Transcript PowerPoint presentation template

Peterborough Better English Conference
Moving English forward in your
school
Prue Rayner
HMI
Lesley Daniel
20 March 2015
Better English 20-03-2015
Associate inspector
Introduction: purpose and objectives

Identify the challenges facing leaders of
English in Peterborough using examples
from Ofsted survey and inspection work.

Provide time to reflect on your practice and
determine immediate and longer term
actions to support improvement.

To consider how the leadership of English
can influence whole school practice.

To identify opportunities for school to
school sharing of effective practice to
overcome the barriers to improvement.
Better English 20-03-2015
English in schools: the good news?

around 70% schools were judged to be good or outstanding
in their English subject inspections

nearly one in five secondary schools was outstanding in
English


most pupils say they enjoy English lessons

very few schools in the subject survey were judged to be
inadequate in English.
teachers work harder than ever with intervention classes,
Easter classes, clubs and the like
Better English 20-03-2015
English and literacy:
general principles
 Literacy: a set of skills (speaking and
listening, reading, writing) essential to teaching
and learning in all subjects – a shared
responsibility
 English: knowledge and experience across
centuries and cultures, expressed and explored
through fiction and non-fiction, poetry, story,
drama, myth and legend, diaries, lit. crit.,
reportage…written and spoken in English.
Better English 20-03-2015
Inspecting English and literacygeneral principles
 Inspectors must be clear about what is non-
negotiable in the curriculum – the development
of pupils’ literacy.
 Inspectors must not expect staff to teach in a
specific way.
 Inspectors should expect all pupils to have an
‘excellent educational experience’ in English.
Better English 20-03-2015
Improving English
Challenges to Leadership
The new National Curriculum:
key changes

The primary programme is specific, highly
structured and very detailed.

Most important changes in primary are the
strong emphases on phonics, spelling and
grammar.

The secondary programme is significantly
shorter and less prescriptive.

The new secondary programme emphasises
wide reading, author study, and a selected
range of literature.


‘Spoken English’ has a less significant role.
Modern technology is absent from the prescribed
curriculum.
Better English 20-03-2015
Challenges to Leadership
Speaking and Listening
Leading English: the challenges
Moving English forward, 2012
 ‘Speaking and listening were less likely to
be priorities than reading or writing.’
 ‘Speaking and listening happened in
support of other learning…
 but were rarely the central focus of
teaching.’
Better English 20-03-2015
Better English 20-03-2015
Leading English: the challenges

Early Learning Goal – Communication and language speaking
Children express themselves effectively, showing awareness of
listeners’ needs. They use past, present and future forms
accurately when talking about events that have happened or
are to happen in the future. They develop their own narratives
and explanations by connecting ideas or events.
For children whose home language is not English, providers
must take reasonable steps to provide opportunities for
children to develop and use their home language in play and
learning …. Must also ensure that children have sufficient
opportunities to learn and reach a good standard in English
language during the EYFS ……..
Better English 20-03-2015
Leading English: activity
Look at the two examples of teaching groups
of EAL pupils.
Highlight aspects of good practice that you
are confident happen in your school.
Identify pitfalls that might tempt your staff.
Better English 20-03-2015
Leading English: the challenges
Oral work: analysis and development
The most effective teachers use questioning well to
challenge more-able students. For example, in a
Year 10 class, pupils were analysing a transcript
from a popular reality television series. The teacher’s
questions about speech patterns and language
choices led to speculation and discussion, and to
further questions, between the students. This kept
all students involved and stretched their thinking.
English subject survey inspection
Better English 20-03-2015
Leading English: the challenges
‘There was too little analysis of pupils’
speech and how they might extend their talk
in different ways.’ (English at the
Crossroads)
How do you analyse pupils’ language skills
What is your curriculum provision for
developing speech and vocabulary?
Think about subject specific vocabulary.
Good to share, need to know
Better English 20-03-2015
Reading
Leading English: the challenges
‘Outstanding’ - Ofsted’s expectation
 Pupils read widely and often across all subjects
to a high standard.
 Pupils develop and apply a wide range of skills
to great effect in reading, writing, …...
 The teaching of reading, writing, …. is highly
effective … and cohesively planned across the
curriculum.
Better English 20-03-2015
Inspection Handbook, April 2014
Get ahead with words
Everyone a reader
Activity 2
Year 1 phonics check
Discussion (Hand-out 2)
What questions would you ask and what
guidance would you give to a teacher whose
pupils’ results were like those in example C?
Better English 20-03-2015
Ofsted: Reading by six

The best primary schools in England teach virtually every child to
read, regardless of social and economic circumstances, ethnicity,
home language and most SEND.

