If any of the concerns listed above are identified for exempt schools, these schools will usually be inspected under the section 8 no formal designation procedures set out in the separate section 8 handbook. Short inspections of good schools The frequency of inspection is proportionate to the performance and circumstances of schools. Schools judged to be good at their previous section 5 inspection will normally receive a one-day short inspection, carried out under section 8, approximately every four years, as long as the quality of education remains good at each short inspection. The separate section 8 handbook explains how these short inspections will be carried out. Some good schools will automatically receive a full section 5 inspection instead of a section 8 short inspection. This will affect approximately a fifth of good schools, and will occur when Ofsted’s risk assessment process indicates that the quality of provision may have deteriorated significantly. As is the case for all schools, a good school may still receive a ‘no formal designation’ inspection carried out under section 8 at any time if: safeguarding, including a decline in the standards of pupils’ behaviour and the ability of staff to maintain discipline and/or welfare concerns, suggests that it should be inspected earlier than its next scheduled inspection a subject or thematic survey inspection raises more general concerns that suggest that it should be inspected earlier than its next scheduled inspection Ofsted has received a qualifying complaint about the school that, taken alongside other available evidence, suggests that it would be appropriate to bring forward the school’s inspection concerns are raised about standards of leadership or governance that suggest that it should be inspected earlier than its next scheduled inspection concerns are identified about the breadth and balance of the curriculum (including where the statutory requirement to publish information to parents is not met) that suggest that it should be inspected earlier it is part of any sample selected to ensure that HMCI’s Annual Report reflects evidence from a of schools of different types, phases and effectiveness HMCI or the Secretary of State has concerns about the school’s performance that suggest that it should be inspected earlier than its next scheduled inspection. Pupil referral units, special schools (including maintained special schools and non-maintained special schools) and maintained nursery schools that were judged good or outstanding at their previous section 5 inspection will normally receive short inspections approximately every four years carried out under section 8, to confirm that the quality of education remains good or outstanding.
and avoid focusing on the performance of small groups where assessment information is less reliable. For current pupils, inspectors will consider the impact of what a school is doing to reduce any differences in progress and attainment between disadvantaged and other pupils with the same starting points. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for disadvantaged pupils, including reviewing pupils’ work, and talking to pupils and teachers. Inspectors should talk to leaders the quality of teaching, behaviour and the design and delivery of the curriculum to examine why there may be underperformance for some pupils. Where there is an identifiable shortfall in progress or attainment of disadvantaged children or in wider evidence, inspectors should consider: the adequacy of the core provision and approaches that have an impact on all children identified of the child, e.g. SEND, and how these are met, and any additional provision that may appropriately be made on the basis of family economic or social disadvantage. The most able Inspectors will pay particular attention to whether the most able pupils are making progress towards attaining the highest standards and achieving as well as they should across the curriculum. They will also consider whether the most able pupils are receiving the support they need to reach their full potential. For example, inspectors will consider whether pupils who had the highest attainment at the end of key stage 2 in English and mathematics achieve the top grades at GCSE in these subjects by the age of 16 and whether enough current pupils are on track to do so. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for the most able pupils, including reviewing pupils’ work, and talking to pupils and teachers. Lower-attaining pupils Inspectors will consider the progress that lower-attaining pupils are making and the impact of provision for them on raising their attainment so that they reach standards expected for their age. Inspectors will also consider the impact of provision on raising the attainment of other pupils who have fallen behind so that they attain as well as they should. Where performance information is limited due to small group size, inspectors should gather a wide range of other evidence to ensure the school is providing effectively for lower-attaining pupils, including reviewing pupils’ work, and talking to pupils and teachers.