Ofsted Teaching, learning and assessment

Optimus-education

Julie Ashton

Senior HMI

28 November 2013

Ofsted – regional arrangements

Each region is managed by a Regional Director Regional Director who reports directly to HMCI and will be responsible for the quality of inspection and the improvement of providers in their region

Sir Michael Wilshaw…..

‘We have made the link between outstanding providers and outstanding teaching unequivocal in the revised and outstanding teaching unequivocal in the revised Common Inspection Framework. We do not expect every lesson observed to be outstanding, but we do believe that the cumulative impact of high-quality teaching and learning drives up learners’ progress and achievement.’

The big pictureOverall effectiveness grades

Teaching, learning and assessment grades

Annual Report 2011/12

The context:

“I believe that all providers must be at “I believe that all providers must be at least good and this must be viewed as the minimum expected standard.”

Sir Michael Wilshaw

Self-assessment and

quality improvement plans

From the Handbook

Inspectors will consider whether:

� The provider’s self-assessment process is rigorous and the subsequent evaluations are appropriately detailed and accuratedetailed and accurate

� Quality improvement plans include ambitious and realistic targets, and associated actions that show how the provision will be developed for learners

� The implementation and impact of actions to improve quality are monitored and evaluated

In other words…

� Self-assessment, at all levels, which is

� accurate� accurate

� rigorous

� sharply self-critical

� Identifying where further improvements are needed

Quality assurance

Quality assurance:Lesson observations (1)

� Lesson observations as a developmental tool

� Verbal and written feedback that is valued

� Effective deployment of advanced practitioners

� Peer review

� Innovation and the sharing of good practice

Quality assurance:Lesson observations (2)

The observation team needs to give:

� a critical and uncompromising evaluation of teaching, learning and

�evaluation of teaching, learning and assessment

� instil a culture of quality improvement with a clear focus on teaching, learning and assessment

Key point

Poor teaching, learning and assessment are not dealt with effectively by quality assurance effectively by quality assurance processes alone

Quality assurance:Improving staff performance

Who has responsibility for the following:

� firm performance management to bring about rapid improvements in teaching, learning and rapid improvements in teaching, learning and assessment

� targeted support

� high priority training initiatives for under-performing staff

Improving the quality of teaching, learning and assessment

Positive features of learning sessions

Enthusiastic and motivated staff who:

� have high expectations of learners

� execute stimulating and challenging learning activities

�� help learners work collaboratively

� use ILT successfully to aid independent learning

� plan to meet all learners’ needs

Common features of poor learning sessions� Poor attendance and punctuality

� Learners are unclear about what they are meant to be doing –poor planning

� Lack of support for those who are struggling v insufficient challenge for the most able

� Superficial questioning that does not include all learners� Superficial questioning that does not include all learners

� Weak classroom management

� Didactic teaching

� Poor and/or late assessment. This is made worse if there is:

� insufficient feedback to aid improvement

� grammar and spelling errors remain un-corrected

� The session lacks pace

In summary

Remember

� The teaching judgement has a high profile and influences other aspect grades

� To gain good or better:

� a range of strengths need to be identified� a range of strengths need to be identified

� consistency and quality in all aspects of TLA needs to be evident

� all combined with high expectations for all learners

Weaknesses

� Too much variation in the quality of teaching, learning and assessment

� Aspects of assessment

� Lack of differentiation in teaching strategies� Lack of differentiation in teaching strategies

� Teaching of English and mathematics

� Use of targets, reviews and progress monitoring systems

� Teaching that promotes equality and diversity

� Teaching that promotes learning of employment skills

What makes a provider stand out

� Learners’ increased employability

� Progression of learners to further training or employment

� A well-qualified and experienced workforce

�� A workforce that is regularly updated and understands the importance of assessing their own performance

� Strong focus on improving outcomes for all learners

� An open classroom culture

� Effective use of stakeholders’ views to improve TLA

Overriding message

The importance and impact of outstanding leadership and management cannot be underestimated. All the elements this report identifies are inextricably linked to the identifies are inextricably linked to the actions and behaviour of leaders and managers, and the example they set.

How Colleges Improve Survey 2012

Overriding message

Any questions?Any questions?

ResourcesResources

Good practice database examples (1)

� Good practice resource – sharing observations through Skypewww.ofsted.gov.uk/resources/good-practice-resource-skype%E2%80%99s-limit-council-of-isles-of-scilly

� Good practice resource – raising standards though professional development www.ofsted.gov.uk/resources/good-practice-development www.ofsted.gov.uk/resources/good-practice-resource-raising-standards-through-professional-development-perry-beeches-academy

� Good practice resource – Innovation in teaching and learning: Eastleigh College (Jan 2013) www.ofsted.gov.uk/resources/good-practice-resource-innovation-teaching-and-learning-eastleigh-college

Good practice database examples (2)

� Good practice resource – Outstanding individual target-setting: Highbury College (Feb 2013) www.ofsted.gov.uk/resources/good-practice-resource-outstanding-individual-target-setting-highbury-college

� Good practice resource – Using individual learning plans to improve personal and vocational skill development: HMP and YOI Low Newton personal and vocational skill development: HMP and YOI Low Newton (July 2012) www.ofsted.gov.uk/resources/good-practice-resource-using-individual-learning-plans-improve-personal-and-vocational-skill-develop

� Good practice resource – Coaching to improve teaching and learning: West Suffolk College (April 2013) www.ofsted.gov.uk/resources/good-practice-resource-coaching-improve-teaching-and-learning-west-suffolk-college