Earlsdon Primary School

Training day 15th February 2013

Agenda Welcome and business

Year group feedback – something we should all be proud of

The secrets of 5

Treatments and coffee

Blogging in year 4

The big O – what’s new?

He makes me think I can and that morally I should!

Questions and comments

What has made us happy and proudOutstanding levels of engagement – pupils working independently and demonstrating

motivation, enthusiasm and excitement about their learning.

Pupils making progress and learning actively before our very eyes – its obvious and powerful.

Clear reasoning and purpose in the learning objectives and they are about learning and not about the tasks children are about to do.

Success criteria which enable children to know and understand what they are trying to do, modelled good examples.

Tasks that match the objectives, at the right pitch with an element of challenge.

A focus on the learning process over the learning content.

A strong focus on collaboration and the other PITRIC skills.

Flexible grouping arrangements which allow teachers to target pupils more effectively.

Outstanding questioning, listening and dialogue between teacher and students.

A learning atmosphere that almost buzzes with anticipation.

The Power of ‘5’ What 5 things do children need to thrive at

school at age 7?Literate, numerate, articulate

Wide circle of friends

Good general knowledge

An understanding that they need to make a contribution

Know how to please their teacher

The magic of 5What are the 5 ‘domains’ or characteristics of

Outstanding Teachers?

Motivation

Social skills

Managing feelings

EmpathySelf awareness

5 Domains

Table Groups: what might this mean in the classroom?

what teacher behaviours would you see

Motivation

Social skills

Managing feelings

Empathy

Self awareness

Coffee and treatments

blogging

OfstedFrom September 2012 judgements are made on:

Pupils achievements

The Quality of Teaching

Behaviour and safety of pupils

The Quality of Leadership and Management 

Overall effectiveness - the combination of all these outcomes.

Inspectors must also consider: the social, moral, spiritual and cultural development of

pupils at the school,

the extent to which the education at the school meets the needs of the range of pupils at the school, in particular the needs of disabled pupils and those who have special needs.

The focus of the inspection is: learning and progress for significant groups of pupils,

including those qualifying for Pupil Premium,

the teaching of reading,

the impact of leadership and management. 

An acceptable standard of

education is defined as a “good”

standard of education

Increased emphasis on:

Improving schools that are not yet good

Progress of pupils especially those that are disadvantaged

The use of pupil premium to raise achievement

Reading, literacy and maths

The impact of school leadership on improving teaching and achievement

Governance

Since September 2012, the

gradings are: Outstanding

Good

Requires improvement as it is not yet good

Inadequate

A school whose overall effectiveness is found to be a grade 4 will be placed into a category;

Notice to improve - if there is some sign of hope – usually within Leadership and Management

Special measures – if L&M are judged not to have the capacity to improve.

This is also likely to lead to forced academisation.

Pupil’s Achievement Inspection Focus is on:

the proportions of pupils in comparison with National who from each starting point:

make expected progress;

make better than expected progress in English and maths, in primary schools – reading and writing.

How schools are closing the gaps in attainment and progress between all pupils nationally and those who:

are supported by pupil premium;

are disabled;

have special educational needs. 

Quality of Teaching

an increased emphasis on quality and its effectiveness in raising pupils learning and progress.

Good schools should have good teaching and effective systems for improving it.

The judgement of teaching will take account of evidence of learning and progress over time: typicality.

A school cannot be judged outstanding unless its teaching is outstanding.

Grade descriptors – Quality of

teaching in the schoolOutstanding (1) Much of the teaching in all key stages and most subjects is outstanding and never

less than consistently good. As a result, almost all pupils currently on roll in the school, including disabled pupils, those who have special educational needs and those for whom the pupil premium provides support, are making rapid and sustained progress.

All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum.

Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning.

The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum.

Teachers and other adults generate high levels of engagement and commitment to learning across the whole school.

Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains.

Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.

Good (2) Teaching in most subjects, including English and mathematics, is usually

good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, make good progress and achieve well over time.

Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum.

Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.

Reading, writing, communication and mathematics are taught effectively.

Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged.

Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve.

Effective teaching strategies, including setting appropriate homework, and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.

Requires improvement (3)

Teaching requires improvement as it is not good.

Inadequate (4) Teaching is likely to be inadequate where any of the following apply:

As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress.

Pupils cannot communicate, read, write, or apply mathematics as well as they should. Teachers do not have sufficiently high expectations and teaching over time fails to engage or

interest particular groups of pupils, including disabled pupils and those who have special educational needs.

Learning activities are not sufficiently well matched to the needs of pupils.

Leadership and management:

focus on management of performance to improve T&L

Governors:

holding school leaders to account for school’s performance and rewarding the best staff

ensuring effective and efficient management of resources (eg pupil premium)

effective deployment of staff and resources

Overall effectiveness:

If any of the 4 judgements are inadequate – it is likely OE will be inadequate

If any of the 4 judgements are grade 3 and the others are the same (or above) OE will be requires improvement 

Literacy: “where pupils progress in literacy is inadequate, the school is likely to be inadequate”

Arrangements for Inspection

1/2 days notice

No SEF or PIB – info from Raiseonline, previous inspection report, monitoring information, school website, parent view.

New, more succinct report: bullet points

 A school judged to be good at its most recent inspection is inspected within 5 school years of the end of the school year in which its last inspection took place.

for us that is before July 2017 4 years and 5 months to go

Dylan William

He makes me believe I can do it, and that I can lead my teams to do it and that it’s my moral responsibility to ensure they do do it.

SSAT National Conference 2012

Any questions or comments?

Have a lovely holiday