Woodlands Primary School
A terrific resource for any inspections in lockdown, especially for Grade 3 and Grade 4 schools.
OFSTED 2 DAY MONITORING INSPECTION QUESTIONS – EFFECTIVE EDUCATION FOCUS
CALL ON DAY 1:
48 HOURS PRIOR TO INSPECTION. The lead inspector explained the process and agreed a TEAMS call for that afternoon. Following the TEAMS we prepared the 2 day itinerary (attached below).
90 MINUTE PHONE CALL
They were pleased with all of the information that was emailed out to them. This gave them a good understanding of the school. Very appreciative of the documents that were shared (see table of shared documents below). Positive about SLT joining the meeting as part of training and coaching, this was explicitly mentioned by the HT as part of our standard operating procedure.
Context
- What has it been like for you as a school since the last inspection?
- Talked through SEF
- What is your current situation from March 2020 to now?
- What were the challenges during the first lockdown?
- What is happening in this lockdown?
- What were the staffing changes since April 2019 (last Section 5)? Govs, teachers, & SLT
- How many children were offered a space in school in this lockdown, how many have been in (see table below)?
- What is the remote attendance like?
- What is pupil engagement like during this lockdown, how do you know, what is the percentage do you think, is this engagement reasonable?
- How many staff are WFH, isolating, unwell with Covid?
- How are you managing staffing to ensure learning doesn’t suffer?
- Are staff flexible?
- Can you unpick the remote education offer for us?
- What did you do to improve the quality of the curriculum since April 2019?
- What adaptations have you made to the curriculum for remote learning?
- What are the limitations to accessing the curriculum during the remote learning period?
Governor Questions:
- How do you know the children at home are receiving the same entitlement to education as those in school?
- How do you ensure safeguarding procedures are still in place in the current circumstances?
- What work has the school done since the last inspection?
- How are the SEND pupils in school being provided for?
- Why is that 7 out of 14 parents on ParentView say they are dissatisfied with SEND provision?
- How was the curriculum designed?
- Are all subjects being taught in the current situation?
They asked to speak with 3 VULNERABLE CHILDREN (see table for what we sent ahead of this)
- What is it like in school without your friends?
- How many are in your class today?
- What are you doing in class at the moment?
- Is there anything different in school whilst lockdown is going on?
- What do the adults in school do to keep you safe in school?
- How do the adults keep you safe online?
- Has your bubble popped?
- Is behaviour the same?
- Tell me what are you most looking forward to when school opens up fully again?
- What lessons do you do in the week whilst we are in lockdown?
- Are there any lessons that you can’t do at the moment?
- Are you still having assemblies?
- If you find your work difficult what would you do?
- What do you do to make you a better reader?
- How often do you read in school?
- How do you know how well you are learning?
- What was it like learning at home compared to school when your bubble popped?
- Is there anything else you want to talk about?
They asked to speak to 3 SUBJECT LEADERS that we chose (HIST/GEOG/COMPUTING & SMSC)
(see table for what we sent ahead of this)
- Tell me your roles and how long you have been this subject leader?
- How has the pandemic impacted on how you are developing your curriculum?
- As a subject leader were you still able to access training in lockdown?
- In previous inspection, basic skills was an area of focus – talk about how, pre pandemic and lockdowns, the impact this had on your subject?
- When do you intend to get back on track with your subject? What are your key priorities?
- How do you know staff are giving effective feedback on remote learning in your subject area?
- What adaptations have you had to make to your subject provision for learning at home?
- How do you know what is going on in your subject across the school?
- Think about the sequence of the curriculum – how does the whole school overview feed into your subject and the sequence of learning / knowledge you want the children to know?
- What does provision look like for SEND/vulnerable children at this current time?
- What role have Governors played in shaping the curriculum?
- What safeguarding training have you received?
They asked to speak to 2 CORE SUBJECT LEADERS that we chose (MATHS/PE)
(see table for what we sent ahead of this)
- How long have you been the role as subject lead?
- What has happened since the previous Ofsted by way of the curriculum?
