• Front Page
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
  • Search
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Menu

ICT & Computing in Education

Articles on education technology and related topics
  • Front Page
  • Newsletters
    • Digital Education
    • Terry Freedman's Books Bulletin
  • RSS
  • Search
  • Info
    • Welcome
    • The "About" Page
    • Testimonials
    • CV/Resumé
    • My Writing
    • Published articles
  • Corrections Policy
Photo by Nik MacMillan on Unsplash

Photo by Nik MacMillan on Unsplash

Ofsted consultation on its proposed new Framework: my comments

April 3, 2019

Ofsted’s consultation on its proposed new Framework closes on 5th April. The url is here:

Consultation

Here are the comments I made in my response.

Ebacc

In the inspection handbook, paragraph 162, it states:

" It is therefore the government’s ambition that 75% of Year 10 pupils in state-funded mainstream schools should be starting to study EBacc GCSE courses nationally by 2022 (taking their examinations in 2024), rising to 90% by 2025 (taking their examinations in 2027). It is important that inspectors understand what schools are doing to prepare for this to be achieved, and they should take those preparations into consideration when evaluating the intent of the school’s curriculum."

I don't see why it should be Ofsted's job to check that schools are meeting a VOLUNTARY 'target' that is actually only a Government 'ambition'. It's also potentially at odds with the statement in paragraph 46 that Ofsted does not expect schools to ... be at similar stages of EBacc implementation as other schools, or provide additional information outside of their normal curriculum planning. Ofsted inspectors won't be able to help themselves developing some benchmark in their own mind about what an school 'should' have achieved if it shares certain characteristics with other schools.

Workload and research

Leaders will be evaluated according to

"the extent to which leaders take into account the workload and well-being of their staff in order to deliver a high-quality education, while also developing and strengthening the quality of the workforce"

Given the emphasis on research throughout the document, I think the link between workload and research should be made stronger. For example, school leaders should be expected to be able to produce or cite research to back up their insistence on practices like triple marking.

Curriculum planning

In paragraph 44 it states that Ofsted will not

"create unnecessary workload for teachers through its recommendations",

and in paragraph 45 it gives a list of all the things they won't ask for, such as evidence in a particular format.

These promises need to be explicitly linked to paragraph 166:

"Inspectors will also consider any documents that leaders normally use in their curriculum planning, but will not request materials to be produced or provided in any specific format for inspection."

and also the sections on workload. Reason: the emphasis on curriculum is virtually guaranteed to result in senior leaders asking curriculum leaders for reams of documentation setting out not only what the curriculum is (which should be on the school website already anyway), but justifying it. Please note: I think curriculum choices SHOULD be justifiable; I'm just objecting to the probability that some senior leaders will produce some kind of 6 page pro forma they will ask curriculum leaders to complete.

In News & views Tags Ofsted, Ofsted framework, consultation
← The Department for Education's Ed Tech Strategy: better late than never?Engaging with evidence: a free guide →
Recent book reviews
When.jpg
Review: When: The Scientific Secrets of Perfect Timing

Hopefully, neither you nor I will ever find ourselves in court, undergoing a medical procedure, or taking an important exam.

Read more →
finding fibonacci.jpg
Review: Finding Fibonacci: The Quest to Rediscover the Forgotten Mathematical Genius Who Changed the World

Finding Fibonacci is a memoir of the authors’ quest to find out about Fibonacci.

Read more →
The Teachers' Standards in Primary Schools.jpg
Quick look: The Teachers' Standards in Primary Schools

This is very well set out. It takes each standard, and gives you ideas on how to achieve it, and what success in this context looks like.

Read more →
How Computer Games Help Children learn.jpg
Quick look: How Computer Games Help Children learn

When I was teaching Econnures I realised that I could have taught quite a chunk of the synabus if I'd been able to run Sim City on the school network.

Read more →
Reinventing Project-Based learning.jpg
Quick look: Reinventing Project-Based Learning

I can verify from first hand experience that PBL kept students highly engaged, and helped them to develop skills such as working with others and independent research.

Read more →
The human touch.jpg
Quick look: The Human Touch

Although this book is published by the BCS, the Chartered Institute for IT, the focus is not on IT at all.

Read more →
Better Living through science.jpg
Quick look: Better Living through science

I have often thought that I would have been much more interested in science at school, and been much more successful at it, had the teachers taught us anything of practical value.

Read more →
Tubes.jpg
Quick look: Tubes: Behind the scenes at the internet

We are all so accustomed to using the internet, searching the world wide web — "going online" — that most of us most of the time probably do not stop to consider the question: yes, but where exactly is it?

Read more →
profits, prophets.jpg
Quick look: Profits, Prophets, Coaches and Kings: (When) do leaders make a difference?

I have somewhat dichotomous views of this question of whether leaders make a difference, or much of a difference.

Read more →
power up.jpg
Review: Power Up, by Matthew Lane

This book looks at the maths concepts — and, to some extent, the physics concepts — hidden in popular video games.

Read more →
Dig+Ed+Banner.jpg

Contact us

Privacy

Cookies

Terms and conditions

This website is powered by Squarespace

(c) Terry Freedman All Rights Reserved