Subsidiaryguidance-TheGovernor-Home辅助指导-总督的家

1、ofstedraising standards improving livessubsidiary guidancesupporting the inspection of maintained schools and academies from september2012i nspectors should use this guidance during section 5 inspections in conjunction with the school inspection handbookschoo!inspection handbook (120101),ofsted, 201

2、2; www.ofsted/resources/120101 the framework for school inspection (120100), ofsted, 2012; www.ofsted/resources/120100corporate member of plain english campaign and the framework for school inspection. it is designed to provide guidance on new aspects of the section 5 inspections.age group: allpubli

3、shed: september 2012reference no: 110166the office for standards in ducation, children's services and skills (ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages it regulates and inspects childcare an

4、d children's social care, and inspects the children and family court advisory support service (cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and comm unity learning, and education and training in pris ons and other secure establishments. it

5、 assesses council childrerfs services, and inspects services for looked after children, safeguarding and child protection.if you would like a copy of this document in a different format, such as large print or braille, please telephone 0300 123 1231, or email .uk.you may reuse thi

6、s information (not including logos) free of charge in any format or medium, under the terms of the open government licence. to view this licence, visit .uk/doc/opemgovernmentjicenee/, write to the information policy team, the national archives, kew, london tw9 4du, or email:

7、.ukthis publication is available at .uk/resources/110166.interested in our work? you can subscribe to our website for news, information and updates at .uk/user.piccadilly gatestore st manchester m1 2wdt: 0300 123 1231ofstedtextphone: 0161 618 85

8、24 e: .ukw: .ukno. 110166© crown copyright 2012contentsin troduction5part 1: general guidanee applicable to all schools5achievement of pupils at the school5the use of prior performance data5the early years foundation stage: nursery and reception5attainment on en

9、try to nursery at age three6attainment on entry to reception at age four6at tai nment at the end of the early years foundation stage/entry to year 17judging progress in the early years foundation stage7the impact on pupils' progress of early entry to gcse7judging achievement in the sixth form8th

10、e achievement of disabled pupils and those who have special educational needs12behaviour and safety of pupils at the school14judging behaviour over time15bullying15the behaviour of disabled pupils and those who have special educational needs 16evaluating attendance17links between behaviour and safet

11、y and other aspects of the schoops work 18the quality of leadership and management of the school18governs nee18performance management20evaluating the curriculum20partnerships and the curriculum21the curriculum and pupils' spiritual, moral, social and cultural development 22evaluating the schoos

12、use of the pupil premium22ensuring pupils are safe23serious incidents that should be referred to in a published inspection report 23 legal basis24qualifying concer ns/incide nts and the sentence to in elude in the report24evaluating pupils' spiritual, moral, social and cultural (smsc) developmen

13、t25defining spiritual, moral, social and cultural development25evaluating local authority or other responsible office support26part 2: further guidance about specific settings28alternative/off-site provision28academy converters28pupil referral units29dual placements and outreach30evaluating attendan

14、ee in pupil referral units31pupils with medical needs31the quality of leadership in, and management of, the pupil referral unit 32 partn erships32safeguarding32making judgements33reporting on pupil referral units33special schools33reporting on special schools35mainstream schools with specially resou

15、rced provision for disabled pupils and those who have special educational needs35reporting on specially resourced provision for disabled pupils and those withspecial educational needs in mainstream schools36report i ng on boardi ng/reside ntial provisi on man aged by the gover ning body 37 reporting

16、 on evidenee or allegations of child abuse38i ntroduction1. this document provides subsidiary guidanee for inspectors who carry out section 5 inspections from september 2012. it should be read in conjunction with the school inspection handbook and the framework for school inspection.2. part 1 is app

17、licable to all school settings, including special schools and pupil referral un its. part 2 sets out specific guida nee that is releva nt to special schools, pupil referral units and resource base provisi on in main stream schools.part 1: general guidance applicable to all schoolsachievement of pupi

18、ls at the schoolthe use of prior performanee data3. when considering performance data, inspectors should take account of 'sizeable' groups of pupils. a 'sizeable' group is likely to be around 20% or more of a cohort but inspectors must use their professi on al judgement, particularly

19、 where the size of a group fluctuates, or a cohort is very large or very small. consideration should be given to the attainment and progress of sizeable groups even if there is no information about the significanee of particular results. this will ofte n be the case in primary schools and it is impo

20、rts nt to establish whether there is a trend of progress and/or attainment that is above or below average. inspectors will discuss such issues with the school and exercise professional judgement about the importanee of the findings.4. in small schools, performanee measures may have been consistently