- How have you been developed as a subject leader? What CPD opportunities have you had in your current role?
- What training have you had to develop your subject knowledge? How do you share this with colleagues?
- I know you have done a lot of work as a school around building your curriculum – what happened in your subject pre-covid?
- How does maths start in Early Years?
- How do you, as a subject leader, know about progression in Early Years?
- When and how was COJOs implemented?
- Consider March through to September (Lockdown 1) Did the initial lockdown present any barriers?
- In September 2020 children returned to school. What adaptations did you have to make?
- In January, we went into a second lockdown. What is different about your provision in this lockdown? Have you had to adapt to teach in a new way? What do these adaptations look like?
- How are you assessing your subject?
- How is feedback given to children?
- Is the provision the same as the KWV children as it is for those learning from home?
- Can you explain your safeguarding process? What are the adaptations to this during this lockdown?
SUBJECT LEADER/TEACHER DISCUSSION (NQT/MUSIC/ART)
(see table for what we sent ahead of this)
- How has the experience been so far for you as an NQT at Woodlands?
- What training have you had as an NQT – have you still been able to access training?
- What has happened in terms of curriculum development since your last inspection?
- Did anything change for you between the establishment of the curriculum and lockdown?
- Has there been any external support for subject leadership?
- What training have you had for remote education/delivering remote learning?
- How has your had to change now in your curriculum (due to current lockdown)?
- How are you assessing what children are learning?
- How is learning sequenced? How does your long term overview feed into the sequence of learning?
- How is PE taught for example during these times?
- Has lockdown slowed down the development of the school curriculum?
- What is the biggest priority for the school now?
- What does a typical day look like in school/online?
- What safeguarding training have you received?
End of Day 1. We then sent supplementary information (see table below).
Day 2:
- Spoke to Local Authority Link advisor.
- Listened to a child being read to in school by a teacher (we filmed this on Tuesday and sent it ahead of time)
- Spoke to the HT and DHT and summarised the Staff and parent questionnaires and feedback from them. There are open text boxes for parents.
SENDCO/LEARNING MENTOR/DHT DISCUSSION
- What are your roles & responsibilities?
- How many vulnerable children & SEND are on your register?
- How many SEND children and vulnerable children currently working at home or accessing provision at school?
- What is it like for the SEND/vulnerable children in your setting at this time?
- How was the curriculum adapted typically prior to lockdown?
- What kind of curriculum offer is there for SEND children who are currently working from home?
- In terms of additional what provision via TA’s do SEND children have at home?
- Do the SEND children get additional interventions at home via remote learning?
- How are you checking engagement with your remote learning offer?
- Does engagement vary from family to family?
- Would you say these children are still learning?
- How sure are you that these children are learning and accessing the remote learning offer?
- In terms of external support any SEND children usually receive in school, has this continued to be accessed remotely?
- Describe a day in the life of a typical SEND child that is currently working at home.
- So, are you assured that your SEND children are accessing the remote learning?
- What provision is currently in place for your vulnerable children?
- What provision is in place for any CP children with social care involvement?
- What does provision look like for any CiN children working remotely?
- What is the provision like currently for children on a TAF?
- How many vulnerable children are accessing remote education?
- As well as your universal remote learning offer do the children have contact with the pastoral team?
- What has been put in place for safeguarding training for all staff?
- Tell me what training staff have had to keep themselves and children safe when they are working remotely?
- Talk to me about SEND parent view responses?
SUBJECT LEADER DISCUSSION (PHONICS)
- How long have you been using the phonics scheme in school?
- How has the delivery of phonics progressed since the last inspection?
- On return to school in September 2020, have you found that there are gaps in terms of knowledge in terms of where you would expect the children to be (in line with RWI expectations)
- What training has been available to you?
- What support have you had from LA?
- Since January lockdown, what provision is available to the children?
- Has remote learning altered the way that phonics is being taught?
- Prior to lockdown what provision was there in place for the lowest 20%?
- During this lockdown, what provision is in place for the lowest 20%
- How are you delivering the phonics sessions?
