Striving for Excellence in LOtC


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Master powerpoint presentation from the 3th Annual Learning Outside the Classroom conference entitled 'Striving for Excellence in LOtC'.

The presentation containts slides from Robin Hammerton, HMI to Ofsted, Lesley Biddle from Western Springs Primary School and David Exeter from Macmillan Academy.

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  • (Say this) Both surveys have important pointers about curriculum design
  • (Say this) Both surveys have important pointers about curriculum design
  • We are taking the opportunity to streamline the inspection process and sharpen our focus on what really matters in schools: the quality of teaching and learning, pupils achievement, behaviour and safety and school’s leadership and management. There is likely to be a clear read across in the judgements – for example the quality of teaching impacts on the learning and thus achievement of pupils. The slimmer framework will allow inspectors to spend even more time observing the quality of teaching in classrooms and they will be able to focus on key issues such as literacy including listening to pupils read. The pilot inspections demonstrated that the streamline framework will allow inspectors more time to get underneath these essential; aspects of a schools work.
  • Stress that we will ensure that all reports include an evaluation of EYFS showed that the majority of respondents were in favour of weaving the judgements about EYFS and Sixth Form into the main report. Clearly we will still inspect EYFS and sixth form through observation of lessons and learning activities. There were concerns that the loss of CVA might disadvantage school serving disadvantaged communities. This proved not to be the case in the pilot inspections. Inspectors were able to focus on the progress of individual groups of pupils, comparing their performance with all pupils nationally and taking account of the progress they made from their starting points. In this way inspector were able to evaluate how well schools helped pupils overcome particular barriers to learning. or the sixth form (where relevant). Our consultation
  • A key emphasis in judging achievement will be on how well the school is narrowing the gap between groups of pupils that underperform nationally and the performance of all pupils. Evidence shows that different groups of pupils continue nationally to achieve different levels of attainment. In particular evidence shows that gaps in educational attainment between children from rich and poor families continue to be marked, However, we also know from our reports 12 outstanding secondary schools and 20 outstanding primary schools that schools can and do make a difference. Therefore we are putting a greater emphasis on how well a school is helping pupils from different groups to achieve as well as they can. The single most important factor in promoting achievement is teaching; we will focus on how school develop pupils’ skills in reading and other aspects of literacy. We would encourage schools to present their evaluation summaries concisely. Self evaluation remains at the core of good leadership and management
  • We will continue with the strengths that we introduced in our current framework. Inspection always investigates how good pupils’ outcomes are…achievement, their behaviour, their sMSC development and evaluates the impact of the school…particularly its teaching, on these outcomes.
  • Our key challenge is to continue to raise pupil’s achievement, achieve better rates of progress and secure higher standards of attainment. The overall judgment about achievement will be determined by the full range and weight of evidence about: Learning and progress and attainment for current pupils Past attainment and progress for different groups of pupils including those with SEN and/or disability It is about more than the most recent set of examination results – the new framework sets attainment and VA measures in the context of actual learning in the school
  • There is no doubt that the quality of teaching is the single most crucial factor in promoting the achievement of pupils. In 2009/10, in her Annual Report, the previous Chief Inspector highlighted a number of concerns about the quality of teaching in our schools. The Annual Report pointed out that the variation in the quality of teaching and the high proportion of teaching that is no better than satisfactory are key factors impeding overall progress. Too much teaching in schools is still not good enough to make the differences in progress and attainment that we need. In 2009/10 in 50% of secondary schools and 43% of primary schools inspected, teaching was no better than satisfactory. That’s why our new framework will see even more time being devoted to the most important activity in any school, namely the quality of teaching. Inspectors will also continue to consider the full range of evidence available to them. We are interested in the quality of teaching over time – not just the snapshot seen on the inspection. We are taking a broad scope of the activities involved in teaching: good teaching is based on planning activities that meet pupils’ needs by challenging and enthusing them; by developing and consolidating their skills; improving and deepening their understanding and increasing their knowledge. It also includes assessment to inform planning and the quality of marking and the impact of feedback to pupils on their learning. It also includes the targeted support activities including small group work with TAs and learning mentors.
  • Stress that the grade descriptors describe the quality of teaching in the school as a whole taking account of evidence over time. While they include some characteristics of individual lessons, they are not designed to be used to judge individual lessons. Inspectors will base their judgement on the lessons seen but will want to test out whether the teaching seen on the inspection is typical of that pupils receive day in and day out and which plays such an important part in their learning and progress over time. Judging teaching is not just about aggregating the lesson grades given on inspection. For example, a school may have a majority of lessons observed graded as good but their may be endemic weakness in some satisfactory lessons which may preclude an overall judgement of good for the quality of teaching.
