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Evaluation article: Know your strengths Evaluation article: Developing an ethos of high expectation Achieving an ‘Outstanding’ Grade: Focused on Excellence Evaluation article: HR and the successful school: A case study Evaluation article: Leading the way to outstanding learner progress Evaluation article: Attainment and progress: The Rochford Review Evaluation article: How to create a leadership team that drives school improvement Evaluation article: Prioritising the budget for school improvement Evaluation article: Transforming a failing school Evaluation article: Evaluating alternative and specially resourced provision Evaluation article: Taking a school-wide approach to mental health and wellbeing Evaluation article: The latest developments in education - January 2016 Evaluation article: Managing uncertainty Evaluation article: Pupil voice as an evaluation technique Evaluation article: The latest developments in education - September 2016 Evaluation article: Deconstructing Ofsted: Reflection after inspection Evaluation article: MAT expansion: Don’t let school improvement become a casualty Evaluation article: Ten rules for outstanding leaders Evaluation article: The governing body as a critical friend Evaluation article: Developing an ethos of high expectations Evaluation article: The exam post-mortem Evaluation article: Safeguarding: Everyone’s responsibility Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model Evaluation article: Effective leadership builds effective teams Evaluation article: Baseline assessment and SEND Evaluation article: Making performance management count in school improvement Evaluation article: Joining or setting up a multi-academy trust Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance Evaluation article: Using pupil voice to support school evaluation Evaluation article: What are the signs of a good school improvement service adviser? Evaluation article: Headteachers’ appraisal Evaluation article: Making CPD work harder Evaluation article: Using the Framework for governance Evaluation article: Interpreting the inspection dashboard Evaluation article: The government's Prevent guidance Evaluation article: Improving provision for the most able Evaluation article: Personal development, behaviour and welfare Evaluation article: Is there a mental health crisis in our schools? Evaluation article: Evaluating the effectiveness of assessment Evaluation article: Raising boys’ achievement Evaluation article: National standards of excellence for headteachers Evaluation article: Governors and the inspection interview Evaluation article: Monitoring and coaching through lesson observation Evaluation article: CPD: Less measurement and more development Evaluation article: Challenging 
the most able Evaluation article: Using the teachers’ standards as a framework for CPD and accountability Evaluation article: Managing behaviour outside the classroom Evaluation article: Managing pupils’ behaviour in lessons Evaluation article: Keeping Children Safe Statutory Guidance Evaluation article: Four steps to school improvement Evaluation article: Finding a way through the jungle: The essence of leadership Evaluation article: How to audit your whole-school literacy provision Evaluation article: Professional development: the growing case for evidence Evaluation article: Getting personal  with CPD Evaluation article: Making performance appraisal an objective and helpful process Evaluation article: Parent View — an update Evaluation article: Raising pupil achievement through parental engagement: a practical approach Evaluation article: Effective parental engagement

Evaluation article: Know your strengths

Can you make inspection an enriching learning process that is actually good for your school? Heather Clements of Best Practice Network offers some advice. 

Evaluation article: Developing an ethos of high expectation

In this article, Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectation in their schools. 

Achieving an ‘Outstanding’ Grade: Focused on Excellence

Tony Powell outlines a step-by-step approach to support schools in achieving the accolade of ‘outstanding’ as defined by Ofsted.

Evaluation article: HR and the successful school: A case study

Adrian Kneeshaw, Headteacher of Carlton Bolling College, gives a personal viewpoint of the benefits of bringing in the experts.

Evaluation article: Leading the way to outstanding learner progress

Steve Burnage discusses engaging with good practice in the leadership of teaching and learning.

Evaluation article: Attainment and progress: The Rochford Review

Tony Powell reports on the findings of the final Rochford Review.

Evaluation article: How to create a leadership team that drives school improvement

A high-performing leadership team is at the centre of any school improvement mission. But how do you go about creating an excellent SLT? Colin McLean of Best Practice Network asks…

Evaluation article: Prioritising the budget for school improvement

Adrian Kneeshaw of Carlton Bolling school gives advice on how to focus school spending on improvement planning.

Evaluation article: Transforming a failing school

Matt Bromley offers some advice on turning around an underperforming school in a short space of time while laying down the foundations for sustainable improvement.

Evaluation article: Evaluating alternative and specially resourced provision

Tony Powell explains how inspectors gather evidence and make judgements on the quality of alternative and specially resourced provision.