- Are the children in school receiving the same provision as those learning at home?
- What books were the children taking home prior to the lockdown?
- Were they decodable books, directly matched to the children’s phonic ability?
- How has this changed since lockdown?
- What access to books do the children have now?
- What barriers have you come across during the lockdown? (Talked about remote assessment)
EYFS Leader Discussion
- How many children in EYFS?
- How many children in Nursery?
- How many children in Reception?
- How many of those children are Vulnerable?
- How many children are SEND?
- How many children (in Nursery/in Reception are attending school during this lockdown?
- How many members of staff are there in EYFS?
- How many members of staff are in school supporting the Nursery bubble?
- How many members of staff are in school supporting the Reception bubble?
- What is remote learning like for EYFS?
- What are you using (videos) to deliver lessons?
- What is remote learning like for the 1:1 supported children that are at home?
- How does the curriculum run from EYFS to KS1/KS2?
- Any changes in EYFS since the last inspection?
Teaching Assistant Questions
- What training opportunities have you had during the last 2 years and previously?
- How have you supported SEN/ interventions in school and remotely?
- How have you been supported in our role in the last 2 years and since remote learning?
- How do you deal with a safeguarding concern?
- How have you been supported with your own wellbeing in the last 2 years and during remote learning?
- How do you feel leadership has changed or has it changed during the last 2 years?
- How did you feel about your workload now and in the last 2 years?
Questions to English, Phonics & Reading Leader
- What has improved in reading and writing curriculum since 2019?
- If you think about the impact of lockdown, how is that looking for pupils?
- What are you doing to bridge gaps/catch up?
- If we look at the bottom 20% of readers who are lagging behind, what does the provision for phonics look like?
- Are they learning the new sounds that they should be learning?
- Do books get sent out to children?
- Are the children in school following the same programme/lessons as those at home?
- What about decodable books…how do children access the books?
- In terms of the lowest 20%, what are they getting that is differentiated?
- For those children whose phonics are secure, how are you ensuring that children are reading fluently, understanding and being challenged?
We then sent additional information (see table below).
Ofsted inspectors said that between the information we had sent, and the conversations they had conducted, they needed no further information.
| Monday:
Call 10:30am |
Alerted SLT | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
| Monday afternoon | Emailed:
SEF,SDP, Remote Learning Policy (which is also on the website), the remote learning review we had done in January as a school, the remote learning review the government had published and we had completed for our school, our assembly overview for this year, our Curriculum Overview, a specific Art & DT overview, a sample of an art detailed unit plan, progressive assessment document illustrating our tracking system, a selection of positive parent emails collected from lockdown 1 – present day, the itinerary. |
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| Tuesday morning:
Staff began to complete ‘crib sheets’ in readiness for their conversations with the answers to the following questions prepared:
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Emailed:
Speed Sound session (daily for Group A) Pinny time (daily for Group A) Learning to blend (daily) Sound blending (3 times weekly) Group D ditties (3 per week) Phonics sessions (above), anonymised pen portraits of 3 vulnerable children in school and 3 SEND children in school, who the inspectors would talk to, a sample of the weekly timetable for Y4, IDSR from 2019 with detailed analysis of each of the points raised, an example 1:1 powerpoint created to support a child struggling at home who wasn’t SEND or Vulnerable.
I then did a zoom with all staff to talk them through the 4 questions as an overarching discussion, our curriculum journey and how we operate to remind them that they knew all of the answers and so they could make their own aide memoires to ensure they were prepared. |
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| Wednesday evening | Emailed:
Further evidence in science, computing, SMSC, RE, CoJos, history, geography to demonstrate that the work shared in Art&DT was consistent in all subjects, a SEND letter I sent to parents last term.
I also emailed ‘case studies’ in each year group to show a sequence of teaching, children’s work and staff feedback collated from google classroom (this was in literacy and maths, and topic). Had I known that this would be an expectation then I would have asked staff to compile this on Monday/Tuesday as it took about an hour to create each one (screen shots etc). Also shared the attendance data in school.
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END