Rigorous and sequential approach to speaking and listening and
teaching reading, writing and spelling through systematic phonics*.

High quality and expert teaching that follows a carefully planned and
tightly structured approach to teaching phonic knowledge and skills.

Pupils are given opportunities to apply what they have learnt through
reading, writing and comprehension.

Nursery classes – strong focus on developing children’s capacity to
listen, concentrate and discriminate between sounds.
Better English 20-03-2015
Pupils should be taught to:
Primary
 apply their growing knowledge of root words, prefixes and
suffixes both to read aloud and to understand the meaning of
new words they meet

maintain positive attitudes to reading and understanding what
they read by:
 continuing to read and discuss an increasingly wide range


of fiction, poetry, plays non-fiction and reference books or
text books
reading books that are structured in different ways and
reading for a range of purposes
increasing their familiarity with a wide range of books
Better English 20-03-2015
Better English 20-03-2015
Pupils should be taught to:
Secondary



increase the breadth of their reading
read for understanding
read critically
Better English 20-03-2015
Leading English – the challenges
Are teachers:
 assessing pupils’ learning and progress in
reading regularly and accurately
 promoting a culture of reading widely and
often for pleasure and information?
 making sure that all pupils are reading,
hearing, discussing a wide range of highquality books
 analysing reading competence of students
entering Year 7?
Better English 20-03-2015
Leading English: the challenges
Does the school have the necessary expertise to
support those struggling to read?
Are those needing help quickly identified?
Do you take the business of reading for pleasure
seriously?
How do you analyse, record and extend what
your pupils and students are reading?
Good to share, need to know
Better English 20-03-2015
Writing
Writing curriculum
Pupils should be able to:

write clearly, accurately and coherently, using
language and styles adapted to different contexts.


write accurately, fluently and at length

consolidate and build on their knowledge of
grammar and vocabulary.
plan, draft, edit and proof read confidently and
effectively
Better English 20-03-2015
Inspecting English and literacy
Urgent challenges include:
 the gap between girls’ and boys’
achievement, especially in writing
 evidence of lower standards overall in
writing
 poorer performance in English by pupils
eligible for free school meals.
Moving English Forward Ofsted 2012
Better English 20-03-2015
Inspecting English and literacy
Barriers to success for boys include:
 poor behaviour
 low levels of motivation
 low self-esteem and reluctance to risk
failure
 a reluctance to begin writing.
Beyond the Crossroads 2009 a teachers’ forum
Better English 20-03-2015
Inspecting English and literacy
Barriers to success for boys include:
 reluctance to begin writing (arising from…)
 low self-esteem and reluctance to risk
failure (leading to…)
 low levels of motivation (prompting…)
 poor behaviour.
Better English 20-03-2015
Inspecting English and literacy
Barriers to effective writing include:
 too few opportunities for pupils to
complete extended writing
 too little emphasis on creative and
imaginative tasks
 too little choice for pupils in the topics for
writing.
Moving English Forward 2012
Better English 20-03-2015
Inspecting English and literacy
What works?
 Encouraging pupils to play with language,
to experiment
 Drawing on pupils’ own experiences
 Using marking to generate dialogue with
pupils about their work
 Teachers and pupils working together as
writers
Better English 20-03-2015
Leadership and management –
subject or department
How do you ensure that students are making
progress in both what they are writing
(content), and how they are writing (SPaG)?
Better English 20-03-2015
Evaluating writing
 Consider the questions on the ‘writing
evaluation’ sheet.
 Identify strategies and approaches in place
that teachers and teaching assistants use.
 Is there a difference? What do you need to
do next?
Good to share, need to know.
Better English 20-03-2015
Leadership and
management
Leadership and management:
subject or department

Vision/ethos – the pursuit of excellence, modelling outstanding
practice, high expectations.

Leadership and management of the quality of the implementation of
policy and its impact on teaching, and behaviour as reflected in
students’ achievement in English.

Thoughtful and thorough use of a wide range of evidence, including
the responses of pupils, to review the impact of work across
reading, writing, speaking and listening.


Subject plans identify very clearly how teaching is to be improved.

Curriculum.
The importance of student voice.
Better English 20-03-2015
Leadership and management –
features of an
outstanding curriculum in English

Appropriate balance between reading/writing/speaking and
listening.

