New Ofsted Framework Conference

Apr 6, 2019 by

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Date & Time
Saturday 06 April 2019
9:00am - 4:00pm

Venue
Madani Schools Federation
77 Evington Valley Road
Leicester
LE5 5LL

Ticket Information
Prices start from £70.00
141 spaces available


 



 

Agenda

9.00am to 10.00am

Registration and exhibitions

 

10.00am to 12.00pm

Workshops: Session 1

 

12.00am to 12.45pm

Lunch

 

12.45pm to 1.00pm

Prayer

 

1.00pm to 2.00pm

Networking with exhibitors

 

2.00pm to 4.00pm

Workshops: Session 2

 


The draft education inspection framework for 2019 sets out how Ofsted proposes to inspect schools, further education and skills provision and registered early years settings.

 

Workshops symbol

Workshops

The workshops at the New Ofsted Framework Conference have been very carefully planned to ensure that the most important aspects of the draft framework are addressed. Schools will note that this conference invites all members of your school community to attend. There is something for proprietors, governors, senior leaders at all levels, teaching staff and other staff who make up an important part of the school team. We look forward to welcoming you all to our conference.

Delegates will receive a certificate of attendance for their CPD portfolios.

 

 

A. Preparing for the ‘Quality of Education’ inspection judgement (Primary) - 8 spaces left

Course Leader: Haroon Asghar

Aimed at: Senior leaders, including curriculum and subject leads (Primary)

Part of Framework covered: 1: Quality of Education

According to the proposed (draft) framework for inspecting independent schools:

“Inspectors will take a rounded view of the quality of education that a school provides to all its pupils, including disadvantaged pupils, the most able pupils and pupils with SEND. Inspectors will consider the school’s curriculum, which is the substance of what is taught with a specific plan of what pupils need to know in total, and in each subject.”

Inspectors will also:

“…consider the extent to which the school’s curriculum sets out the knowledge and skills that pupils will gain at each stage (intent). They will also consider the way that the curriculum selected by the school is taught and assessed in order to support pupils to build their knowledge and to apply that knowledge as skills (implementation). Finally, inspectors will consider the outcomes that pupils achieve as a result of the education they have received (impact).”

In order to help schools prepare for these important changes, this course will:

  • Address the key changes of the ‘Quality of Education’ judgement from the draft inspection framework so that schools are aware of the proposed changes;
  • Consider what schools now need to do to ensure they meet the requirements for a good or better judgement through the leadership of their school’s curriculum.

Haroon Asghar is a well-seasoned teacher and senior leader, with experience of delivering high impact improvements to teaching and learning across the Foundation Stage and Key Stages 1 & 2. As a serving Deputy Head Teacher in a mainstream primary school, he is frequently involved in the professional development of teachers and support staff, leading courses, conferences and workshops on a national level. With a key interest in research-based practice, Haroon possesses an MA in Educational Leadership and a specialism in leadership development. Haroon has been a lead facilitator for the delivery of the National College’s programme of National Professional Qualifications for several years.

 

B. Preparing for the ‘Quality of Education’ inspection judgement (Secondary) - 15 spaces left

Course Leader: Hasina Varachia

Aimed at: Senior leaders, including curriculum and subject leads (Secondary)

Part of Framework covered: 1. Quality of Education

According to the proposed (draft) framework for inspecting independent schools:

“Inspectors will take a rounded view of the quality of education that a school provides to all its pupils, including disadvantaged pupils, the most able pupils and pupils with SEND. Inspectors will consider the school’s curriculum, which is the substance of what is taught with a specific plan of what pupils need to know in total, and in each subject.”

Inspectors will also:

“…consider the extent to which the school’s curriculum sets out the knowledge and skills that pupils will gain at each stage (intent). They will also consider the way that the curriculum selected by the school is taught and assessed in order to support pupils to build their knowledge and to apply that knowledge as skills (implementation). Finally, inspectors will consider the outcomes that pupils achieve as a result of the education they have received (impact).”

In order to help  schools prepare for these important changes, this course will:

  • Address the key changes of the ‘Quality of Education’ judgement from the draft inspection framework so that schools are aware of the proposed changes;
  • Consider what schools now need to do to ensure they meet the requirements for a good or better judgement through the leadership of their school’s curriculum.

