Findings from “Questioning by teacher to “Marking in books indicated probe thinking and good progress for students since understanding is a powerful start of the year and this was strategy to scaffold learning tagged against child speak levels and demonstrate progress.” in the book.” “All students had recently “Ongoing plenaries had a baseline assessment. throughout lesson helpedMost making progress in line to show that learning andwith KS2 data. All know their progress were taking level.” place.” “The lesson objectives “The level of difﬁculty has explain the level progressed both throughout the progression, and are used lesson and from prior learning. throughout the lesson to Reﬂective questioning used to check progress and the probe why explanations move learning that’s taking them onto level 5a and/or 6c.” place.”
Findings from “Students understood their “Students show superb targets and how to make more understanding of their progress, and extended attainment level and how to writing in book showed this move on.” progress taking place.” “Student responses are tagged to “Students are developing grades - and show the students are answers and most can produce moving from pass to merit to long and developed sentences distinction. using a clear progress menu - Students are asked to improve their more than two tenses, key responses to attain the next grade connectives, time phrases.” up.” “The starter built on priorlearning. Seeing if the students “Students have clearly made have progressed with the topic progress as they are working since last visited. The learning at grade C and they were level demonstrates progress, as the 5 at the end of year 9.”topic is building on the starter.”
5 Part LessonA ﬂexible planning tool. Supports progress and Need to see evidence of it. development of outstanding learning. Starter& Starter& Modelling& Establishing& Group/Paired&Work& Developmental&Phase& Independent&Learning& Review&&&Reﬂec=on& Plenary&
Key Areas in NewProgress of students is central - rapid and sustained progress based against priorattainment to get outstanding.Emphasis on whole school literacy and numeracy skills - their explicit developmentacross the curriculum.Clear emphasis on the setting of appropriate homeworkAssessment for Learning underpins much of the judgements about teaching: use ofprior attainment to plan learning and match individual needs; use of questioning andreview; the quality of feedback and marking; differentiation and appropriateintervention; students understanding how to improve their work and what their nextsteps are.
LessonComplete observations between 21st November and 16thDecember 2011.Make use of the new Ofsted Criteria - preparation for thefuture evaluation schedule.Staff to use the new online form and the planningdocuments on the school website.Curriculum Teams to consider the checklist of strategies toconsider how to further embed outstanding learning.Quality and frequency of marking need urgent attention.