Sheffield Diocese Ofsted ‘Between the lines’ Tony Price – Wednesday 2 nd July 2014.
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Transcript of Sheffield Diocese Ofsted ‘Between the lines’ Tony Price – Wednesday 2 nd July 2014.
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Sheffield Diocese
Ofsted‘Between the lines’
Tony Price – Wednesday 2nd July 2014
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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
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First sessionLeadership and Management
Second SessionTeaching and learning
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Bar raisedGoal posts moved
Laws of game changedTactics adapted
Coaching updated in line
Higher Expectations
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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
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“I don’t think much of a man
who is not wiser today than he
was yesterday.”
Abraham Lincoln
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School Leaders
1 Regard crises as the norm
2 Have a bottomless 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 leadership6 Understand that feeling good is a skill7 As leaders we mostly walk into the wind8 Accept that you will get your life back ……….
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When you retire!!
Or
Become a consultant!!
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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
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Your school Your pupils Your staff
Your parentsYour data
YOUR INSPECTION
YOUR VERSION OF REALITY
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BE A PRO ACTIVE PARTNER
Anticipate trails
Don’t let it be DONE TO YOU
Lead your inspection by STEALTH
Be confident and proud
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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
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“Whether you believe you can or whether you believe you can’t………………….You are probably right”
PMA
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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.
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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?
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BECAUSE YOU ARE WELL PREPARED
AndREADY
BRING IT ON !!!
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THE WINDOW OPENING PROCESS BEGINS
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Pre inspection windows
• RAISE on line• Data dashboard• Website
School windows
• School Self Evaluation• School Improvement Plan• SIP reports• HT Reports to GB
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Phone call to a script
School information…roll, Chair of GB, numbers of pupils/staffIf HT not in….Safeguarding checks DBS/CRBOff site provisionInspection arrangement and protocolsSelf evaluation, although no expectationNotification to parents and GB
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Staff questionnaireWebsite and entrance noticeInvitation joint obsListening to readersDiscussions with groups of staff and pupilsMeeting with LA/Adviser/ConsultantDomesticsAny questions
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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
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Safeguarding
• Single Central RecordIst Aid and CP trainingChecked by• Risk assessment file• Behaviour, Racist incident, Bullying and
Accident logs• Child Protection management• Keeping Children Safe publication – April 14
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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
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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!!
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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
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Preparation of discussion groups
• Triangulation/corroboration• SLT, Achievement, L&M• Never alone always 2/3 staff• Include class teachers/TAs to triangulate• Leadership of teaching and learning• Middle leadership. SENCO, Lit/Num Coord’s• Inclusion • Behaviour and attendance• SMSC• Curriculum and enrichment
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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
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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.Stephen Denning – Secret
Language of Leadership
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“Simply doing more of the same never has and never will improve things”
Tim Brighouse
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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!!!
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1 Demonstrate genuine warmth and empathy
2 Create a sense of security about learning –
encouraging experimentation
3 Use highly interactive whole and part class instruction
4 Encourage students to communicate frequently with one
another
5 Develop meta-cognitive skills
Key behaviours of inspiring teachers
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My teacher believes that all students can
do well
My teacher is interested in what
students think
My teacher believes in learning for
everyone
My teacher expects me to do well
My teacher seems to like teaching
My teacher enjoys being with us and is
there for us
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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
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•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
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• 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
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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!!
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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
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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
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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!!
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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”
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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
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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
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Evaluation & response to
pupil feedbackDecide upon
learning outcomes
Choose, chunk, organise the content needed
Identify appropriate T&L strategies and
personalise
Select and develop T&L
resources
Plan to check understanding/
learning/progress through
assessment procedures
LESSON PLANNING
Identify groups of learners and
levels of challenge
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Fair
Empowered
Self Motivated
Positive Attitudes
Creativity
Problem Solving Team Workers Creative Thinkers
Self Reliant
Respect
Reliability
Communication Skills
Fun Learning
Being Flexible
Decision Making
Determination
Risk Taking
Self Belief Self AwareReflective Learners
Negotiating
Aspirational
Solution Focused
Independent Enquirers
Effective Participators
Knowledge Knowledge
Knowledge
Knowledge Knowledge
Knowledgewledge
Kn
Kn
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Fair
Empowered
Self Motivated
Positive Attitudes
Creativity
Problem Solving
Team Workers
Creative Thinkers
Self Reliant
Respect
Reliability
Communication Skills
Fun Learning
Being Flexible
Decision Making
Determination
Risk Taking
Self Belief Self Aware
Reflective Learners
Negotiating
Aspirational
Solution Focused
Independent Enquirers
Effective Participators
Knowledge
Knowledge
Knowledge
Knowledge
Knowledge
Knowledgeowledge
Kno
Kno
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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 !!!