Hasina Varachia is a highly experienced Head Teacher, education consultant, teacher trainer and school inspector who has substantial experience of working in schools, both primary and secondary mainstream and independent.  Her areas of expertise include school inspection, school leadership development, whole school improvement and teacher training. Hasina has over 20 years of experience in headship and is currently an advisory Head Teacher for a number of schools in special measures. Hasina has been an AMS Shura Council member for over 15 years and is currently serving as the Hub Co-ordinator for the Midlands region.

 

C. Ensuring your Islamic Studies/Alim/Hifz class provision can contribute effectively to the Quality of Education judgement - 15 spaces left

Course Leader: Yusuf Seedat

Aimed at: Senior leaders, including specialist curriculum and subject leads

Part of Framework covered: 1. Quality of Education

The draft framework makes clear that Inspectors will assess a school’s entire provision, including any specialist provision offered, when assessing compliance with the independent school standards and when reaching judgements in all four areas.

The draft framework states that, When reaching a judgement under the quality of education judgement area, the non-specialist curriculum will normally be inspectors’ primary source of evidence. However, where a school chooses to deliver a substantial amount of its curriculum through the specialist curriculum (for example through faith-based content or other forms of immersive study), or where there is insufficient evidence from the non-specialist curriculum that the quality of education criteria are met, inspectors will consider evidence from the specialist curriculum in arriving at their judgement.

This course provides schools who offer a substantial Islamic curriculum an opportunity to see how this provision can make a valuable contribution to all four key judgement areas including the quality of education judgement.

Yusuf Seedat is an experienced headteacher and school inspector and currently the head of Islamiyah School in Blackburn. He was previously the headteacher of Preston’s first state-funded Muslim school and of an independent Muslim boys boarding school. He had led numberous training events, principally on the topic of school inspection and school improvement as well as being involved as a lecturer in a Madressa project with Blackburn & Darwen Council. He is a long-time serving member of the AMS UK Executive Committee and a highly respected figure in Islamic education in the UK.

 

D. Preparing for joint lesson observations and book scrutiny - 13 spaces left

Course Leader: Anisa Jeewa

Aimed at: Senior leaders, including curriculum and subject leads

Part of Framework covered: 1: Quality of Education

This course will allow you to:

  • Establish a whole school approach to collaborative observation and foster a reflective workforce
  • Understand the benefits of developmental observation
  • Identify the factors that contribute to effective observation
  • Articulate what you want lesson observations to achieve for your organisation
  • Understand how observation and feedback can contribute to teachers’ motivation
  • Be confidant in what to do during an observation
  • Be able to prioritise areas for improvement and make developmental points manageable

Anisa Jeewa is an outstanding teacher who has extensive experience of working in the secondary sector for the past 17 years. Within her role as head of history, she has been able to maximise achievement and progress, achieving outstanding GCSE results under the new curriculum. Her responsibilities also include monitoring teaching and learning, mentor for NQTs and mentoring new staff.

Anisa also provides support and guidance to other schools in order to improve their quality of history teaching and is a GCSE examiner for both AQA and Edexcel. Currently Anisa is advising schools requiring improvement on the quality of teaching and learning and assessment.

 

E. Performance management to ensure high quality education whilst also developing and strengthening the quality of the workforce - 16 spaces left

Course Leader: Imtiaz Patel

Aimed at: Leaders from all phases, middle leaders and those appraising staff

Part of Framework covered: 1. Quality of Education

With a greater emphasis on professional development for staff in the proposed framework, in this course, you will learn the skills to lead the performance management process in a professional manner.  You will learn how to set meaningful objectives which motivate staff and identify the support they need to achieve them.

You will develop key skills to lead effective appraisal meetings, how to have difficult conversations without damaging working relationship and how to monitor and evidence progress throughout the year.

Having spent fourteen years as either a teacher or leader in inner city schools, Imtiaz Patel has held several positions of increasing responsibility, culminating in his current position as Deputy Head. Imtiaz has supported schools to come out of special measures both as a leader and a governor within mainstream and the independent sector. Imtiaz is frequently involved in the professional development of teachers and support staff, leading courses and workshops with an expertise in Teaching and Learning and staff professional development. Imtiaz is currently on the Future Leaders Programme through Ambition Schools in readiness for Headship in a challenging school and has also completed his NPQSL.

