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Sheffield Diocese. Ofsted ‘Between the lines’ Tony Price – Wednesday 2 nd July 2014. Session objectives To understand the impact of the constantly changing framework – ‘playing the game’ To understand the demands of inspection in relation to T&L and L&M

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sheffield diocese
Sheffield Diocese

Ofsted

‘Between the lines’

Tony Price – Wednesday 2nd July 2014

slide2

Session objectives

  • To understand the impact of the constantly changing framework – ‘playing the game’
  • To understand the demands of inspection in relation to T&L and L&M
  • To develop a ‘toolkit’that opens windows on teaching, leadership and student learning.
  • To give yourself and your staff the best chance of delivering good or outstanding lessons and to achieve the best outcomes
slide3

First session

Leadership and Management

Second Session

Teaching and learning

slide4
Bar raisedGoal posts movedLaws of game changedTactics adaptedCoaching updated in lineHigher Expectations
slide6

Radidly changing world of Ofsted

  • Daily changes, CfBT gone in 2015
  • Grading EYFS and 6th Form
  • Removal of NC levels
  • Consider how assessment info is used?????
  • How teaching is inspected and reported
  • Balanced curriculum, SMSC comeback
  • No notice inspections
  • Proportionate risk based inspections
  • Complaints, data, decline in standards, concerns L&M, curriculum etc
  • Outstanding supporting under performing
slide8

School Leaders

1 Regard crises as the norm

2 Have abottomless well of intellectual curiosity

3 Have complete absence of paranoia and self-pity

4 Have unwarranted and unjustified optimism

5 Appreciate that detached involvement is the essence of leadership

6 Understand that feeling good is a skill7 As leaders we mostly walk into the wind8 Accept that you will get your life back ……….

slide9

When you retire!!

Or

Become a consultant!!

slide10

Leadership

Like inquisitive scientists, the best leaders we’ve researched remain students of their work, relentlessly asking questions – why, why, why? – and have an incurable compulsion to vacuum the brains of people they meet.

Jim Collins

I have no special talents. I am only passionately curious.

Albert Einstein

slide11

Your school

Your pupils

Your staff

Your parents

Your data

YOUR INSPECTION

YOUR VERSION OF REALITY

slide12

BE A PRO ACTIVE PARTNER

Anticipate trails

Don’t let it be DONE TO YOU

Lead your inspection by STEALTH

Be confident and proud

slide13

Build relationships with team

Maintain a hold of the lead

Nothing said is ever off record

Inspection starts with the phone call

Ends when report is published

slide14

“Whether you believe you can or whether you believe you can’t………………….

You are probably right”

PMA

slide15

It cannot be just for Ofsted

Linked inextricably with whole school improvement and development. The continuous and not occasional drive to improve and expand the ‘toolkit’ for good and better leadership linked to learning and teaching.

As a result should be improved outcomes.

slide16

9-11 ish Call from CfBT

12.30 ish Phone call from LI

12.45 FULL PANIC!!!!!!!!!

1.00 Cup of tea

1.10 Calmness descends…why?

slide17

BECAUSE YOU ARE WELL PREPARED

And

READY

BRING IT ON !!!

slide19

Pre inspection windows

  • RAISE on line
  • Data dashboard
  • Website
  • School windows
  • School Self Evaluation
  • School Improvement Plan
  • SIP reports
  • HT Reports to GB
slide20

Phone call to a script

School information…roll, Chair of GB, numbers of pupils/staff

If HT not in….

