Working towards outstanding teaching, learning and assessment

1. Working towards outstanding teaching, learning and assessment 09.30 am to 14.45 pm – 4 May 2016 Carolyn Medlin, Fairfield Associates Limited

2. Discuss what you would like to get out of today and/or any burning questions

3. Welcome, introductions and aims The aim of this session is that you will be able to: • Explain key messages of the Common Inspection Framework 2015 • Develop an understanding of what outstanding looks like to Ofsted • Explore what an outstanding teacher looks like • Reflect upon how your organisation may be able to move towards outstanding

4. Outcomes

5. Common Inspection Framework 2015

6. To show learning …

7. Inspection as of September 2015 Discuss and flipchart the underlying features of the current Common Inspection Framework

8. Judgements

10. The effectiveness of leadership and management headlines • Strategic vision, culture and role of governance • Self-assessment • Broad curriculum • Tracking learners’ progress and progression onto their next steps • Leading and developing teaching, learning and assessment

11. The effectiveness of leadership and management headlines • Equality and diversity • Safeguarding

12. The quality of teaching, learning and assessment headlines • Inspire and challenge all learners • Staff skills and expertise in planning and delivering learning • Identification of starting points and additional learning needs • Learners make good progress including learning over time • Promote equality

13. Personal development, welfare and behaviour headlines • Learners’ pride in their work; become self-confident and self-assured • Learners know how to protect themselves from risks • Career pathways for future careers • Purposeful work-related learning including external work experience

14. Personal development, welfare and behaviour headlines • Development of personal, social and employability skills (English and mathematics) • Attendance including participation in distance learning and punctuality • Keep fit and healthy • Stay safe online; safe from all forms of bullying • Behaviour

15. Outcomes for learners • Make progress compared with starting points • Attain learning goals, qualifications and achieve challenging targets • Work meets or exceeds requirements • Progress to further learning and employment • Severely disabled learners become more independent

16. Inspection overview

17. What does it mean to me? • What is my experience of inspection likely to be? • What do I need to know and understand? • How do I plan and deliver ‘outstanding’ lessons?

18. What is my experience likely to be? • Notified of the inspection usually up to 48 hours before • Observed lessons are usually 30 minutes and also possibly shorter learning walk drop ins: eg looking at ‘marked’ learners’ work • Offered an opportunity for feedback (but not graded) on the observation if the lesson observed is 30 minutes or longer

19. What do I need to know and understand? • What progress is being made by the class against their current targets? • Which learners in your class need extra support and how well are they progressing? • Who are the more-able learners in the class and how are you supporting them?

20. A practitioner’s guide to Ofsted inspections (IfL) (2014) • Know more about the course, your learners, their strengths and areas they are working on • If the inspector is asking a question, if they don’t understand enough about context, explain it • Set the scene with the inspector • Make sure you get feedback

21. Checks on learning • What strategies do you use to check on learning before moving onto the next learning outcome?

22. Outstanding teaching, learning and assessment

23. To show learning …

24. How to plan and deliver ‘outstanding’ lessons • What is outstanding teaching, learning and assessment?

25. Key aspects of outstanding teaching, learning and assessment Activity Sort cards into three categories: Outstanding Good Requires improvement

26. Grade 1 TLA – CIF 2015 • Teachers plan lessons very well with suitable activities that place high demands and expectations on the learners, who respond enthusiastically and develop excellent knowledge and skills as a result • Teachers use the outcomes of initial assessment of learners’ skills effectively to identify the development needs of each individual learner

27. Grade 1 TLA – CIF 2015 • Teachers have an excellent knowledge of current industry expectations and use this knowledge extremely well to prepare learners thoroughly for employment • Learners achieve very high standards of work as a result of the challenges they are set by teachers • Teachers use a range of strategies highly successfully, such as encouraging learners to use peer- and self-assessment, in order to develop their independent learning

28. Grade 1 TLA – CIF 2015 • Teachers use questions skilfully to test learners’ knowledge and to increase the depth of their understanding • Learners are set precise and challenging targets throughout their training, and staff monitor and support them closely to achieve these • Teachers provide learners with detailed written feedback following assessment which shows precisely what they need to do improve

29. Grade 1 TLA – CIF 2015 • Tutors’ integration of the development of learners’ English and mathematics skills is very good • Teachers mark learners’ written work accurately and pay attention to their use of correct spelling and grammar