 

F. Ensuring mental and physical wellbeing by developing pupils’ confidence and resilience including pupils undergoing difficulty - 14 spaces left

Course Leader: Khadija Patel

Aimed at: Senior leaders, DSLs and pastoral leads

Part of Framework covered: 2. Behaviour and Attitudes; 3. Personal Development

The new personal development judgement requires schools to develop pupils’ confidence, resilience and knowledge so that they can keep themselves mentally and physically healthy.

This course will allow you to:

  • Understand the wide range of mental health issues you are likely to encounter
  • Recognise warning signs and take preventative action
  • Optimise student well- being by providing effective support and monitor the impact of interventions
  • Understand the role and responsibilities of staff, parents and carers
  • Work successfully with outside agencies
  • Promote positive well-being throughout the curriculum

Khadija Patel has worked in the education sector for the past 18 years and has been the Head of Welfare in a number of schools over the last 8 years, achieving a grade of outstanding in personal development, behaviour and welfare during a recent inspection. She now provides support for schools to improve their standards of welfare, health and safety and has delivered insets on various safeguarding themes for AMS and other providers.

 

G. The Leadership and Management judgement – How to be successful under the draft framework 2019 - Fully booked

Course Leader: Steve Burnage

Aimed at: Senior leaders, proprietors, trustees and governors

Part of Framework covered: 4. Leadership & Management

With a new inspection framework for September 2019 out for consultation, school leaders have time to prepare to better evidence impact from September 2019. Whilst sound leadership has always been at the heart of any successful school, the new Ofsted focus of Intent, Implementation and Impact (the Three I’s) will mean it is more essential than ever for al leadership decisions to be clearly based on strong evidence, implemented systematically and strategically; and the impact of change carefully considered with a basis in reliable data. This training will help AMS school leaders understand the new Ofsted leadership focus, prepare a new way of thinking for their school staff and governors; and ensure that their leadership is supported by a rigorous evidence trail.

With extensive experience of supporting schools in preparation for inspection and subsequent post-inspection development, along with a well-established and positive relationship with AMS schools across the UK, Steve Burnage will lead this workshop on how to be successful under the draft framework 2019.

Steve Burnage is an experienced INSET Leader who has spent more than 25 years supporting high-quality learning and teaching in schools. He has held senior management positions in inner city, urban and rural secondary schools including time as a Head Teacher of an inner city comprehensive school. Steve is an experienced leader of teacher and leadership appraisal and has delivered performance management training to primary & secondary schools and academies throughout the UK, Europe and the Middle East. Steve has also supported Chairs of Governors in Headteacher appraisal processes through the National College for Teaching and Leadership.

Steve is sought after as an expert practitioner, consultant and trainer who delivers training and consultancy in primary and secondary schools, colleges, academies and conference venues throughout the UK, Europe and the Middle East for insetcourses.com.

 

H. Strategy for governance (Vision) - 24 spaces left

Course Leader: Someera Butt

Aimed at: Proprietors, trustees and governors

Part of Framework covered: 4. Leadership & Management

Governing bodies are responsible for the values of the organisation, which should be at its core and a reference point for all decisions. These values underpin its culture, strategy, policies and procedures.

Every organisation needs to have a vision of what it is trying to achieve. Governors should be aiming to continuously improve, to make the experience of the school the very best it can be for pupils, parents and staff.

When determining a strategy to achieve the agreed vision, consider the challenges, risks and barriers. What does your organisation need to prioritise in order to overcome those challenges and barriers and to mitigate the risks? How will you know the vision has been achieved?

This course will help delegates to review their current values and how to ensure effective plans are in order to meet your agreed vision.

Someera Butt is the serving Head Teacher of Al-Noor Primary school which has recently opened a Voluntary Aided maintained school of which she is also the head. She has been part of its growth for over 15 years, having transferred to primary after 6 years in the secondary sector. Someera also serves on the Shura Council of AMS UK, supporting aspects of school development in the South Hub.

 

I. Lesson observations and performance management for governors - 21 spaces left

Course Leader: Akhmed Hussain

Aimed at: Proprietors, trustees and governors

Part of Framework covered: 1. Quality of Education; 4. Leadership & Management

The leadership and management judgement under the new framework focusses on how proprietors, leaders, managers and those responsible for governance ensure that the education that the school provides has a positive impact on all its pupils. It focuses on the areas where inspection and research indicate that leaders and managers can have the strongest effect on the quality of the education provided by the school.

