OUR SCHOOL AIMS AND VALUES

1. OUR SCHOOL AIMS AND VALUES At George Stephenson High School we value the individual differences of our students, encourage them to succeed in everything they do and help them to become caring, confident and responsible young people.

2. “The thicker the plan the less it affects classroom practice” (Brent Davies)

3. Learning Experience STUDENT Support

4. Seating for Learning • Questioning • Collaborative learning • Enquiry based learning • Language for Learning • iLearn Year 7 curriculum • Cross-curricular themes – community, citizenship, enterprise, IT, creativity, literacy, numeracy • Flexibility, stretch and challenge within curriculum • Project based home learning in Year 7 and 8 Learning Experience • A4L • Personalisation • Metacognition • Effective Feedback GSHS Learning Habits STUDENT • Tracking student progress and achievement • Intervention • Mentoring • The role of the tutor • Transition across all Key Stages • Personalised student support and guidance Support

6. Learning and Teaching at GSHS • Learning first • Over time • Culture of sharing • Flexibility within clear expectations • Monitoring & Evaluation • Student voice • Display for learning • Monthly learning focus

10. So….What exactly is CPD?

11. CPD can be: • Attending a Teach Meet • Visiting a Primary feeder • Doing NPQH • Leading from the Middle • Working with the Teacher • Learning Academy • Participating in a Union CPD event • Attending exam board training • (standardisation, exam marking etc) • Working with an AST • Attend a Subject Leader meeting • Arrange an out-of-school visit for • pupils • Plan and lead an assembly • Presenting to staff/parents • Assist in the organisation of a whole • school event • Contribute to the writing of bids • Shadowing staff • …………………………………?? • Attending Training Days • Visiting another school • Delivering CPD to others • Middle Leader training • Working Parties/Change Teams • Dept meetings / Year meetings • Mentoring an ITT/NQT • Coaching other staff and being coached • Peer observation • Working with other staff • Team teaching • Working with Learning team • Year 2/3 group • Been part of a network • Being a Appraiser • External qualifications e.g. Masters • Action research • Engaging with the knowledge base • Undertaking curriculum development • Videoing yourself teach and reflecting on it • Being involved in enrichment activities

12. Weekly CPD every Tuesday 2.10 – 4.00 • Culture of sharing • Coaching • CPD delivered by all - modelling • Research

13. What are the ingredients of an outstanding lesson? • Shared Learning Objectives and Success Criteria • Pace and Challenge • Progress • A4L including regular checking of understanding • Effective questioning • Engagement and Enthusiasm • Personalisation/Differentiation • Effective use of resources, including TA’s • Literacy • SMSC

14. STAFF HANDBOOK FOR OFSTED B Contents 1.Last Ofsted Inspection 2.Highlights from the current SEF 3.School Improvement Plan 2011-2014 4.Last Year’s Attainment and Targets for 2012 5.Learning and Teaching during Ofsted 6.Advice to Curriculum Leaders 7. Some ideas to demonstrate outstanding teaching and learning in lesson observations

15. How can we make it easy for the Inspectors to award us ‘Outstanding’? • Try to make your classroom look good and ensure display contributes to learning (OFSTED like to see students referring to displays to help move their learning forward). Get appropriate layout and resources ready. • Keep up to date with marking in line with our A4L Policy. OFSTED will look at books during their observation. • Make sure all students have stickers on their files with the data filled in. • Check that students know where to find their levels and their targets for improvement.

16. What should I give the Inspector? • A lesson plan and seating plan – please use the GSHS forms. • Make sure your colour-coded seating plans include the necessary details (asp target, MEG, CWA, FSM, SEN, EAL, G&T, LAC, KS2/3 level). Give a copy of this to the Inspector too. • Your file of assessed work showing examples and evidence of effective written feedback. Hand the Inspector your ‘Examples of Written Feedback’ file with lesson plan so that he/she can immediately see that you mark in a way that helps students to understand how to improve. • A seat - direct Inspector where to sit. Remember it is your classroom!

17. REMEMBER it may be very wise to do a mini-plenary during the lesson (especially if an Inspector has just walked in the room). • Plan 2 x 25 minute lessons for each 50-minute lesson. • Don’t play too safe – but don’t do anything brand new you haven’t done before! • Have a lesson plan but be prepared to adapt it during the lesson or change it completely if it is in the students’ best interests.

18. All students need to be involved and engaged – even just a pair/share type exercise gets them all involved and can be a good example of inclusive questioning. • Remember to ask particular questions of your target groups identified on your plan – good evidence of effective differentiation. • Help them by clearly SHOWING and signposting highly effective teaching. • Spiritual, Moral, Social and Cultural – include any opportunities in your plan but remember they will be looking for evidence of students being independent, resilient, working collaboratively and for evidence of positive relationships.

19. How can I demonstrate effective Differentiation? C • High expectations for all students • Good use of assessment information • Opportunities to ask questions • Take account of starting points • Targeted questioning • Different levels of teacher support and intervention • Evidence of students responding to feedback • Higher order tasks • Choice of activities • Different activities • Good use of other adults • Different home learning tasks • Seating for learning • No longer sufficient to have differentiation by outcome - this would be satisfactory at best – needs to be by task/through questioning, etc

20. How can I demonstrate Progress in lessons? • Balance between prior learning/new learning • Good pace • Appropriate challenge for all students • Targeted questioning to check understanding • Active learning – high levels of engagement and enjoyment • Opportunities for students to reflect on learning • Opportunities for independent learning • Evidence of progress ‘over time’ • Any-time plenaries

21. What should I avoid? • Too much teacher talk • Too much time spent on prior learning • Lack of differentiation • Too many activities • Pre-dominance of low level type exercises • Ignoring off task behaviour

22. Examples of pre-planned responses…. F • Issue • Action • Impact

23. Strategic thinking is “seeing ahead, behind, above, below, beside, beyond and seeing it through”. It is in effect keeping your feet on the ground whilst having your head in the clouds (Henry Mintzberg)

24. Example – our response to the EBacc Learning and Teaching Curriculum Information, Advice and Guidance

25. Our response to the Curriculum changes4 C’s • Coherence making • Collaboration • Change (embrace it) • Courage

26. Where next?

30. Everything I need to know about life (and Ofsted), I learned from Noah’s Ark………

31. One: Plan ahead. It wasn't raining when Noah built the Ark.Two: Stay fit. When you're 600 years old, someone may ask you to do something really big.Three: Don't listen to critics; just get on with the job that needs to be done. Four: For safety's sake, travel in pairs.

32. Five: Remember, the Ark was built by amateurs; the Titanic by professionals.Six: No matter the storm, there's always a rainbow waiting. Seven: Don't miss the boat.Eight: Remember that we are all in the same boat.

33. THE WOODPECKERS MIGHT HAVE TO GO!