  • The quality of teaching is also a really big factor in the management of behaviour . All parents have a basic expectation that schools will keep their children safe and that teaching and learning will be unfettered by disrupted lessons. In most schools this is the case and this reflects well on teachers and senior leaders. But we have to expect the same high standards in all schools. That’s why inspectors are going to consider more carefully whether the school is a safe place for all pupils, and spend more time considering whether they are free from bullying and whether behaviour is good enough. Attendance is often a first sign of possible safeguarding issues and we will look closely at how schools follow up absences. We know that the consequences of bullying can be serious and even tragic but even low levels of bullying can affect pupils’ learning and make them feel unsafe so it is right to focus on how well schools deal with bullying in all its forms.
  • Inspectors will listen to pupils and the views of parents, and will follow these up to get a picture of the school as it really is. We understand that inspection and the presence of inspectors can have an impact on behaviour; we know schools will take steps to ensure pupils behave well during the inspection…including, it is rumoured, by ensuring the worst behaved pupils are elsewhere during the inspection!!.
  • Our evidence shows that the effectiveness of leadership and management is pivotal to schools’ improvement. Effective leaders know their school well and set ambitious targets based on perceptive self-evaluation. Outstanding schools in challenging circumstances are typically highly effective at working with pupils to enable them to overcome specific barriers to learning.
  • The best leaders and managers closely monitor and track pupils’ learning and progress to target areas where improvements are needed. In particular, we know the decisive impact the best leadership and management can have on improving teaching and learning, and raising standards of achievement. Safeguarding remains a priority; single central records and arrangements for child protection will be checked; we will also look at the extent to which a culture of safety exists within the school through lesson observations and the behaviour and safety of pupils around the school.
  • The new framework will focus on how school leaders are improving achievement for pupils by helping them to overcome specific barriers to learning. One of the ways a school can do this is to develop a high quality curriculum which best meets the needs of all pupils and this will be a key aspect of our judgement on leadership and management. The new framework places the development and implementation of the curriculum as a key aspect of leadership and management. There is not a separate judgement with regard to equalities. However, we believe the focus on the achievement and development of different groups and individuals, which lies at the heart of this framework, ensures Ofsted is promoting a highly inclusive approach in the schools it inspects. In addition, the role of the governing body is cricual to the performance land development of the school. Inspectors will want to meet with representatives of the governing body during the inspection and will expect to feedback to governors and senior staff at the end of the inspection.
  • Together these aspects will provide a full picture of the quality of education provided and the experiences of the school’s pupils. For a school to be satisfactory we would expect all four key judgements to be at least satisfactory. It is untenable that if any of those key areas were inadequate that OE could anything but inadequate. For a school to be good we would expect those key judgements to be good…a school where e.g. teaching or achievement were not good could not claim to be a good school; ina good school the promotion of SMSC development will also be a strength. To be outstanding it is highly likely that teaching will be outstanding. With a small number of grades we would expect that there will be similarities between the grades. For example it is hard to think of a school where teaching and achievement are good but there are weaknesses in behaviour.
  • In addition to the changes to inspections themselves, we are planning to change some of the wider aspects of the inspection framework. Since 2005, inspections have been increasingly proportional to need and we are continuing to develop this approach to the timing of school inspections in the new framework.
  • The Education Bill proposes that most schools judged outstanding at their previous inspection will not be subject to routine inspections.
  • Parent View launched on 20 October. See FAQs for further information. Stress no free text option Safeguards in place to minimise misuse.
