computing in the curriculum : what ofsted wants

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Page 1: Computing in the curriculum : What Ofsted wants
Page 2: Computing in the curriculum : What Ofsted wants
Page 3: Computing in the curriculum : What Ofsted wants

Inspecting computing

David Brown HMI

National Lead for Computing

@DavidBrownHMI

Page 4: Computing in the curriculum : What Ofsted wants

The final programmes of study for computing for Key Stages 1-4 were published in September 2013. Maintained schools in England are legally required to follow this statutory national curriculum from September 2014.

The national curriculum sets out in programmes of study, on the basis of key stages, subject content for those subjects that should be taught to all pupils.

Every state-funded school must offer a curriculum which is balanced and broadly based and which promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.

Computing

Page 5: Computing in the curriculum : What Ofsted wants

The school curriculum comprises all learning and other

experiences that each school plans for its pupils. The national curriculum forms one part of the school curriculum. Inspectors see a range of curricula across maintained schools, academies and free schools. Schools develop their own curriculum to respond to the particular needs of their pupils and ensure they receive a broad and balanced education. However, a school’s curriculum must comply with the legislation to give pupils the opportunity to study a wide range of subjects.

Academies are also required to offer a broad and balanced curriculum in accordance with Section 1 of the 2010 Academies Act.

All schools must publish their school curriculum by subject and academic year online; there is a legal requirement to make curriculum information available on a school’s website.

Computing

Page 6: Computing in the curriculum : What Ofsted wants

The computing curriculum can be considered as built from three strands:

Computer science: the scientific and practical study of computation; what can be computed, how to compute it, and how computation may be applied to the solution of problems.

Information technology: concerned with how computers and telecommunications equipment work, and how they may be applied to the storage, retrieval, transmission and manipulation of data.

Digital l i teracy: the ability to effectively, responsibly, safely and critically navigate, evaluate and create digital artefacts using a range of digital technologies.

Computing

Page 7: Computing in the curriculum : What Ofsted wants

School inspection

Page 8: Computing in the curriculum : What Ofsted wants

The School inspection handbook explains how inspections are conducted and the judgements that are made by inspectors. It contains the grade descriptors used by inspectors when making their judgements.

The Framework for school inspection sets out the statutory basis for section 5 inspections.

A regularly updated Subsidiary guidance document is provided to support inspection.

School inspection

Page 9: Computing in the curriculum : What Ofsted wants

The School inspection handbook (paragraph 140) states that inspectors should consider how well leaders and managers ensure that the curriculum:

is broad and balanced (in the context of the school) and meets the needs, aptitudes and interest of pupils including, if applicable, pupils in the sixth form

promotes high levels of achievement and good behaviour

is effectively planned and taught

does not compromise pupils’ achievement, success or progression by inappropriately early entry to public examinations

is based at Key Stage 4 on an appropriate balance between academic and vocational courses.

Evaluating the curriculum (extract)

Page 10: Computing in the curriculum : What Ofsted wants

Subsidiary guidance (paragraph 120) states that:

When considering whether the curriculum has sufficient breadth and balance and the extent to which it meets the needs, aptitudes and interests of pupils, inspectors should note the following:

A curriculum with breadth and balance in maintained schools is likely to consist of the national curriculum subjects, religious education (RE) and a variety of other courses and programmes, including extra-curricular and enhancement activities offered by the school and its partners. Where a school does not provide the national curriculum and RE, inspectors will need to fully explore the school’s reasons. For academies, inspectors should check the curriculum requirements set out in the academy’s funding agreement.

Evaluating the curriculum (extract)

Page 11: Computing in the curriculum : What Ofsted wants

Achievement is outstanding when

pupils make rapid and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well.

the achievement of pupils for whom the pupil premium provides support at least matches that of other pupils in the school or has risen rapidly, including in English and mathematics

pupils develop and apply a wide range of skills to great effect in reading, writing, communication and mathematics; they are exceptionally well prepared for the next stage in their education, training or employment

pupils, including those in the sixth form and those in the Early Years Foundation Stage, acquire knowledge quickly and develop their understanding rapidly in a wide range of different subjects across the curriculum

Evaluating achievement (extract)

Page 12: Computing in the curriculum : What Ofsted wants

Achievement is outstanding when

the learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support, and the most able is consistently good or better

the standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators.