Safeguarding checks DBS/CRB

Off site provision

Inspection arrangement and protocols

Self evaluation, although no expectation

Notification to parents and GB

slide21

Staff questionnaire

Website and entrance notice

Invitation joint obs

Listening to readers

Discussions with groups of staff and pupils

Meeting with LA/Adviser/Consultant

Domestics

Any questions

slide22

Organisational tips

  • Timetables for 2 days only
  • Staff lists with responsibilities
  • School plan/map. Rooms /staff
  • Class, year and teacher name on doors
  • Numbers in each class/present
  • Alphabetical by cypher/abbreviation
  • Website up to date
  • Files, data current and over time, Behaviour, SEND, Attendance and exclusion
  • Case studies, SEND, Vulnerable, G&T, PP etc
  • Room lots of desk space
slide23

Safeguarding

  • Single Central Record
  • Ist Aid and CP training
  • Checked by
  • Risk assessment file
  • Behaviour, Racist incident, Bullying and Accident logs
  • Child Protection management
  • Keeping Children Safe publication – April 14
slide24

First day pressure!! Testing hypotheses

  • Always most difficult day
  • Lesson observations including paired
  • Building evidence base
  • Responding endlessly to requests for data, analysis, impact, documents, meetings
  • Worst case scenario
  • Always seem to be looking down not up
  • Controlling expectations
  • Setting up trails of enquiry
  • Keeping in touch
slide25

Second day – Judgement day

  • Overnight balancing
  • Clearer view of requirements
  • Less T&L
  • Completion of trails
  • Less guarded
  • Forming judgements
  • Writing summaries
  • Do you need anything else
  • If you have concerns, now or never!!
slide26

CONSIDERATIONS

  • Paired observations with SLT go for it!!
  • Remember checking validity/accuracy of your judgements
  • Inspector calls record, monitor
  • Plan meetings lunch times and after school, only for SLT in lesson time.
  • GB - consider preparation session
  • Partnerships
  • Enrichment
slide27

Preparation of discussion groups

  • Triangulation/corroboration
  • SLT, Achievement, L&M
  • Never alone always 2/3 staff
  • Include class teachers/TAsto triangulate
  • Leadership of teaching and learning
  • Middle leadership. SENCO, Lit/NumCoord’s
  • Inclusion
  • Behaviour and attendance
  • SMSC
  • Curriculum and enrichment
slide28

Evidence base for meetings

  • Beware of the massive file syndrome
  • Bullet pointed summary by all leaders
  • Area of responsibility, headline data, analysis, groups, priorities, strengths, AFIs
  • Links to SDP, school priorities
  • Case studies to exemplify good practice
  • Where evidence can be found
  • Your version of reality
  • Your agenda, hand over summary
slide29

Once a commitment is made, the goal will seem larger, bolder, and more exciting... leaders need to fix on it like a laser beam. They need to see it intensely, even obsessively. They feel it. They hear it. They taste it. They smell it. It becomes part of them, their very identity, because it is something they are committed to make happen, come what may, whatever it takes.StephenDenning – Secret Language of Leadership

slide31

The “10,000-hour rule” — that this level of practice holds the secret to great success in any field

The problem: it’s only half true. 10,000 hours of practicing an error will not improve anything.

You’ll still be a duffer, albeit an older one.

Practice makes permanent!!!

slide32

Key behaviours of inspiring teachers

1 Demonstrate genuine warmth and empathy

2 Create a sense of security about learning –

encouraging experimentation

3 Use highly interactive whole and partclass instruction

4 Encourage students to communicate frequently with one another

5 Develop meta-cognitive skills

slide33

My teacher seems to like teaching

My teacher believes that all students can do well

My teacher expects me to do well

My teacher is interested in what students think

My teacher enjoys being with us and is there for us

My teacher believes in learning for everyone

slide34

KEY FOCII

  • Greater focus upon comparisons to National
  • Teaching and progress over time
  • Focus on Pupil Premium as a group SEN,B/G
  • Closing Gaps in performance – impact of teaching
  • Expected progress not good enough
slide35

Ownership/responsibility /accountability - assessment data

  • Change of emphasis from teaching to learning
  • Focus on literacy and numeracy across the curriculum
  • Marking and feedback – student responses
  • Learning environment - learning walls
  • Balance of teacher talk / student activity
slide36

Using and applying early

  • Demonstration of progress in chunks
  • Lesson grades not given
  • feedback no judgements
  • Comments on teaching minimised
  • Raised profile for Middle leadership
slide37

