Exploring the impact of Ofsted's new inspection framework by Ben Ward. Does it bring the local community into school and take pupils out into the community? As such, I would argue that the purpose of “impact” is at least threefold: To evaluate the effectiveness of the way in which the curriculum is designed.To evaluate the effectiveness of the way in which the curriculum is taught.To evaluate the pace of pupil progress, pupil outcomes, and pupils’ preparedness for their next steps. 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. It was my involvement in school improvement and curriculum research from 1974 to 2014 led me to create the iAbacus model of improvement. With Ofsted’s new ‘quality of education’ judgement in mind, Imogen Rowley examines how inspectors will be judging the ‘intent, implementation and impact’ of your curriculum. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. Curriculum: intent, implementation and impact. The thing is, curriculum isn’t a new thing for Ofstedor apprenticeships. The new framework sets out how Ofsted will now approach and conduct inspections in the various phases of education it regulates, including the Early Years. This will certainly mean our intent, implementation and impact will be effective and successful for each child, enabling them to reach their own potential. Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? Be clear on exactly what these aims are. 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. To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Have we identified the right end-points? from phase 3 of Ofsted’s curriculum research. Communicating Intent, Implementation and Impact. Bromley: Curriculum design, SecEd Best Practice Focus, January 2020a: Bromley: Curriculum implementation: Part 1, SecEd, May 2020b: Bromley: Curriculum implementation: Part 2, SecEd, May 2020c: Ofsted: Education Inspection Framework, May 2019. 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. February 12, 2020, 16:53, 16:53. These three can easily be looked at from a child development perspective. Development work for the new inspection framework 1. Please view our Terms and Conditions before leaving a comment. To evaluate the effectiveness of the way in which the curriculum is taught. 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? 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. Teaching should equip pupils with knowledge about diverse places, people, resources and natural and human environments, together with a deep understanding of the Earth’s key physical and human processes. The new Quality of Education judgment is broken down into 3 areas: intent, implementation and impact. 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. Schools inspected unde Its culling signals – I would argue – that test or qualification outcomes are no longer paramount; rather, schools should focus on the real substance of education – the curriculum. Arrangements for different types of provision 12. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). So, when considering “curriculum impact’” we should ask ourselves: How do we assess the effectiveness of our curriculum and what do we do with the findings? For example, inspectors will also use nationally published information about the destinations to which pupils progress when they leave school, and – in primary schools – they will listen to a range of pupils read. 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. Matt Bromley is an education advisor and author with over 20 years’ experience in teaching including as a secondary school headteacher and principal, FE college vice principal and MAT director. 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. Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? Curriculum - Intent, Implementation and the Impact Our Curriculum is the beating heart of our school day. A curriculum should not be designed then left to stagnate. Ofsted says that learning in schools must build towards a goal. The new Ofsted Education Inspection Framework places a strong emphasis on the curriculum and uses more education-based words that you may initially find difficult. Dr Helen Drury reflects on Ofsted’s new inspection framework while launching a new section of the Mathematics Mastery website designed to help our partner schools communicate the ‘Intent’ of their curriculum and explaining how Mathematics Mastery supports teachers to close the implementation gap. For example, inspectors will also use nationally published information about the destinations to which pupils progress when they leave school, and – in primary schools – they will listen to a range of pupils read. To evaluate the effectiveness of the way in which the curriculum is designed. As such, inspectors will balance these with their assessment of the standard of pupils’ work from the first-hand evidence they gather on inspection. teachers and school leaders working in secondary education across the UK. Details. I explored what a broad and balanced curriculum might look like in practice. “The framework for setting out the aims of a programme of education, including the knowledge and skills to be gained at each stage (intent).”. Ofsted. 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. The ability to learn is underpinned by the teaching of basic skills, knowledge, concepts and values. Let me also stress that you do not need to write any of this down if you don’t want to. In the next two blog posts I will be looking further at the implementation and measuring its impact. 