Evaluating achievement (extract)

Page 13: Computing in the curriculum : What Ofsted wants

As now, inspectors will use a range of evidence to make judgements, including by looking at test results, pupils’ work and pupils’ own perceptions of their learning. Inspectors will not expect to see a particular assessment system in place and will recognise that schools are still working towards full implementation of their preferred approach. However, inspectors will:

spend more time looking at the range of pupils’ work to consider what progress they are making in different areas of the curriculum

talk to leaders about schools’ use of formative and summative assessment and how this improves teaching and raises achievement

evaluate how well pupils are doing against relevant age-related expectations as set out by the school and the national curriculum

Use of assessment information

Page 14: Computing in the curriculum : What Ofsted wants

consider how schools use assessment information to identify pupils who are falling behind in their learning or who need additional support to reach their full potential, including the most able

evaluate the way schools report to parents and carers on pupils’ progress and attainment and assess whether reports help parents to understand how their children are doing in relation to the standards expected.

Use of assessment information

Page 15: Computing in the curriculum : What Ofsted wants

Inspection of computing

Page 16: Computing in the curriculum : What Ofsted wants

Achievement in computing is good or better when

pupils demonstrate excellent understanding of important concepts in all three strands of the computing curriculum and are able to make connections within the subject because they have highly developed transferable knowledge, skills and understanding

pupils consistently use their subject knowledge and understanding very effectively in written and verbal explanations and can solve challenging problems

pupils make highly effective use of a wide range of hardware and software appropriate to their age and ability

Achievement in computing

Page 17: Computing in the curriculum : What Ofsted wants

Achievement in computing is good or better when

pupils show independence in their use of computing across all three strands of the curriculum and exhibit positive attitudes towards the subject and working constructively with others

pupils show high levels of originality, imagination, creativity and innovation in their understanding and application of skills in computing

all secondary pupils have the opportunity to study aspects of information technology and computer science at sufficient depth to allow them to progress to higher levels of study or to a professional career.

Achievement in computing

Page 18: Computing in the curriculum : What Ofsted wants

Achievement in computing is likely to be inadequate when

pupils’ lack of understanding of one or more strands of the computing curriculum impedes their progress

pupils rarely demonstrate creativity or originality in their use of computing but seem confined to following instructions

pupils lack interest and enthusiasm for the subject and cannot describe the relevance of computing in a technological age

in secondary schools significant proportions of pupils in Key Stage 4 neither study information technology or computer science nor develop their skills systematically through other subjects.

Achievement in computing

Page 19: Computing in the curriculum : What Ofsted wants

Teaching in computing is good or better when

it is informed by excellent subject knowledge and understanding of continuing developments in teaching and learning in computing

teachers have a high level of competence and expertise, both in terms of their specialist knowledge and technical skills and in their understanding of active learning in computing, which they use effectively to secure achievement which is at least good

it is rooted in the development of pupils’ understanding of important concepts and progression within the lesson and over time; it enables pupils to make connections between individual topics and to see the ‘big picture’

Teaching in computing

Page 20: Computing in the curriculum : What Ofsted wants

Teaching in computing is good or better when

lessons address pupils’ misconceptions very effectively; teachers’ responses to pupils’ questions are accurate and highly effective in stimulating further thought

teachers communicate high expectations, enthusiasm and passion about computing to pupils; they challenge and inspire pupils to produce the best work they can

teachers use a very wide range of innovative and imaginative resources and teaching strategies to stimulate pupils’ active participation in their learning and secure good or better progress across all aspects of the subject.

