Ofsted’s Deep Dives: maths
Uh oh… Yup, that’s right. Ofsted is back for 2021, so why not take a moment to reflect on your curriculum in the context of a potential deep dive, particularly given that the transition arrangements in place until July 2021 for most subjects do not apply to maths.
Sounds sensible. Start by reminding me what the aim of a deep dive is. Certainly. Deep dives are Ofsted’s way of evaluating education ‘in action’, looking at the ‘three Is’ (intent, implementation and impact) and seeing how “education flows” between them. As this blog from Cornerstone Education highlights, “Inspectors will ask questions to get a deeper understanding of how a subject has been planned across the school, the rationale behind it, how the children learn it, and how the school knows this.”
Right. And what should I expect the inspectors to do when they carry out a deep dive? Ofsted has produced an EIF and deep dives slide-deck that sets out the process in detail, but essentially there are six key elements that inspectors will undertake:
- An evaluation of the subject intent, and senior leaders’ “understanding of its implementation and impact” through discussion with relevant staff
- An evaluation of “long- and medium-term thinking and planning, including the rationale for content choices and curriculum sequencing” through discussion with curriculum leaders
- Visits to “a deliberately and explicitly connected sample of [4-6] lessons” to check that this aligns with what leaders have told them about the intent and implementation of the curriculum
- A scrutiny of books or other kinds of work produced by pupils from the classes visited by inspectors (at least 6 workbooks/pieces of work from the lessons visited and an in-depth scrutiny of work from at least two year groups)
- A discussion with teachers “to understand how the curriculum informs their choices about content and sequencing to support effective learning”
- A discussion with a group of pupils from the lessons visited
Remember though that this is NOT a subject inspection; lessons, subjects, teachers and subject leaders will not be graded.
Understood. Do you have any examples of questions I’m likely to be asked? In general, questions will cover: CPD, curriculum choices and sequencing, progression, coverage, and provision for PP, EAL, SEND, low and high ability. More specifically, you can find lists of possible deep dive questions at the following links:
- Third Space Learning has a list of 40 possible deep dive questions for maths. You can download them in a grid format here
- Examples of maths deep dive questions can be found in Ellenborough and Ewanrigg Infant School’s account of their experience (via Blue Sky Teaching Alliance)
- The Herts for Learning maths team provides some sample deep dive maths questions in its blog (scroll down for the questions, but the whole post is well-worth your time)
- Deputy headteacher, Scott Roberts (@Mr_R_Learning) set out his experience of a maths deep dive on twitter, including details of the questions asked
- Helen Youngman Education has a sample list of maths deep dive questions and answers (scroll down and click on ‘sample)
- Kapow has collated questions from teachers who have experienced deep dives
- Cornerstone Education has a list of deep dive questions
- The Dimensions Curriculum has a list of questions for a deep dive
- A general list of questions can be found on the Collaborative Learning project
- @TeacherEllison has collated a list of questions from across the internet
In terms of preparation, should I carry out a mock deep dive prior to inspection? No! As the NASUWT reminds us, deep dives are not subject inspections, so “conducting ‘mocksted’-style deep dives will not help a school prepare for inspection, but will add to teacher and school leader workload.”
OK, let me rephrase that! How can I check that the maths curriculum is on track to succeed in a deep dive? Deep dives aren’t trick exercises, designed to trip you up, so a well-run subject (which no doubt yours is!) will likely emerge well from such scrutiny. However, it never hurts to reflect on your offering, so perhaps consider looking through the guidance from Third Space learning, completing an audit, and holding staff meetings/CPD to discuss and explore maths and to offer information, guidance and support. Ask yourself some key questions:
- Is maths being implemented as it is meant to be? If not, how can I address this?
- Do teachers have access to both substantive and disciplinary knowledge? How am I ensuring this is the case?
- How do we develop and nurture creativity and spark interest and passion for maths?
- What is our rationale for the maths we study and the order of teaching?
- How do we assess and track knowledge, skills and mastery? How do we ensure progress? How do we ensure knowledge is ‘sticky’?
- Is the maths curriculum relevant to our pupils?
Reflecting on guidance from the NASUWT you may also like to consider:
- Is the maths curriculum broad, balanced and aspirational?
- Is the maths curriculum planned and sequenced logically and appropriately to enable pupils to build and apply their knowledge?
- Are teachers engaged in decision-making and supported and developed to implement the curriculum?
- Are there clear systems in place to monitor and evaluate the impact of your maths curriculum on pupil outcomes?
In a nutshell… Ofsted deep dives are back for 2021, but fear not, a broad, balanced, relevant, inspiring curriculum will stand up well to the scrutiny.
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