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. In the old Common Inspection Framework (CIF), one of the key judgements was “outcomes for pupils” but this is notable by its absence from the EIF. Design and Technology French. Curriculum implementation In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). Impact is the means of “evaluating what knowledge and understanding pupils have gained against expectations. Schools which have both strong intent and weak implementation of curriculum tend to have:. Is there an appropriate pace that allows for sufficient breadth and depth? According to Ofsted’s Education Inspection Framework (Ofsted, 2019), the school curriculum is defined according to its intent, implementation and impact. And even then, this evidence will only form a part of the evidence inspectors use to reach a judgement. Are they taught consistently across all subjects where applicable? Are these skills explicitly taught and reinforced? Does our planning ensure that new knowledge and skills build on what has been taught before and towards these clearly defined end-points? When taking on this school, I wanted children to fall back in love with learning and be totally immersed in different worlds and times; to be excited with learning. Every child is recognised as a unique individual. Its culling signals – I would argue – that test or qualification outcomes are no longer paramount; rather, schools should focus on the real substance of education – the curriculum. Science Art. How to show curriculum intent, implementation and impact Monday, October 28, 2019 | inspection , Leadership , Professional Development , Self-evaluation | 0 comments Feedback from schools inspected since September 2019 indicates that Ofsted inspectors are spending less time with senior leaders, and more talking to middle leaders about curriculum intent and implementation. Is there an appropriate pace that allows for sufficient breadth and depth? Applies to: England. Physical Education. Is it clear what “end-points” we are building towards as a school and in each subject discipline that we teach? 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? In the next two blog posts I will be looking further at the implementation and measuring its impact. In order to be able to demonstrate impact, providers will first need to determine what the performance measures are for each outcome. Is our curriculum sufficiently broad so as to ensure pupils are taught as many different subject disciplines as possible for as long as possible? Introduction Question 1 What challenges do you think that your members face as we start…, © The Key | Company: 08268303 | 0800 061 4500 |. Geography. We use Learning Powers to promote positive attitudes to learning which reflect the values and skills needed to promote responsibility for learning and future success. Is there an appropriate level of challenge for all? And the outcomes of those assessments should be used to tweak our curriculum when – as will inevitably be the case from time to time – the answer is “no”. 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? Intent, implementation and impact in early years An Ofsted inspection can be a worrying time even for the best of practitioners. Documents. The way the curriculum is designed A good curriculum is a living organism, forever changing in response to reality. What do your teachers think is the objective in teaching science? 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? 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. Ofsted says that, under impact, inspectors will gather evidence to help them judge whether the most disadvantaged pupils in school – as well as pupils with SEND – are given the knowledge and cultural capital they need to succeed in life. Your curriculum intent, implementation and impact are like your c ore beliefs for your teaching and learning in Early Years. 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. In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. What does intent mean? For example, does it address typical gaps in pupils’ knowledge and skills? 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? 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”. chronological understanding, indicates that: 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. Not every school will have the same curriculum and this is a good thing because it means that your curriculum is tailored for your pupils and setting. October 2, 2020 The advent of the EIF has caused much concern and consternation as people get their heads around new terminology and concepts, such as ‘cultural capital’, with myths and misinformation already circulating widely about wha… 180035 3 Introduction In January 2017, Her Majesty’s Chief Inspector commissioned a major research study into the curriculum. Is there an appropriate level of challenge for all? In September 2019, Ofsted replaced the current ‘Common Inspection Framework’ with the ‘Education Inspection Framework’or EIF. The new Ofsted inspection framework will see a focus on the breadth of a school’s curriculum offer, including its ‘intent’, ‘implementation’ and ‘impact’. Do we make explicit links between related end-points within and across subject disciplines? This aims to help inspectors gather evidence about what pupils know, remember and understand. Intention, Implementation & Impact. The EIF: Conveying intent, implementation and impact in your curriculum The Education Inspection Framework (Ofsted 2019) places greater emphasis on your approach, as a provider, to curriculum, how well it is implemented and how it impacts on the children. But teachers still need to be aware of each student’s academic journey and progress. If you are going to redesign your curriculum it would be worth involving all your stakeholders, having an Inset and inviting your governors along. 