Rich and varied programme which includes key areas, such
as, poetry, drama, media, reading for pleasure.

Clear sense of progression within and across key stages.
For example, a clear rationale about the timing of different
units.




Contribution to students’ SMSC development.
Links with the world outside the classroom.
Opportunities to use modern technology.
Distinctive and innovative in order to meet the needs of
every student.
Better English 20-03-2015
Leadership of English
Weaknesses in leadership:
 little direction or identity for English
 poor subject knowledge
 allowing curriculum development to lag
behind pupils’ changing needs.
Better English 20-03-2015
Leading teaching
Quality of Teaching
‘Inspectors
should gather robust evidence to
judge and report on how well pupils acquire
knowledge, learn well and engage with
lessons.`
Triangulation – leads to robust judgements.
For example, triangulate data with progress
seen in lessons and what is in books.
Student voice is very important.
Better English 20-03-2015
The quality of teaching
The fictions
 The faster the lesson, the better the
learning.
 The more activities crammed into a lesson,
the more effective it will be.
 All plans must have the same structure
and be stuck to regardless of impact.
 Reviewing learning: the more often the
better.
Better English 20-03-2015
Quality of Teaching –
what else hinders learning?

An inflexible approach to planning
lessons.

Misunderstanding what working
independently means. (not the
same as working individually)

Over-emphasis, at too early a
stage, on a limited range of skills
needed for test and examinations.
Better English 20-03-2015
Quality of teaching –
what leads to effective learning?


Excellent subject knowledge.

Teaching: flexible and responsive to
students’ needs.

Tasks: meaningful with a real audience
and purpose.



Timing: allows the learning to take place.
Plans: clear and realistic about what
students will learn in the lesson.
Differentiation: real and appropriate.
Highly effective questioning and
feedback.
Better English 20-03-2015
Quality of teaching
Problems:
 limited subject knowledge
 understanding of pupils’ difficulties and
their consequent needs
 ability to extend
 fear of the unplanned
 teaching to the test.
Better English 20-03-2015
Observing teaching
 How often, what for, culture?
 Focus – teachers’ standards, key priorities,
individual weaknesses, aspect of the
curriculum, subject knowledge?
 How is it measured?
 Evaluation of learning, progress, different
groups?
 Expectations for feedback and consequent
action.
Better English 20-03-2015
Quality of teaching - activity

Read the evidence form on the Year 5 or the Year
10 lesson observation.

Fill in the evaluation section based on the
information in the first half of the form.

What feedback would you give to the teacher on
strengths and areas for development?


What other information would you require?
What lines of enquiry might these lesson
observations generate?
Better English 20-03-2015
Analysing teaching
Teacher
Class
Yr. 6
ICT, MFL
and EMA
Leader
Teaching and learning
Observations
Pastoral care
and guidance
Conditions for
Learning
Book
Monitoring
.
8/10/14– Good lesson –
pace is good – very
effective use of her voice
clear teacher instruction
and modelling. VG
classroom organisation –
good questioning – can
motivate pupils well – high
quality stimulating
teaching all pupils made
good progress in this
lesson
11/09/14– good lesson,
with some outstanding
features – behaviour
management, engagement
of pupils, purposeful
learning environment, use
of range of strategies to
assist learners to manage
own behaviour.
Effective use of maths
subject knowledge to
challenge MA pupils and
plan for SA+ chdn very
strong – independent use
of skills – well resourced
(2 )–
develops
good
behaviour
management
strategies
Good
evidence of
work with
SEN pupils –
motivating
them to learn.
Has focused
on improving
attendance
particularly
PD and RA
and good
improvement
here
(2 )– 7/9/14
neat and well
organised –
displays link to
learning, useful
examples of
work in
progress reflect
teaching and
children refer
to these
frequently.
Good use of
exemplars of
writing and
calculation
extensive
displays of
vocabulary
(2) 1/02/15
Good overall
with regards to
teacher
feedback and
pupils’
response. Good
progress in
writing evident
over term
23.11.14
Books are neat
and well
presented.
Using the
policy well –
good evidence
of pupils
responding to
marking.
Comments
relate to LI.
Can see pupils
using feedback
in next lesson
Better English 20-03-2015
Planning
Monitoring
(2)20/9/14
planning clear
and easy to
follow and good
skills being
developed
Differentiation is
clear and
provision for
those finding
aspects of
learning difficult
is well resourced
to ensure they
can work
independently
Raising Attainment
Data
(Termly
Assessments)
Autumn to summer
need 4+ APS avg
APS gains end of
autumn term
All
Girls
Boys
SA
SA+
St
FSM
BC
EAL
Summary
Overall grade
??? has huge potential to move her
practice towards outstanding – links
with local school are supporting this
Next steps

