Speaking from a primary perspective. However. Lots of useful tips for secondary/post 16
The interrogation room- My first experience of Ofsted – Asked to come into the room as the Maths co-ordinator – new to the job, little experiences of data analysis and had never heard of the Panda! (RaiseOnline) The lead inspector then began to interrogate me about the data! I was done for! I don’t want this to happen to anyone again! Make sure your staff, especially the Maths and Literacy co-ordinators know their data! Headteachers always know the data and Ofsted know this! Ever report I’ve read comments on the middle managers. Come back to this in a little while.
I’m not going to go through these laboriously – I hope in the next 25 minutes I can share with your some of the key patterns that I’ve notice in recent reports, my own interpretation of the evaluation schedules and my discussions with professional who have been through an new ofsted inspection. So much depends on the school, the inspection team and its really difficult to see any one of these in isolation, these heading are simply to tell you how Ofsted will structure the report and to give you an idea of the key performance indicators.- they are all however underpinned by SMSC But what is it… well this is what its not…
But how can you demonstrate this across your school…
Is your behaviour policy Carrot and Stick or Nurture and Relationships. Do you have rules or expectations – remember expectations can be exceeded, rules cannot. There seems to be an element of thinking that if SMSC is only evidence through RE/PHSE and assemblies then it cannot be embedded across the curriculum Other examples can be the choir, philosophy for children. PLTS
Class data analysis. Do all staff have to produce a report on progress following all formal assessments? IE 6 reports per year. Do Foundation? KS1/KS2 teaching staff write a report on outlining a detailed analysis of the data? The difficult conversation. – Sir John Jones, most difficult conversations are done as your lying in bed at night thinking about them and too often they never happen! Provision mapping – Is every aspect of extra support accounted for – do TAs know why they are deployed where they are?
Over time and in lessons
Sage on the sage or guide on the side? Which aspects of the display can be seen across the school? How do displays show independent learning? How do they show the process of learning and not just the outcome?
These types of lessons should not be ‘one – offs’ The bags of compost story!
Excuse me sir but I’m terribly sorry to bother you, but I wonder if would mind helping me a moment, as long as its no trouble.
Is the leadership shared?
Don’t make it just a commentary!
Don’t try to change everything – big emphasis on ‘Over time’
Preparing for ofsted! nec 2012
Preparing for Ofsted! Lee Pace – Deputy Head Teacher Havergal (CofE) Primary School Wolverhampton (Expecting Ofsted Soon!)
The new framework The Achievement of Pupils The Quality of Teaching Behaviour and Safety Leadership and ManagementSOCIAL- MORAL- SPIRITUAL - CULTURAL SMSC!
Demonstrating SMSCExcellent relationships between the pupils and staff – How do your staffadd to the SMSC aspects of the school?Policies, especially Teaching and Learning and BehaviourAssemblies that require an element of reflection; a time for the pupils tothink.Provide evidence of where SMSC is taught/experienced across thecurriculum – simple ‘mapping’ of it might help!Learning to Learn – preparing children for life.Learning environment; worship area, learning to learn display,evidence of collaboration, partnerships and pupil voice.School councils – Are these systematically run?Older Pupils contribution to the school. SO WHAT?
The Achievement of Pupils.How are staff made accountable for the performance of the children in their class?•Performance management, Class data analysis, Evidence of how staff are beingchallenged, Planning Files, IEPs. RIGOUROUS AND REGULAR!How do staff ensure all children are challenged? (Children should get ‘Stuck’)•Higher order questioning (Seem to be spotting this a lot)How is progress discussed during the lesson?•Pupil discussions, plenaries that include questions about progress – probing children’sreasons for their thoughts. How does learning relate to children’s targets?Have the context clear! Your know the kids – not Ofsted!•Particularly useful for cohorts/groups of pupils who underperform!
Teaching and Learning The classroom environment - cross curricular links? Paired discussion Collaborative learning – Seems to be a huge focus (SMSC) Still loving the ‘Wow’ lessons! (A little left field?) AfL – The use of clear success criteria and evaluating against it. Children to decide next steps Include an element of SMSC Know your best teachers – know what makes them so outstanding. And of course the opposite! Phonics – lots of monitoring for a systematic approach. TAs also being observed! Guided reading. Again a systematic approach shared by all the staff! Cross curricular maths IWB – use it appropriately Marking: MUST offer next steps
Behaviour and safety Safeguarding – effective procedures in place seems to be enough. Manners – ALWAYS spotting this! Movement in the corridor – calm and orderly! Playtime is ‘harmonious’ – how is this ensured? Children are being asked about the ‘types of bullying’ Gathering lots of evidence from pupils and parents Attendance – What is being done to improve it? What has been the impact?
Leadership and ManagementThe wider leadership of the school.For example - Literacy co-ordinator should be:Monitoring lessons, books, phonics, guided reading, leading moderationof writing, have a clear action plan and have clear evidence of the impacthe/she has made.Looking for examples of how all staff take a leadership role in:•The subject•Curriculum planning and mapping•Monitoring and evaluationHow is outstanding practise shared/modelled across the school?The GovernorsValue for money seems key –do the governors know the impact of theirspending?Ability to challenge the leadership of the school
Self evaluation. Be evaluative – so what? THE IMPACT!… so that…/…ensuring that…/…the impact has been…/…developing the children’s… SMSC to have a separate paragraph(s) in all four sections Context –What is the story behind attainment and what impact does this have? Make sure it’s up to date!
Dont TTT Teach to the Test or IIIInnovate In the Inspection - SMILESimply Make It Like Everyday John Pearce @JohnPearce_JP
More information…@thought_weaverswww.thoughtweavers.wordpress.comSlides will be available via the Blog, Twitter and Slideshare