been asked as part of the old framework, but with a greater emphasis as with the majority of the new framework on subject knowledge and pupil progression. Our Year 6 SATs intervention packs are especially popular. The Aims of the Ofsted Curriculum Review It was stressed at the launch: . What is in place for the children who are stuck? Why? How does the lesson fit in with the overview for your subject? How are you prioritising the key content? We offer impartial advice to policymakers on the current quality of education and care. As usual at Third Space Learning we've focused on the maths documents as that's our area of expertise but the link provided includes Ofsted training materials for PE, English, History and several other subjects. But opting out of some of these cookies may affect your browsing experience. Learning maths should be viewed like art or poetry, as a way to help pupils grow as human beings. This will be an in-depth look at a particular area of your curriculum (e.g. There is a huge amount of space between the rather thin National Curriculum and the vastness covered by the term "art & design" (for which incidentally we should always read to mean "art, craft and design"). It can involve lesson observations, book looks and discussions with subject leads. More general questions asked to Subject Leaders: When the inspection team were looking at books with the small steps for the year group: While its difficult for any school to entirely welcome an Ofsted deep dive as part of their inspection, the general feedback about the experience of an inspection and deep dive under the new framework has been largely positive. We inspect services providing education . The list of deep dive questions below are all actual questions from primary schools that have already been through the process. Implementation is the teaching activities you choose to teach your curriculum. Our insights inform practitioners, policymakers and decision-makers and lead to improvements across the system. Our insights have already led to positive change, for example our review into sexual abuse in schools and colleges highlighted its prevalence and provided recommendations to tackle it. Ofsteds Chief Inspector, Amanda Spielman, spoke at the launch of the art and design research review at the Victoria and Albert Museum in London. Physical and mental health were affected across age groups. This website uses cookies to improve your experience while you navigate through the website. Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, nationalarchives.gov.uk/doc/open-government-licence/version/3, accelerate the inspection cycle so that all schools are inspected by July 2025, allow more time for professional dialogue and evidence-gathering by increasing the proportion of longer inspections in education, assess all colleges on how well they are meeting the skills needs of the economy within the next 4 years, clearly identify how local authorities support care leavers, inspect all parts of teacher education from initial teacher education, to early career teacher development, to professional qualifications, enhance our inspections of independent schools, so swift intervention can happen where standards are poor, evaluate the performance of our inspection frameworks, including the education inspection framework (EIF), over 90% of providers will agree that their inspection will help them improve standards, 9 to 12 months after an inspection, most providers will agree that they made changes to improve standards, increasing numbers of colleges will agree that our inspections and guidance help them better match their offer to skills needs in the economy, improve the quality of providers entering the sectors, reducing the need for future monitoring and enforcement, review our social care inspections in light of the recommendations of the independent care review and the governments response, simplify the regulatory regime for childminders, from 2023, register and regulate settings where children in care and care leavers are supported to live independently, develop and implement a new casework system that will improve our oversight and regulatory decision-making, more providers demonstrate good or outstanding leadership and management from the start, with fewer judged less than good at their first inspection and a reduction in repeated enforcement action, our enforcement decisions will be consistent and proportionate, evidenced by reviews of regulatory and inspection reports and activity, more childminders will agree that the benefits of their inspection outweigh any negative aspects, analyse the full range of data that we hold to inform our insights, share insights to inform decision-makers and practitioners, including insights on the long-term impact of the COVID-19 pandemic on children and learners, fill gaps in knowledge by carrying out rigorous research and analysis in the areas that we are well placed to generate new insights in, such as multi-academy trusts (MATs), sufficiency in childrens social care and alternative provision, build understanding of the quality of subject teaching by creating state of the nation subject reports based on evidence from inspections and wider literature, collaborate with other organisations to broaden the data we can analyse, learn from other experts and make our own data as accessible as possible, practice will improve because stakeholders and inspectors use our insights, with an increase in the percentage of stakeholders who have read and used our research, our insights will be accessed widely, evidenced by more downloads and views of our research, evaluation and statistics, develop the evidence base around the early years learning and development curriculum through our research and insights programme, develop specialist training on early years education for our workforce to enhance their understanding of what high-quality early education looks like, raise awareness and promote a better understanding of education and care in childrens early years, early years practice will improve because practitioners use our research, evidenced by feedback from focus groups with the sector, the percentage of early years leaders who agree that communication from Ofsted has informed their practice will increase, highlight systemic safeguarding issues using insight from our inspections and internal and external reviews so that learning is embedded in our practice, implement a new joint targeted area inspection (JTAI) programme that reports on the strengths and weaknesses of local safeguarding partnerships, work with the DfE to increase our powers to act when children are educated or cared for in unregistered settings, on inspection, look at how leaders ensure that schools and colleges culture addresses harmful sexual behaviour, work with the DfE and other agencies such as the National Police Chiefs Council to improve sharing of safeguarding information and data-sharing between agencies, our inspections will inform safeguarding practice, and the majority of those inspected as part of a JTAI will agree that the experience of inspection and its findings will help them improve the services they offer, when we identify unregistered provision, it then registers, complies, or closes, schools