Leadership & Development Understanding the new OfSTED framework briefing

Included are extracts from a middle leaders  OFSTED course last week.  Some useful hints and tips.  It would be useful to read in conjuction with the senior leaders OFSTED briefing post from Feburary which can be found below this one or in archive.

Achievement:

·         The school should measure its achievement next to National Averages & standards measured as Below/On/Above.

·         3 Level Progress is seen as a key measure.

·         Therefore subjects must be aware of the staring point of learners, this could be KS2 information, a baseline assessment or a hybrid of both. 

·         3 level progress suggests progress of 9 sub levels over 5 years and 18 points progress over 5 years.

·         Learners are broken down into sub groups and achievement of sub groups should be analysed and action taken where appropriate. A sub group is only viable when it exceeds 10% of a cohort. Do not spend time analysing sub groups which are not a significant in your school make-up.

·         From KS2 data the following presumptions about attainment capacity are made….L3 or below = Low Achiever/L 4 = Middle Achiever/L5 = High Achiever.

This data  now separates cohorts into 3 sub groups.

·         Out of all the sub groups, SEND is a priority sub group.

·         Achievement is focused on Yr11, not KS3. Is achievement in Yr11 50% A*-C and in line with 3 level progression.

·         Tracking of progression from Yr7 to Yr11 is essential if the previous point is to be achieved. Early interventions lower down in school means reactive measures in KS4 are needed less.

·         Data Analysis should focus on Narrowing Gaps. Issues with sub groups should be analysed and appropriate action taken and data should lead action. Analysis may include, comparisons with other subjects/comparing alternate sub group/historical data of that sub groups achievement/comparisons to National Averages. Is the issue a trend or a bad year.

Teaching & Learning

·         The Literacy Agenda, is a Literacy & Numeracy Agenda. Literacy opportunities should be maximise, but should not be contrived. Opportunities in humanities for example to develop reading strategies (Skimming/Scanning) or comprehension skills (Literal & inferential) should be developed, where appropriate.

T&L Notes

-          Over any 25 min period, there should be a change in learning (knowledge/UNDERSTANDING).

-          A learning journey, should have depth as well as distance. Quality activities which develop knowledge/UNDERSTANDING/skills are better than many activities which develop learning to a lesser extent.

-          Literacy & Numeracy opportunities maximise, but not contrived.

-          NO. Whole class discussions. Not enough learners involved.

-          Independent Learners. This does not mean that they are individual learners, it means that are working together without the teacher to develop skills & UNDERSTANDING.

-          Pupils should be active and in discussion. AFL is completed by the teacher developing, extending and refining these discussions.

-          Pupils will not all finish a task at the same time, accept this and direct those who have finished into other appropriate activities. Including activities which will not only develop their skills & understanding, but which will aid/speed up the learning of others.

-          No wordsearches/Codes breakers. Such activities just waste time.

-          Activities should stimulate learners and move them forward.

-          To be OUTSTANDING, the majority of learners must demonstrate progress in period of time. In a class of thirty this means 29 or 30 out of 30.

-          Knowledge- pupils should be given time to absorb knowledge and organise thoughts, before they apply it. UNDERSTANDING, can the talk about and apply this new & prior knowledge.

-          No Traffic Light or thumbs up.

-          AFL permeates through all tasks. AFL should not happen at the end of learning activity is should be during and should impact on the outcome of the activity/learning.

-          LA must be useful and active. Taking ownership of a small group?

-          Here is the answer, what is the question?

-          No 3 part lesson, not mid plenary/no 53 min plenary. Are learners engaged and are they making progress?

-          Best AFL, give them space- watch-listen and interect.

Top Tips….

 Over any 25 min period, there should be a change in learning (knowledge/UNDERSTANDING).

-Learners should be engaged/curious/motivated. Use a hook at the start.

-High expectations throughout. School ethos & lessons.

-Challenge should match pupils.

-Differentiate Flexibly & where necessary- not pre-determined, but appropriate.

-Feedback should be regular & accurate.

-Use discussion.

-No need to chunk, but learning should be progressing and lesson needs pace.

 Behaviour & Safety

·         Schools do well in terms of Safeguarding. Judge by the FEEL of the school. Do not become complacent.

·         Feel extends to the voice of pupils and parents. Questionnaire at inspection time should not create surprises. School actions and data collection should ensure that finger is on the pulse. Parent View OfSTED website will be used to measure views- if enough users are subscribed.

·         Behaviour should be Behaviour for Learning. What behaviours create barriers to learning? Attendance & Poor Behaviour.  Both measurable via data, though this should be subject specific as well as whole school, what is attendance like in Geography and what is the detention rate like in Geography. Why? - then action reason.

·         Bullying is higher on the radar, especially Peer Pressure & Homophobic Bullying. Inspectors completed training in this area over Christmas.

Leadership & Management

·         Middle Leaders should have access to Raise Online and be making use of this tool to identify areas for action.