  • (Say this) Both surveys have important pointers about curriculum design
  • Our key challenge is to continue to raise pupil’s achievement, achieve better rates of progress and secure higher standards of attainment. The overall judgment about achievement will be determined by the full range and weight of evidence about: Learning and progress and attainment for current pupils Past attainment and progress for different groups of pupils including those with SEN and/or disability It is about more than the most recent set of examination results – the new framework sets attainment and VA measures in the context of actual learning in the school
  • Striving for Excellence in LOtC

    1. 1. Striving for Excellence in LOtC 10 th November 2011
    2. 2. Welcome Kim Parry, CLOtC Board of Trustees
    3. 3. Keynote Speech Rhys Jones, Camps International / RJ7
    4. 4. Excellence in Provision - Primary Lesley Biddle, Western Springs
    5. 5. Learning Outside the Classroom Western Springs Community Primary School Rugeley Staffordshire
    6. 6. Lesley Biddle Advanced Skills Teacher [email_address]
    7. 7. Western Springs Community Primary School <ul><li>Built in the 1960’s </li></ul><ul><li>Ex-mining community </li></ul><ul><li>Urban </li></ul><ul><li>One form entry </li></ul><ul><li>Pre-school –Year 6 </li></ul><ul><li>One third + free school meals </li></ul><ul><li>Special needs children </li></ul>
    8. 8. October 2006 <ul><li>Threatened with closure </li></ul><ul><li>School moral low </li></ul><ul><li>5 heads over a 2 year period </li></ul><ul><li>Change from 2 form to 1 form entry </li></ul><ul><li>Ofsted </li></ul>
    9. 9. New Beginnings <ul><li>Reviewed the curriculum </li></ul><ul><li>Researched and implemented a more creative approach to children’s learning </li></ul><ul><li>Children learn from a more hands on approach to their learning </li></ul><ul><li>Learning outside the classroom a priority </li></ul>
    10. 10. Priorities <ul><li>Ethos </li></ul><ul><li>Structures/systems </li></ul><ul><li>Learning to learn environment </li></ul><ul><li>Curriculum </li></ul><ul><li> - creative </li></ul><ul><li> - international </li></ul><ul><li>- lotc </li></ul><ul><li> - appropriate for our children </li></ul>
    11. 11. Creative Curriculum <ul><li>Impact on children’s learning </li></ul><ul><li>Skill based curriculum </li></ul><ul><li>Educational visits </li></ul><ul><li>Variety of learning </li></ul><ul><li>Real life situations </li></ul><ul><li>Enhances learning </li></ul><ul><li>lotc </li></ul>
    12. 12. HMI <ul><li>November 2007 </li></ul><ul><li>The curriculum has been enhanced by the introduction of the Creative Curriculum initiative. This has been carefully planned and introduced and is giving a greater coherence and purpose to the work covered by pupils who say it makes work more exciting and more meaningful </li></ul>
    13. 13. Why Lotc? <ul><li>Personal reasons </li></ul><ul><li>Outdoor learning </li></ul><ul><li>First hand experiences </li></ul><ul><li>Real life situations </li></ul><ul><li>Enhances the curriculum </li></ul>
    14. 14. School Grounds
    15. 15. Examples
    16. 16. Ofsted 2008 <ul><li>Good links within core subjects provide greater relevance and make children want to learn more. They enjoy the wide variety of activities they take part in , especially when it involves a visit off site or visitors to school. As one pupil said,' The new curriculum is great because it is really interesting and helps me learn.’ </li></ul>
    17. 17. Shugborough Outdoor Education Centre (Residential) <ul><li>Residential </li></ul><ul><li>Independence </li></ul><ul><li>Team work </li></ul><ul><li>New experiences </li></ul><ul><li>Confidence building </li></ul>
    18. 18. KS 1/2 Shugborough <ul><li>Close links with Shugborough Outdoor Education centre </li></ul><ul><li>LEA lotc grant </li></ul><ul><li>Curriculum links </li></ul><ul><li>Team skills </li></ul><ul><li>Experienced staff </li></ul>
    19. 19. Early Years Reception and Pre-School
    20. 20. Chicks in the classroom and Pets <ul><li>Western Springs Hens </li></ul><ul><li>Science </li></ul><ul><li>Numeracy </li></ul><ul><li>Literacy </li></ul><ul><li>P.H.S.E </li></ul>
    21. 21. Memorial Garden/SAFTAS Gifted and Talented <ul><li>The Hut </li></ul><ul><li>SAFTAS runners up </li></ul><ul><li>The Arboretum </li></ul><ul><li>Created memorial garden </li></ul><ul><li>Experience of an evacuee </li></ul>
    22. 22. International Schools Award <ul><li>ISA 2009 </li></ul><ul><li>International Days </li></ul><ul><li>Recognition of International activities </li></ul><ul><li>Cross curricular themes </li></ul><ul><li>Creative opportunities </li></ul><ul><li>Partner schools – France, Pakistan (Connecting Classrooms), Germany, Ireland </li></ul>
    23. 23. International Visits <ul><li>France </li></ul><ul><li>Chateau du Broutel </li></ul><ul><li>New experiences </li></ul><ul><li>Ferry crossing </li></ul><ul><li>Cultural (farm/chocolate factory/town) </li></ul><ul><li>Language </li></ul><ul><li>Outdoor education </li></ul>