Middle leadership

  • Raised profile and expectations
  • Analysis of performance and comparisons to NA
  • Student progress reviews, target setting
  • Performance of groups
  • Strengths/AFIs links to SDP and PM
  • Systematic approach to monitoring of T&L
  • Underperformance and Closing Gaps
  • Securing consistent improvement
  • Bullet pointed sheet capturing the above…now!!
slide38

Progress over time

  • Teacher ownership, analysis, response
  • Middle leaders – Senior leaders
  • Term, year, key stage
  • Books, marking and feedback
  • Class context
  • Tracking, mark ‘book’, assessments
  • Progress towards targets – trajectory
  • Student interviews
  • Teacher discussions
slide39

Teacher learning and progress file

  • Open windows on your teaching and pupil learning
  • Context for each class
  • Planning – current and long term
  • Assessment and analysis
  • Groups and national comparisons
  • Seating plans
  • Whole school initiatives eg literacy
  • SEND information, learning plans
  • TA support information
slide40

MARKING and FEEDBACK

  • Progress over time
  • Regular, consistent and detailed
  • Leveled/graded
  • Developmental and Next steps
  • Progress towards targets
  • Follow up and persistence
  • Response to teacher feedback
  • Books available whatever the group/year
  • Avoid at all costs a book scrutiny!!
slide41

Literacy, Numeracy, ICT across the curriculum

  • Take every opportunity to promote through the curriculum, afternoons esp.
  • Use the learning environment to support/promote the core skills
  • Learning walls/mats supporting whole school initiatives
  • Use your Literacy marking policy
  • “Literacy is a shared responsibility and is too important to leave to just English teachers”
slide42

Behaviour and Climate for learning

  • Beware it is not just compliant, passive, conforming, quiet …. Will not be good!!!
  • Must be interactive, participatory, collaborative, exciting…..could be noisy!!
  • Observers will expect/anticipate seeing some less than good behaviour…as it will provide an opportunity to demonstrate strategies and systems to minimise its effect
  • Keep hold of the lead
  • Catch ‘em being good
slide43

The Big Picture

  • Your view of reality not inspector’s
  • Context of group
  • Where from, where now, what aiming for
  • Progress in previous learning to start of lesson
  • Where on trajectory/flightpath
  • Up leveling, steps to success
  • Success criteria linked to objectives
  • Self, peer and teacher assessment
  • Relevance to real life - application
slide44

Evaluation & response to pupil feedback

Plan to check understanding/ learning/progress through assessment procedures

Decide upon learning outcomes

LESSON PLANNING

Identify groups of learners and levels of challenge

Select and develop T&L resources

Choose, chunk, organise the content needed

Identify appropriate T&L strategies and personalise

slide45

Creativity

Communication Skills

Determination

Aspirational

Solution Focused

Knowledge

Risk Taking

Knowledge

Kn

Independent Enquirers

Negotiating

Self Motivated

Fun Learning

Effective Participators

wledge

Knowledge

Knowledge

Being Flexible

Self Belief

Positive Attitudes

Empowered

Reflective Learners

Self Aware

Self Reliant

Respect

Knowledge

Fair

Knowledge

Kn

Creative Thinkers

Reliability

Problem Solving

Decision Making

Team Workers

slide46

Aspirational

Creativity

Determination

Communication Skills

Solution Focused

RiskTaking

Knowledge

Kno

Knowledge

Independent Enquirers

Negotiating

Self Motivated

Fun Learning

Effective Participators

Knowledge

owledge

Knowledge

Being Flexible

Empowered

Self Belief

Positive Attitudes

Reflective Learners

Self Aware

Self Reliant

Fair

Respect

Knowledge

Knowledge

Kno

Problem Solving

Decision Making

Team Workers

Creative Thinkers

Reliability

slide47

Make it as easy as you can for the observer to see your teaching and student learning at its best.

By opening not closing windows and by developing your toolkit for good and outstanding lessons !!!