Geographical Association

In this Orientation Piece Stephen Ellis (Manchester Metropolitan University) provides a summary of the main aspects of the Ofsted framework, published in 2006, for inspection ITT, focusing on how geography tutors might be involved.

• Aims
• What is the purpose of Ofsted inspections of ITT?
• What is the basis for inspections and how are they graded?
• Who gets SHORT and who gets FULL inspections?
• Short inspections: how might geography co-ordinators be involved?
• Short inspections: how might geography co-ordinators be involved?

The aims of this Orientation Piece are to:

• provide a summary of the main aspects of Ofsted inspection of Initial Teacher Training (ITT) (secondary)
• indicate how geography coordinators might be involved

It addresses the following questions:

• What is the purpose of OFSTED inspections of ITT?
• What is the basis for inspections and how are they graded?
• Who gets short and who gets full inspections?
• Short inspections: how might the geography coordinator be involved?
• Full inspections: how might the geography coordinator be involved?

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The main purposes of the inspection of initial teacher training (ITT) are, as stated in the Framework for Inspection, (Ofsted, 2005) to:

• ensure public accountability for the quality of ITT
• stimulate improvement in the quality of provision
• provide objective judgements on providers for public information
• inform policy
• enable the statutory link to be made between funding and quality
• check compliance with statutory requirements

Although the emphasis is on accountability, quality and funding, Ofsted inspections can provide institutions with an opportunity to reflect on their provision and to make improvements.

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From September 2005 a new framework for inspecting ITT was introduced, to be used for inspections taking place from 2005/06 until 2010/11. The framework differs from frameworks used before 2006 in that the emphasis is on inspecting and grading the whole provision of an institution. Before 2006 individual subject courses were inspected and graded individually. Two key documents which can be used to help geography coordinators prepare for an inspection are:

• The 'Framework for the Assessment of Quality and Standards in Initial Teacher Training', (Ofsted, 2005a), which covers inspection of ITT for Qualified Teacher Status over the six year period between 2005/06 and 2010/11
• The 'Handbook for the Inspection of Initial Teacher Training' (Ofsted, 2005b)

Judgements are made on a four point scale:

1. outstanding
2. good
3. satisfactory
4. inadequate

A separate judgement is made about whether a course is compliant, i.e. complies with the statutory requirements for ITT, or non-compliant.

Institutions will be inspected twice during the six year period of the framework, either having a short inspection or a full inspection. This Orientation Piece sets out to outline the key features of each and how the geography coordinator might be involved. It highlights what Ofsted takes into consideration and what Ofsted values and it is advisable for geography coordinators to take these into account when planning and implementing the geography provision.

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The type of inspection depends on the quality of provision in the previous inspection.

Short inspections take place, normally every three years:

1. where provision is in TTA categories A (outstanding) or B (good) in previous inspection
2. where good provision has been confirmed in previous short or full inspections

Full inspections take place:

1. within three years where provision in TTA category C (satisfactory) in previous inspection
2. within one year where good category has not been confirmed in previous inspection
3. within one year where provision is in TTA category D (inadequate) in an inspection in the previous year
4. within one year where provision is non-compliant with the ITT requirements

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Short inspections focus on:

• Management and quality assurance of the provision
• Quality of training

The emphasis of short inspections is on making judgements about the whole provision. At the end of a short inspection only one grade is given: for MQA for the whole provision. There is also confirmation (or not) that the quality of provision is still at least good.

If there is a SHORT inspection the geography coordinator will be involved as indicated below. The amount of involvement depends on whether geography is one of the subjects selected for inspection. Generally half the subjects offered by the provider are inspected.

How might geography coordinators be involved in the inspection of MQA?

Although the geography coordinator might not be directly involved in the inspection of MQA and the Quality of training, evidence related to geography that the Managing Inspector will use might include:

1. Documentary evidence that feeds into the self assessment of the whole course

• Subject questionnaire completed by the geography coordinator before the inspection indicating any changes and developments since the last inspection
• Action plans for monitoring and improving the geography course
• Evaluation of the geography course by trainees
• Reports related to the geography course from External examiners

2. Documentary evidence related to the geography course that feeds into the general documentation presented to the Managing Inspector

• Geography course handbook
• Documentation about selection procedures, which might include procedures specific to geography
• A sample of interview records for geography applicants
• A sample of GTTR forms of geography students
• Assessment records/reports for a sample of geography students
• External examiners' reports for the previous three years (those not provided for subject/curriculum inspectors)

3. Interview evidence and supporting documentation as set out below

Inspectors will spend a great deal of time collecting ephemeral evidence interviewing individuals and groups of trainees, school mentors and meeting with university tutors and management. They will also examine:

• trainees' assignments, teaching files
• library provision
• ICT provision and training
• trainee audits and programmes for learning to meet trainees individual needs
• the training provided both in the 'training centre' and the partner schools

Towards the end of the course, a sample of trainees is observed in order to judge the Standards they have achieved. The university will be expected to grade the sample (1-4) before the individual trainees are observed by the inspector who will then make judgements about the validity, evidence base, quality of the trainees and accuracy of the grading.