    24. 24. Germany Annaberg <ul><li>JCP funded </li></ul><ul><li>Experiences </li></ul><ul><li>Flying </li></ul><ul><li>Culture </li></ul><ul><li>Language </li></ul><ul><li>Making new friends </li></ul><ul><li>Education in Germany </li></ul><ul><li>SNOW!!!! </li></ul>
    25. 25. Chateau du Mulay
    26. 26. Whole school visits to Llandudno
    27. 27. Green Gang <ul><li>Gardening club </li></ul><ul><li>Cross curricular links </li></ul><ul><li>Enterprise </li></ul><ul><li>Links with partner school ‘Seeds for Life’ project </li></ul><ul><li>Children become proud of their school </li></ul>
    28. 28. The Magic Mix (picl –partners in creative learning) <ul><li>Runners up in National Casio Bright Sparks Award </li></ul><ul><li>Links to Creative Curriculum- Hedgerow Hunters </li></ul><ul><li>Photography/filming </li></ul><ul><li>Art/DT </li></ul><ul><li>Youtube </li></ul>
    29. 29. Local area
    30. 30. Staff Opportunities <ul><li>Staff opportunities to lotc </li></ul><ul><li>Visit other schools in Staffordshire and abroad </li></ul><ul><li>TIPD’s ( Teachers International Professional Development ) </li></ul><ul><li>Inset days </li></ul>
    31. 31. Staff Development <ul><li>Staff training day </li></ul><ul><li>Team building </li></ul><ul><li>Understanding children’s experiences </li></ul>
    32. 32. 2011-2012 <ul><li>Many more exciting opportunities for pupils </li></ul><ul><li>A few examples </li></ul><ul><li>Derby Open Centre –Faith walk upper KS2 </li></ul><ul><li>Islamic exhibition- KS2 </li></ul><ul><li>KS1 Shugborough Hall –History of Toys </li></ul><ul><li>Yr 3/4 Visiting local farms </li></ul><ul><li>Maths trails around school grounds </li></ul><ul><li>Yr 5/6 Viking experience Cannock Chase </li></ul><ul><li>Whole school visit to Father Christmas </li></ul><ul><li>Plus many more </li></ul>
    33. 33. Thank You
    34. 34. Excellence in Provision – Secondary David Exeter, Macmillan Academy
    35. 35. The Macmillan Academy Adventure Learning Curriculum Outdoor Learning
    36. 36. The Macmillan Academy Adventure Learning Curriculum Outdoor Learning
    37. 37. David J Exeter Senior Leader, Macmillan Academy School Designer, Adventure Learning Schools [email_address] Follow on twitter : davidexeter
    38. 39. The Academy Journey City Technology College to Academy in 2005 Inner city school, all ability, 1450 students Graded Outstanding by Ofsted in 2008 Specialist Status in Outdoor Learning, Science, Applied Learning Training School (Future Teaching School Status) High Performing School National Support School Consultant School The Endeavour Trust
    39. 40. <ul><li>“ Schools should be developing life long habits not just creating skilful exam passers” </li></ul>
    40. 42. An outdoor learning specialism <ul><li>We have created, developed and grown the specialism in Outdoor Learning </li></ul><ul><li>Outdoor Learning is an integral component of the Key Stage 3 Curriculum </li></ul><ul><li>We are the benchmark nationally for “outstanding” outdoor learning. Case studied within two recent books by Claxton & Hopkins in 2011 </li></ul><ul><li>Our mission is to develop our students into confident learners, who are resilient and resourceful, responsible and reflective </li></ul>
    41. 43. “ Outdoor Learning is an experiential educational approach to learning that is practical, dynamic and exciting. The experiences are challenging and powerful learning opportunities.” Director of Outdoor Learning Our mission is to inspire every student to succeed and to fulfil their potential through challenging outdoor experiences. “ Outdoor Learning is about raising achievement through an organised, powerful approach to learning in which direct experience is of prime importance. This is not only about WHAT we learn but importantly HOW and WHERE we learn.” Learning Outside the Classroom
    42. 45. System redesign: outdoor learning <ul><li>Adventure & Outdoor Learning </li></ul><ul><li>Character development </li></ul><ul><li>Learn to Learn into Mindset in 2011 </li></ul><ul><li>Critical skills into Learning Habits in 2011 </li></ul><ul><li>Lotc Provision in all year groups </li></ul><ul><li>Outstanding lessons </li></ul><ul><li>Facilities design </li></ul><ul><li>Staffing (Director & Instructors, Teachers) </li></ul><ul><li>Training, including NGB’s </li></ul><ul><li>Risk management </li></ul><ul><li>Timetable structure </li></ul><ul><li>Financial investment & challenges </li></ul><ul><li>Quality Badge , Adventure Mark & ALS </li></ul><ul><li>Specialism impact </li></ul>
    43. 46. The Curriculum Induction Days Kick Start (YR7) Service Challenge (YR8) Evolution (YR9) On the Water (YR8) Challenge Week (YR 7&8) GCSE PE Rock Climbing & Expedition BTEC Sport (Outdoor Learning) Unit Training School Provision & Skills Centre for NGB’s “ Outdoor Learning activities permeate the curriculum and are the key components of the innovative and well considered Key Stage 3 ‘Bookend’ curriculum.” Ofsted
    44. 48. Enrichment Opportunities Learn to Climb Rock Improvers Climbing Team (competition) Water Sports: Canoe, Sail , Surf & Scuba Mountain Biking Expeditions “ Outdoor Learning is a major strength of Macmillan and the students willingly engage in the exciting range of opportunities which are provided.” Ofsted
    45. 50. Adventures further afield Personal Development Course (YR7) Inspirational Adventure (YR8) Leadership Programme (YR12) Skiing & Snowboarding (YR 9) Water Sports Rock Climbing Adventure Weekends Coast 2 Coast Charity Cycle Canoe Journeys Adventure Races
    46. 52. The Impact! “ The outstanding curriculum has a range of innovative features which meets the needs of all students exceptionally well… together with the extensive provision for outdoor learning, is a special feature of the Academy.” Ofsted Enjoyment Confidence Self awareness & self esteem Increased motivation and appetite for learning Broadened horizons
    47. 54. The Centre for Outdoor Learning The Centre for Outdoor Learning is the umbrella for the extensive range of outdoor learning facilities at Macmillan Academy. It is an “outdoor centre” with a high standard of equipment, learning resources and dedicated indoor teaching space. The centre is supported by a range of partners and organisations providing high quality outdoor learning. The Challenge Course Climbing Centre Expedition Unit Mountain Bike Unit Water Sports Centre
    48. 55. Risk Management Outdoor Learning has the capacity to influence students in an extremely positive manner. A degree of risk is a feature of almost all outdoor activities and the way in which this risk is controlled and managed is central to the provision of these activities at Macmillan Academy. Risk Management Goal Macmillan Academy aims to provide Outdoor Learning of lasting impact at a level of exposure to risk that is at a similar level to that experienced during classroom activities. As in any endeavour, and despite our constant efforts to minimise them, minor injuries can be expected to occur. Safety Culture We judge ourselves on what we do rather than merely on what we say. The Director of Outdoor Learning, the Academy Senior Leadership Team and all others working within Outdoor Learning are committed to the Risk Management Goal and to ensuring that all Outdoor Learning takes place in a climate where the proper balancing of risk and the opportunities for learning is in prominent view. Leadership & Management The Director of Outdoor Learning heads our Outdoor Learning provision at Macmillan Academy. He is a qualified Mountain Leader and Climbing Instructor and is a highly experienced outdoor professional. He is an Accredited Practitioner of the Institute for Outdoor Learning, an accreditation scheme for outdoor learning professionals. The Director of Outdoor Learning is supported by a team of experienced and qualified Instructors.
    49. 56. “ We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.” Learning Outside the Classroom Manifesto “ Outdoor learning works, adventure and challenge inspires. This is a deep learning experience, it is learning that lasts a lifetime” Director of Outdoor Learning
    50. 57. The Macmillan Academy Adventure Learning Curriculum Outdoor Learning
    51. 58. AGM Anthony Thomas, Chair of the Board of Trustees, CLOtC
    52. 59. Ofsted Inspection Framework and LOtC Robin Hammerton, Ofsted
    53. 60. LOTC and the new school inspection framework Robin Hammerton HMI 10 November 2010 CLOTC Annual Conference
    54. 61. A dilemma?
    55. 62. <ul><li>‘ We’re under so much pressure to deliver percentages for GCSE or numeracy and literacy – especially phonics! And then there’s Ofsted accountability, not to mention health and safety. We’d really like to do all sorts of exciting stuff, but…’ </li></ul>Does this sometimes ring true?
    56. 63. <ul><li>Many schools overcome it </li></ul><ul><li>Ofsted judges outcomes not process and will continue to do so </li></ul><ul><li>Well planned, motivating and broad curricula correlate with high inspection grades and achievement </li></ul>If that dilemma exists
    57. 64. The curriculum in successful primary schools 2002 Ref. HMI 553 <ul><li>Led to ‘Excellence and Enjoyment’ </li></ul><ul><li>The thirty schools achieved what some said wasn’t possible – a full and rich curriculum with high achievement and high standards </li></ul><ul><li>Rich curriculum supported teaching and encouraged positive attitudes to learning </li></ul><ul><li>Curriculum, and progression, a key means to achieve vision </li></ul><ul><li>Consistent approaches from well focused leaders </li></ul><ul><li>Subjects important </li></ul><ul><li>First-hand experiences important, often outside classroom </li></ul>
    58. 65. Two aspect surveys
    59. 66. Curriculum innovation in schools 2008, ref. 070097 <ul><li>Principal barriers included anxiety from staff about a possible negative impact on national test and examination results </li></ul><ul><li>But in 28 of the 30 schools visited, innovations led to clear improvements in pupils’ achievement and personal development </li></ul><ul><li>Staff frequently worried that inspectors would not understand or would be very critical of the changes they were introducing </li></ul>
