Schools struggled to move away from the language of levels ..but we did it ..Ofsted cannot let go of this leveling language... obsessed..nothing will change until they do.
Reminds me of those report writing programmes around the turn of the millennium where a subtle use of ‘consistently’ or ‘usually’ and other such phrases was highly significant. Teachers knew the code, parents didn’t have a clue- why would they.
In all seriousness, school leaders end up spending too much time learning to listen for language such as 'securely' or 'astutely' so they can ensure they understand the code and can speak it if necessary. What a waste of their time.
What gets me is that surely most of the people writing this lived through earlier frameworks, and lived through APP & NC levels and the like?!? Or, is the problem that they didn't, and that they're all so fresh faced these issues of adjective word salad are new to them? If so, that's terrifying.
I'm looking forward to the feedback reports, too...
Sorry, you're only secure because teachers only "check pupils’ understanding systematically, identifying and remedying any gaps or misconceptions"
To be strong, they need to be "expert at checking pupils’
understanding and adapting their teaching"
Yes, I see that your staff "quickly and accurately identify pupils who face barriers to their learning or well-being". However to be STRONG, they need to be "highly vigilant in identifying
pupils who may face barriers" which is, you know, clearly very different.
Your "graduated approach meets pupils’ SEND effectively". But to be STRONG it needs to "meet the needs of pupils with SEND extremely well"
Your need-meeting skills are just not extreme enough, I'm afraid.
Finding it so depressing that another opportunity for real reform has been missed/ignored alongside relief that now I am retired I don’t have to play this game any more.
All statements will be so open to interpretation of each inspector. Consistency of judgements amongst them is near impossible so LIs will simply turn to available metrics (published achievement /attendance) to arrive at sub-judgements to be safe.We end up simply being subject to the whim of that LI.
Comments
Erm.
Better at what, exactly?
"leaders make sure that pupils are making secure progress across the curriculum"
So that clears that up
"Teachers have the expertise and knowledge to make well-judged adaptations to overcome barriers to learning"
OR
"Appropriate and well-judged adaptations help pupils to overcome the most significant barriers to learning"
And if it's the wrong one, what are you going to do about it to change the adjective?
Sorry, you're only secure because teachers only "check pupils’ understanding systematically, identifying and remedying any gaps or misconceptions"
To be strong, they need to be "expert at checking pupils’
understanding and adapting their teaching"
pupils who may face barriers" which is, you know, clearly very different.
Your need-meeting skills are just not extreme enough, I'm afraid.