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. Measuring outcomes In the old Common Inspection Framework (CIF), one of the key judgements was “outcomes for pupils” but this is notable by its absence from the EIF. 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. He is also a primary school governor. Exploring the impact of Ofsted's new inspection framework by Ben Ward. In practice, this means that schools need to provide for pupils’ broader development, enabling them to discover and develop their interests and talents. As such, outcomes are no longer the sole lens through which our “impact” is judged. Physical Education Curriculum map. As ever, please leave any thoughts in the comments below and have a great week. It means that at each stage of education, schools need to prepare pupils for future success in their next steps and prepare them for adult life by equipping them with the knowledge and skills to be responsible, respectful, active citizens who contribute positively to society, developing their understanding of fundamental human values, their understanding and appreciation of diversity, celebrating what we have in common and promoting respect for all. Curriculum design, therefore, should be a cyclical process. 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? 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. Ofsted inspectors will be exploring the intent, implementation and impact of the curriculum in schools. 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. This, perhaps predictably, has caused some school leaders to panic and insist that planning documents be rewritten taking the ‘three Is’ into account, massively adding to teachers’ workload and stress. It’s clear that this judgement is intended to apply to all pupils. SecEd prides itself on being written by teachers, for teachers and offering a positive and constructive voice for An investigation into how to assess the quality of education through curriculum intent, implementation and impact December 2018, No. Whenever we use additional intervention and support strategies to help disadvantaged pupils and those with SEND, do we monitor their effectiveness as they are happening rather than wait to evaluate their eventual success once they have ended? In my mind, the best way to do this is to use a tool like iAbacus. 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. – 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. Do we make explicit links between related end-points within and across subject disciplines? I am being asked a lot of questions about this part of the new ), Pupil Premium review – what do I need to know? Q&A with Ruth Davies, President of NAHT and Paul Whiteman, General secretary of the NAHT. It will focus on a provider’s educational intent, implementation and impact. Register now to get access to more of our great articles. 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? 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. This approach makes everyone feel like they have had input into shaping their child’s education and gives them even more of a vested interest. 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. However, Ofsted’s proposals are music to our ears at TT Education because we’ve spent most of the last decade campaigning against this kind of core-subject-only approach. 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. We sometimes even hear of a school that has chosen or felt pushed to abandon all other subjects in Year 6, in the pursuit of better test scores. 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. 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. Your curriculum must reflect these and have a purpose. What do you want the children to learn, and what skills do you want them to acquire? In the next two blog posts I will be looking further at the implementation and measuring its impact. Does it bring the local community into school and take pupils out into the community? The proposals have both intrigued and excited a lot of leaders. 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? Intent, Implementation and Impact. Curriculum impact 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. Are they taught consistently across all subjects where applicable? Does our curriculum reflect our school’s local context? Ofsted says that, under impact, inspectors will gather evidence to help them judge whether the most disadvantaged pupils in school – as well as pupils with SEND – are given the knowledge and cultural capital they need to succeed in life. Posted: 16/12/19 . Does our curriculum reflect our school’s local context? Are pupils able to study a strong academic core of subjects but also afforded a well-rounded education including in the arts? Intent, Implementation and Impact. Dr Lala Manners, consultant, trainer and writer focusing on EY physical development and movement-based learning, and 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? Does it respond to our pupils’ particular life experiences? With that in mind, we have provided a summary below of both our approach and the thinking behind it. 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? Does this enable pupils to forge ever-more complex schemata in long-term memory and aide automaticity? 