A presentation by Diana Choulerton National Lead Design and Technology at the Better Food Teaching conference, February 2015. http://foodteacherscentre.co.uk/

1. Date 28 February 2015
How We Inspect
Inspecting food teaching
Diana Choulerton
National Lead Design and
Technology

2. Inspection food teaching| 3
The evaluation schedule
 Sets out sources of evidence and grade descriptors that
guide inspectors.
 Not exhaustive, does not replace inspectors’ professional
judgement.
 Inspectors make their judgements using professional
expertise to interpret the evidence in light of guidance and
in the context of the school.
 Evaluation schedule used in conjunction with Part 1 of
handbook.

3. Inspection food teaching| 3
Key judgements
 Overarching judgement - overall effectiveness of the school
 the behaviour and safety of pupils
 the quality of teaching
 the achievement of pupils
 effectiveness of the sixth form (where applicable)
 the quality of leadership and management

4. Inspection food teaching| 3
The quality of teaching
 Role of teaching … to promote learning and the acquisition
of knowledge to raise achievement.
 Teaching includes:
 planning for lessons and other learning activities
 how teachers impart knowledge to pupils, instruct them
and engage them in other activities which also increase
their knowledge and understanding
 the setting of appropriate homework
 marking, assessment and feedback.

5. Inspection food teaching| 3
Judging the quality of teaching
 Not judging individual lessons or teachers.
 No grading of individual lessons, learning walks or
equivalent activities.
 Judgement based on strengths and weaknesses of teaching
across broad range of lessons and in context of other
evidence of pupils’ learning and progress over time
including:
 pupils’ work
 pupils’ knowledge and understanding
 outcomes in tests and exams.

6. Inspection food teaching| 3
Judging the quality of teaching
 No preferred teaching style - inspectors should be ‘looking
at’ and reflecting on the effectiveness of what is being done
to promote learning.
 No requirement for schools to provide individual lesson
plans or previous lesson plans.
 No particular frequency or quality of marking expected. We
look to see how the school’s policy is being implemented.
 No expectation for unnecessary or extensive written
dialogue between pupils and teachers in books or folders.

7. Inspection food teaching| 3
Observing teaching and learning
 When observing teaching, inspectors must consider: (P58)
 engagement and challenge
 expectations for behaviour
 pupils’ learning in lessons and over time
 how well teachers monitor pupils’ responses and adapt
approaches when needed
 teachers give necessary attention to different pupils groups
 homework is set in line with school’s policy and challenges
all pupils
 pupils understand how to improve their work
 teachers have high expectations.
 if assessment (including at transitions points) is frequent and
accurate and used to set challenging work

8. Inspection food teaching| 3
Observing teaching and learning (cont)
 When evaluating the accuracy of assessment inspectors will
consider how well
 Baseline assessments, teacher assessment and testing
are used
 assessment draws on a range of evidence
 teachers make consistent judgements
 Not all aspects of learning may be seen or expected in one
lesson observation

9. Inspection food teaching| 3
Evaluating learning over time
 School’s own evaluations of the quality of teaching.
 Discussions with pupils.
 Discussions with teachers, teaching assistants and other
staff.
 The views of pupils, parents and staff.
 Scrutiny of pupils’ work considering:
 whether marking, assessment and testing is in line with
school policy and helps pupils improve
 the level of challenge provided
 pupils’ effort and success in completing work and
progress made over a period of time.

10. Inspection food teaching| 3
Using the grade descriptors
 Not a check list.
 ‘Best fit’ approach that relies on professional judgment.
 Evidence gathered from observations of food teaching
would be weighed up alongside all other evidence gathered
about teaching across the school.

11. Inspection food teaching| 3
Judging the achievement of pupils
 Has regard for starting points.
 Considers achievement of more able and most-able.
 Inspectors will not expect to see particular assessment
system in place but will spend time:
 looking at a range of pupils’ work
 talking to leaders about formative and summative
assessment and how this improves teaching and raises
achievement
 achievement against age related expectations- as
defined by the school and the national curriculum (where
applicable).

12. Inspection food teaching| 3
Judging the achievement of pupils
 Inspectors will usually consider how well:
 pupils’ work shows they have knowledge, understanding
and skills expected for their age (where possible)
 all pupils are set aspirational targets and are on track to
meet these
 assessment is used to make sure all pupils make the
progress teachers expect - more able pupils do work
that deepens their knowledge and understanding
 pupils’ strengths and misconceptions are acted on by
teachers during lessons and more widely.

13. Inspection food teaching| 3
Judging the achievement of pupils
 The learning and progress across year groups of different
groups of pupils currently on the roll of the school, including
disabled pupils and those with special educational needs,
disadvantaged pupils and the most able.
 Pupils’ progress in the last three years (where such data
exists).
 Pupils’ attainment in relation to national standards and
compared with all schools.

14. Inspection food teaching| 3
Judging leadership and management
 Impact of leaders at all levels.
 How well leaders pursue excellence, modelling professional
standards in all their work.
 The effectiveness of monitoring and evaluation.
 How well leaders use formative and summative assessment
data.
 Broad and balanced curriculum, accompanied by effective
spiritual, moral, social and cultural development, is helping to
prepare pupils for life in modern Britain.
 Careers guidance.
 Quality of middle leadership.
 Safeguarding arrangements.

15. Inspection food teaching| 3
Judging behaviour and safety
 How pupils’ attitudes to learning help or hinder progress.
 Pupils’ attitudes to school, conduct and behaviour during and
outside lessons, attitudes to other pupils, teachers and other
staff and prevalence of low-level disruption.
 Respect for the environment (including not dropping litter),
facilities and equipment and adherence to uniform policies.
 Success in keeping pupils safe, e.g. effective risk assessments,
e-safety arrangements.
 Tackling of discriminatory and derogatory language.
 Pupils’ ability to understand, respond to and calculate risk
effectively.
 Punctuality over time and to lessons.

16. Questions?