and post-16 providers will effectively address the problem of sexual abuse between peers, as documented through a review of inspection evidence bases and feedback from children and learners, work with the DfE on their regulatory review looking at accountability and regulation of MATs including how trusts will be held to account through inspection in the future, carry out more MAT summary evaluations (MATSEs) to build knowledge of an increasingly diverse MAT sector, share our insights and data to monitor group-owned early years and social care providers and build our evidence base around regulatory oversight at the group level, while retaining the EIF, review whether we have the right model of inspection in further education and skills, given the complexity and diversity of provision and the size of some individual providers, develop and implement a new area SEND inspection framework that holds the right agencies to account for their role in the system and responds to the governments SEND review; this will include an enhanced focus on local strategic oversight and commissioning of alternative provision, MATs are held to account through inspection, most MAT leaders who have had a MATSE will agree that they will use the findings to improve, there is strengthened regulatory oversight of early years multiple providers and social care groups, build a greater understanding among parents and carers of Ofsteds role and work, continually seek out new platforms and channels to reach an ever-wider and more diverse audience, improve the efficiency of our services for the public, providers and partners in a way that meets their needs, make sure our management information and official statistics are accessible and timely, more parents and carers, from all groups in society, will agree that Ofsted works in the best interests of children; we will also maintain the high proportion of those who know the Ofsted judgement of the provider to which they send their children, our services will be more efficient, with an increase in the percentage of providers and the public satisfied with the service they have used, develop a new workforce strategy to reflect the changed landscape across all sectors, recruiting and retaining highly professional, credible people, many with specialist knowledge, continue to build an efficient and effective regulatory workforce with high-quality training and development to help them make good decisions and provide system-level assurance, aim to improve the diversity of our staff, across grades and roles, design services for staff that help them do their job efficiently, the average length of service for inspectors will be at least between 3 and 4 years, with a high proportion of those who leave becoming externally contracted inspectors, there will be an increase in the number of staff who report having the right skills and tools to do their job, we will improve representation of under-represented groups across the organisation, when staff move on, they will report that working at Ofsted has helped them develop their career, Objective 1: Ofsted will give due regard to equality, diversity and inclusion during inspection and in its research and evaluation work, Objective 2: Ofsted will promote equal opportunities for its entire workforce, including both staff and directly contracted Ofsted inspectors, tackling bullying and discrimination whenever it occurs. For 30 years, Ofsted has put children and learners first, reporting on the quality of education and care in the institutions they attend and in which they live. Login here. Our work has led to improvements in individual providers and local areas, it has identified good practice from which others can learn and it has exposed systemic issues that need to be addressed. How are end of term assessments fed back into teaching and learning? Our helpline is open from 8am to 5pm (Monday to Friday). The purpose of a deep dive is for Ofsted to establish a clearer idea of the overall teaching quality of a school by examining a national curriculum subject in detail. Does the teacher have strong subject knowledge? So You Think You Need A KS2 Maths Intervention? Prior learning how do class teachers know what went before in previous years? maths or EYFS) which Ofsted will decide on and inform you of prior to the inspection. Regional Director, North East, Yorkshire and Humber, National Director, Regulation and Social Care, Director, Finance, Planning and Commercial, Regional Director, North West and West Midlands, Regional Director, East of England and East Midlands, Check benefits and financial support you can get, Find out about the Energy Bills Support Scheme, Parents: give Ofsted your views on your childs school, Inspection guidance, handbooks and frameworks, Become a children's social care provider or manager, Amanda Spielman launches the art and design research review, Art should command an important place in every school. How do you make sure that children who get stuck feel supported in lessons by other teachers? What mathematical opportunities are there outside maths lessons/school? Expect lots of questions and discussions and progress in pupils learning: how teachers know what went before, how they know where they are going, and how they are supporting pupils to get there. This can help identify which pupils will benefit most from thespecialist one-to-one maths interventions from Third Space Learnings maths tutors. Continuous professional development is key to ensuring quality first teaching, so expect to be asked during any subject deep dive what provision you currently have in place for teachers, and just as importantly, how do you support new staff. Do you have pupils who need extra support in maths? We will promote childrens safety and welfare in everything we do. We use a scheme as a basis but heavily adapt and move objectives etc around. Our comprehensive risk assessments mean we concentrate resources on the areas that need them most, only intervening where there is a clear case for doing so. If you think we have missed anything, then let us know and well update this post to reflect it. Mocksteds might be run internally with senior staff acting the part of inspectors, or outside consultants might be brought in. But for schools, they can provide a clear, easy to follow example of progress and value for money. We also have over 150+ Maths in Minutes videos: bitesize CPD with top teaching tips which can be easily watched before teaching a topic, and which are brilliant for improving subject knowledge amongst NQTs and TAs. It encourages them to communicate more confidently without the anxiety that might be present in a full classroom. What CPD provision do you have for all staff? If so, please use the online notification forms above. Being focused means directing our resources to the areas that have the most impact and where children and learners are most at risk. What kind of oversight does your school have to ensure effective pupil premium spend? Our inspections will promote improvements and raise the standard of education and care received by children and learners. And well update this post to reflect it and care improvements and raise the standard education. 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