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C:\St Wilfrids Ofsted Preparation Powerpoint

C:\St Wilfrids Ofsted Preparation Powerpoint






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    C:\St Wilfrids Ofsted Preparation Powerpoint C:\St Wilfrids Ofsted Preparation Powerpoint Presentation Transcript

    • St Wilfrid’s Catholic High School Preparing for an inspection February 2010 John Fowler - SIP : February 2010
    • 1. St Wilfrid’s Currently
      • Strong but potentially awkward position
      • 2009 SIP Annual Review - before the 2009 Summer results was very positive
      • Standards (2008) were very good, although… - subject residuals were variable
      • the school identified raising achievement in the Sixth Form as a continuing priority.
      John Fowler - SIP : February 2010
    • John Fowler - SIP : February 2010
      • Leadership (2008) was good but ...
      • leadership/management inconsistent at all levels
      • The school recognised consistency of leadership and management as a key area for development
      • - The 2007 Ofsted Report confirmed that the excellent Headteacher had , “communicated a clear and inclusive educational vision that is centred on pupils’ achievement and well-being.”
    • John Fowler - SIP : February 2010
      • So why might it be “awkward”?
      • 2009 results dipped:-
      • KS3 achievement levels inconsistent
      • 5 A* to C grades including Eng/Maths at FFT B
      • Some vulnerable groups (e.g. FSM) are not
      • currently making the hoped-for progress
      • concerns remain for subjects, including those with disappointing results two years in a row
      • inconsistency of performance and school’s own expectations were not met.
    • John Fowler - SIP : February 2010 Staffing changes and potential disruption Headteacher:- - Loss is always disruptive, but worse because - interim Headship + new Head = 2 x disruption and no secure leadership for up to 18 months - made worse by two failures to appoint and currently no permanent successor - previous Head seen as such a driving force.
    • John Fowler - SIP : February 2010 Compounded by other key staffing changes:- - loss of a Deputy Head and the Financial Manager in the Autumn Term - impending loss of Head of Sixth Form, who is central to the improvement in what the school continues to identify as a key area for further improvement In July 2009 the school identified inconsistency at senior and middle leadership as a concern and since then has lost some high quality leaders.
    • John Fowler - SIP : February 2010
      • Given:-
      • the potentially awkward situation
      • possible concerns over standards
      • possible issues over leadership
      • Teaching and learning become essential – see what follows.
    • 2. Purpose of the new framework
      • To increase the focus on improvement, by
      • tailoring the inspection to the needs of
      • the school. The intention is to increase
      • the impact on weaker schools, and to
      • check that those which are improving are
      • unlikely to go into decline.
      John Fowler - SIP : February 2010
    • 3. Revised framework gives priority to:- Promoting improvement : inspectors make specific recommendations based on their diagnosis of the school’s strengths and weaknesses.   Evaluating the achievement and well-being differentiated by the type of pupil .   Evaluating learning and teaching, focussing on the classroom .   Assessing promotion of equality of opportunity and tackling discrimination.   John Fowler - SIP : February 2010
      • Checking the school’s procedures for safeguarding .
      • Fostering the engagement of headteachers and staff in inspection.
      • Gathering and analysing the views of parents and pupils .
      • Assessing how effectively schools work in partnership with providers.
      John Fowler - SIP : February 2010
    • 4. Key differences in the new inspection judgement form include:-
      • Under overall effectiveness – Outcomes for individuals and groups of pupils
      • Under outcomes – How well are pupils doing taking account of any variation
      • Under how effective is provision – Taking into account the use of assessment to support learning
      John Fowler - SIP : February 2010
      • Under leadership and management:-
      • The effectiveness of leadership and management
      • in embedding ambition and driving improvement
      • Taking into account the leadership and
      • management of teaching and learning
      • The effectiveness of the school’s engagement with
      • parents and carers.
      John Fowler - SIP : February 2010
    • 5. How well do pupils achieve and enjoy their learning?
      • The definition of achievement differs from that used previously – it now includes “wider outcomes”.
      • Progress is the extent to which pupils have progressed in their learning given their starting points and capabilities.
      • Attainment is the standard of academic attainment, typically shown by test and examination results.
      John Fowler - SIP : February 2010
      • The wider ECM outcomes include higher expectations and more emphasis on different groups (e.g. boys/girls/SEN/BME) as well as individuals (e.g. LAC)
      • Now a strong emphasis on more overt value given to other ECM outcomes, and the notion that a school’s effectiveness is underpinned by its success with the most vulnerable.
      • Pupils’ achievement and progress will limit the overall effectiveness grade.
