1,723,685 research outputs found
Ofsted 'Big Listen' Exercise Data, 2024
No full textAbstract copyright UK Data Service and data collection copyright owner.Between 8 March 2024 and 31 May 2024, Ofsted carried out a ‘Big Listen’ exercise. The following information was provided to respondents, and summarises the purpose of the Big Listen exercise:"The Big Listen seeks views right across our work, from schools and children’s social care to teacher training and early years. Across our work, we want to explore 4 areas:
reporting how we report on our education and regulatory inspectionsinspection practice the shape of our education and regulatory inspections, our ways of working and the craft of inspectingculture and purpose the conduct of our inspections and the way we workimpact the consequences of our inspections for children, professionals, institutions and parents' choices
The Big Listen is structured to allow you to provide feedback on the areas of greatest interest and importance to you. You may only want to give us your views on schools. Or you might want to share views on how we report across further education and teacher training.
Whatever your focus, we have structured the Big Listen so you only need to comment on the things that matter to you.
Thank you for taking the time to help us improve and achieve our ambition of being a world-class inspectorate and regulator."
The dataset available from UKDS contains individual level responses to all quantitative questions. Free text responses are not included.Further information can be found on the Ofsted Big Listen: Supporting Documents webpage. It is planned that a podcast based on the research will be released in due course.Main Topics:Early years; schools; further education (FE) and skills; teacher development, which includes initial teacher education (ITE), early career framework (ECF) and national professional qualification (NPQ) programmes; special educational needs and/or disabilities (SEND) and alternative provision; children's social care.</div
The validity and reliability of OFSTED judgements of the quality of secondary mathematics initial teacher education courses
No full textThe inspection by Ofsted of courses of initial teacher education is high-stakes. An unsatisfactory report can lead to course closure. Even a satisfactory report can lead to reductions in quota resulting in a spiral of decline in course viability. The high-stakes nature of the inspection means that there has to be complete confidence in the level of validity and reliability of the inspection process. This paper presents an analysis of the complete cohort of published inspection reports of providers of secondary mathematics initial teacher education Postgraduate Certificate of Education (PGCE) courses carried out by Ofsted in the period 1996/8. The analysis demonstrates that there is considerable variation in the reports, in terms of word length, how particular criteria seem to be applied, and how judgements are expressed. With the complexity of the framework for inspection, it is impossible, given the current model of inspection report, to properly distinguish between consistency of application and the loading given to any particular criterion. Attention to the transparency of the inspection process and to matters of validity and reliability is crucial if there is to be confidence in the inspection system
Open consultation submission: Improving the way Ofsted inspects education: consultation document
Full text linkThis is the Centre for Food Policy Food in School Research Groups submission to England's Ofsted consultation for inspections
A critical analysis of Ofsted judgements of the quality of secondary mathematics initial teacher education courses
Full text linkThe quality of initial teacher education courses has been the subject of adverse comment and media speculation for some time. During 1996/7, Ofsted began a comprehensive round of inspections of secondary initial teacher education providers using an extensive framework of inspection. This paper reports the results of the first round of inspection of secondary mathematics PGCE providers. Almost three-quarters were judged to be good or better. In examining the inspection reports from a critical perspective, this paper focuses on the level of consistency in the judgements made in the published inspection reports. The analysis demonstrates that there is considerable variation in the reports, in terms of word length, how particular criteria seem to be applied, and how judgments are expressed. With the complexity of the framework for inspection, it is impossible, given the current model of inspection report, to properly distinguish between consistency of application and the loading given to any particular criterion. Attention to the transparency of the inspection process is crucial if there is to be confidence in the inspection system
Ofsted: State-Funded Schools Inspections and Outcomes, 2009-2019: Secure Access
No full textAbstract copyright UK Data Service and data collection copyright owner.Ofsted: State-Funded Schools Inspections and Outcomes, 2009-2019: Secure Access provides details of the latest Ofsted inspection and its outcome for every state-funded school in England as at the 31 August each year. Further information is available in the Technical Note included in the documentation and the State-funded schools statistics GOV.UK webpage.Main Topics:Each data file includes the following variables:Unique reference numberLocal authority establishment number (DfE reference number)School nameGovernment Office RegionOfsted RegionLocal authorityParliamentary constituencyPostcodeType of EducationPhase of educationTotal number of pupilsInspection numberInspection end dateInspection typeDoes the latest full inspection relate to the URN of the current school?URN at time of latest full inspectionLAESTAB at time of latest full inspectionName at inspectionProvider type at inspectionOverall effectivenessCategory of concernOutcomes for children and learnersQuality of teaching, learning and assessmentEffectiveness of leadership and managementPersonal development, behaviour and welfareEarly years provision (where applicable)Sixth form provision (where applicable)</div
