sheffield diocese ofsted ‘between the lines’ tony price – wednesday 2 nd july 2014

Sheffield Diocese

Ofsted‘Between the lines’

Tony Price – Wednesday 2nd July 2014

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

First sessionLeadership and Management

Second SessionTeaching and learning

Bar raisedGoal posts moved

Laws of game changedTactics adapted

Coaching updated in line

Higher Expectations

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

“I don’t think much of a man

who is not wiser today than he

was yesterday.”

Abraham Lincoln

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 ……….

When you retire!!

Or

Become a consultant!!

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

Your school Your pupils Your staff

Your parentsYour data

YOUR INSPECTION

YOUR VERSION OF REALITY

BE A PRO ACTIVE PARTNER

Anticipate trails

Don’t let it be DONE TO YOU

Lead your inspection by STEALTH

Be confident and proud

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

“Whether you believe you can or whether you believe you can’t………………….You are probably right”

PMA

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.

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?

BECAUSE YOU ARE WELL PREPARED

AndREADY

BRING IT ON !!!

THE WINDOW OPENING PROCESS BEGINS

Pre inspection windows

• RAISE on line• Data dashboard• Website

School windows

• School Self Evaluation• School Improvement Plan• SIP reports• HT Reports to GB

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

Staff questionnaireWebsite and entrance noticeInvitation joint obsListening to readersDiscussions with groups of staff and pupilsMeeting with LA/Adviser/ConsultantDomesticsAny questions

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

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

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

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!!

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

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

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

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

“Simply doing more of the same never has and never will improve things”

Tim Brighouse

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!!!

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

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

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

•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

• 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

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!!

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

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

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!!

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”

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

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

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

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

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

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 !!!