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    Inset day december 2011   final Inset day december 2011 final Presentation Transcript

    • The New Inspection Arrangements for Maintained Schools and Academies from January 2012 What does this mean for Welling?
      • Big Picture: Key changes
      • In judging the quality of the school, inspectors will make four key judgements:
        • achievement
        • the quality of teaching
        • behaviour and safety
        • leadership and management.
      • 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.
      • Key changes
      • There is an even greater focus on:
        • narrowing gaps in performance for groups of pupils
        • quality of teaching and its impact on learning and progress
        • reading and literacy
        • behaviour and safety.
      • Ofsted will retain and build on the strengths of the current framework by:
        • focusing on pupils’ outcomes (attainment), including outcomes for different groups of pupils.
        • promoting improvement; inspectors will continue to make specific and detailed recommendations based on their diagnosis of the school’s strengths and weaknesses.
      • Achievement
      • 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.
      • The quality of teaching
      • The most important role of teaching is to raise pupils’
      • achievement. It is also important in promoting their
      • spiritual, moral, social and cultural development. Teaching
      • includes teachers’ planning and implementing of learning
      • activities, as well as marking, assessment and feedback. It
      • comprises activities such as support and intervention.
    • Behaviour and Safety Central to the new judgement is the collection of evidence that provides a picture of what behaviour is typically like, not just that observed during the inspection. Leadership and Management A focus on how effectively leaders and managers, at all levels , in the context of the individual school: lead on and improve teaching; promote improvements for all pupils and groups of pupils and enable pupils to overcome specific barriers to learning.
      • Lesson Observation
      • The following checklist is based on the 2012 framework
      • New Observation forms will be piloted in the New Year
      • Familiarise yourself with the content and expectations
    • Lesson Observation Checklist Teacher being observed: ________________________________Date: ___/___/2012 Observer/s: ________________________ Lesson: _________________ Period:______ (4) Inadequate Pupils make inadequate progress (3) Satisfactory Most pupils are making satisfactory progress. (2) Good Most pupils are progressing well and this is maintained over time
      • Outstanding
      • Almost all pupils are making rapid and sustained progress.
      • Assessing Progress
      • Ineffective use of AFL and questioning in lessons leads to unnecessary repetition of work for pupils and tasks that are unchallenging.
      • Teacher rarely monitors pupils work during lessons, leading to misconceptions not being picked up and lesson plans not being adjusted accordingly.
      • Assessing Progress
      • Ineffective AFL and questioning in lesson may result in some unnecessary repetition of work for pupils and tasks not fully challenging pupils.
      • Teacher monitors pupils’ work during lessons, picking up any general misconceptions and adjusts their plans accordingly to support learning.
      • Assessing Progress
      • Teacher regularly listen astutely to, carefully observes and skilfully questions groups of pupils and individuals during lessons.
      • Teacher uses AFL to assess pupils’ progress regularly and accurately.
      • Assessing Progress
      • Teacher systematically and effectively checks pupils’ understanding throughout lesson, with effective AFL.
      • Prior knowledge is ascertained by systematic and accurate assessment.
      • Planning for progress
      • Little or no attention is given to assessment of pupils’ learning and this often leads to tasks being planned and set that do not challenge pupils.
      • Planning for progress
      • The lesson is planned with attention given to the careful assessment of pupils’ learning, leading to some tasks being planned and set that do not fully challenge.
      • Adaptations to lesson plans as a result of AFL are usually successful but occasionally are not timely or relevant and this slows learning for some pupils.
      • Planning for progress
      • The lesson is planned with accurate assessment of pupils’ prior skill, knowledge and understanding, leading to appropriately challenging tasks.
      • The teacher uses information gained during the lesson to reshape tasks and explanations to improve learning.
      • Planning for progress
      • The lesson is planned with a keen awareness (astutely) of pupils prior knowledge, skills and understanding, leading to appropriately challenging tasks.
      • The teacher uses AFL to anticipate where they may need to intervene and do it with notable impact on the quality of learning.
      Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning
    • (4) Inadequate Pupils make inadequate progress
      • Satisfactory
      • Most pupils are making satisfactory progress.
      • Good
      • Most pupils are progressing well and this is maintained over time
      • Outstanding
      • Almost all pupils are making rapid and sustained progress.
      • Feedback for Progress
      • Pupils are unaware of the progress they are making and have no knowledge of how to improve their work further.
      • Feedback for Progress
      • Pupils are informed about the progress they are making and how to improve further through marking and dialogue that is usually timely and encouraging.
      • Feedback for Progress
      • Teacher has discussed assessments with students so they know how well they have done and what they need to do to improve.
      • Feedback for Progress
      • Marking and constructive feedback from the teacher and pupil are frequent and of a consistently high quality.
      • The comments enable pupils to understand how to improve their work, encouraging high levels of engagement and interest.
      • Teaching methods
      • Activities are not sufficiently well-matched to the needs of pupils so that they make inadequate progress.
      • Teaching Methods
      • Uses strategies that ensure that the individual needs of pupils are usually met.
      • Demonstrates expectations that enable most pupils to work hard.
      • Appropriate homework contributes reasonably well to the quality of learning.
      • Teaching Methods
      • Uses strategies that are effective so that pupils progress well
      • Uses strategies that consistently deepen pupils’ knowledge and understanding.
      • Appropriate and regular homework contributes well to pupils’ learning.
      • Ensures opportunities to develop a range of skills including reading, writing, communication and mathematics.
      • Teaching Methods
      • Are well judged and often employ imaginative teaching strategies that ensure rapid progress.