Evaluation article: Taking a school-wide approach to mental health and wellbeing

With concerns about mental health rising, what can schools do to help their pupils? Suzanne O’Connell outlines the advice available from the National Children’s Bureau and how it might be…

Evaluation article: The latest developments in education - January 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Managing uncertainty

If you are struggling with a sense of uncertainty, be reassured: you are not alone. 2016 has been a year of upheaval, with the promise of big changes on the…

Evaluation article: Pupil voice as an evaluation technique

Tony Powell provides guidance on how to use discussion with pupils as a tool for self-evaluation.

Evaluation article: The latest developments in education - September 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Deconstructing Ofsted: Reflection after inspection

Tony Powell looks at how to use the feedback from your inspection in school improvement planning.

Evaluation article: MAT expansion: Don’t let school improvement become a casualty

How can an expanding multi-academy trust ensure that school improvement doesn’t become a casualty of change? Colin McLean of Best Practice Network looks at the issue and offers some guidance.

Evaluation article: Ten rules for outstanding leaders

Adrian Kneeshaw looks at how leadership is important to the success of the school, and how to lead effectively.

Evaluation article: The governing body as a critical friend

In his second article on the headteacher and governor relationship, Tony Powell defines what is meant by a ‘critical friend’.

Evaluation article: Developing an ethos of high expectations

Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectations in their schools.

Evaluation article: The exam post-mortem

Matt Bromley considers how schools can learn from exam performance data and build this into school improvement.

Evaluation article: Safeguarding: Everyone’s responsibility

With new safeguarding guidance released, it’s time to check your arrangements and update your staff.

Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model

This article outlines the Ofsted methodology for determining whether a school is ‘outstanding’, ‘good’, ‘requires improvement’ or ‘inadequate’.

Evaluation article: Effective leadership builds effective teams

Steve Burnage offers advice on motivating staff, getting the best from them and building effective teams.

Evaluation article: Baseline assessment and SEND

Suzanne O’Connell looks at a report on baseline assessment in primary schools and it’s affect on identifying children with SEND.

Evaluation article: Making performance management count in school improvement

What do you need to do to make performance management a watertight process that makes a real contribution to school improvement? Keith Wright has some suggestions.

Evaluation article: Joining or setting up a multi-academy trust

Tony Stephens, of the Co-operative Academies Trust, looks at what is the best type of multi-academy trust for a school to join or establish.

Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance

Adrian Kneeshaw, Headteacher of Carlton Bolling, gives a personal take on renewing a failing governing body having designed and built one from scratch.

Evaluation article: Using pupil voice to support school evaluation

David Birch explains how capturing the views of students can sharpen school self-evaluation and have a positive impact on your school improvement strategies.

Evaluation article: What are the signs of a good school improvement service adviser?

Frank Norris offers advice on how to choose the most appropriate school improvement partner to work with your school.

Evaluation article: Headteachers’ appraisal

David Birch outlines best practice in the management of the headteacher appraisal process and offers advice for headteachers on how to make the most of appraisal in their own professional development.

Evaluation article: Making CPD work harder

Professional development is a crucial factor in school improvement and improving pupil outcomes, but it could work harder, says Keith Wright.

Evaluation article: Using the Framework for governance

Tony Powell looks at how the Framework for governance can be used to clarify the strategic direction of your school.

Evaluation article: Interpreting the inspection dashboard

There is a new inspection dashboard to go with Ofsted's new Common inspection framework. Tony Powell explains how it can be used.

Evaluation article: The government's Prevent guidance

Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.

Evaluation article: Improving provision for the most able

Ofsted reports are making it clear. The DfE wants to see secondary schools challenging their most able students. In this article, Suzanne O’Connell summarises the criticisms and recommendations from ‘The…

Evaluation article: Personal development, behaviour and welfare

Tony Powell looks at the new key area ‘personal development, behaviour and welfare’ under the new Ofsted inspection framework.

Evaluation article: Is there a mental health crisis in our schools?

The mental health of children and young people is at the top of the agenda at the moment. Increased anxiety, self-harm and eating disorders are bringing some schools to crisis…

Evaluation article: Evaluating the effectiveness of assessment

Tony Powell interprets government guidance on assessment to help schools support self-evaluation.

Evaluation article: Raising boys’ achievement

John Viner looks at research into boys’ underachievement and reviews some successful strategies.

Evaluation article: National standards of excellence for headteachers

Tony Powell looks at the revised national standards for headteachers and how they should be used by schools.

Evaluation article: Governors and the inspection interview

Tony Powell discusses how to prepare governors in advance for an inspection interview.

