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
Top Related