How do Staff differentiate in your subject? 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. How are gaps bridged between each key stage? There is a strong statistical relationship between early childhood experiences and a range of life outcomes, from educational success to well-being and good health. Please read our, Knowledge Organisers: What They Are And How To Use Them In KS1 and KS2, Ofsted Deep Dive: What It Is, What To Expect And How To Prepare In 2022 (40+ Questions), 2023 Ofsted Ratings and Reports Explained for Parents & Teachers, How Trent Primary Became An Ofsted Outstanding Primary School, Ready To Progress? 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. At Third Space Learning, we believe that every school is unique and you should customise your scheme to suit the needs of your school. Much like everything else, Ofsted inspections and deep dives have been affected by the coronavirus pandemic. 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. Proportionate and risk-based regulation of early years and childrens social care is critical to ensuring good outcomes for children. They are looking for a top-level view. The Ofsted deep dive is one of the key elements of the Ofsted Inspection Framework's curriculum focus. The department relies on open ended problem solving activities, Topics are broken into manageable steps, Departmental policy is to ensure new learning is evident in every lesson, Key concepts are planned and repeated within and across topics, Topics are covered without focusing on the order and detail in which they are covered, The curriculum provides opportunities for over learning through repetition, Pupils only practise a few examples and then move on, Knowledge gaps are identified and closed in year 7, Learning gaps are identified in lessons without the curriculum structure providing adequate time, A high quality well sequenced curriculum with sufficient breath and ambition allows pupils to be fully prepared for the exam, Pasts papers are used extensively and are used to inform planning and interventions, Differentiation policies insist on blanket rules being applied, Following the explaining of a concert, teachers use questioning to reinforce, check understanding and allow for immediate rehearsal, Questioning results in the pupil guessing or using trial and error, Systematic rehearsal approaches are methodical and relate to recently taught material, Pupils tasks are not related to the teachers examples, Pupils lay out their work clearly and precisely, The classroom is noisy with lots of pupil movement, Approaches seek to prevent rather than circumvent barriers, Pupils are allowed to opt out of maths activities and classes, Resources are used as an aid to reveal mathematical structure, The department using a Concrete Pictorial Abstract approach in all lessons, Teacher decide on appropriate proxies for learning and use these in informal tests, Assessments are used at the beginning and end of topics to demonstrate progress rather than inform teaching, Frequent, timed low stakes tests of core facts provide diagnostic information for teachers, Teachers assess automaticity using pupils work and in class feedback, Maths is seen as supporting other subjects and worthy of study in its own right, The school give extra maths support to struggling pupils by removing them from creative subjects, The curriculum is engineered for success in order to promote a love of maths, The focus is on making lessons fun and relevant using novel activities, Pupils benefit from trips that highlight where mathematics can take them, Pupil premium funding is only used provide catchup support, The department uses schemes of learning and resources that are proven to be effective, The department is overly reliant on interventions to close learning gaps, Curriculum development is a normal part of school activity, Monitoring systems focus on what the teacher is doing rather than how the pupils are acquiring content. We have reflected the importance of this work in our guiding principle. Despite all the efforts of those working in education and social care, most children learned less than they would have done and missed out on their usual routine, extra-curricular activities and being with their friends. How do you ensure coverage across all year groups? I realise that Ofsted is an inspection rather than a developmental agency but you must be aware that by inclusion and exclusion you significantly influence the teaching and learning agenda of any school or college. With the new framework, a focus on Intent (design and sequencing of curriculum), Implementation (through classroom teaching) and Impact (achievement of pupils) will be the priority, ensuring a more comprehensive view of the curriculum's design and delivery. - 2 arithmetic and 4 reasoning papers that follow the National Curriculum Assessments.- Mark schemes to diagnose and assess where your pupils need extra support. Ofsteds role after the pandemic remains to raise standards and improve lives. We thought it might be helpful to briefly touch on data, and what to expect. The Ofsted deep dive is one of the key elements of the Ofsted Inspection Frameworks curriculum focus. Link to action plan. We have a unique view of the education and care system, through the hundreds of inspections and regulatory visits we carry out every week. Read our policy on Social media use. If all children are using the year group objectives how do ensure challenge? How do you know this is happening across the school? 