30. Grade 1 PDBW – CIF 2015 • Learners have a very positive attitude to their learning; their attendance is excellent, they arrive on time to lessons and commit themselves thoroughly to their studies • Learners demonstrate very high levels of confidence and quickly develop a positive and professional attitude to their learning and development • Learners are safe and say they feel safe

31. Grade 1 PDBW – CIF 2015 • Learners take immense pride in their work, becoming increasingly confident and self-assured as they continue to develop their skills and strengthen their work ethic • Learners develop good social and employability skills • Learners receive outstanding impartial advice and guidance before they enrol, which helps them to make very informed choices as to which course to follow

32. Grade 1 PDBW – CIF 2015 • Staff provide outstanding guidance to learners to develop their understanding of current social and ethical issues. They make frequent use of current affairs topics such as the refugees in Europe and the bombings in Paris to discuss themes such as tolerance, democracy and community responsibility • Teachers use current news topics well to raise learners’ awareness of the risks from radicalisation and extremism

33. The Learning Gains / Conceptual Model for outstanding QTLA Research shows that tutors whose lessons are consistently judged to be outstanding: • sharply focus upon the learning gains which they want their learners to make in each lesson • frame their own aims for the lesson in terms ofclearly defined gains in learning and engagement (the percentage of learners making these gains) • deliberately keep the lesson structure loose because they want to respond to the learner rather than follow a pre-determined plan • differentiate relative to learners’ starting points (eg most-able)

34. SMART target setting and the effective use of individual learning plans

35. To show learning …

36. Ofsted reports • Targets set to help apprentices improve are not always specific and short term enough to enable them to know the detail of what they need to do to achieve • Most targets set focus on the qualification outcome and awarding body requirements • Too few targets are set to help improve apprentices’ personal development and confidence

37. Developing personal learning goals • Specific Measurable Achieveable Realistic Time-limited • SMART targets identify what’s going to happen, who’s going to do it, when it’s going to be done by, and how outcomes will be measured • Easy to say; it’s harder to do, in practice!

38. Developing personal learning goals • Specific - they say exactly what you mean (overall main target, broken down into small steps) • Measurable – you can prove you’ve reached them • Achieveable – you can actually reach them (broken down into small steps, to make their achievement more obvious to the learner) • Realistic – they are about actions that really can be undertaken • Time-related – they have deadlines (broken down for any small steps that might be required)

39. Developing learning goals • Clear – both the tutor and the learner can understand them • Checkable – the target should state how the learner will demonstrate that enough progress has been made • Enjoyable - it helps if the learner enjoys learning • Relevant – they meet learners’ own needs and priorities, and they can clearly appreciate that

40. Re-write as a target which is SMART • Improve your time-keeping • I will arrive at my classroom sessions at or ahead of the time the class is due to start, for four of the six lessons

41. Re-write as a target which is SMART • Get better at asking questions • I will ask at least three questions during each day at my work placementI will report back to you next Friday about what they were and how I felt about asking themI will let you know what happened when I asked them and what the final outcomes were

42. Re-write as a target which is SMART • Continue working on your reading • In the next week, I will read three articles from the sports pages of the newspaper to help me work on my reading skills

43. Activity • Find and highlight examples of SMART targets on ILPs • Find and highlight examples of targets that are not SMART from the ILPs you have chosen -- and SMART-en these targets up!

44. SMART target setting – questions • Are the targets appropriate? • Are they really going to be utilised? • Who sets the targets, and how? • Are they challenging? And/or challenging enough? • Are they expected to be rigidly adhered to, or can they legitimately and reasonably be adapted to individual changes and developments? • Do learners understand how their progress will be reviewed?

45. Using ILPs to drive improvement • Complete the checklist • In pairs, discuss and share any changes you can make to improve your current practice

46. Highbury College – key points • Assessment for learning/personalised learning • Learners involved in developing their own strengths and areas for improvement • Group and individual targets • Used continuously • E-ILP – smaller targets on paper; larger targets recorded electronically • Used in tutorials and practical sessions • Learners should ask themselves: “What am I good at?” and “What do I need to do to improve?” • Targets within lessons (A, B and C) • Timelines • Visual tracking grids of progress

47. To show learning …

48. Summary - how to plan and deliver ‘outstanding’ lessons QPR acronym Questioning – use a range of questions for learners of different abilities to ensure all are engaged and progressing Peer learning – learners learning from each other Review – regular opportunities to review learning so far

49. Summary - how to plan and deliver ‘outstanding’ lessons The power of six • 70:30 rule • Learning objectives • Mind the gap • Effective questioning • Assessment • Targets, tracking and interventions

50. Outcomes