Science Subject Leader Development Meeting

1. Science Subject Leader Development Meeting April 5th 2011

2. Outline for the day 09.30 Welcome 09.45 What is involved in an OFSTED subject inspection? 11.00 Coffee 11.15 Exam Board Presentation 12.15 Exam Board Question Panel 12.45 Lunch and informal chance to talk to exam boards 13.45 Planning to teach the new GCSEs – modifying schemes of work, preparing for controlled assessments, preparing for the extended answer questions (Coffee to be taken during this session) 15.30 Plenary, Evaluation and close

3. Be Prepared - Everything you need to know about an OFSTED Subject Inspection

4. Objectives • To gain knowledge of the subject inspection process and what to expect and how to plan for it • To have confidence in leading your department/faculty through the inspection process

5. What Does A Subject Inspection Look Like? • Usually 1 HMI over 2 days • Normally 5 days notice – will not be more than 10 and could be less than 5 • Possible subject-specific themes (usually one but occasionally two) • How well students are becoming effective learners in… • How well the curriculum secures progression in understanding for every pupil • Transition within and between phases • The effectiveness of the school’s approaches to improving the quality of teaching and learning in… • The contribution of x subject to education for sustainable development / economic well-being / the global dimension / community cohesion….

6. What Does A Subject Inspection Look Like? (2) “Teachers should always get feedback and, as far as time allows, should also be able to discuss with the inspector what he or she has said about teaching and learning in their classroom” Ofsted 2005 • Feedback meeting at the end with headteacher, head of department and, if the school wishes, an LA representative or Chair of Governors. • This meeting will give a level of detail which will not be included in the feedback letter sent and so is critically important

7. The Feedback Subject feedback letters normally contain separate judgements on: • achievement • quality of teaching • quality of the curriculum • effectiveness of leadership and management • overall effectiveness in the subject. Letter will be published on Ofsted website and will feed in to the final subject survey report, although the name of the school will not be mentioned

8. The Subject Inspection Experience • You might not meet with the inspector until several hours into the process! • In your meeting (with SLT present) you can push certain points home that you want to be recognised. Take your SEF and evidence file as you can be influential here. • Lesson observations can be 15 minutes or the full hour.

9. The Subject SEF • Herts SEF resources located here… • http://www.thegrid.org.uk/leadership/sse/sef_support_resources.shtml • SEF should not be overly descriptive and should make use of your evidence file to avoid repetition.

10. The Six Step Process – on The Grid • What is the judgement about ?Look at the Evaluation Schedule. • Make a provisional judgement. Make a best fit judgement based on what you have seen in evidence. • Look at the grade descriptor. Look at the grade descriptor for what you think is the right grade; highlight key words and/or phrases that capture essential elements. • Make a bullet point list. List the most pertinent evidence in bullet list and reference supporting evidence. Write your evidence statements remembering to include the effectiveness and impact of activities. • Look at outline guidance. Have you all the evidence you need? Are there any gaps? • Look at the level descriptors above and below provisional grade. Are there elements for either in your evidence? Is your grade the most appropriate? CONFIRM THE JUDGEMENT

11. Using The Six Step Process You are now going to use the six step process to draft a section for your subject SEF on the quality of your curriculum Think carefully about the evidence that you would be able to cite to support your judgements

12. Getting to Grips with Data – SEF section 3 (1) • What were the main issues in last year’s results and what have you done to address them? • It’s very easy to get sucked into KS4 only. • KS3 – good SoW? Marked work? Two levels of progress data? Consistent data? What did you give for TA last year and what is current position? • KS4 – good curriculum for all students? Good SoW? BTEC (and GCSE) coursework under control? Module results showing good progress, particularly when compared to 2010 results if they were an issue? Discuss and justify your KS3-4 provision with the person next to you, particularly your use of Year 9. • KS5 – what does the take-up look like in all related KS5 subjects? How are current Y13 looking based on KS4 and Y12 results? What is the drop-out rate from AS to A2?

13. Getting to Grips with Data – SEF section 3 (2) • Is it ok to swap data? • KS2-4 Three levels of progress data provided for your school • In pairs appraise the other person’s data and make notes. • Discuss

14. How else can you evaluate your department? • OFSTED Subject Criteria card sort • Subject Survey information – L&M section • National Strategy AfL FDEE grid • Drop out rates at KS5 – pupil voice • Work scrutiny • Enrichment • Pupil voice card sort • Health and Safety!

15. Tackling the issues • Brainstorm – what are the main issues for your departments? Some possible generic issues… • Lack of consistency in marking • Levels of progress significantly lower than national average • AfL patchily implemented across dept.

16. Plenary • Write down at least three actions that you will take when you return to school • Evaluation and Coffee