Judging achievement – the big picture

2. Judging achievement – the big picture What progress do students make in the school and what is the impact of that progress on their attainment? What has been the picture over time? What does achievement look like now and what will it look like a year or more down the line?

5. Achievement: what is being looked for - G1? • And where is our evidence base? • From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English and in mathematics are high compared with national figures.

9. ALPS subject report: AS mathematics value added

10. Achievement: what is being looked for - G1? • And where is our evidence base? • For pupils for whom the pupil premium provides support, the proportions (making expected progress and the proportions exceeding expected progress in English and in mathematics) are similar to, or above, those for other pupils in the school or are rapidly approaching them.

15. The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. In exceptional circumstances, an outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly, as shown by trends in a range of attainment indicators.

16. Achievement: what is being looked for - G1? And where is our evidence base? • Pupils make rapid and sustained progress throughout year groups across many subjects, including English and mathematics, and learn exceptionally well. Pupils read widely, and often across all subjects to a high standard • The learning of groups of pupils, particularly those who are disabled, those who have special educational needs, those for whom the pupil premium provides support, and the most able is consistently good or better.

17. Who said: “It is important for teachers to develop a style of teaching with which they are comfortable (not complacent) : we should therefore be wary of prescribing a particular style of teaching. A formulaic approach can trap too many teachers. This is a plea for pragmatism: a good lesson is one that works.”? Sir Michael Wilshaw

18. Teaching: what is being looked for – G1 • Plan for the learning (over time) not for task completion. • Ask questions that find out what students know (and don’t know) and then adapt the learning. • Ask questions that makes them think. • Mark work so that it impacts on learning (students working harder than teachers):students understand how they can improve their work. • Empower students through literacy, numeracy and oracy. • Embed routines (eg. group work / peer assessment). • Work with TAs so that they make a difference to learning and progress (rather than task completion). • Set homework that supports and extends the learning. • Reflect on and talk about teaching.

19. Avoid…. • Artificial lesson plans • Phoney mid-lesson plenaries • Bolt-on literacy and numeracy activities • Passive learning (copying / word-searches) • Under-selling your marking (displays?) • Ping-pong questioning (hiding misconceptions) • Dealing with behaviour differently • Being defensive at feedback