Reflections on the Ofsted Update – Issue 2

On Tuesday 21st October, we welcomed HMI Christopher Stevens to present an Ofsted update. You can watch the recording here.  

This is the second in a series of three articles summarising the key messages Chris shared and answering your questions relating to music education. This issue revisits the session just a couple of weeks ago; however, as you are now reading this, the spotlight has turned, owing to the publication on Wednesday of the Curriculum & Assessment Review final report (see our response here).  

In the first issue, we looked at the new revised framework and quality marks. In this issue, we will be focusing on assessment, and the final issue will address the inspection process in more detail.

What do you need to know about assessment in relation to the renewed Ofsted framework, as a music educator? 

Chris reminded us that:  

‘Our [Ofsted’s] grading standards are based on what schools are already required to do, based on statutory duties, and statutory and non-statutory guidance’’  

You can find this on page 18 of the toolkit in the curriculum and teaching evaluation section, where it also says inspectors gather evidence relating to factors such as using assessment effectively to inform teaching and learning, and to help pupils embed key concepts, use knowledge fluently and develop their understanding. 

Whilst showing us through the new toolkit, Chris quoted Sir Martin Oliver (Ofsted Chief Inspector) from a speech he gave in April this year, who said, “the toolkit will make it clearer than ever that schools shouldn’t be doing anything just for the days that our inspectors come in”.  

Our takeaway, and encouraging message for you as music educators, is that assessment is for you – it is to inform your teaching and learning. Don’t create a method of assessment for the sake of inspection. Have methods of assessment that help you, as the professional, identify that your pupils are making progress and that the curriculum is effective.

Your questions answered by Music Mark Schools Manager

You asked many questions about assessment during the Q&A that followed Chris’s presentation. Many focused on ‘evidence’, for example: 

• Do we need video evidence?  
• How can we show evidence if Ofsted don’t want photos or notes?  
• How do I evidence progress?

Though the message stated above is that you do not need any specific evidence for Ofsted, such as photos or videos, I observed the anxiety that many teachers had during the session about being caught out, e.g. not having the proof to show an inspector that their children were getting a good quality music education and were making progress.  

Here are my recommendations: 

1. Keep the evidence that you need.
   This will vary for vocal and instrumental learning. These might be audio recordings, videos, where you can listen or watch back. Remember, it is to inform your teaching.
2. Have a school strategy.
   Be clear about what your starting points are for each year group and how you will check progress, considering the transition points between year groups and key stages. 
3. Teach regularly.
   The regular provision of music teaching will help to embed learning and give you confidence that your students are reaching the milestones you have planned for them. 
4. Have evidence for the purpose of celebration.
   Do keep evidence that makes you proud of your teaching and what your students have achieved. Have recorded evidence, not because you have to, but because you want to highlight that music is a strength of your school and be equipped to showcase this. 

Music Mark will be hosting our regular T-Time for teachers on 5th February with a focus on assessment. ABRSM, DRET, OCR, and PEARSON will present their thoughts about assessing music education. Book your place here; spaces are limited.