Evaluation article: Monitoring and coaching through lesson observation

John Viner explores ways to develop a culture of continual improvement in teaching through lesson observation.

Evaluation article: CPD: Less measurement and more development

How can schools translate CPD into genuine improvement for staff? Keith Wright asked leaders to share their views, and discovered an emerging consensus about which approaches work best.

Evaluation article: Challenging 
the most able

Tony Powell looks at how to identify the most able pupils, and the key factors that enable the brightest pupils to achieve.

Evaluation article: Using the teachers’ standards as a framework for CPD and accountability

Tony Powell looks at how the teachers’ standards can be used to evaluate performance and support improvement.

Evaluation article: Managing behaviour outside the classroom

Since January 2014 there has been increased emphasis on the behaviour of pupils. In this article, Jim Donnelly offers advice on managing behaviour around the school.

Evaluation article: Managing pupils’ behaviour in lessons

David Birch offers advice on effective classroom management and argues that effective practice relies on a combination of the consistent application of agreed policy and the development of awareness and…

Evaluation article: Keeping Children Safe Statutory Guidance

This is statutory guidance, which means that schools and colleges (including academies and free schools) must have regard to it. It contains what schools should do and what they must…

Evaluation article: Four steps to school improvement

School improvement is a complex recipe that takes time to perfect. Keith Wright looks at some of the key barriers to school improvement and suggests strategies and systems to overcome…

Evaluation article: Finding a way through the jungle: The essence of leadership

Louise Wingrove gives practical advice on how to become a leader your team will want to follow.

Evaluation article: How to audit your whole-school literacy provision

Given that whole-school literacy is central to raising standards of achievement in schools and that it is a key focus for Ofsted, David Birch outlines some of the actions schools…

Evaluation article: Professional development: the growing case for evidence

Teachers are good at gathering evidence of pupil progress, but many find it difficult to do the same with regard to their own professional development.  Keith Wright looks at the…

Evaluation article: Getting personal with CPD

Less than a fifth of teachers in England’s schools think their continuing profession development (CPD) is any good, according to a recent survey. One of the keys to unlocking the…

Evaluation article: Making performance appraisal an objective and helpful process

Performance appraisal is crucial to school improvement, but many schools are still without a rigorous and transparent way of carrying it out, says Keith Wright. Here, he analyses the challenges…

Evaluation article: Parent View — an update

Jenny Townsend looks at the importance of Parent View in achieving an outstanding rating in inspection, and how comments from parents are used by Ofsted.

Evaluation article: Raising pupil achievement through parental engagement: a practical approach

Jenny Townsend explores how parental engagement can contribute to school improvement and in particular the role this can play in raising pupil achievement levels.

Evaluation article: Effective parental engagement

Ofsted’s Parent View means that parents have a direct influence on the decision to inspect. Jenny Townsend examines why this matters to schools.

Evaluation article: Parent View — an update

Published: Friday, 06 December 2013

Jenny Townsend looks at the importance of Parent View in achieving an outstanding rating in inspection, and how comments from parents are used by Ofsted.

Summary

  • The government is placing greater importance on the need for schools to take account of the views of their key stakeholder groups, especially parents.
  • Ofsted sees Parent View as being a more robust form of self-evaluation as schools become more involved in the canvassing of parents’ views.
  • The electronic Parent View is part of Ofsted’s move to no-notice inspections as the paper-based system did not provide them with sufficient data about parents' views.
  • Parental feedback should be an ongoing process throughout the year, rather than just before an Ofsted inspection.
  • Schools will be able to view comparisons of results from Parent View year by year.
  • Outstanding schools are expected to have developed highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult.
  • In order for a school to achieve an outstanding judgment for behaviour and safety, parents, staff and pupils must be unreservedly positive about both behaviour and safety.

2011/12 was the pilot year for Parent View, the online system introduced by Ofsted for collecting the views of parents about their children’s schools. During this first year more than 24,000 parents took part in this survey and no doubt Ofsted will be hoping for a much greater response in the years to come. The introduction of this initiative by the Coalition Government highlights the importance it places on the need for schools to take greater account of the views of their key stakeholder groups, especially parents. Ofsted sees Parent View as being a more robust form of self-evaluation as schools become more involved in the canvassing of parents’ views.