Outstanding teacher
programme 6/1/15

Developing teacher’s response
in foundation subjects – use of
core skills teaching

Pastoral care – can tend to be a
little blunt

Ensure classroom is
consistently tidy and
continually reflects intended
learning
Overall grade good, with some
outstanding features:
Why sample pupils’ work?
Paragraph 192 – achievement:

inspectors will spend more time looking at the range of pupils’ work
in order to consider what progress they are making in different
areas of the curriculum.
Paragraph 183 - scrutiny of pupils’ work, with particular attention to:

whether marking, assessment and testing are carried out in line
with the school’s policy and whether they are used effectively to
help teachers improve pupils’ learning

the level of challenge provided, and whether pupils have to grapple
appropriately with content, not necessarily ‘getting it right’ first
time, which could be evidence that the work is too easy

pupils’ effort and success in completing their work and the progress
they make over a period of time.
Better English 20-03-2015
Work sampling
In your school:
How often do you do it, who does it?
What do you do and what evidence does it
produce?
Who do you share the outcomes with?
Better English 20-03-2015
Work sampling activity


For each pupil, choose three dates at least half a term apart.

How well does the standard of work match assessment?
Note improvements between the three dates in subject skills,
knowledge, understanding. In other words, what can the student
do that s/he could not do before?
Discussion with pupils whose work it is

What have you learned in this topic / unit of work / half term?
(Can the pupil sum up, using subject vocabulary with confidence?)



What can you do / do you know about what is new?
Pick an example of your best work. Why is it good?
What do you find the most difficult, do you get help to manage
this?
Better English 20-03-2015
HMCI’s Annual Report 2013-14:
Successful primary headteachers and their staff
know their pupils’ abilities well and they ensure
that teaching is focused on getting the basics
right, particularly in literacy. In contrast, less
successful secondary schools are struggling to
identify the needs of their pupils accurately
enough.
Better English 20-03-2015
East of England Annual Report
2013-14:
A common feature of these (declining)
schools is a failure of senior leaders to take
action to prevent a fall in standards. The
quality of teaching is inconsistent, with low
expectations and not enough challenge,
especially for higher ability pupils. This is
compounded by ineffective use of
information about prior learning which fails
to provide these pupils with the flying start
they need in Year 7.
Better English 20-03-2015
Action
Recognise the strengths in your own
school and identify the three actions
that will make a difference to the areas
that are weaker.
Record the actions on the form for you
to take back to school.
Good to share, need to know.
Better English 20-03-2015
Inspecting English and literacy
 Moving English Forward, 2012
 Excellence in English, 2011
 Reading by Six, 2008-9
 Removing Barriers to Literacy, 2011
 Unseen Children, see online at
www.ofsted.gov.uk/accessandachievement
Better English 20-03-2015
English and Literacy
 The Ofsted Handbook, January 2014
 Generic grade descriptors and supplementary
subject-specific guidance for English
http://www.ofsted.gov.uk/resources
 National Curriculum, 2014
Better English 20-03-2015
Effective Practice Session
Key strengths in leadership
English at the crossroads

headteachers who understood the
subject’s importance, placed it at
the centre of their drive for
improvement and maintained a
close interest in the development
of the curriculum

clear sense of direction and
purpose
Better English 20-03-2015
What is effective teaching in English?
Ofsted’s view is that outstanding teaching enables students to make ‘rapid and
sustained’ progress.
In other words, it is the outcome for students that matters. There is no one
route to excellence. It is a myth that inspectors expect you to teach in one
particular way; it is the impact on learning that matters.
Moving English Forward
Develop policies to promote reading for enjoyment throughout the school.
Improve transition and continuity in curriculum and assessment in English between
Key Stages 2 and 3.
Simplify lesson plans in English to concentrate on the key learning objectives and
encourage teachers to be more flexible in responding to pupils’ progress as
lessons develop.
Better English 20-03-2015
Using learning objectives




