Transcript Slide 1
Suffolk LLE Professional
Development Day
March 2012
Achieving Excellence Together
Programme
Welcome
LIS service priorities 2012-13 and the LLE role
Looking beyond Suffolk – opportunities for LLEs
Sharing experiences
Coffee
An example of effective school to school support:
LLE handbook
Lunch
The new Ofsted framework
Judging the quality of teaching using the new framework
Skills Workshop: analysing and judging the impact of
teaching over time
Evaluation, items for future PD days
LIS Service Priorities 2012-13
Performance
Partnership
Equality and achievement
System leadership
Engaging with all schools/providers
The role of LLEs
Read through the priorities
Discuss where LLEs have a key role
What are the implications for LLE
work/CPD?
Opportunities for LLEs – beyond
Suffolk
Lead visits of headteachers and school
leaders to other LAs
Report on findings/case studies
Develop research projects in Suffolk
Sharing Experiences
What has gone well
Barriers and Issues
What needs doing differently
Implications for future work
Coffee
An Example of Effective School to
School Support
LLE Handbook
Agreeing the plan
Models of Support
Guidelines for supporting school
improvement – key questions
Appendices
LLE Forms!
Step 1:
Agreement (appendix B)
Send to Rosie
Step 2:
Log of support
Teachers’ action plan
Step 3:
Evaluation (appendix C)
Send to Rosie on completion
LUNCH
New Ofsted Framework Proposals
- Michael Wilshaw Speech
focus more on schools that are not yet good
doing away with the word ‘satisfactory’
four judgements – outstanding, good, requires improvement
and special measures
reinspect schools that ‘require improvement’ more quickly
A good school should have at least good teaching
an outstanding school should have outstanding teaching
schools previously judged outstanding might be subject to a
review of that status at some stage in the future
introduce unannounced school inspections from September
2012
Judging the Quality of Teaching
– Overview of Session
1.15 – 1.45 Judging the quality of
teaching using the new Ofsted Framework
1.45 – 2.15 Lesson observation, using
the new framework criteria
2.15 – 2.30 Judging overall
effectiveness – 5 scenarios
Quality of Teaching
– Key Criterion
The key criterion for judging the quality
of teaching in an individual lesson is
the quality of learning and progress
taking place.
Quality of Teaching
– Main Areas of Focus
Needs of all pupils and groups should be met,
with a particular focus on SEN - see Sheet 1
Expectation that teachers will adapt the lesson
to respond to pupil feedback during the lesson
Judgement includes the contribution of
assessment, marking and homework to learning
Quality of Teaching
- Main Areas of Focus
Judgement includes the impact of teaching
on learning across the curriculum but with
the emphasis on communication, reading,
writing and maths
Greatly increased emphasis on the use of
phonics to support learning in reading –
see Sheets 2 – 5
Quality of Teaching
- Main Areas of Focus
The new framework emphasises the need
to judge the impact of teaching on pupil
achievement over time – schools need
evidence of the wider perspective and not
just lesson observations – see Sheets 6
and 7.
The Inspection Process
Synthesis of data and other evidence is provided
through the PIB – See Sheet 8. Note need for a
good quality revised SEF.
Lesson observations, some paired, to validate
the school’s judgement about the quality of
teaching
Meetings with pupils to discuss their typical
experience of learning – inspectors to select
groups
The Inspection Process
Evidence from work scrutiny
Meeting with key leaders to assess their judgements
about the quality of teaching over time. School
needs to have evidence to support judgements
about the impact of teaching on pupil
achievement over time, including overall
evaluation, strengths and weaknesses, key
features, impact of initiatives.
Team to reach a judgement, taking account of all the
evidence.
Judging an individual lesson
Using the new criteria, judge the quality of
teaching seen in the lesson clips – see
Sheet 9.
Remember that the criteria provide a guide
and should be used as a “best fit” model,
rather than a tick list!
Discuss your judgement with a partner.
Judging Overall Effectiveness
5 scenarios to judge – see Sheet 10
Skills Workshop
Analysing and Evaluating the impact of
teaching over time
Richard Nichols and Judith Mason
Common Features of ‘Stuck’ Schools
Focus on too many things – doing a lot and working
hard
SLT often not clear of their roles
HT holding too much for themselves
Defensiveness of staff
Inconsistent quality of teaching – often too much
satisfactory
Lack of monitoring and follow through
Tick box mentality
PP meetings and PM not linked
Over reliance on interventions and ‘catching up’
improvements made but not sustained
Common Features of ‘Stuck’ Schools
Ofsted Key Issues not central to school
improvement
Holding senior and middle leaders not sufficiently
held to account
HTs and leaders not able to articulate impact of their
leadership
Triangulating evidence – teaching/pupils
work/attainment and progress data
Expectations not high enough
Insufficient follow through e.g. CPD needs
Time management issues
Lack of reflection and adjustment