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Ofsted And Mhf
- 1. How to REALLY improvelessons!
- 2. TES, 5/3/2010 1in 13 “failing schools” Doubled since September
- 3. “pre-occupied with exam results, meeting guidelines introduced to safeguard children from sex offenders”
- 5. Schools with “low”raw exam results will be unable to achieve an overall outstanding or good grade, except in “the most exceptional circumstances” new OFSTED FRAMEWORK
- 6. “In nine yearsof working on inspections I have never known fear like it.” KEITH DENNIS, INSPECTIONS CONSULTANT, ASCL Judgements before and after the new framework (%) outstanding good satisfactory inadequate special 39 33.5 46 38.1 12 24.5 3 3.0 primary 16 7.1 52 42.6 29 43 3 7.3 secondary 22 9.5 41 36.7 31 44 6 9.7 all schools 19 9.2 50 41.3 28 42 4 7.5 Figures in red are percentage of schools receiving judgements in 2008/09 Figures in red are percentage of schools receiving judgements in between Sept 09 and Feb 2010 under new framework
- 7. “Everything ratched up” “We’re having to jump higher and higher through more hoops to move forward” “The expectation that the attainment of all children will reach the national standard regardless of their starting point is tough on schools like ours.” JANET REID, HEADTEACHER
- 8.
- 9. Do we knowour - strengths and weaknesses? 5 Questions
- 10. Do we knowour - strengths and weaknesses? Are our improvement priorities based on them? 5 Questions
- 11. Do we knowour - strengths and weaknesses? Are our improvement priorities based on them? Are they the right priorities? 5 Questions
- 12. Do we knowour - strengths and weaknesses? Are our improvement priorities based on them? Are they the right priorities? Are they being acted on with sufficient urgency? 5 Questions
- 13. Do we knowour - strengths and weaknesses? Are our improvement priorities based on them? Are they the right priorities? Are they being acted on with sufficient urgency? Are they resulting in better progress and rising standards? 5 Questions
- 14. National Challenge (examresults) Literacy Numeracy Student Numbers at Malling Pupil Attitudes Insufficient Attainment by Specific Groups of Students Assessment (AfL)
- 15. Environment & Resources ICT Infrastructure The Federation Student Numbers at Holmesdale Student & Teacher Relationships Growing Sixth Form AEN Extra-curricular activities Trust Status Strong Governing Body TAs and LSAs Sport Vertical Tutoring Libraries Tydeman Centre Specialist School Status Community Links Training School Curriculum Development
- 16. Better progress &raising standards won’t come from increased monitoring or trying to radically improve current practice... ...it’ll come from changes to curriculum and aspirations to meet the skills needs of the 21st Century!
- 17. Standards in manystate schools are "woefully low" and employers must "pick up the pieces" SIR TERRY LEAHY, TESCO 40% of employers seriously concerned about school leavers’ employers want "an literacy and numeracy; education system that 17% providing remedial equips young people help JOHN CRIDLAND, CBI with the right skills and mindset for the world of work" TOM IRONSIDE, BRITISH Economically Valuable Skills RETAIL CONSORTIUM
- 18. Leith Report (2006) over 1/3 school leavers unqualified over 50% adults have trouble with numbers 1 in 7 are not functionally literate UK has to become a world leader in skills Skills = “economically valuable skills” which are demand-led
- 19.
- 20. Future Socio- 2020 targets economic Trends Parents Exam Boards / QCDA Staff Curriculum Students Employers Futher & Higher Education Stakeholders What Skills?
- 21. “Employers consistently identifythe kinds of people they want in their workplaces. They want people who are literate and numerate and have information technological skills. They look for people who can build and maintain relationships, work productively in teams and communicate effectively. They look for problem- solvers, people who take responsibility and make decisions and are flexible, adaptable and willing to learn new skills.” QCA Futures Programme
- 22. QCA Futures PLTS Opening Creative FutureLab Core Skills Programme Minds Learning (study) literate and Literacy (includes speaking & listening) numerate Numeracy information technological managing information distributed cognition developing ideas Digital Information (ICT) skills (ICT) building and effective relating to maintaining participators people Interpersonal Skills relationships working Teamworkers managing community and collaboration relating to others (social skills) productively in teams people communication team-work, leadership & networking problem-solving Creative making citizenship & career development Thinkers connections taking Self-Managers communication responsibility and Learning Skills and making collaboration decisions Knowledge building & problem-solving (KS3) flexibilty, adaptability and effective participators engagement independent enquiry willingness to work Critical thinking (KS4) reflective learning knowledge learners builders Self-management Skills independent enquirers decision-making & resourcefulness citizenship engagement & perseverance creating and making work ethic & adaptability Creativity Skills Competencies conceptualising & imagining What Skills? creating & making reflection & refinement
- 23.
- 24. Better Lessons... adopt acompetencies-based (skills) approach to learning students understand and do rather than acquire a body of knowledge use new technologies flexible, personalised learning takes place there is “independent” rather than “receptive” learning taking place
- 26. exam results OFSTED National Curriculum Develop Craft of the Classroom motivation organisation & behaviour procedures management
- 27. support social skills takeskills-based approach to planning, develop critical delivery & assessment thinkers Innovate exam results avoid “didactic” teaching & “receptive” learning OFSTED National Curriculum students active: doing Develop Craft of & understanding the Classroom use ICT for motivation collaborative, organisation communicative & & behaviour creative activities procedures management
Editor's Notes
- #2 Trans Team putting things together
- #3 Shenfied High School - downgraded - “Good with Outstanding Features” Now “Satisfactory” - John Fairhurst (head) claims they used one year group’s figures rather than 3 year trends
- #4 New emphasis on pupil safety - claims that they have been marked down for risks like “low door handles”
- #5 While the framework has identified 8 priorities, it seems to be concentrating on... results
- #6 “raising the bar” implies improving quality - within a narrow focus that seems to be ignoring the context schools face
- #7 Keith Dennis: real issue is the greater emphasis on raw exam results or “attainment” - school problems like recruiting Maths & English teachers - regardless of the challenging intake of a school
- #8 Experience of inspected schools is different; Janet Reid, Yeo Valley Primary - gone from “Good” 3 years ago to “Inadequate”
- #9 Whatever position you are: teacher, middle leader, VP, TT Issues of leadership
- #10 Whatever position you are: teacher, middle leader, VP, TT Issues of leadership
- #11 Whatever position you are: teacher, middle leader, VP, TT Issues of leadership
- #12 Whatever position you are: teacher, middle leader, VP, TT Issues of leadership
- #13 Whatever position you are: teacher, middle leader, VP, TT Issues of leadership
- #14 Areas need developing These are in no order...
- #15 So many strengths... so much happening... so much OFSTED isn’t interested in.
- #16 Deborah Andrew. Evidence & research showing that monitoring doesn’t lead to improvement. You need to know the data/facts/what’s going on... but it also needs curriculum change
- #17 Concerns by employers (this stretches back to 60s) Every time results issued, CBI issues response - inevitably drawing attention to mis-match of qualifications & employment skills. Maths & Science. Mike Perry.
- #18 Raised this with middle leaders: economically-driven, demand led
- #21 Changes to curriculum: Core Skills, Social Skills, Learning Skills, Self-Management, Creativity
- #23 How does this all link to better skills? Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
- #24 How does this all link to better skills? Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
- #25 How does this all link to better skills? Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
- #26 How does this all link to better skills? Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive
- #27 How does this all link to better skills? Competencies-based approach; understanding & doing; ICT rich (3 C’s); flexible; non-receptive