    60. 67. The innovative schools <ul><li>All different! </li></ul><ul><li>Often a rigorous, thematic, progressive approach to curriculum planning </li></ul><ul><li>Made confident choices based in evidence , not ‘diktat’ </li></ul><ul><li>Met real, local needs </li></ul><ul><li>Ensured pupils had ‘real’ experiences, including significant learning outside the classroom and tasks with genuine outcomes and purpose </li></ul><ul><li>Often taught the basics ‘traditionally’ - quality not quantity - then applied the basics in innovative ways </li></ul><ul><li>Respected subjects even if not taught discretely </li></ul>
    61. 68. Learning outside the classroom 2008, ref. 070219 <ul><li>‘ Hands on’ activities in a range of locations contributed much to improvements in: </li></ul><ul><ul><li>achievement </li></ul></ul><ul><ul><li>standards </li></ul></ul><ul><ul><li>motivation </li></ul></ul><ul><ul><li>personal development </li></ul></ul><ul><ul><li>behaviour </li></ul></ul>
    62. 69. The value of LOTC (1) <ul><li>Memorable activities led to memorable learning </li></ul><ul><li>The place where activities happened often added to their value </li></ul><ul><li>It contributed significantly to ‘staying safe’ </li></ul>
    63. 70. The value of LOTC (2) <ul><li>Learning outside the classroom had positive benefits for all groups of young people, including those underachieving or not sufficiently motivated by mainstream provision </li></ul>
    64. 71. <ul><li>Schools (and some LAs) unsure of how national programmes, especially at the time the National Strategies, viewed LOTC </li></ul><ul><li>The most effectively led, managed and confident schools included LOTC as an integral part of a well-planned, effective curriculum </li></ul><ul><li>However, much LOTC is not, in practice, provided free </li></ul>Importance given to LOTC: key findings
    65. 72. Self-evaluation of LOTC <ul><li>Schools felt they knew the value of learning outside the classroom activity … </li></ul><ul><li>… but few evaluated this rigorously </li></ul><ul><li>little analysis of take-up, inclusion or quality of extra curricular activities </li></ul>
    66. 73. Primary and secondary differences <ul><li>mixed practice in EYFS </li></ul><ul><li>primaries good at using their own grounds and the local area flexibly </li></ul><ul><li>secondaries good at promoting high quality integrated learning on day and residential visits. </li></ul>
    67. 74. Outstanding schools
    68. 75. 12 Outstanding Secondary Schools 2009, ref. 080240 <ul><li>Culture encourages innovation and experimentation but never allocates blame </li></ul><ul><li>Headteachers: a good curriculum does much to reduce behaviour problems and drive improvement </li></ul><ul><li>Curriculum personalised to provide as much choice as possible </li></ul><ul><li>Rich provision in and out of lessons; substantial LOTC. All feel gains in learning fully justify the time on such activity </li></ul>
    69. 76. 20 Outstanding Primary Schools 2009, ref. 090170 <ul><li>Interesting, stimulating curriculum fundamental to effective schools </li></ul><ul><li>Know pupils well and shape curriculum around them </li></ul><ul><li>Subject leaders take strong whole school role </li></ul><ul><li>If pupils learn well , no need to teach to the test </li></ul><ul><li>Schools confident to reject national materials, based on evidence </li></ul>
    70. 77. 12 Outstanding Special Schools 2009, ref. 090170 <ul><li>Schools lead in personalising learning </li></ul><ul><li>Example: </li></ul><ul><ul><ul><li>Tier 1: What the pupil actually needs to learn </li></ul></ul></ul><ul><ul><ul><li>Tier 2: Breadth and balance </li></ul></ul></ul><ul><li>Learning and progress are monitored microscopically , guiding the curriculum and teaching by analysis of what has been learned </li></ul><ul><li>Pupils have a thirst for excitement which is provided: ‘Children have got to want to be here.’ </li></ul>
    71. 78. A relevant subject survey
    72. 79. Mathematics: understanding the score (2008, ref. 070063) <ul><li>Attainment scores have risen; but the rate of improvement has slowed in Key Stage 2 and stalled in Key Stage 1 </li></ul><ul><li>Based on the gains at Key Stage 3, more pupils should reach higher GCSE grades </li></ul><ul><li>Gains not matched by identifiable improvements in pupils’ understanding of mathematics </li></ul>
    73. 80. Mathematics: understanding the score (2008, ref. 070063) <ul><li>Much of rising scores comes from interventions </li></ul><ul><li>Interventions and teaching focused on tests narrows experience and is at the expense of understanding underpinning concepts </li></ul><ul><li>Learning by ticks without problem solving can be built on ‘conceptual sand’ </li></ul>
    74. 81. Mathematics: understanding the score (2008, ref. 070063) <ul><li>‘ Working with someone else helps you understand, especially if they ask you questions.’ </li></ul><ul><li>‘ Every lesson, you have to answer questions from the textbook. It gets boring.’ </li></ul>
    75. 82. A 2010 survey