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. Necessary cookies are absolutely essential for the website to function properly. We are required by law to advise the Secretary of State on the state of education and childrens social care and to report annually to Parliament. Our recommendation is, whatever you think of them, now youve got them, its worth examining the content in detail, especially if you have an Ofsted inspection looming. Schools visited for this survey 47 Primary 47 . - 2 arithmetic and 4 reasoning papers that follow the National Curriculum Assessments.- Mark schemes to diagnose and assess where your pupils need extra support. Your time is better spent using these questions as guidance for discussion in CPD sessions and as a check for whether you have got appropriate provision across your schools curriculum. The Third Space learning platform is highly visual and scaffolded to make learning easier for all pupils. Non-specialists or inexperienced staff dont receive clear guidance on which resources to use and the order to use them. A new blog exploring the challenges identified in our Annual Report. As well as skill progression, curriculum planning and CPD, in recent Ofsted deep dives, there has been a big focus on the impact of COVID-19, and what schools are doing to reduce it. A deep dive in school is an in-depth examination of a national curriculum subject by an Ofsted inspection team. Ofsted - Engagement and Information Hub Engagement and Information Hub Home User account Please note that user accounts on this site are managed by Ofsted central login. Dont include personal or financial information like your National Insurance number or credit card details. Added to this, we recommend you work through the questions below, thinking about how youll answer them at your next inspection. Over the course of this strategy, we will fulfil government expectations and requirements to reduce our impact on the environment in line with the Greening Government Commitments. The crib sheet identifies six focus areas for inspectors. Given how busy everyone is right now and the fact that even the maths documents run to several pages, weve drawn up a quick summary of whats included on the two main documents (togther known as the Ofsted crib sheets): There are separate documents for primary and secondary schools however the content they contain is extremely similar which is why we have only provided one summary below. Do you have pupils who need extra support in maths? How has the curriculum been affected by lockdown? You can change your cookie settings at any time. Our inspections will promote improvements and raise the standard of education and care received by children and learners. Common questions included: They constantly asked me about how our school scheme linked to the national curriculum; progression; interventions; planning; small steps; teachers and TAs subject knowledge. Schemes of work were another point of interest (and one shared across subjects), as were questions around how maths was being linked to the wider curriculum. Running regular interventions throughout the year that are timetabled into the day ensures that these go ahead, but you need to ensure that these sessions are well planned, and not done on a strictly ad hoc basis. Over the coming years, we have an ambitious work programme that will require more staff, so we need a proactive and flexible approach to how we recruit and retain our workforce. Enter the password that accompanies your username. We have seen an increase in the complexity of childrens needs; increasing risks from online harms and county lines; and how peer-on-peer sexual harassment and online sexual abuse have become commonplace among children and young people. These Ofsted crib sheets and other documents were not initially designed to be read by the wider public or to inform schools decision-making so, we cant guarantee their accuracy and legitimacy. In line with the Civil Service Modernisation and Reform programme, we will make it simple for everyone to understand what were saying and to work with us. As well as this, teaching staff benefit from over 1500+ ready to go resources in the Third Space Learning Maths Hub. Our insights inform practitioners, policymakers and decision-makers and lead to improvements across the system. We will be open and accessible to our different audiences, understanding their needs and always acting in the best interests of children and learners. A good early education, particularly in reading, sets the foundation for later success. How do you ensure that all teachers build on prior knowledge if a topic is repeated? Prior to lesson visits Lead Inspector took 6 children from each of the 2 lessons observed and asked them to talk through individual pieces of work in their books. We will develop the evidence base about early years education, including curriculum and pedagogy, and act on it. Progress has been mentioned a lot during these Ofsted deep dives. What is the aim for all children to know when they leave Y6? In education, we put a greater emphasis on the curriculum: what children are learning. 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. 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