Ofsted Myths - Ofsted want...• Pace / lots of activities in a lesson• Complex lesson plans• Inflexible approach to lesson delivery - sticking to the plan at all costs• To see the teacher working hard• Constant review of learning• Box-ticking
Wilshaw on pace / activity in lessons...• We don’t want to see lessons that are too crowded, too frenetic and with too many activities designed simply to impress the inspectors: that’s wrong. We simply want to see teaching that embeds learning.
Wilshaw on observations...Too often I hear Ofsted adpots a tick-box, formulaic aproach to lesson observation. If this has been the case before, it certainly wont be now.
Wilshaw on judgements...Judgement of teaching will be predicated on the quality of learning and the progress that students are making.
Wilshaw on expected teaching style...Ofsted does not have a preferred style of teaching. Starters? Plenary? 3 part lesson? LOs on board? group-work? lolly sticks?
Wilshaw on expected teaching style...Ofsted does not have a preferred style of teaching.• Inspectors will judge teaching simply on whether children are engaged, focused, learning and making progress.
But what about all the AFL stuff?Try to learn something without...- knowing what it is that you are trying to learn- doing activities which help you to improve- understanding / being shown how to do activities to a high level of quality- getting and working with feedback on what you do
What else?Try to get kids to learn when...- The teacher talks for long periods and student activity is limited- Only some of the students take part
So what is ‘good teaching’?•What’s good iswhat works.
Ofsted will...• Look for evidence of progress over time - in books and through talking to students• Look at environment - key words, displays etc• Look at school data then investigate weaker areas - for us, SEN / FSM likely to be a focus• Look for evidence of explicit and consistent teaching of Literacy / Numeracy• Take relationships and behaviour into account• Not expect perfection - if it goes wrong, and you deal with it, fine
Wilshaw on the qualities of a goodteacher...• The ability to reflect and critically evaluate performance• The ability to differentiate teaching styles and resources for children’s different aptitudes and abilities• The capacity – no matter how long in teaching – to learn from others and be receptive to advice and training.• Above all, an unyielding commitment – to help every child to achieve their full potential.