Ofsted preparation session 2
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Ofsted Preparation Session 2. How are your SENS supported?Christine. This session. Sarah: feedback from M&F session Activities in CTs and outcomes. Christine: Making connections for your students

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Ofsted preparation session 2

Ofsted PreparationSession 2

How are your SENS supported?Christine

This session
This session

  • Sarah: feedback from M&F session

    Activities in CTs and outcomes

  • Christine: Making connections for your students

    Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6

Marking and feedback summary
Marking and Feedback: Summary

  • Every team uses WWW/EBI for consistency

  • Students need to hear the language used

  • Yellow stickers need to be visible in books (eg in JA and in Year 9)

  • Where folders are used, with subject-specific top-sheets at GCSE for example, a WWW/EBI teacher comment must be evident

  • All schemes of work should have SRT embedded into lessons to enable the student to respond to the targets and feedback

Feedback from teams
Feedback from teams

  • The EBI could end with a task to show that student understands what you’ve set

  • Use ‘this work’ instead of ‘this piece’

  • Take out ‘what I looked at’ – time-consuming to keep writing same thing

  • MFL have a really well-developed annotation feedback specifically for languages

What ofsted are looking for
What Ofsted are looking for

  • The Inspectors must “judge and report on the quality of education provided in the school” for every pupil.

  • Inspectors will be interested in how well schools are improving the achievement of those groups of pupils whose achievement nationally is not as good as their peers.

  • In all schools, inspectors will evaluate and report on the achievement of disabled pupils and those with special educational needs

  • Teaching includes activities both within and outside the classroom such as support and intervention strategies.

What inspectors are looking for
What inspectors are looking for

  • Are targets challenging enough? Do the students understand the targets?

  • Do SEND pupils have enoughopportunitiesfor working independently in lessons? And if not, does this indicate a lack of expectation by teachers? ‘They should not always need (adult) help’.

  • Are the pupils motivated? Using initiative/collaborating? Are lessons planned to offer enough opportunities?

  • What about the students who are not on S, SA or SAP, are well-behaved and contribute, yet are very weak re literacy/comprehension?

The smog reading age indicator
The SMOG reading age indicator

  • http://www.niace.org.uk/misc/SMOG-calculator/smogcalc.php


  • Into CTs

  • Task

  • Task

  • Outcome: