[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-627199-105":59,"doc-detail-627199-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","education-inspection-framework-overview-of-research-feeding-into-the-eif","Education inspection framework - Overview of research feeding into the EIF","","Education inspection framework document summarizing research evidence supporting the proposed new Education Inspection Framework (EIF). 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The review draws on a range of sources, including both our own research programme and a review of existing evidence bases. The review is structured to provide the evidence base that underlies each of the four key judgements for the proposed new framework: quality of education, personal development, behaviour and attitudes, and leadership and management.  \nContents  \nIntroduction 3  \nOverview of research feeding into the EIF 4  \n1. Quality of education 4  \nResearch on the curriculum 4  \nResearch on teacher subject knowledge and support 10  \nResearch on effective teaching 13  \nResearch on memory and learning 19  \nResearch on assessment 22  \nResearch on reading 24  \n2. Behaviour and attitudes 29  \nResearch on high expectations and creating a positive culture 29  \nResearch on attendance and attainment 31  \nResearch on behaviour and attainment 32  \nResearch on bullying and discrimination 35  \n3. Personal development 37  \nResearch on self-belief, resilience and character 37  \nResearch on physical and mental health 40  \nResearch on citizenship 42  \nIn summary 43  \n4. Leadership and management 43  \nResearch on vision and a focus on the quality of education 44  \nResearch on off-rolling 49  \nResearch on parental and community engagement 50  \nResearch on staff well-being 52  \n55  \nIntroduction  \nAs Her Majesty’s Chief Inspector (HMCI) has stated, we are committed to ensuring that our new education inspection framework (EIF) is informed by research evidence. This aim has underpinned the whole process of our framework development and has been supported both by reviews of existing research and by conducting our own research into areas such as the curriculum.  \nIn this paper, we have summarised this work, explaining exactly what evidence on effective practice in schools and early years providers underpins the EIF criteria. Thereview therefore maps onto the framework criteria, and a large proportion of the research, for example on the importance of high expectations and vision in leadership, applies across remits. However, there is also a proportion of material that relates specifically to schools or early years. Where this is the case, we will set this out in the text (the relevant remit will be stated in bold) .  \nThe review draws on a range of sources. HMCI has commissioned a programme of research from our Research and Evaluation team, much of which has fed directly into the development of the framework. Sources of evidence include our research on curriculum and teacher well-being, which are summarised in this document in relation to the criteria which they have informed.  \nIn addition to our own research, we have reviewed research related to the four key inspection judgements: quality of education; behaviour and attitudes; personal development; and leadership and management. We have drawn on the academic research literature, but also on research and guidance from the Education Endowment Foundation, the Department for Education (DfE), and our own research and guidance reports.  \nOne thing to note is that the research reviewed here is in large part drawn from that done in schools and early years settings, rather than in further education and skills (FES) providers. This is largely due to the relative paucity of research in FES compared with the other sectors, and it may mean that not all of the research reviewed applies equally to FES.  \nWe have attempted to summarise the evidence comprehensively, though we have not surveyed the whole field of educational research, limiting our review to what evidence is directly related to our inspection judgements and criteria. Of course, educational research is contestable and contested, and so are research summaries such as this one. We hope, however, that publishing our evidence base will provide transparency, both on the evidence we have consulted and how w","cbCaigC5crBLNHua","https://ap.wps.com/l/cbCaigC5crBLNHua","pdf",674236,55,"English","# Introduction\n## Overview of research feeding into the EIF\n# 1. Quality of education\n## Research on the curriculum\n## Research on teacher subject knowledge and support\n## Research on effective teaching\n## Research on memory and learning\n## Research on assessment\n## Research on reading\n# 2. Behaviour and attitudes\n## Research on high expectations and creating a positive culture\n## Research on attendance and attainment\n## Research on behaviour and attainment\n## Research on bullying and discrimination\n# 3. Personal development\n## Research on self-belief, resilience and character\n## Research on physical and mental health\n## Research on citizenship\n# 4. Leadership and management\n## Research on vision and a focus on the quality of education\n## Research on off-rolling\n## Research on parental and community engagement\n## Research on staff well-being","[{\"question\":\"What is the purpose of the paper in relation to the EIF?\",\"answer\":\"It presents the research evidence underpinning the proposed new Education Inspection Framework and explains how the evidence maps to the EIF criteria.\"},{\"question\":\"Which four key inspection judgements does the evidence review cover?\",\"answer\":\"The review is structured around quality of education, personal development, behaviour and attitudes, and leadership and management.\"},{\"question\":\"What types of sources are used to build the evidence base?\",\"answer\":\"It draws on Ofsted’s commissioned research and research reviews, as well as academic literature and inputs from the Education Endowment Foundation and the Department for Education.\"}]","Education inspection framework - Overview of research feeding into the EIF | PDF",1792548951,139]