Teaching in computing

Page 21: Computing in the curriculum : What Ofsted wants

Teaching in computing is likely to be inadequate when

teaching fails to engage pupils in computing; lessons are not sufficiently related to pupils’ lives and experiences with the result that pupils do not value the subject

weaknesses and gaps in the teacher’s knowledge of computing or how pupils learn the subject hamper lesson planning, the choice of resources, or the quality of teachers’ explanations, with the result that pupils make too little progress

assessment information does not inform lesson planning and schemes of work are not differentiated to meet the needs of different groups of pupils

teachers’ low expectations contribute to the pupils’ poor progress in computing

Teaching in computing

Page 22: Computing in the curriculum : What Ofsted wants

Teaching in computing is likely to be inadequate when

teaching strategies result in pupils being too passive, with little opportunity for pupils to contribute their own understanding and ideas in lessons

the quality of feedback is poor and teachers do not correct common errors or misconceptions

teachers’ subject expertise is limited and does not cover the required breadth of the three strands of the computing curriculum.

Teaching in computing

Page 23: Computing in the curriculum : What Ofsted wants

The computing curriculum is good or better when

an imaginative and stimulating curriculum is skilfully designed to match to the full range of pupils’ needs to ensure highly effective continuity and progression in their learning

the curriculum is broad and balanced with all three computing strands covered well for all pupils, in computing lessons and/or across the school curriculum

the contexts in which computing is taught are relevant to pupils’ lives and reflect the increasing use of computing in the world of industry; excellent links are forged with other agencies and the wider community to provide a wide range of enrichment activities to promote pupils’ learning and engagement with the subject

links with other subjects in the school are productive in strengthening pupils’ learning in computing

The computing curriculum

Page 24: Computing in the curriculum : What Ofsted wants

The computing curriculum is good or better when

pupils are expected to use their computing knowledge, skills and understanding in realistic and challenging situations

KS4 and KS5 pupils have access to a range of appropriate qualifications in information technology and computer science, including academic and vocational options

pupils’ have comprehensive knowledge and understanding of how to stay safe when using new technologies

rigorous curriculum planning ensures the subject makes an outstanding contribution to pupils’ spiritual, moral, social and cultural development.

Inspectors will be aware that, for example, a Year 7 teacher cannot currently assume that pupils have covered the full KS1 and KS2 computing programmes of study.

The computing curriculum

Page 25: Computing in the curriculum : What Ofsted wants

The computing curriculum is likely to be inadequate when

the curriculum does not meet the needs of significant numbers of pupils in the school and, as a result, too many make poor progress

the curriculum is not broad and balanced, covering all three strands of the computing curriculum

significant proportions of pupils do not receive any computing provision, either discretely or through appropriate cross-curricular provision

there is little enrichment activity in the subject

connections between the computing experiences planned and the lives of pupils are weak and result in low levels of engagement and enjoyment

The computing curriculum

Page 26: Computing in the curriculum : What Ofsted wants

The computing curriculum is likely to be inadequate when

there are few links between computing and other subjects

there are no suitable progression routes into information technology and computer science for pupils at Key Stages 4 and 5

pupils have poor knowledge and understanding of how to stay safe when using new technologies

opportunities to promote pupils’ spiritual, moral, social and cultural development are missed.

The computing curriculum

Page 27: Computing in the curriculum : What Ofsted wants

Leadership of computing is good or better when

leadership is informed by a high level of subject expertise and vision which has a clear impact on the performance and practice of members of the department and on outcomes for pupils

there is a strong track record of innovation in computing; subject reviews, self-evaluation and improvement planning are well-informed by current best practice in computing education

subject leadership inspires confidence and whole-hearted commitment from pupils and colleagues; there are effective strategies to delegate subject responsibilities where appropriate and to share good practice and secure high quality professional development in the subject