Akhmed Hussain is the Headteacher of KD Grammar School for Boys in Manchester. He has substantial leadership experience in mainstream schools as Deputy Headteacher, covering a period of 14 years. Most recently, he has just completed three years as Deputy Headteacher (Achievement and Curriculum) at a large state 11-18 Secondary School that has just achieved its highest ever GCSE and A level results. Akhmed has a BSC Hons in Chemistry, PGCE, NPQH and has completed the NCSL Headteacher Internship programme.

 

J. Ensuring an effective careers programme, which encourages pupils to aspire, make good choices and transition to the next stage successfully - Cancelled

Course Leader: Shamilla Yousaf

Aimed at: Career advisors, senior leaders and pastoral staff

Part of Framework covered: 3. Personal Development

When evaluating the schools’ intent to provide for the personal development of pupils, schools will be judged on their ability to

  • Provide an effective careers programme that offers advice, experience and contact with employers to encourage pupils to aspire, make good choices and understand what they need to do to reach and succeed in the career to which they aspire
  • Support pupils’ readiness for the next phase of education, training or employment so that they are equipped to make the transition to the next stage successfully.

This course will give you everything you need to

Shamilla Yousaf is an outstanding teacher who has worked in the education sector for the past 16 years. Shamilla is currently Head of PSHEE and Citizenship, Careers Lead and Work Experience Co-ordinator.

Shamilla has developed a comprehensive careers education programme for all year groups, regularly organising a range of activities to inspire young learners, including employer talks, careers fairs, motivational speakers, college and university visits and access to coaches and mentors. Shamilla has developed effective links with local employers to help boost attitudes and employability skills for her learners.

Shamilla regularly provides support and guidance to other schools in all areas of her work.

 

K. Behaviour management for support and ancillary staff - Cancelled

Course Leader: Maulana Mohammed Aminur Rahman

Aimed at: Staff new to teaching, support staff, administrative staff and other staff looking for proven strategies to tackle low-level disruptive behaviour.

Part of Framework covered: 2. Behaviour and Attitudes

Under the new framework, a new judgment, behaviour and attitudes has been created. Inspectors will consider how effectively leaders and all  staff create a safe, calm, orderly and positive environment within the school and the impact this has on pupils and their learning. The setting of clear routines and expectations for the behaviour of pupils across all aspects of school life, not just in the classroom will be considered

This course will teach delegates effective strategies you can implement in your school setting including:

  • How to set ground rules and stick to them
  • Strategies for the moment disruption occurs
  • Recognising and reinforcing positive behaviour
  • Understanding and addressing the causes of disruption
  • Ensuring pupils receive effective instructions that they can follow easily.

Maulana Mohammed Aminur Rahman is the Head Teacher of an independent Muslim primary school and Governor of a secondary girls school in Birmingham. He is a graduate of Madinatul Uloom Al-Islamia, Kidderminster and has supported a number of Muslim schools with regulatory issues and action planning. Maulana Amin has also served on the AMS Shura Council since 2011 and is currently the Vice Chair for the Midlands Hub and Treasurer.

 

L. Role of the teacher during inspection under the new framework - 20 spaces left

Course Leader: Talal Hussain

Aimed at: Teachers across all phases

Part of Framework covered: 1. Quality of Education

The new framework significantly increases the role of the teacher during the inspection.

In evaluating the implementation of the curriculum, inspectors will evaluate how the curriculum is taught at both subject and classroom level.  Inspectors will assess if:

  • teachers have expert knowledge of the subjects that they teach and, where they do not, how well they are supported to address these gaps so that pupils are not disadvantaged by ineffective teaching
  • teachers enable pupils to understand key concepts, presenting information clearly and promoting appropriate discussion
  • teachers check pupils’ understanding effectively, identifying and correcting misunderstandings
  • teachers ensure that pupils embed key concepts in their long-term memory and apply them fluently and not simply memorise facts
  • subject curriculum that classes follow is designed and delivered in a way that allows pupils to transfer key knowledge to long-term memory; it is sequenced so that new knowledge and skills builds on what has been taught before and towards defined end points easily.

