The document provides guidance for Lee Pace, Deputy Head Teacher of James Bateman Junior High School, on preparing for an upcoming Ofsted inspection. It outlines the four key areas that Ofsted will evaluate: 1) the achievement of pupils, 2) the quality of teaching, 3) behaviour and safety, and 4) leadership and management. For each area, it lists examples of information and evidence that should be demonstrated, such as how staff are held accountable for student performance, examples of targeted teaching, and the impact of actions taken to improve attendance. It emphasizes showing the social, moral, spiritual, and cultural development of students and evaluating the impact of all programs and initiatives.

1. Preparing for Ofsted!
Lee Pace – Deputy Head Teacher
James Bateman Junior High School

3. The Ofsted Inspection framework
 The Achievement of Pupils
 The Quality of Teaching
 Behaviour and Safety
 Leadership and Management
SOCIAL- MORAL- SPIRITUAL - CULTURAL
SMSC!

5. Demonstrating SMSC
Excellent relationships between the pupils and staff – How do your staff
add to the SMSC aspects of the school?
Policies, especially Teaching and Learning and Behaviour
Assemblies that require an element of reflection; a time for the pupils to
think.
Provide evidence of where SMSC is taught/experienced across the
curriculum – simple ‘mapping’ of it might help!
Learning to Learn – preparing children for life.
Collaborative learning, pupils learning from one another.
School councils – Are these systematically run?
Older Pupils contribution to the school.
SO WHAT?

6. 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 being
challenged, Planning Files, IEPs. RIGOUROUS AND REGULAR!
How do staff ensure all children are challenged? (Children should get ‘Stuck’)
•Pitch of the lesson has to be precise –this is high priority for 2013
How is progress discussed during the lesson?
•Pupil discussions, plenaries that include questions about progress – probing children’s
reasons 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!

7. Teaching and Learning
 The classroom environment - cross curricular links?
 Good pace is critical
 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!
 Clear evidence of targeted groups/pupils in the class
 Guided reading. Again a systematic approach shared by all the staff!
 Cross curricular maths
 Learning objectives that are learning objectives! Start with the phrase ‘ I will learn how
to…’
 Marking: MUST offer next steps and evidence that pupils respond to marking
 If pupils are ‘compliant’ rather than ‘engaged’ expect a ‘Requires Improvement’
grading for the lesson

8. “Is this what normally happens in
your lessons?”

9. Behaviour and safety
 Safeguarding – effective procedures in place seems to be enough.
 Manners – ALWAYS spotting this!
 Movement in the corridor – calm and purposeful!
 Playtime is ‘harmonious’ – how is this ensured?
 Children are being asked about the ‘types of bullying’
 Gathering lots of evidence from pupils and parents – parent view
 Attendance – What is being done to improve it? What has been the
impact?

11. Leadership and Management
The wider leadership of the school.
•English/Maths leaders and SENCO will be interviewed – know your data,
your actions and the IMPACT!
Looking for examples of how all staff take a leadership role in:
•Subject
•Curriculum planning and mapping
•Monitoring and evaluation
•Staff will be asked about appraisal systems and how they support
individual development
How is outstanding practise shared/modelled across the school?
The Governors
Governors should have a good idea of how the school in performing.
Ability to challenge the leadership of the school – Is challenge minuted?

12. 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!
 Make sure you have robust evidence for
EVERYTHING your write!

13. Don't TTT Teach to the Test or III
Innovate In the Inspection - SMILE
Simply Make It Like Everyday
John Pearce
@JohnPearce_JP