Updated Ofsted handbook, september 2013 - impact on teaching


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guide to show to staff on the changes to the new ofsted framework and how this will effect the day to day teaching of the students.

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  • www.teachertoolkit.me
  • www.teachertoolkit.me
  • Updated Ofsted handbook, september 2013 - impact on teaching

    1. 1.  Ofsted Inspection Handbook Updated framework for September 2013 New official Ofsted issue mouse-matt @mrjkwilson August 2013
    2. 2. But why should I care? “It is also important that outstanding schools should not luxuriate in their own outstandingness” Sir M Wishaw High expectations, no excuses speech, feb 2012
    3. 3. Gathering and recording evidence Page 10 – Bullet point 24:  “Inspectors must spend as much time as possible gathering evidence on teaching and learning, observing lessons, scrutinising work (including in pupils’ books and writing), talking to pupils about their work, gauging their understanding and their engagement in learning, and obtaining pupils’ perceptions of typical teaching.”
    4. 4. Gathering and recording evidence Page 10 – Bullet point 24 – recommendations:  Mark student books and provide valid feedback, religiously.  Any absent-marking beyond the length of a half-term, then you are asking for trouble  Remember, this is not just about assessment, but the quality of the writing and the length. For example, is there evidence of sustained writing (in whole sentences and paragraphs); the marking for literacy (SPAG) and searching to see if tasks are usually finished or not.  Presentation is also increasingly important – no doodling or graffiti if you want good or outstanding! (This links to their “thirst for knowledge” and “love of learning”).
    5. 5. Lesson Observations Page 10 – Bullet point 26: “The key objective of lesson observations is to evaluate the quality of teaching and its contribution to learning, particularly in the core subjects. Inspectors must not advocate a particular method of teaching or show preference towards a specific lesson structure. As such, inspectors will not look for a preferred methodology but must record aspects of teaching that are effective and identify ways in which teaching and learning can be improved. Through lesson observations and subsequent discussions with senior staff and teachers, inspectors should ensure that they:  Judge the accuracy of teachers’ and leaders’ evaluation of teaching and learning;  Gather evidence about how well individual pupils and particular groups of pupils are learning and making progress, including those with special needs, those for whom the pupil premium provides support and the most able, and assess the extent to which pupils have grown in knowledge;  Collect sufficient evidence to support detailed and specific recommendations about any improvements needed to teaching and learning.“
    6. 6. Lesson Observation Page 10 – Bullet point 26 – recommendations:  Teach how you want to teach! If it is effective and aids learning, then teach in a didactic style if needed.  Ignore group work if it’s not needed.  Whatever you need to do that lesson, continue as planned!  Ensure you can evidence ‘progress over time’ for groups of learners  Especially: SEN, G & T and FSM/EVER6
    7. 7. Lesson Observation Page 11 – Bullet point 27: “Inspectors will not expect teachers to prepare lesson plans for the inspection. However, they will use the evidence gathered from lesson observations to help judge the overall quality of the school’s curriculum planning.“
    8. 8. Lesson Observation Page 11 – Bullet point 27 – recommendations:  Do NOT waste your time supplying pages and pages for a lesson plan. Planning should fit on a single a4 side. It should be concise, informative and most importantly show the inspector that thought has been put into the planning of the lesson for the purpose of ‘progression’.
    9. 9. Lesson Observation Page 11 – Bullet 28: “There are many different strategies for lesson observations. Lead inspectors should not be constrained by a single approach, but should use their professional judgment to plan an appropriate lesson observation strategy. For example, inspectors may engage in:  short visits to a number of lessons, spending a few minutes in each;  short observations of small group teaching, for example of phonics;  lesson observations of more than 25 minutes; during which they may observe activities and talk with pupils about their work …“
    10. 10. Lesson Observation Page 11 – Bullet point 28 – recommendations:  In lesson obs of longer than 25 minutes you should expect inspectors to talk to students.  Allow them to do this without looking over their shoulder – do not worry about what ‘little Johnny’ will tell the inspector!  Will this have an impact on the relationships you build in the classroom?
    11. 11. Lesson Observation Page 12 – Bullet 32: “As noted above, inspectors must not advocate a particular approach to teaching or planning lessons. It is for the school to determine how best to teach and engage pupils to secure their good learning.”
    12. 12. Lesson Observation Page 12 – Bullet point 32– recommendations:  Ofsted will not judge you or the school for the approach you take to lesson planning, or style of teaching. However if the school promotes a particular style and approach to teaching/lesson planning that you may be expected to adopt.
    13. 13. @TeacherToolkit This guide was produced using the advice given by Ross Morrison-McGill otherwise known as @TeacherToolkit on his excellent website. Ross is an Assistant Vice Principal in a rapidly improving inner-city school in North London. He is an award-winning teacher (Guardian Teacher of the Year in Secondary School in London 2004) and is a former SSAT Design Technology Lead Practitioner. He is responsible for improving the quality of teaching and learning and has a national profile as the leading contributor and organiser of online CPD within a growing community of education professionals. He is a member of The Guardian Teacher Network adviser panel, where he writes a regular series of blogs achieving ‘best blog of 2012’. His website, articles and TES resources exceed 500,000 readers (May 2013). You can follow him on Twitter @TeacherToolkit or join in #SLTchat and @SLTeachMeet which he created to bring together, over 700-1000 aspiring and senior leaders online, every Sunday across the UK. www.teachertoolkit.me
    14. 14. @Mrjkwilson This ppt was put together by myself, James Wilson, Head of History and Second in Humanities at Perry Beeches Academy in Birmingham. I am always looking to collaborate with teachers across the uk and beyond on action research and testing the latest pedagogy ideas. I have a special interest in the development of students who receive free school meals and the impact the pupil premium can have on their learning. www.mrjkwilson.com http://About.me/jkwilson84