Ofsted: State-Funded Schools Inspections and Outcomes, 2009-2019: Secure Access
No full textAbstract copyright UK Data Service and data collection copyright owner.Ofsted: State-Funded Schools Inspections and Outcomes, 2009-2019: Secure Access provides details of the latest Ofsted inspection and its outcome for every state-funded school in England as at the 31 August each year. Further information is available in the Technical Note included in the documentation and the State-funded schools statistics GOV.UK webpage.Main Topics:Each data file includes the following variables:Unique reference numberLocal authority establishment number (DfE reference number)School nameGovernment Office RegionOfsted RegionLocal authorityParliamentary constituencyPostcodeType of EducationPhase of educationTotal number of pupilsInspection numberInspection end dateInspection typeDoes the latest full inspection relate to the URN of the current school?URN at time of latest full inspectionLAESTAB at time of latest full inspectionName at inspectionProvider type at inspectionOverall effectivenessCategory of concernOutcomes for children and learnersQuality of teaching, learning and assessmentEffectiveness of leadership and managementPersonal development, behaviour and welfareEarly years provision (where applicable)Sixth form provision (where applicable)</div
Ofsted 'Big Listen' Exercise Data, 2024
No full textAbstract copyright UK Data Service and data collection copyright owner.Between 8 March 2024 and 31 May 2024, Ofsted carried out a ‘Big Listen’ exercise. The following information was provided to respondents, and summarises the purpose of the Big Listen exercise:"The Big Listen seeks views right across our work, from schools and children’s social care to teacher training and early years. Across our work, we want to explore 4 areas: reporting how we report on our education and regulatory inspectionsinspection practice the shape of our education and regulatory inspections, our ways of working and the craft of inspectingculture and purpose the conduct of our inspections and the way we workimpact the consequences of our inspections for children, professionals, institutions and parents' choices The Big Listen is structured to allow you to provide feedback on the areas of greatest interest and importance to you. You may only want to give us your views on schools. Or you might want to share views on how we report across further education and teacher training. Whatever your focus, we have structured the Big Listen so you only need to comment on the things that matter to you. Thank you for taking the time to help us improve and achieve our ambition of being a world-class inspectorate and regulator." The dataset available from UKDS contains individual level responses to all quantitative questions. Free text responses are not included.Further information can be found on the Ofsted Big Listen: Supporting Documents webpage. It is planned that a podcast based on the research will be released in due course.Main Topics:Early years; schools; further education (FE) and skills; teacher development, which includes initial teacher education (ITE), early career framework (ECF) and national professional qualification (NPQ) programmes; special educational needs and/or disabilities (SEND) and alternative provision; children's social care.</div
Ofsted business plan 2011-2015
No full text"Ofsted’s Departmental Business Plan 2011-2015 sets out Ofsted's vision and priorities. It has our Structural Reform Plan, which notes our key developmental activities over the next two years. It also includes a set of indicators demonstrating our cost and impact, and notes the outcome indicators in the Department for Education and Department for Business and Skills business plans to which Ofsted will contribute." - Ofsted website
The quality of secondary Mathematics PGCE courses: a critical perspective on the inspection of initial teacher education
No full textThe quality of initial teacher education courses has been the subject of adverse comment and media speculation for some time. During 1996/7, Ofsted began a comprehensive round of inspections of initial teacher education providers using an extensive framework of inspection. This paper reports the results of the first round of inspection of secondary mathematics PGCE providers. Almost three-quarters were judged to be good or better. In examining the inspection reports from a critical perspective, this paper focuses on the level of consistency in the judgements made in the published inspection reports
Ofsted thematic review and Government action plan: Careers England Policy Commentary 23
Full text linkThe Ofsted review of career guidance provision in schools describes in detail the erosion that has taken place as a result of recent Government policies, and the limited nature of current provision in most schools. A Government Action Plan issued alongside the review proposes revisions to the Statutory Guidance for schools, and a limited extension of the role of the National Careers Service in relation to schools, without new funding. The proposed actions fall substantially short of those recommended by the House of Commons Education Select Committee
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