realistic and achievable in one lesson
capable of being evaluated
appropriate for all pupils
Applied to skills, knowledge and understanding in English.
For example, ‘write a story’ or ‘prepare a talk’ define the
activity rather than the learning while ‘show an
understanding of some different ways to begin a story’ or
‘use Standard English and formal language in giving a talk’
are more specific and capable of being reviewed by the
teacher and the pupils.
Better English 20-03-2015
Writing for real, writing that matters
One issue raised in Moving English Forward is the importance of making writing
‘real’ for students. Boys especially need to see that writing ‘matters’, that it has
an important place in the real world. This means that teachers should try,
where possible, to provide tasks that are linked to ‘real-world’ situations, have a
clear purpose and a real audience.
One simple example was work in Year 7 on a letter to the headteacher about
school uniform. This was followed by a visit from the headteacher to discuss
the issues. Pupils commented it gave a real sense of meaning and value to
work in English. In this school poetry was often explored through
presentations to audiences, group work and competitions. When
Shakespeare is studied the work stresses the dramatic and presentational
elements which are showcased through collaborative work and film making.
All aspects of the English course are seen by students to have a definite
outcome with a clear reason for the work and a real audience.
Better English 20-03-2015
Ofsted: Reading by six

good subject knowledge of both teachers and classroom
assistants

creative use of well designed resources and activities that
helped generate pupils’ enthusiasm and enjoyment



effective modelling, correct pronunciation of sounds


good maintenance of pace of learning in lessons
good links made with spelling and handwriting + grammar
good use of ongoing assessment to ensure well-targeted
teaching
activities and teaching matched to pupils’ specific learning
needs.
Better English 20-03-2015
Advanced level classes:

excellent or good subject knowledge enabling teachers to provide
thoughtful insight into a range of texts

use of a good variety of activities to interest and engage students
especially in encouraging discussion and using small group work

good support for students to become independent learners, and to
develop research and study skills

opportunities for students to shape learning, using their own ideas,
questions and research

effective planning that met the needs of students with varying
abilities

good use of assessment criteria and constructive feedback to help
students identify areas of weakness
Better English 20-03-2015
Pre-lunch session
Clarifying inspection

Ofsted does not require schools to provide individual lesson
plans to inspectors. Equally, Ofsted does not require schools to
provide previous lesson plans.

Ofsted does not specify how planning should be set out, the
length of time it should take or the amount of detail it should
contain. Inspectors are interested in the effectiveness of lesson
planning rather than the form it takes.

Ofsted does not expect schools to use the Ofsted evaluation
schedule to grade teaching or individual lessons.
Better English 20-03-2015
Clarifying inspection

Ofsted recognises that marking and feedback to pupils, both
written and oral, are important aspects of assessment.
However, Ofsted does not expect to see any specific
frequency, type or volume of marking and feedback; these are
for the school to decide through its assessment policy. Marking
and feedback should be consistent with that policy, which may
cater for different subjects and different age groups of pupils in
different ways, in order to be effective and efficient in
promoting learning. These activities need to be useful for pupils
and sustainable for teachers.

While inspectors will consider how written and oral feedback
are used to promote learning. Ofsted does not expect to see
any written record of oral feedback provided to pupils by
teachers.
Better English 20-03-2015
Clarifying inspection

Ofsted will take a range of evidence into account when making
judgements, including published performance data, the school’s
in-year performance data and work in pupils’ books and folders.
However unnecessary or extensive collections of marked pupils’
work are not required for inspection.
Most recent guidance:

the strongest reporting focuses on …..making clear why the
contribution of the curriculum and assessment to pupils’
achievement is effective or not

take account of the contribution of the school’s ethos to good
behaviour
Better English 20-03-2015
Excellence in English
 ‘The quality of the curriculum is the strongest
indicator of outstanding provision in English.’
 ‘Teaching that is held in check by an
inappropriate or dull curriculum will not
inspire pupils or generate high standards.’
Better English 20-03-2015
Excellence in English
Outstanding
 Pupils expressing their ideas fluently and
imaginatively, orally and in writing.
 Teachers inspiring pupils through a
passionate commitment to the subject and
with very good subject knowledge.
Better English 20-03-2015
Questions
Plenary
Moving English forward in Peterborough
 Share what you have found to be useful in
the workshops.
 Revisit your actions to take back to school.
 Identify areas where you need support,
challenge or inspiration.
Better English 20-03-2015
Happy to share, need to know - summary
Better English 20-03-2015
Purpose and objectives

Identify the challenges facing leaders of
English in Peterborough using examples
from Ofsted survey and inspection work.

Provide time to reflect on your practice and
determine immediate and longer term
actions to support improvement.

To consider how the leadership of English
can influence whole school practice.

To identify opportunities for school to
school sharing of effective practice to
overcome the barriers to improvement.
Better English 20-03-2015