21、 above (or below) average but not registered on sign ifica nee tests. this is also releva nt for small groups of pupils in bigger schools. inspectors should use their professional judgement taking into account all available evidenee, including any comparisons or evaluations provided by the school. i

22、n the tables in raiseonline, a 'dash' (-) shows that there were insufficient data for a significance test to be carried out, whereas a blank means that a test was carried out and the result was not statistically significant.the early years foundation stage: nursery and reception a new statut

23、ory framework for the early years foundation stage will commence in september 2012 and the current six areas of learning become seven. childre n will be assessed in relatio n to the revised early i ear ning goals against three levels these are: lmeeting expected levels of development1, 'exceedin

24、g expected levels' or4not yet reaching expected levels ('emerging')'. the early years foundation stage profile will not reflect the new seven areas for i ear ning, or the three levels, until july 2013. childre n in the reception year in 2012 13 should be working across the seve n are

25、as of i ear ning from september 2012, though guidanee for assessing these areas will not berxxx.ofstedavailable to schools until towards the middle of the autumn term. inspectors should take this into account when evaluating children's achievement.7. inspectors should familiarise themselves with

26、 the new 'development matters3, and the statutory framework for the early years foundation stage,4.8. there are no national data for attainment on entry. inspectors should make a professi onal judgement about children's at tai nment on entry by taking account of the proportions of children m

27、eeting expectations in the age-related bands of 'development matters* in the early years foundation stage. remember to avoid using the term 'average' and 'standards5 as there is no 'national average1 for three and four-year-olds on entry to nursery and reception.9. if a substanti

28、al number of new children enter the school in reception or leave after nursery (age 4), establish attainment on entry to reception as well as to the nursery. also take into acco unt childre n who enter receptio n part-way through the year. if many children enter reception without pre-school experien

29、ce, this might mean that attainment on entry at this point is lower than, or similar to, the expected attainment on entry to nursery (at age three). check arrangements for 'staggered entry5 and part and full-time attendance, as the amount of time spe nt in school may affect both at tai nment and

30、 progress.attainment on entry to nursery at age three10. most5 children are likely to be working within the 'development matters5 band for 30-50 months, having shown competence in the preceding band for 22-36 mon ths. this may be referred to as the age-related expect at i on at thebeginning of n

31、ursery. attainment on entry is likely to be below age-related expectations where a substantial proportion6of children in a school do not dem on st rate all of the eleme nts in the 22-36 month band at tai nment on entry to receptio n at age four11. most children are likely to dem on st rate some of t

32、he elements of skill,knowledge and understanding within the development matters band for 40- 60+ months, in add it i on to all of the elements in the preceding band for 30-50 mon ths. this may be referred to as the age-related expectation at the beginning of reception. attainment on entry is likely

33、to be below age-related expectations where a substantial proportion of children in a school do not dem on st rate all of the elements in the 30-50 month band the statutory early learning goals establish national expectations for most children to reach by the development matters, department for educa

34、tion (dfe), 2012 .uk/assets/files/pdf/cl/development%20matters%20in%20the%20eyfs.pdf statutory framework for the early years foundation stage, dfe, 2012 .uk/assets/files/pdf/e/eyfs%20statutory%20framework%20march%20201 2.pdf 'most' means the

35、majority of or nearly all children. ofsted's definition of 'most' is 80-96%. 'substantial proportion5 means more than the 20% that might be outside the definition of 'most'.end of reception year. these are the statements in bold in the 40-60+ month band.attainment at the end

36、of the early years foundation stage/ entry to year 112. for children in the early years foundation stage assessed on the early years profile prior to september 2012: compare school data with national results, rather than local, to evaluate attainment. take into account all six areas of i ear ning ch

37、eck how many children score six in all of the personal, social and emotional developme nt and comm unication, language and literacy scales. this indicates children working at a good level of development check the data against the proportion of children scoring six or more in each of the assessment s

38、cales. results very close to the national figures are likely to be described as broadly average. if results in any area fall below, but not close to, national figures, it is unlikely that attainment would be judged to be above average.13. in small schools, the attain merit of differe nt cohorts may

39、vary greatly. take this into account in evaluating current standards attained, clarifying differences in the report. if accuracy of judgement or the quality of records are inspection issues, it may be helpful to check work or observe and talk to children jointly with a member of staff to inform the