    76. 83. Learning: creative approaches that raise standards (2010, ref. 080266) <ul><li>Findings </li></ul><ul><li>No conflict between the National Curriculum, high standards in core subjects and creative approaches to learning </li></ul><ul><li>Confident leaders key </li></ul><ul><li>Success comes from careful curriculum design putting ‘prescribed’ content in a flexible framework with key skills </li></ul><ul><li>Questioning, debate, experimentation, presentation and critical reflection ensures pupils enjoy the challenge, grow in confidence and sense personal achievement </li></ul><ul><li>Above average achievement and standards or a marked upward trend </li></ul>
    77. 84. Learning: creative approaches that raise standards (2010, ref. 080266) <ul><li>Curriculum Components 1 </li></ul><ul><li>Well-organised cross-curricular links that allowed scope for independent enquiry </li></ul><ul><li>Inclusiveness, ensuring that it was accessible and relevant to all pupils </li></ul><ul><li>A focus on experiential learning, with knowledge, understanding and skills developed through first-hand, practical experience and evaluation </li></ul><ul><li>Well-integrated use of technology </li></ul><ul><li>Effective preparation of pupils for the next stage of their learning, training or employment </li></ul>
    78. 85. Learning: creative approaches that raise standards (2010, ref. 080266) <ul><li>Curriculum Components 2 </li></ul><ul><li>Broad and accessible ‘enrichment’ programmes </li></ul><ul><li>Clear and well-supported links with the local community and cultures , often drawing on local knowledge and experience to enhance pupils’ learning </li></ul><ul><li>Flexible approach to timetabling to accommodate extended, whole-school or whole-year activities </li></ul><ul><li>Partnerships that extended pupils’ opportunities for creative learning. </li></ul><ul><li>From this came high levels of enjoyment for both staff and pupils. </li></ul>
    79. 86. Curriculum grade descriptors
    80. 87. Outstanding curriculum now – current framework <ul><li>Memorable experiences… rich opportunities for high quality learning … may be at the forefront of successful, innovative curriculum design… customised to changing needs of individuals and groups… highly tailored programmes… highly coherent and relevant … promoting outstanding outcomes </li></ul>
    81. 88. Good curriculum now – current framework <ul><li>Well organised, imaginative opportunities for learning… broad range of experiences… adjusted effectively to meet needs… activities have a high take up across groups and are much enjoyed </li></ul>
    82. 89. A new inspection framework – inspection methodology and the evaluation schedule
    83. 90. Raising standards, improving lives <ul><li>Key changes </li></ul><ul><li>In judging the quality of the school, inspectors will make four key judgements: </li></ul><ul><ul><li>achievement </li></ul></ul><ul><ul><li>the quality of teaching </li></ul></ul><ul><ul><li>behaviour and safety </li></ul></ul><ul><ul><li>leadership and management </li></ul></ul><ul><li>In judging the school’s overall effectiveness, inspectors will take account of the four key judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development. </li></ul>
    84. 91. Raising standards, improving lives <ul><li>Key changes </li></ul><ul><li>There are no graded ‘sub-judgements’ or ‘contributory’ judgements. </li></ul><ul><li>There will be no separate graded judgments for the Early Years Foundation Stage or the sixth form; inspectors will continue to evaluate these areas as part of the overall school provision. </li></ul><ul><li>Value added (VA) measures rather than contextual value added (CVA) are used as a measure of progress in previous years. </li></ul>
    85. 92. Raising standards, improving lives <ul><li>Key changes </li></ul><ul><li>There is an even greater focus on: </li></ul><ul><ul><li>narrowing gaps in performance for groups of pupils </li></ul></ul><ul><ul><li>quality of teaching and its impact on learning and progress </li></ul></ul><ul><ul><li>reading and literacy </li></ul></ul><ul><ul><li>behaviour and safety. </li></ul></ul><ul><li>Inspectors will expect to use a summary of a school’s self-evaluation in a form chosen by the school. </li></ul>
    86. 93. Raising standards, improving lives <ul><li>We will retain and build on the strengths of the current framework by: </li></ul><ul><ul><li>focusing on pupils’ outcomes, including outcomes for different groups of pupils and how well the school promotes those outcomes </li></ul></ul><ul><ul><li>promoting improvement: inspectors will continue to make specific and detailed recommendations based on their diagnosis of the school’s strengths and weaknesses </li></ul></ul>
    87. 94. Raising standards, improving lives <ul><li>Achievement </li></ul><ul><li>There will be a single judgement on achievement in which inspectors will consider current pupils’ progress together with attainment, and trends in attainment and progress in recent years. </li></ul>
    88. 95. <ul><li>The quality of teaching </li></ul><ul><li>The most important role of teaching is to raise pupils’ achievement. It is also important to SMSC. </li></ul><ul><li>Teaching includes teachers’ planning and implementing of learning activities across the whole curriculum, as well as marking, assessment and feedback. It comprises activities within and outside the classroom. </li></ul>Raising standards, improving lives