Previously, Ofsted relied on the now obsolete paper-based questionnaires when seeking the views of parents. Although these provided some useful feedback they were quite often only completed by a small percentage of parents immediately prior to inspection and so were not necessarily representative of all groups of parents. Ofsted is keen to move towards no-notice inspections in the future (rather than the current two days’ notice system), for which the paper-based system would not provide sufficient and adequate data about parents’ views.

What does Ofsted want schools to do?

Ofsted wants schools to encourage as many of their parents and carers as possible to take part in the Parent View survey. It wants to ensure that this is an on-going process that takes place at any time during a given academic year, rather than just at the point of inspection. (If parents wish to update their views during the year, each time they complete the survey their previous responses are automatically deleted.)

Parent View has been designed for use by the parents who have children attending maintained schools and academies and some non-maintained special schools. In addition, since September 2012, parents who have children in independent schools (those that are not members of associations and are therefore inspected by Ofsted) have also been encouraged to become involved. As well as the twelve standard questions that all parents are asked in Parent View, those parents of children at independent schools are asked to respond to five additional questions where boarding or residential provision is available.

Ofsted likes schools to promote the importance of parents completing the Parent View survey. Schools have been encouraged to download logos and links from the Ofsted website to use on their school websites, newsletters and blogs and many now actively promote Parent View in this way. During 2012, some headteachers asked Ofsted to set up a number of guest accounts for use during parents’ evenings and open days. Such initiatives certainly help to encourage those parents who may not have access to the internet at home or are very time-challenged.

Viewing the results

For the year 2011/2012 it was possible to view a school’s results when more than three parents had responded to Parent View. From February 2013 this has been updated to ten responses. At the end of each academic year, the results for that year are ‘frozen’ by Ofsted and a new set of results begins. The purpose of this is to enable comparisons to be made for an individual school between one year and the next. Ofsted has announced that it is planning to publish a summary of results for all schools by the end of each academic year in future.

Guide to inspection for parents and carers

In December 2012 the previous easy-to-read version for parents was withdrawn. The replacement document unsurprisingly places great importance on Parent View. In this document Ofsted has described Parent View as being, ‘the main source of gathering parents’ views about a school’, although it is not the only source. This guide goes on to explain that, ‘If you are a registered parent of a child at the school, the school will send you a letter notifying you of the dates of the inspection. Inspectors will use the views expressed on Parent View when inspecting your child’s school’. This guide does, however, emphasise that Parent View is not a vehicle for reporting complaints concerning individual pupils or settling disputes between parents and the school.

Parents’ views and schools

Schools are required to monitor and evaluate the satisfaction of pupils and their parents. Outstanding schools are expected to have developed ‘highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult’.

In order for a school to achieve an outstanding judgment for behaviour and safety, parents, staff and pupils must be unreservedly positive about both behaviour and safety.

Recent inspection reports and Parent View

Recent Ofsted inspection reports published in 2013 have begun to include specific statements about Parent View. For example, where a school was judged to be good overall, Ofsted stated that, ‘The good behaviour of pupils was backed up by what parents had indicated on Parent View’ and ‘the headteacher and other leaders in the school have worked hard to create positive relationships with parents, carers, local schools/colleges and external agencies. This is reflected in the very positive staff questionnaires and responses on Parent View.’

What are the likely long-term impacts for schools?

As Parent View becomes more established, schools will need to consider how they analyse and act upon the findings. Ideally, where parents have identified areas of weakness (e.g. poor discipline, bullying, or unhappiness of their children), the actions taken by the school will be able to feed into the its subsequent improvement plans.

As it becomes possible, in the future, to compare the views of parents from one year to the next, schools will be able to establish whether parents perceive any improvements over a period of time.

Conclusion

Initially, some school leaders were apprehensive when Parent View was introduced, fearing that a small number of negative responses might impact negatively on the school. However, it is important to recognise that inspectors do not make judgements based solely on these surveys, but weigh up the views of the parents alongside the first-hand evidence they have gathered during an inspection visit. So, a small number of negative responses does not necessarily result in a school being adversely affected in the grading system. What seems to be of greater concern to inspectors is when only a very small number of parents have bothered to input their responses online or where the majority of parents have only participated in Parent View immediately prior to the date of inspection.

Toolkit

Use the following item in the Toolkit to help you to put the ideas in this article into practice:

About the author

Jenny Townsend is a freelance education adviser to schools across the UK, supporting various aspects of school improvement. She has experience of supporting schools in the areas of continuing professional development, community engagement, inclusion, adult and family learning and parental engagement.

This article was first published in the May 2013 issue of School Inspection + Improvement Magazine.

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