Leadership in computing

Page 28: Computing in the curriculum : What Ofsted wants

Leadership of computing is good or better when

continuing professional development is well-targeted and thoroughly evaluated for its impact; it includes up-to-date training for teaching assistants and technical support staff

computing has a very high profile in the life of the school and is at the cutting edge of initiatives to raise pupil progress

access to computing equipment is outstanding, and the school is likely to have promoted the use of mobile technologies; the computing infrastructure enables pupils and staff to have very good access to their work and to the school’s learning resources at all times, and contributes to pupils’ achievement

Leadership in computing

Page 29: Computing in the curriculum : What Ofsted wants

Leadership is good or better when

there is an age-appropriate e-safety curriculum that is flexible, relevant and engages pupils’ interest; that is used to promote e-safety through teaching pupils how to stay safe, how to protect themselves from harm and how to take responsibility for their own and others’ safety

e-safety is a priority across all areas of the school, with all teaching and non-teaching staff receiving regular and up-to-date training in e-safety

rigorous e-safety policies and procedures are in place, written in plain English, contributed to by the whole school, updated regularly and ratified by governors.

Leadership

Page 30: Computing in the curriculum : What Ofsted wants

Leadership of computing is likely to be inadequate when

leadership is not well-informed about current initiatives in the subject

there is little evidence of a broader vision of computing education that draws on the work of other professionals beyond the school

key statutory requirements for computing are not met

self-evaluation is weak and not informed by good practice in the subject, or by outcomes for pupils

insufficient effort is made to coordinate the work of computing staff and to improve the quality of the weakest teachers

Leadership in computing

Page 31: Computing in the curriculum : What Ofsted wants

Leadership of computing is likely to be inadequate when

opportunities for professional development in the subject are limited, and, as a result, some staff lack the confidence and expertise to deliver computing effectively

the subject has a low profile in the life of the school, is poorly resourced and does not contribute significantly to whole-school improvements

pupils and staff have only limited access to computing equipment when they need it.

Leadership in computing

Page 32: Computing in the curriculum : What Ofsted wants

School leadership is likely to be inadequate when

there is no progressive, planned e-safety education across the curriculum

there is little evidence of e-safety training for staff

e-safety policies are generic and not regularly updated.

The leadership and management of the school are likely to be judged to be inadequate if:

the school’s arrangements for safeguarding pupils do not meet statutory requirements and give serious cause for concern.

Leadership

Page 33: Computing in the curriculum : What Ofsted wants

‘The governing body of a maintained school shall make arrangements for ensuring that their functions relating to the conduct of the school are exercised with a view to safeguarding and promoting the welfare of children who are pupils at the school.’

section 175 Education Act 2002

Statutory duty

Page 34: Computing in the curriculum : What Ofsted wants

The inspection of e-safety

Page 35: Computing in the curriculum : What Ofsted wants

The April 2014 School inspection handbook contains the following text:

The behaviour and safety of pupils at the school

Inspectors should consider (paragraph 135):

Types, rates and patterns of bullying and the effectiveness of the school’s actions to prevent and tackle all forms of bullying and harassment. This includes cyber-bullying and prejudice-based bullying related to special educational need, sexual orientation, sex, race, religion and belief, gender reassignment or disability.

The school’s success in keeping pupils safe, whether within school or during external activities through, for instance, effective risk assessments, e-safety arrangements, and action taken following any serious safeguarding incident

Inspection of e-safety

Page 36: Computing in the curriculum : What Ofsted wants

The grade descriptor for outstanding includes:

Pupils are fully aware of different forms of bullying, including cyber-bullying and prejudice-based bullying, and actively try to prevent it from occurring. Bullying and derogatory or aggressive language in all their forms are rare and dealt with highly effectively.

All groups of pupils are safe and feel safe at school and at alternative provision placements at all times. They understand very clearly what constitutes unsafe situations and are highly aware of how to keep themselves and others safe in different situations, including in relation to e-safety.

Inspection of e-safety

Page 37: Computing in the curriculum : What Ofsted wants

The April 2014 School inspection handbook contains the following text:

The quality of leadership in, and management of, the school

Inspectors should consider (paragraph 140):

The effectiveness of safeguarding arrangements to ensure that there is safe recruitment and that all pupils are safe. This includes the promotion of safe practices and a culture of safety, including e-safety.