Talal Hussain is a Head Teacher of an independent Muslim school for girls as well as a School Improvement Consultant and Curriculum Director. He has also served as a Governor in Muslim schools. Talal was previously an Advisory Teacher for Mathematics in Birmingham and has spent the last few years working with a number of Muslim schools as a consultant, working on school development and staff training.

 

M. Developing reading skills so pupils are able to access the school curriculum - 15 spaces left

Course Leader: Tushar Imdad-ul-Haque Bhuiya

Aimed at: Senior leaders and literacy leads.

Part of Framework covered: 1. Quality of Education

This highly interactive workshop explores practical strategies to develop and promote reading for ‘good quality of education’:

  • Understand the reading requirements of the new Quality of Education judgement
  • Strategies to prioritise reading in one’s curriculum coverage
  • Discover rigorous, sequential and effective approaches to teaching reading
  • Learn exciting lesson ideas to effectively teach reading

Through an engaging mix of presentation, video, group discussion and thought-provoking activities, participants will leave this training with sound knowledge, innovative ideas and plenty of inspiration to take their teaching of reading to outstanding levels.

Tushar Imdad-ul-Haque Bhuiya is the director and lead instructor for Shaykhspeare Tuition which provides training for schools and specialises in English tuition. Whereas the majority of Muslim teachers specialise in maths and science, Tushar made it his mission to become the go-to teacher and tutor in English and is one of the few qualified practising Muslim male English teachers in the UKSince 2014, Tushar has been a popular trainer for AMS UK delivering INSETs in three regions. Furthermore, through his online classes and book clubs, Tushar has spread his passion for reading and English across the world. One of his popular courses was ‘Grammar and Punctuation Refresher for Professionals’ which he delivered to schools, medical professionals and homeschooling parents. 

In 2016, Tushar was recruited and worked for Leicester’s only National Support School, the Ofsted-outstanding Babington Community College, where he further developed his teaching skills in an outstanding English department. Tushar recently returned from a year’s teaching in Kuwait extending his experience to teaching Year 12 pupils and the rigorous International Baccalaureate qualification in English Language and Literature. He is a GCSE English examiner for both Edexcel and AQA. 

 


 

Networking Symbol

Networking

Throughout the day, there will be opportunities for delegates to view and access school resources from service providers in and around the educational sector. Representatives from these providers will be on hand to talk you through the benefits of these products and services so you can see the opportunities available to your school first-hand.

The New Ofsted Framework Conference provides a great opportunity for businesses, charities and other organisations to promote their products and services to the sector.

Organisations who will be participating at the New Ofsted Framework Conference are listed below. Please click on a logo to find out more.

If you represent an organisation that would benefit by exhibiting at this event, please click here.


 

Dummy symbolCrèche Facility

The New Ofsted Framework Conference will be offering an on-site crèche facility for parents with young children at a cost of £29 per child for the day. This service is dependent on the demand received – please click here for more information and to book.

 


 

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Booking

To book tickets for this event, please use the form below and click on ‘Submit Booking’. Please make a note of the workshop options of each delegate when booking.

Booking

  • Bookings are only confirmed when AMS has received a booking form and payment.
  • Early bird and group discounts only apply when payment has been received before the deadline.
  • All workshops have a limited capacity – once reached, no further bookings can be taken for that workshop. If, on the day, spaces become available due to cancellations, delegates may request to attend this workshop during registration.
  • Member discounts apply to schools who have paid their subscription for AMS membership and have no outstanding payments due. For more information about membership please click here.
  • Organisations who are not eligible for AMS membership (i.e. not a registered full-time day school with an Islamic ethos) can purchase a Service Pack and attend AMS events at member rates as well as enjoy a host of other benefits. Alternatively, you may attend the event as a non-member.

Cancellations:

  • Bookings cancelled 29 days or more before the event date will be refunded in full.
  • Bookings cancelled 15 to 28 days before the event date will be refunded minus a £10.00 charge per ticket to cover administration costs.
  • Bookings cancelled 8 to 14 days before the event date be refunded minus a £20.00 charge per ticket to cover administration costs.
  • Bookings cancelled 7 days or less before the event date will not be refunded.
  • In the event workshops are cancelled, AMS will refund the full amount.

 

Bookings

Ticket Type Price Spaces
Member Schools - Group Booking (4+) £70.00
Member Schools £85.00
Non-Members - Group Booking (4+) £100.00
Non-Members £115.00


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