Inspection and best practice information for independent schools

1. Forum Business Media Ltd
Independent School
Inspection Conference
23rd January 2020
Dr Joanna Goodman

2. Delivering high quality and effective
education
Aims are to discuss the following:
• What do you need to include in your written
policy?
• Curriculum which enables all pupils to learn and
develop.
• Tracking progress and using assessment to inform
curriculum planning.
• Making progress visible.
• Reflecting on own practice – thoughts and action
points to take away
Dr Joanna Goodman
www.cromwell-consulting.com
2

3. Meeting the minimum standards
Reference:
Independent School Standards Regulations
(ISSR)
PART 1: Quality of education provided:
1) Curriculum
2) Teaching
3) Framework for pupil performance
Dr Joanna Goodman
www.cromwell-consulting.com
3

4. Written policy and compliance
Policy (intent)
Implementation
Complianc
e (impact – how
is it evaluated)
Dr Joanna Goodman
www.cromwell-consulting.com
4

5. Policy content - provision in the following
areas – Intent (1)
• Written policy supported by SOW that take into
account ages, aptitudes and needs of all pupils and
do not undermine the FBV
• Education that gives pupils experience in linguistic,
mathematical, scientific, technological, human &
social, physical, aesthetic and creative education
• Opportunities for pupils to acquire speaking,
listening, literacy and numeracy skills
• PSHEE that reflects the school’s aims and ethos,
and encourages respect for others (Equality Act
2010)
Dr Joanna Goodman
www.cromwell-consulting.com
5

6. Policy content – Intent (2)
• Access to impartial and up-to-date careers
guidance (for pupils 11+)
• Programmes of activities appropriate to pupils’
needs, including for those below compulsory
school age, if applicable
• Opportunities for pupils to learn and make
progress
• Effective preparation of pupils for the
opportunities, responsibilities and experiences of
life in British society (FBV)
Dr Joanna Goodman www.cromwell-
consulting.com
6

7. Policy implementation
Particular responsibilities
Monitoring arrangements
Evaluation
Dr Joanna Goodman
www.cromwell-consulting.com
7

8. Balanced curriculum
Formal
curriculum
Extra-
curricular
programme
Dr Joanna Goodman
www.cromwell-consulting.com

9. Areas of curriculum experience
Linguistic
Mathematical
Scientific
Technological
Human and social, including promoting SMSC development
Physical
Aesthetic and creative
Dr Joanna Goodman
www.cromwell-consulting.com
9
C
U
R
R
I
C
U
L
U
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10. Effective curriculum
Curriculum well matched to the school population
Taking account of individual differences and needs –
neuro-diversity (SEND)
Making provision for all pupils
Dr Joanna Goodman www.cromwell-
consulting.com
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11. Implementation: curriculum
monitoring (evidence)
• Observation of lessons and learning walks
• Scrutiny of pupils’ work, records and relevant
documentation
• Reporting of progress to parents
• Responses from parents and pupils, including
questionnaires
• Interviews with pupils and staff
• Analysis of data, including attainment and progress
tracking
Dr Joanna Goodman
www.cromwell-consulting.com
11

12. Developing the culture of self-evaluation:
providing evidence
How do we know that our intentions (policy statement)
work?
What are our monitoring arrangements?
What informs our self-evaluation?
How is it presented and shared with others?
How are others being hold to account?
What is the process of implementing changes or
adjusting the curriculum when required?
Dr Joanna Goodman
www.cromwell-consulting.com
12

13. Effective Teaching
 Does it enable all pupils to acquire new knowledge,
understanding and make good progress according ability and
age?
 Does it involve well-planned lessons that are assessment
informed and effective teaching methods are used?
 Does it foster pupils’ self-motivation, independence and
ability to think for themselves?
 Does it use effectively resources of good quality, quantity and
range?
 Does it use assessment data effectively so all pupils make
good progress?
 Does it not discriminate against pupils contrary to the Equality
Act 2010?
Dr Joanna Goodman
www.cromwell-consulting.com
13

14. Framework for pupil performance: tracking
progress and using assessment to inform
curriculum planning
Assessment
data
Diagnostic
(baseline)
FormativeSummative
Dr Joanna Goodman www.cromwell-
consulting.com
14

15. Framework for pupil performance
Policy statement
Setting-specific
arrangements
(assessment framework)
Monitoring Evaluation
Assessment
Policy
Dr Joanna Goodman
www.cromwell-consulting.com
15

16. Pupil progress tracking
Tracking progress at different levels:
• Individual
• Cohort
• Whole school
• Subject
• Significant group, e.g. gender, pupils with
SEND or EAL pupils
Dr Joanna Goodman
www.cromwell-consulting.com
16

17. Using assessment outcomes to inform planning
and teaching
Evidence of:
• Planning for differentiated learning objectives to match
ability and skill levels of different individuals
• Effective feedback for reaching next steps in learning
• Using AfL strategies as part of classroom practice to
move students on
• Effective grouping of students
• Curriculum adaptations as appropriate, e.g. for students
with visual impairment
• Implementing extra provision according to individual
needs
• Involving other professionals as appropriate
Dr Joanna Goodman
www.cromwell-consulting.com
17

18. Assessment Framework: using school data to
make progress visible (example)
• Formal
records
• Effort
grades
• Portfolio,
e.g. work
scrutiny
• Reports
Baseline
tests
Teacher
assess.
Hand-
over info
Tracking
out-
comes
Dr J Goodman Cromwell Consulting Ltd
www.cromwell-consulting.com ©2014
Initial assessment
End of unit/KS
assessment

19. Any comments or questions?
jg@cromwell-consulting.com
Dr Joanna Goodman
www.cromwell-consulting.com
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