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? Intent is “a framework for setting out the aims of a programme of education, including the knowledge and understanding to be gained at each stage”. ICT. 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. By the end of this course you will be able to: Understand what makes up the new Ofsted inspection judgement on the quality of education To help oil the wheel, I think we should use assessments to answer the following questions about our curriculum. Intent, Implementation, Impact – the key to every early years curriculum The three I’s of “Intent – Implementation – Impact” work hand in hand with the three core aspects of successful early learning based on teachers’ Planning, Observation, and Assessment. Popular topics this week (Thanks to our group members! Many people have asked about having a curriculum statement – this is not necessary but it does show that you have really thought about the design of your curriculum. Intent, Implementation, Impact – the key to every early years curriculum The three I’s of “Intent – Implementation – Impact” work hand in hand with the three core aspects of successful early learning based on teachers’ Planning, Observation, and Assessment. Intent: Our purpose and ambition. Ofsted will be “deep diving” into a selection of subjects during their inspections with the “curriculum at the heart of inspection” focusing on curriculum intent, implementation and impact. Refer to how your curriculum gives children a sense of who they are, who they want to be and how they can make a difference in the world. Maths. I also examined why designing a knowledge-rich curriculum was important, what knowledge mattered most to our pupils’ future successes and how to identify the clear end-points of a whole-school – and indeed subject-specific – curriculum. 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 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. As children begin returning to school, we felt it was important for you to be aware of the approach that we are taking as a school. Is content taught in a logical progression, systematically and explicitly enough for all pupils to acquire the intended knowledge and skills? Above all you must make it inclusive of all of your vulnerable groups, and not focused solely on the core subjects. Send out a parent questionnaire on what they would like to see in the curriculum. Strong Intent and Weak Implementation . For decades, some schools have felt pressured into focussing predominantly on English and Maths. They explain why you teach what you teach and do what you do. Intent: Our purpose and ambition “One language sets you on a corridor for life. The principal of the first college to be rated “outstanding” under Inspire in pupils a curiosity and fascination about the world and its people that will remain with them for the rest of their lives. However, when designing the curriculum, the intent, implementation and impact cannot be done in isolation. Having it on your website in your curriculum section shows that you and all stakeholders not only know the vision of your curriculum but also the reasoning behind it. Implementation is a means of “translating that framework over time into a structure and narrative within an institutional context”. Measuring wider impact 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”. Children will know more, remember more and understand more. Curriculum design, therefore, should be a cyclical process. Participants will be encouraged to evaluate the intent, implementation and impact of their school science curriculum and identify ways to drive improvements. Q&A with Julia Skinner, governance expert, Introduction and Question 1 What does good governance look like? 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. Contents. Ofsted inspection framework: Be clear on ‘intent’ Sue Allingham Wednesday, October 2, 2019 This is the first of a series of three articles which will explore the new inspection frameworks for early years and schools to see exactly what the implications are for practice and provision in the EYFS. I would argue that our assessment practices need, among other things, to answer this crucial question. Is it sufficiently balanced so that each subject discipline has a fair amount of space on the timetable to deliver both breadth and depth? 180035 2 . February 12, 2020, 16:53, 16:53. Are these skills explicitly taught and reinforced? Ofsted’s Education Inspection Framework (Ofsted, 2019), I tackled curriculum intent in an in-depth SecEd Best Practice Focus free download (Bromley, 2020a), In two further articles, I turned my attention to curriculum implementation (Bromley, 2020b, 2020c). Leave a comment on our groups. Whenever we use additional intervention and support strategies to help disadvantaged pupils and those with SEND, do we monitor their effectiveness as they are happening rather than wait to evaluate their eventual success once they have ended? 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. September 2020. This course will guide science subject leaders through the aims of the Ofsted framework to develop confidence and understanding. 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. The rationale, after all, surely is that a high-quality education and curriculum will deliver high-quality outcomes for the learners? Combining Intent, implementation and impact. Will the end-points we set all our pupils on course towards fully prepare them for the next stage of their education, employment and lives? Areas: intent: our purpose and ambition “ One language sets you on a provider ’ s journey. 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