On all inspections the management and quality assurance is inspected. The inspector examines the provider’s self-evaluation and improvement plans (see above), their selection procedures, the management of the training programme and the procedures for quality assurance.

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During a full inspection, the inspectors provide verbal feedback at various stages. Verbal interim findings are reported and individual feedback is often indicated after, for example, a training/ teaching session. Examples are available via Ofsted.

The main report is received during the late summer of the inspection year

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Ofsted reports contain findings and grades for quality of training and the standards achieved by trainees. Reports are available via Ofsted.

The report identifies points for action and consideration by the provider. Thus in the feedback one institution was asked to consider and act upon how to ‘improve the quality of lesson evaluations to include consideration of pupils’ learning’.

These points and others are then followed-up during subsequent inspections.

The inspectors also raise more general issues in their annual address to the GTE Conference. At the Manchester Conference in 2004, for instance, HMI focused on identifying ‘good practice in meeting individual needs – findings from inspections in 2003-04’ - and Paul Dowgill had this to say:

‘It is imperative trainees are given the support they need to succeed. We need to focus on the appropriateness of the selection procedures and the procedures for formulating training plans to meet individual needs. More especially, how the training meets the needs of individual trainees’ (Downgill, 2004).

Clearly, this advice was to avoid ‘deficit models’ and to develop ‘individualised school based training programmes developing trainees’ strengths so they become experts’.

Finally, the Ofsted Handbook provides useful commentaries on each of the inspection cells in relation to the grades. Through the analysis and use of these commentaries one can glean the type of ‘outcome criteria’ that inspectors are seeking.

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The outcomes from inspection are used by the TDA as the basis of decisions about the continued accreditation of providers and the allocation of trainee numbers to particular courses. Where any aspect of a course is found to be ‘non-compliant’ (grade 4) or the courses judged to be at grade 3 in two or more cells (see above), then these providers are subject to a further inspection the following year.

In order to avoid such a situation and ensure a good quality outcome for your institution, good teamwork and collegiality is required between all partners both in schools and at the university. The inspection must be well managed by the ITT provider so that ‘stress levels’ are kept to a minimum. The inspectors will ‘act in the best interests and well being of pupils, trainers and trainee teachers’, while maintaining purposeful dialogue with the trainers.

Inspection should be viewed as an opportunity to display the excellent quality of geography trainee teachers which most providers produce. As reported in a recent issue of GA News, the standard of geography ITE is very high in the eyes of its participants. Inspection outcomes and feedback can help to improve this quality year-on-year, enabling us to reflect on our own job progress, expertise and professional development.

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Brighouse, T. (1995) ‘The history of inspection’ in Brighouse, T. and Moon, B. (eds) School Inspection. London: Pittman.
Burton, N. (2000) ‘The Northamptonshire School Improvement Survey: a model for self-evaluation’, Management in Education, 14, pp. 9-11.
Davidson, G. (1996) ‘Using Ofsted criteria to develop classroom practice’, Teaching Geography, 22, 3, pp. 112-14.
Dowgill, P. (2004) ‘Good Practice in Meeting Individual Needs – findings from inspections.’ Presentation at the GTE Conference, January, Institute of Education, MMU, Manchester.
HEFCE (2001) Quality Assurance in Higher Education (HEFCE 01/45). July Consultation.
MacBeath, J. (1999) Schools Must Speak for Themselves. London: Routledge.
MacBeath, J. (2004) ‘Inside job’, Education Guardian, 20 April, pp. 8-9.
Maclure, S. (2000) The Inspector Calls. London: Hodder and Stoughton.
Ofsted (1999a) Secondary Initial Teacher Training: Secondary subject inspections 1996-98 - Overview Report. London: HMSO.
Ofsted (1999b) Standards in the Secondary Curriculum 1997-98. London: HMSO.
Ofsted (2002) Handbook for the Inspection of Initial Teacher Training (2002-2008) (HMI 695). London: Ofsted.
Ofsted (2004a) How We Inspect Initial Teacher Training.
Ofsted (2004b) Chief Inspector Celebrates 60th Anniversary of Butler Act.
Shaw, L., Newton, D.P., Aitkin, M. and Darnell, ? (2003) ‘Do Ofsted inspections of secondary schools make a difference to GCSE results?’, British Educational Research Journal, 29, 1, pp. 63-73.
TTA (2002) Standards for the Award of Qualified Teacher Status (TTA. 02/02). London: TTA.
TTA (2003) Initial Teacher Training. Place Allocation for 2004/5. London: TTA.

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Ofsted
Use Your Head: Teach
HEFCE
Training and Development Agency for Schools

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