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David Butler, the EBEA's Advocacy Lead and past HMI explains the key features of the new OFSTED inspection Framework and its implications for teaching economics and business.
Ofsted published its new inspection framework on 14 May 2019, following an extensive period of consultation and trialling of the draft proposals. The new framework will be introduced in schools and colleges in September of this year. The outcomes of the consultation (which the EBEA took part in), the framework and handbooks are all available on the Ofsted website (www.ofsted.gov.uk). The purpose of this article is to draw members' attention to some of the main features of the new inspection process and to discuss its implications for teaching economics and business.
SOME KEY FEATURES
THE INSPECTION PROCESS
While the framework itself looks very different from the current one, the actual inspection process has not been radically changed. Ofsted's draft proposal for inspectors to be on site during the afternoon before the start of the inspection to carry out preparation work was overwhelmingly rejected in the consultation and will not be implemented, at least for the time being. The duration of the inspection will normally be two days in schools and two to five days in FE colleges. Schools judged as outstanding will be exempt from inspections unless there are indications that their performance has declined or there are complaints from parent or others, for example, about safeguarding issues. There is an emphasis on reducing the amount of documentation schools and colleges are expected to produce. Inspectors will not evaluate lesson plans and will not use the institution's own performance data to make judgements. As is the case now, lessons and the performance of individual teachers will not be graded.
THE INSPECTION FRAMEWORK
The key change is the shift in emphasis from schools and colleges being judged primarily on examination results and other performance measures to evaluating the quality of education being provided to achieve these outcomes. Are results the outcome of a broad, rich curriculum and real learning, or of teaching to the test and exam cramming?' (Preface to framework). So it will be interesting to see how inspectors evaluate schools and colleges which provide a broad, rich curriculum and 'real learning' but have relatively poor examination...