40、achievement judgement.judging progress in the early years foundation stage14. where children make progress from age-related expect at i ons at the begi rrning of nursery, to age-related expectations at the beginning of reception and the end of reception (where they can be compared with early years f

41、oundation stage profile national figures) this is likely to represent expected progress during the early years foundation stagethe impact on pupils' progress of early entry to gcse15. inspectors should investigate whether a policy of early entry to gcsefor pupils is preventing them from making a

42、s much progress as they should, for example because: the exte nsive and in appropriate use of early gcse en try, particularly in mathematics, puts too much emphasis on attaining a grade c at the expense of developing the understanding necessary to succeed at a* level and beyond the policy is having

43、a detrimental impact on the uptake of advanced level courses the widespread use of early gcse entry and repeated sitting of units has encouraged short-term gains in i ear ning but has led to un derachieveme nt at gcse, particularly for able pupils the policy has resulted in a lack of attention to th

44、e attainment of the least able opportunities are missed to meet the needs of high-attaining pupils* through depth of gcse study and additional qualifications.16. in evaluating any early entry policy inspectors should consider the impact not only on the judgement on pupils achievement but also on lea

45、dership and management in terms of whether the school is providing a curriculum that meets the pupils' needs.judging achievement in the sixth form17. the principles set out in the school inspection handbook g judging achievement apply to the sixth form. however, there are a number of important c

46、onsiderations which are specific to the sixth form and which are different from pre-16 arrangements. most importantly, there are no national comparators for attainment post-16 as students do not all sit the same exami nations in the same way as almost all year 11 pupils sit gcse examinations. the si

47、xth form panda, inclusive of average points scores, percentages of entries graded a* to e and a* to b, and in particular the level 3 value added progress measure, remains a key source of evidence for evaluating sixth form performance. when coming to a judgement, all elements that con tribute to stud

48、ents, achievement, particularly the learning and progress of current students, must be taken into con siderati on.progress measures18. the learner achievement tracker (lat) has been used by ofsted since september 2009 as the main value-added and progress measure for advaneed level lear ners aged 16-

49、18 in schools and colleges. for gce exami nations in 2012, ofsted will use the level 3 value added table (l3va), produced by the dfe and using the same methodology, a correlation between gcse grades achieved on entry and expected advanced-level achievement for qualifications in which grades are awar

50、ded. for the first time, fails will be included in the data so that they more closely match value-added measures produced by the commercial systems commonly used in schools. the l3va table will provide a measure of actual progress as well as the expected progress based on learners' prior attainm

51、ent.attainment measures19. in addition to well-established attainment measures including pass rates (such as the proportion of entries graded a* to e), average points scores and the proportion of entries attaining high grades (such as grades a* to b at a level), the dfe have started measuring outcom

52、es in terms of the qualifications that 16c rxxx.ofstedto 19 year old learners follow in a way that takes into account the number of students registered on each course in november rather than only those who are entered for the examinations this is called the 'success rate： publishing success rate

53、 data for schools has a number of purposes including creating a fairer comparison with colleges, which use this measure. it moves the whole 16-19 sector closer to establishing a level playing field'. the qualification success rate (qsr) takes into account drop out from courses .it helps a school

54、 or academy to assess the quality of the courses it provides and the information, advice, guida nee and support it gives to i ear ners.20. from january 2013, iinspectors will be able to access the sixth form qualification success rate (qsr) report which is intended to support theinspection of school

55、 sixth forms and is to be used in conjunction with the school sixth form performanee and assessment (panda) report the qsr report will provide information on the main aspects of qsrs in comparison with national figures so that inspectors can compare the performance of the sixth form with all other p

56、ost-16 providers.21. until qsr data are fully available in all schools, inspectors should exercise caution in using such data as part of the evidenee base. nevertheless, some schools may present elements of qsr data to inspectors and this guidance is provided to cover such eventualities.22. qualific

57、ation success rates include three main elements: the success rate, the retention rate and the achievement rate.the success rate23. a scho os success rate is calculated by taking the number of i ear ning aimsa learning aim is equivalent to a particular course; for example a sixth form student followi

58、ng four as levels in year 12 would have four learning aims in scope counted in that year and the same student following three a levels in year 13 would have three learning aims in scope counted in that year. if this student passed three of the year 12 courses, but did not complete the other one, or failed it, s/he would achieve only three learning aims in that year. successfully achieved by i ear ners in a particular academic year and expressi ng it as a percentage of the total number of aims expected to be completed byi ear ners in that year known as the lear ning aims in scope5, so