      • Unless pupils achieve well, the school is unlikely to be judged better than satisfactory overall.
      John Fowler - SIP : February 2010
    •   6. What evidence has greatest reliability and relevance?
      • Most reliable/relevant
      • Observe it happening
      • Discuss what is happening Examine output e.g. pupils’ work
      • Analyse performance indicators
      • Evaluate evidence of what Interview people about their has happened previously roles
      • Examine plans of work for the near future
      • Seek perceptions of other Examine policy documents people’s roles
      • Consider planned innovations
      • Listen to intentions
      • Least reliable/relevant
      John Fowler - SIP : February 2010
    • 7. How effective are teaching and learning in meeting the needs of the full range of learners. Inspectors should evaluate:-   how well teaching and resources across the range of the curriculum promote learning, enjoyment and achievement, address the needs of the full range of learners , including those from Black and minority ethnic groups or with learning difficulties and/or disabilities, and meet course requirements   the suitability and rigour of assessment in planning and monitoring learners’ progress   the diagnosis of, and provision for , additional learning needs   and where appropriate:- the involvement of parents and carers in their children’s learning and development. John Fowler - SIP : February 2010
    • 8. How effective are teaching and learning in meeting the needs of the full range of learners?
      • 1. Outstanding
      • Teaching is at least good in all major respects and is exemplary in significant
      • elements . As a result, learners thrive and make exceptionally good progress .
      • 2. Good
      • Learners make good progress and show good attitudes to their work, as a result of
      • effective teaching. The teachers’ good subject knowledge lends confidence to their
      • teaching styles, which engage all groups of learners and encourage them to work
      • well independently . Classes are managed effectively. Learners respond to
      • appropriate challenges . Based on thorough and accurate assessment that helps
      • learners to improve, work is c losely tailored to the full range of learners’ needs , so
      • that all can succeed including those with learning difficulties and/or disabilities.
      • Learners are guided to assess their work themselves . Teaching assistants and other
      • classroom helpers, and resources, are well deployed to support learning . Good
      • relationships support parents and carers in helping learners to succeed .
      John Fowler - SIP : February 2010
    • 3. Satisfactory Teaching is inadequate in no major respect, and may be good in some respects , enabling learners to enjoy their education and make the progress that should be expected of them . Teachers promote positive behaviour and learning . John Fowler - SIP : February 2010
    • 9. Some key points - There has been a significant raising of the bar, as is evidenced in many of the grade descriptors in the evaluation schedule. - HMI appear to see see outstanding judgements as aspirational for many schools. - The revised framework places great emphasis on the provision for individuals and groups of learners. - Therefore, personalisation, differentiation and assessment for learning will need to be at the centre of this provision. - Students, their knowledge, understanding and progress are at the centre of the inspection. - The vast majority of evidence for judging a school’s effectiveness is taken from observations of and/or discussions with students. John Fowler - SIP : February 2010
    • 10. So what will inspectors expect to see in my classroom? - You at your best, as you knew they were coming and they will expect you to have made some effort. - Must not adopt the attitude of, “Take me as you find me.” - Appropriate lesson-structure and well-planned lesson: strong opening; reference to prior learning; variety of activities; good plenary etc. Now the minimum that is a “given” for lessons, not just for special occasions. John Fowler - SIP : February 2010
    • Appropriate use of AfL, ICT, independent learning (not just for inspectors’ sake). Open and challenging questioning that allows students to develop and show their understanding. John Fowler - SIP : February 2010
    • Not a box-ticking exercise - Expectations that all the work over the past five years and emphasis nationally on teaching and learning will be in evidence. - Genuine engagement of all students in their learning – which they are enjoying. - Real pace in the lesson to accelerate student progress. - Appropriate levels of challenge for every student to ensure proper progress. - Genuine knowledge of the teacher about ALL students. - Clear evidence that learning has taken place for every student and that students know more at the end of the lesson than at the beginning. (and students saying this is the norm not the exception?) John Fowler - SIP : February 2010
    • “ Impossible to do all this.” “Can’t be done.” “I don’t have the time…” Remember:-   Teaching and learning will be the vital judgement in the inspection. This is really what is expected all the time. Your current monitoring procedures for teaching and learning and documents such as the lesson-plan template will prepare you fully for what to expect. Get the inspection your efforts and your school deserve.   ( and for potential cynics - It is only for two days + get it right and no more Ofsted for five years) John Fowler - SIP : February 2010