Inspection of e-safety

Page 38: Computing in the curriculum : What Ofsted wants

The April 2014 Subsidiary Guidance document contains the following text (paragraph 145):

Inspectors should include e-safety in their discussions with pupils, covering topics such as safe use of the internet and social networking sites and cyber-bullying including by text message, and the measures the school takes to promote safe use and combat unsafe use.

Inspection of e-safety

Page 39: Computing in the curriculum : What Ofsted wants

E-safety is now considered in the inspection of all education remits including the early years sector, further education and skills, and initial teacher education.

Social care inspectors also consider e-safety in the inspection of these remits, including in boarding and residential provision in schools and colleges, children’s homes and adoption and fostering services and agencies.

And finally

`

Page 40: Computing in the curriculum : What Ofsted wants

What now?

What does this mean for your school? Are you already meeting Ofsted

requirements?Here are the headlines and a few

questions that you need to ask…

Page 41: Computing in the curriculum : What Ofsted wants

“School curriculum comprises all learning and other experiences that each school plans for its pupils.” 

Do you have extra curricular activit ies running in your school that develop learning opportunities in Computing for your children?

Page 42: Computing in the curriculum : What Ofsted wants

“All schools must publish their school curriculum by subject and academic year online; there is a legal requirement to make curriculum information available on a school's website.”

Do you have a functioning website? Is all the key information on your

website?

Page 43: Computing in the curriculum : What Ofsted wants

“The computing curriculum can be considered as built from three strands: Computer Science, Information Technology and Digital Literacy.”

Is the curriculum that you have in place broad enough and does it cover these three sections effectively?

Page 44: Computing in the curriculum : What Ofsted wants

“Inspectors should consider how well leadership and management ensure the curriculum prepares students for later life.”

Are you giving your students skil ls, which wil l mean they can operate successfully in the 21st century workplace?

Do your students know the career pathways that wil l become open to them if they study Computing?

Page 45: Computing in the curriculum : What Ofsted wants

“Inspectors should consider how well leadership and management ensure that the curriculum promotes high levels of achievement and links to the school's system of assessment.”

Do you assess your students in Computing?

Does it l ink to your wider school assessment?

Do you provide for your high abil i ty students?

Page 46: Computing in the curriculum : What Ofsted wants

“Achievement is good or better when: Pupils demonstrate excellent understanding, they know how to use that understanding to solve problems and they make use of a range of technology and software.”

Does your school have the equipment in place to offer a range of technology?

Do you have an action plan in place for Computing?

Page 47: Computing in the curriculum : What Ofsted wants

“Teaching in computing is good or better when: it is informed by excellent subject knowledge, teachers have a high level of competence and expertise, it is rooted in pupil progression.”

Do you have CPD in place to raise the confidence, subject knowledge and competence within Computing?

Do you, as a school know what progress looks l ike in Computing?

Page 48: Computing in the curriculum : What Ofsted wants

“The computing curriculum is good or better when: an imaginative and stimulating curriculum is skillfully designed to match the full range of pupil's needs and promote progression.”

Do you have a curriculum in place? Is it designed to f it the needs of your

pupils? Does it promote progression?

Page 49: Computing in the curriculum : What Ofsted wants

“Leadership is good or better when: e-safety is a priority across all of the school, with all teaching and non-teaching staff receiving regular and up to date training.”

Is this true of your school? Do all non-teaching staff have training?

Page 50: Computing in the curriculum : What Ofsted wants

“E-safety is now considered in the inspection of all education remits.”

Do you have the correct policies in place?

Do staff know their responsibil i t ies? Do you have systems in place to deal

with e-safety issues?

Page 51: Computing in the curriculum : What Ofsted wants

Lots of questions… but what now?

Hopefully this has prompted you to think of improvements you can make regarding Computing in your school.

Page 52: Computing in the curriculum : What Ofsted wants

A teacher just for Computing???