      • Ensure a rapid pace of learning
      • Ensure opportunities to successfully develop crucial skills, including literacy and numeracy.
      • Appropriate and regular homework contributes very well to pupils’ learning.
      Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning
      • Inadequate
      • Pupils make inadequate progress
      (3)Satisfactory Most pupils are making satisfactory progress. (2)Good Most pupils are progressing well and this is maintained over time (1)Outstanding Almost all pupils are making rapid and sustained progress.
      • Intervention
      • Support staff and not effectively deployed.
      • Intervention
      • Ensures the careful deployment any available additional support.
      • Intervention
      • Use AFL to appropriately target support.
      • Ensures that intervention matches most pupils’ individual needs so that pupils learn well.
      • Intervention
      • Due to effective AFL the teacher demonstrates sharply focused and timely support.
      • Ensures that intervention is used that closely matches individual needs accurately, leading to pupils learning exceptionally well.
      • Teacher
      • Does not demonstrate sufficiently high expectations.
      • Does not excite, enthuse, engage or motivate particular groups of pupils.
      • Has an environment where pupils’ lack of engagement and persistent low-level disruption contribute more than occasionally to reduced learning and/or a disorderly classroom environment.
      • Teacher
      • Demonstrates satisfactory subject knowledge.
      • Ensures that low-level disruption only occurs occasionally.
      • Ensures that major disruption to learning is uncommon.
      • Teacher
      • Demonstrates well-developed subject knowledge
      • Demonstrates high expectations of pupil knowledge.
      • Instils resilience, confidence and independence of pupils when tackling challenging activities.
      • Enthuses and motivates pupils to participate.
      • Enables through good behaviour management good levels of engagement which allows the lesson to flow smoothly throughout so that disruption is unusual.
      • Teacher
      • Demonstrates excellent subject knowledge.
      • Demonstrates consistent and high expectations of pupils.
      • Evokes high levels of enthusiasm for, participation in and commitment to learning.
      • Ensures consistently high behaviour
      • Instils resilience, confidence and independence of pupils when tackling challenging activities
      Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning
    • (4)Inadequate Pupils make inadequate progress (3)Satisfactory Most pupils are making satisfactory progress. (2)Good Most pupils are progressing well and this is maintained over time (1)Outstanding Almost all pupils are making rapid and sustained progress.
      • Learners
      • a significant minority of pupils show a lack of respect and intolerance for each other or staff and a lack of self-discipline, resulting in poor behaviour
      • Learners
      • Respond promptly to teachers’ direction and work cooperatively with each other
      • The large majority of pupils are punctual to lessons.
      • Learners
      • Are typically, considerate, respectful and courteous to staff and each other.
      • Make a very positive contribution to lessons
      • The very large majority of pupils are punctual to lessons.
      • demonstrate positive attitudes towards the teacher, their learning and each other
      • Learners
      • Show very high levels of engagement, courtesy, collaboration and cooperation
      • show excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruption
      • All pupils arrive punctually to lessons
      • Are highly adept at managing their own behaviour in the classroom
      Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Observer questions to consider Comments
      • Is this a typical lesson?
      • How well are pupils learning in lesson ( and overtime) ?
      • Is learning better than expected in lesson ( and overtime) ?
      • Is learning in line with what is expected in lesson ( and overtime) ?
      • Is learning below what is expected in lesson ( and overtime) ?
      Assessing Progress Planning for Progress Feedback for progress Teaching methods Intervention Teacher Learner Overall Grading: Signed (Observer 1): ___________________________________________________ Signed (Observer 2) ____________________________________________ Date: __________/_________/2012
    •  
    • Observer Questions and Judgements: Includes reference to behaviour & attitude to learning. Inadequate Pupils’ are making progress below expectation Satisfactory Most pupils’ are making expected progress Good Most pupils’ are making better than expected progress, which is maintained overtime Outstanding Almost all pupils’ are making rapid and sustained progress, which is better than expected Area Grade Assessing progress Planning for progress Feedback for progress Teaching methods Intervention Teacher Learners Observers questions to consider
      • Is this a typical lesson?
      • How well are pupils learning in lesson ( and overtime) ?
      • Is learning better than expected in lesson ( and overtime) ?
      • Is learning in line with what is expected in lesson ( and overtime) ?
      • Is learning below what is expected in lesson ( and overtime) ?
    • Planning for the needs of different groups: Welling School : KS4 Class Learning Profile : Spring Term Half Term (January – February 2012) The new ‘Class Profile’ sheets have been designed to support you in planning for the needs of different groups of students. A copy for KS3; KS4 and BTEC/Vocational can be found on the T-Drive in the ‘Lesson Observation’ file. Teacher Name: Subject Course Year Group: No. in class: Male Female Grouping
      • Mixed Abilty:
      • Streamed
      • Set 1 2 3 4 5 6
      No. and details of students who have recently joined through admissions/ carousel movements Teaching Assistant timetabled/specified lessons: Groups of Students: No. and names of Students with: Identified Needs: Interventions Notes (to be routinely updated): SEN with statements School Action Plus School Action FSM LAC Gifted & Talented EAL Medical Reading Age range: Most recent KS3 English grade range: Number of students working at each grade / target grades: G F E D C B A A* FFTD Yr 11 Target Highlander Prediction Current Grade _________2012 G- G G + F- F F+ E- E E+ D- D D+ C- C C+ B- B B+ A- A A+ A*- A* Student Information – students to be aware of - poor attendance / punctuality / behavior for learning / related issues / Timetable Variations/ Differentiation needs
    •