    89. 96. Raising standards, improving lives <ul><li>The quality of teaching </li></ul><ul><li>Greater priority given to: </li></ul><ul><li>inspectors gathering evidence in addition to lesson observations to provide information about what impact teaching has on learning over time, for example: </li></ul><ul><ul><li>discussions with pupils about their work </li></ul></ul><ul><ul><li>analysis of school records, including LOTC </li></ul></ul><ul><ul><li>scrutiny and analysis of pupils’ work. </li></ul></ul>
    90. 97. Raising standards, improving lives <ul><li>Behaviour and safety </li></ul><ul><li>This judgement takes account of a range of evidence on behaviour and inspectors have more time to look at these issues in more depth: </li></ul><ul><ul><li>behaviour in the classroom and attitudes to learning </li></ul></ul><ul><ul><li>behaviour around school </li></ul></ul><ul><ul><li>attendance and punctuality </li></ul></ul><ul><ul><li>a focus on freedom from bullying. </li></ul></ul>
    91. 98. Raising standards, improving lives <ul><li>Behaviour and safety </li></ul><ul><li>Remember that LOTC can contribute much to good behaviour and pupil safety. </li></ul>
    92. 99. Raising standards, improving lives <ul><li>Leadership and management </li></ul><ul><li>A focus on how effectively leaders and managers at all levels, in the context of the individual school: </li></ul><ul><ul><li>lead on and improve teaching </li></ul></ul><ul><ul><li>promote improvements for all pupils and groups of pupils </li></ul></ul><ul><ul><li>enable pupils to overcome specific barriers to learning. </li></ul></ul>
    93. 100. Raising standards, improving lives <ul><li>Leadership and management </li></ul><ul><li>What is similar to current arrangements ? </li></ul><ul><li>The focus on: </li></ul><ul><ul><li>improving outcomes and improving teaching </li></ul></ul><ul><ul><li>self-evaluation </li></ul></ul><ul><ul><li>capacity for improvement. </li></ul></ul><ul><li>The requirement to evaluate the school’s compliance with statutory requirements on safeguarding remains. </li></ul>
    94. 101. Raising standards, improving lives <ul><li>Leadership and management </li></ul><ul><li>Key differences </li></ul><ul><li>One single judgement on leadership and management </li></ul><ul><li>No separate judgement for capacity to improve </li></ul><ul><li>An evaluation of the provision of a broad, balanced curriculum that meets the needs of all pupils </li></ul><ul><li>A greater emphasis on engaging with parents and carers in supporting outcomes for pupils </li></ul>
    95. 102. Raising standards, improving lives <ul><li>Overall effectiveness </li></ul><ul><li>This takes account of the four judgements and how the school promotes the pupils’ spiritual, moral, social and cultural (SMSC) development. </li></ul><ul><li>A key aspect of judging overall effectiveness will be weighing the four judgements together with the evidence for the school’s promotion of the pupils’ SMSC development. </li></ul>
    96. 103. Changes to other aspects of the inspection framework
    97. 104. Raising standards, improving lives <ul><li>The timing of inspections </li></ul><ul><li>The current Education Bill has proposals which allow some schools to be exempted from section 5 inspections. </li></ul><ul><li>Risk assessment will be key. </li></ul><ul><li>Subject and survey visits continue. </li></ul><ul><li>There will be monitoring for many satisfactory schools and all inadequate schools. </li></ul>
    98. 105. Raising standards, improving lives <ul><li>The views of parents and carers </li></ul><ul><li>Ofsted remains committed to gathering the views of parents and carers between inspections to help decide when schools should be inspected. </li></ul><ul><li>Ofsted has launched a web-site - Parent View - where parents and carers can answer a series of questions about the school. </li></ul>
    99. 106. New grade descriptors
    100. 107. <ul><li>The school’s curriculum provides highly positive , memorable experiences and rich opportunities for high quality learning , has a very positive impact on all pupils’ behaviour and safety and contributes very well to pupils’ achievement and to their spiritual, moral, social and cultural development. </li></ul>Outstanding leadership and management
    101. 108. <ul><li>The school’s curriculum provides well organised, imaginative and effective opportunities for learning for all groups of pupils including disabled pupils and those with special educational needs, promotes positive behaviour and safety and provides a broad range of experiences that contribute well to the pupils’ achievement and to their spiritual, moral, social and cultural development. </li></ul>Good leadership and management
    102. 109. Outstanding overall effectiveness Teaching is likely to be outstanding and together with a rich curriculum , which is highly relevant to pupils’ needs , it contributes to outstanding learning and achievement or, in exceptional circumstances, achievement that is good and rapidly improving.
    103. 110. Thank you for your attention
    104. 111. Workshops
    105. 112. Closing Remarks