Impact: An Overview

Introduction

The new Education Inspection Framework (EIF) and its 3Is, which was launched by Ofsted in September 2019, has been a focal point for much discussion and action within the majority of, if not all, schools this academic year.

On this page, we will explore what the third of the 3Is, namely ‘impact’ means.

We would be delighted to receive information, suggestions and contributions. Click 'Contributions' below or contact us direct at gswinfo@geographysouthwest.co.uk

One of the criticisms of Ofsted's previous inspection framework was that it encouraged teaching 'to the test' and an over-reliance on data.  The new framework still focuses on learning outcomes and assessment with inspectors continuing to make use of national performance information, but it also emphases that learning must build towards a goal and that pupils are expected to acquire knowledge and skills progressively.

Pupils should be able to make connections in their learning and use their knowledge with increasing fluency in different and more complex circumstances.  It is important that key concepts are revisited regularly in order to ensure that pupils' understanding is both broadened and deepened.

Internal data will no longer be used by inspectors to assess the attainment and progress of pupils.  Instead, greater attention will be given to the first-hand evidence gathered from interviews, lesson observations and book scrutinies.  Hopefully, this will encourage a move away from cumbersome data tracking systems; any school with more than three data collection points per year in subjects like geography will be asked to justify their approach in terms of teacher workload.

Schools not teaching geography in every term and year group really ought to review the breadth and ambition of their curriculum and its impact on learning over the long-term.

Concerns have been raised about the unintended consequences that the EIF may be creating; for example, SLT may be putting pressure on teachers to record learning in pupil workbooks at the expense of other approaches to learning (Enser, 2019).

For those that are members of the Geographical Association, there are some useful pointers for assessing progress here: https://www.geography.org.uk/Assessing-progress-in-primary-geography.