·          Verification (internal/external) of decisions is key if the schools evidence base if self evaluation is to be valued.

·         Action Planning. You must know where you are now and where you are heading. Then plan your journey.

·         Action areas which require action, not action for actions sake. This action should be data lead and IMPACT should be evident.

·         Rates of Progression. Progression should be tracked, it would be useful to have a table to show expected progress- a generic table does not currently exist.

SMSC (Spiritual Moral Social Cultural)

What is the feel of the school? School ethos?

Student voice permeates through the 4 judgement areas.

Parent/Carer voice permeates through the 4 judgement areas.

Extracts from OFSTED Briefing – 10 Feb 2012

OFSTED Briefing – 10 Feb 2012

----------------------------------------------------------------------------------------------------------------

SEF

Critical – Needs to show an understanding  and development/action from RAISE.

Section 1 – All the contextual info.

Section 2 – 4 Key pillars from evaluation schedule.

Section 3 – Overall effectiveness, 2 sections - (standards and progress)

Buzz words to include in SEF (Behaviour – Culture of safety – Dealing with risk inside and outside of school)

At the end of each section sum up priorities in a list.

Do SEF in bullet points.

Note dips, trends and how they have been/are being addressed.

Be specific – e.g. LA boys Maths/ HA boys Eng.

Use RAISE to talk about current position and progress.

Talk about major cohorts.

In all sections refer to student and parent voice.

----------------------------------------------------------------------------------------------------------

Inspection

The following are not a major focus: Positive contribution, Healthy lifestyle, School links with other organization and Community Cohesion – not looked at it in same depth but students need to be aware of this.

Look at RAISE then move to SEF for synergy, however they do not want to see an analysis of RAISE in the SEF.  They want to see that you know the issues, what are you doing about them and what is the impact.  It needs to be current, day to day and what’s happening now.

Bigger focus on 9, 10 and 11 because they have been in school the longest and should have made the most progress.

They will focus on selected groups identified from RAISE/SEF e.g. LA boys Maths. You will give them a list of a specific group as identified from SEF and they will pick the sample.  They want to see all their books across a range of selected subjects.  They will then meet the group they have picked from the sample to discuss learning – then followed up by a meeting with Head of Maths discussing strategies.  Blanket coverage of the subject for a morning (every lesson/teacher in subject inspected) – looking at effectiveness of strategies from SEF/SPP and if they are taking hold. Book trawls will be in great depth.

Schools should show 3 levels progress and you should take the 5 year view.  Not 2 levels  (KS3) and 1 level (KS4).

---------------------------------------------------------------------------------------------------------

Teaching and Learning

You need to move away from the shackles of National strategies. But keep the best bits.  At the start of the lesson thinks about a hook, something to grab their attention. – Not about going through learning objectives, outcomes, assessment criteria etc……..uninspiring……pupils switch off.

They are not interested in previous observations……much....just overall picture.  However keep a record.

Think about progress and time, best use of time.  You should be able to show progress in 30 mins.

Every second counts – Distance and depth – not just doing?

Do not follow 3 part lesson because a lesson should branch out like a tree.

Teachers must unlearn and relearn………evolve.

Learning should flow and make sense, pupils should flourish.  It’s not about activities, it’s about the experience.  Is a silent lessons a good way to learn?....Only sometimes.

Children should be doing the questioning…….not the teacher.

Never spend more than 10 mins. gathering info……they will have to process it……..absorb……..make it meaningful to them……….explain………..develop thinking.

------------------------------------------------------------------------------------------------------------

Assessing progress

All learners make rapid and sustained progress with depth to be outstanding.

Looking at progress – not attainment

RAISE online gives progress reports on cohorts – LA,MA,HA.  This will be a major focus of inspections.

Should baseline students when they come into school.  Many schools feels that students come in at KS3 with over inflated grades from KS2.  If you feel this is the case, you need to assess them and keep robust evidence of the starting points if different from RAISE.  This must be noted in your contextual statement in your SEF. 

 You will be expected to have this conversation with OFSTED.

EBACC will be used assessing progress and impact in this area.

SEND – This must be showing a gain in the early years and rates of progress they are making.  If it’s not the same as peers – why and evidence.

Progress needs to be sustained – if there is a dip, why and how is it being addressed.

-------------------------------------------------------------------------------------------------------------

Assessment

Teacher assessment must be benchmarked, moderated and evidenced.  They want to see and sample the IV process.  All staff must understand it and there must be a clear central plan.  

------------------------------------------------------------------------------------------------------------

Safeguarding document

In your safeguarding document s you must have

• Specific recruitment and vetting
• Training records of SLT and governors
• CP training records of staff – (every 3 years)
• CP policy
• Equal ops, diversity and behavior – when updated, how are they carried out and what is impact.
• How do you develop culture of safety in and out of school
• Pupil records