[email protected]

My role allows me the time to keep up to date with future technologies and techniques to use in the classroom, so feel free to email any queries.

Page 53: Computing in the curriculum : What Ofsted wants

A teacher just for computing???

[email protected]

Be sure to look at how some of our courses could help your school develop.

Page 54: Computing in the curriculum : What Ofsted wants

Break

Page 55: Computing in the curriculum : What Ofsted wants

Different ways to enhance your computing curriculum:

We are going to use LegoWedo and the Scratch programming language to design an algorithm and create a program that uses sound as an input and a motor as an output.

Page 56: Computing in the curriculum : What Ofsted wants

You will need:A laptop with ScratchOne set of LegoWedoA pen and paper

Half of your group needs to begin to create the lego birds. Follow the instructions carefully.With children this would be done in pairs prior to any coding.

Page 57: Computing in the curriculum : What Ofsted wants

You will need:A laptop with ScratchOne set of LegoWedoA pen and paper

The other half need to write an algorithm that wil l use the Scratch programming blocks to control the birds using the microphone as an input. Can you draw what it wil l look l ike, including the input and output devices?

Page 58: Computing in the curriculum : What Ofsted wants

You will need:A laptop with ScratchOne set of LegoWedoA pen and paper

An example of what a child may produce.

Page 59: Computing in the curriculum : What Ofsted wants

You will need:A laptop with ScratchOne set of LegoWedoA pen and paper

Think about the code that the program wil l need to run.What wil l start it?How wil l the noise level control the speed of the birds?

Page 60: Computing in the curriculum : What Ofsted wants

You will need:A laptop with ScratchOne set of LegoWedoA pen and paper

This simple code means the motor power is controlled by the noise.

Page 61: Computing in the curriculum : What Ofsted wants

Extension:

Can you create a threshold so that the motor only starts when the noise level becomes unacceptable?

Page 62: Computing in the curriculum : What Ofsted wants

Extension:

Can you create a threshold so that the motor only starts when the noise level becomes unacceptable? Use if/else command.

Page 63: Computing in the curriculum : What Ofsted wants

Extension:

Can you get Scratch to act as a data logger?You wil l need to create a variable l ist.

Page 64: Computing in the curriculum : What Ofsted wants

Extension:

The data logging is hard extension. Let me show you.

Page 65: Computing in the curriculum : What Ofsted wants

Extension:

Page 66: Computing in the curriculum : What Ofsted wants

Which objectives have we covered in this session:

MathsScienceDesign and TechnologyComputingSpeaking and listeningCollaboration

Page 67: Computing in the curriculum : What Ofsted wants

Which objectives have we covered in this session:

Maths•compare and order numbers from 0 up to 100; use <, > and = signs•interpret and construct simple tablesDesign & Technology• generate, develop, model and communicate their ideas through discussion, annotated sketches, cross-sectional and exploded diagrams, prototypes, pattern pieces and computer-aided design• apply their understanding of computing to program, monitor and control their productsScience• recognise that sounds get fainter as the distance from the sound source increases• making systematic and careful observations and, where appropriate, taking accurate measurements using standard units, using a range of equipment, including thermometers and data loggers

Page 68: Computing in the curriculum : What Ofsted wants

Which objectives have we covered in this session:

Computing•design, write and debug programs that accomplish specific goals, including controlling or simulating physical systems; solve problems by decomposing them into smaller parts•use sequence, selection, and repetition in programs; work with variables and various forms of input and output•use logical reasoning to explain how some simple algorithms work and to detect and correct errors in algorithms and programs•select, use and combine a variety of software on a range of digital devices to design and create a range of programs, systems and content that accomplish given goals, including collecting, analysing, evaluating and presenting data and information

Page 69: Computing in the curriculum : What Ofsted wants

Break out sessions:

Futures: Johnathon Martin/Tech 4 SchoolsVisual Displays: ClevertouchNew Technologies for Education: April Martyn

Page 70: Computing in the curriculum : What Ofsted wants