Sheffield Diocese

1. Sheffield Diocese Ofsted ‘Between the lines’ Tony Price – Wednesday 2nd July 2014

2. 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

3. First session Leadership and Management Second Session Teaching and learning

4. Bar raisedGoal posts movedLaws of game changedTactics adaptedCoaching updated in lineHigher Expectations

6. 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

7. “I don’t think much of a man who is not wiser today than he was yesterday.” Abraham Lincoln

8. School Leaders 1 Regard crises as the norm 2 Have abottomless 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 leadership 6 Understand that feeling good is a skill7 As leaders we mostly walk into the wind8 Accept that you will get your life back ……….

9. When you retire!! Or Become a consultant!!

10. 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

11. Your school Your pupils Your staff Your parents Your data YOUR INSPECTION YOUR VERSION OF REALITY

12. BE A PRO ACTIVE PARTNER Anticipate trails Don’t let it be DONE TO YOU Lead your inspection by STEALTH Be confident and proud

13. 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

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

15. 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.

16. 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?

17. BECAUSE YOU ARE WELL PREPARED And READY BRING IT ON !!!

18. THE WINDOW OPENING PROCESS BEGINS

19. Pre inspection windows • RAISE on line • Data dashboard • Website • School windows • School Self Evaluation • School Improvement Plan • SIP reports • HT Reports to GB

20. Phone call to a script School information…roll, Chair of GB, numbers of pupils/staff If HT not in…. Safeguarding checks DBS/CRB Off site provision Inspection arrangement and protocols Self evaluation, although no expectation Notification to parents and GB

21. Staff questionnaire Website and entrance notice Invitation joint obs Listening to readers Discussions with groups of staff and pupils Meeting with LA/Adviser/Consultant Domestics Any questions

22. 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

23. Safeguarding • Single Central Record • Ist Aid and CP training • Checked by • Risk assessment file • Behaviour, Racist incident, Bullying and Accident logs • Child Protection management • Keeping Children Safe publication – April 14

24. 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

25. 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!!

26. 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

27. Preparation of discussion groups • Triangulation/corroboration • SLT, Achievement, L&M • Never alone always 2/3 staff • Include class teachers/TAsto triangulate • Leadership of teaching and learning • Middle leadership. SENCO, Lit/NumCoord’s • Inclusion • Behaviour and attendance • SMSC • Curriculum and enrichment

28. 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

29. 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.StephenDenning – Secret Language of Leadership

30. “Simply doing more of the same never has and never will improve things” Tim Brighouse

31. 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!!!

32. Key behaviours of inspiring teachers 1 Demonstrate genuine warmth and empathy 2 Create a sense of security about learning – encouraging experimentation 3 Use highly interactive whole and partclass instruction 4 Encourage students to communicate frequently with one another 5 Develop meta-cognitive skills

33. My teacher seems to like teaching My teacher believes that all students can do well My teacher expects me to do well My teacher is interested in what students think My teacher enjoys being with us and is there for us My teacher believes in learning for everyone

34. 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

35. 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

36. 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

37. 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!!

38. 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

39. 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

40. 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!!

41. 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”

42. 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

43. 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

44. Evaluation & response to pupil feedback Plan to check understanding/ learning/progress through assessment procedures Decide upon learning outcomes LESSON PLANNING Identify groups of learners and levels of challenge Select and develop T&L resources Choose, chunk, organise the content needed Identify appropriate T&L strategies and personalise

45. Creativity Communication Skills Determination Aspirational Solution Focused Knowledge Risk Taking Knowledge Kn Independent Enquirers Negotiating Self Motivated Fun Learning Effective Participators wledge Knowledge Knowledge Being Flexible Self Belief Positive Attitudes Empowered Reflective Learners Self Aware Self Reliant Respect Knowledge Fair Knowledge Kn Creative Thinkers Reliability Problem Solving Decision Making Team Workers

46. Aspirational Creativity Determination Communication Skills Solution Focused RiskTaking Knowledge Kno Knowledge Independent Enquirers Negotiating Self Motivated Fun Learning Effective Participators Knowledge owledge Knowledge Being Flexible Empowered Self Belief Positive Attitudes Reflective Learners Self Aware Self Reliant Fair Respect Knowledge Knowledge Kno Problem Solving Decision Making Team Workers Creative Thinkers Reliability

47. 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 !!!