Subject leadership

1. Subject leadership www.kis-education-solutions.com

2. Introduction: • The current context: • The new Ofsted Framework • The new National Curriculum • Academies and Free schools • Expectations for performance management www.kis-education-solutions.com

3. Objectives for the day: • To understand current developments and how they will affect your school • To understand Ofsted expectations and the evaluation schedule. • Put in place effective monitoring and evaluation • To be more confident in carrying out lesson observations • To set a strategic decision making vision for your subject (including action planning) www.kis-education-solutions.com

4. New Ofsted Framework - Good • Key leaders and managers consistently communicate high expectations and ambition. They model good practice and demonstrably work to monitor, improve and support teaching, encouraging the enthusiasm of staff and channelling their efforts and skills to good effect.   • Planned actions based on accurate self-evaluation to overcome weaknesses have been concerted and effective. As a result, achievement has improved or consolidated previous good performance. • The school’s curriculum provides well organised, imaginative and effective opportunities for learning for all groups of pupils www.kis-education-solutions.com

5. RAISEonline • A walk through to look at the key headlines A reminder about the language used: • Standards = attainment • Progress measures include Value Added, exceeding or meeting expected progress • Achievement (over time) includes attainment + progress and includes: • Historical data • Current data • Evidence from books, lesson observations • Key groups include SEND, FSM, Gender, EAL, ME....... Don’t forget pupil premium • Health Warning (much of the data is quite old) www.kis-education-solutions.com

6. New Ofsted Framework. A few questions: • How do you ensure that all subjects contribute towards the development of skills in reading, writing and mathematics? • How does your subject contribute towards the development of SMSC? • What has been your impact as a leader on improving outcomes for all groups of pupils? • Which group of pupils presents the most significant challenge in your school? • How have you contributed towards improving the overall quality of teaching (as a leader)? • How does your current data differ from historical data? www.kis-education-solutions.com

7. Look at your action plan Be critical • Does it address the answers to the questions? • Does it address priorities in data analysis? • Does it focus on high impact activities? • Is there a time scale for the completion of tasks? • Do success criteria provide measurable outcomes? • Does it include a monitoring activities www.kis-education-solutions.com

8. Managing Time • Balance – Leadership and Management • Collecting Evidence • Focusing on Key Questions • Planning monitoring to fit into the school calendar www.kis-education-solutions.com

9. Monitoring? You can spend a lot of time doing lots of stuff and achieving very little. Ask yourself: • What do I know now that I did not know before? Use Evidence: • I know this to be true because............ • Not, I think this is true because.................. www.kis-education-solutions.com

10. Monitoring –starter questions 1 • What are the standardsfor each cohort/group? • Progress (as above) • What is the quality of teaching in English (in any subject)? • What is the quality of the curriculum for English? • How is assessment used to inform teaching and learning in writing across the curriculum? • How good is teacher/TAsubject knowledge? • How effectively do resources support learning? www.kis-education-solutions.com

11. Monitoring –starter questions 2 • How well do children apply their phonics skills when reading? • Do children read widely and often? • How are children with poor parental support, supported in school with reading? • How does homework support reading and writing development? • Is the quality of writing the same in English as in other subjects? www.kis-education-solutions.com

12. Monitoring –starter questions 3 • Do children know what they need to do to improve? • Can children demonstrate that they have used making to improve their work? • How does the environment support children in reading and writing? • How effectively are speaking and listening skills developed? Impact on other areas? • How is information from the foundation stage used? www.kis-education-solutions.com

13. Monitoring –starter questions 4 • What happens if children are identified as underachieving? • What is the impact of intervention? • What is the impact of support staff? • How do governors know about the impact of your work? www.kis-education-solutions.com

14. Monitoring Activities • Lesson Observation • Work Scrutiny • Data Analysis – this could include gap analysis • Planning Scrutiny • Climate Walk • Pupil Interview/perceptions • Staff perceptions (this is often forgotten) • Focus groups • What are the pros and cons for each activity? www.kis-education-solutions.com

15. An Approach to Monitoring • Identify a question? • Identify the evidence needed to answer the question? • Design a monitoring activity • Complete the monitoring activity • Evaluate the evidence • Identify a next step (this often leads to another question.....) Now have a go! Make it specific to your school. www.kis-education-solutions.com

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17. A few monitoring forms • Work evaluation sheet • 5 whys • Subject PIB • Monitoring form • SL Monitoring • Basic Skills • SL Interview www.kis-education-solutions.com

18. Lesson Observation: • Look for cause and effect • Evaluate engagement of different groups • Evaluate the level of challenge • Check children’s understanding • Avoid tick box observation. Not is something happening but is it working? • Focus on impact Don’t forget the Ofsted myth.......... www.kis-education-solutions.com

19. Cause and Effect Pupils Support Questioning Adaptation Triangulation Progress Quality of marking Expectations Consistency Differentiation Cohort Class Groups Individuals www.kis-education-solutions.com

20. Ofsted Criteria – For Good • Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils and groups of pupils currently on roll in the school, including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support make good progress and achieve well over time. • Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. • Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning. • Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve. • Reading, writing, communication and mathematics are taught effectively.   • Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. • Effective teaching strategies, including setting appropriate homework and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons. www.kis-education-solutions.com

21. Ofsted Criteria – Inadequate • As a result of weak teaching over time, pupils or particular groups of pupils including disabled pupils, those who have special educational needs, and those for whom the pupil premium provides support, are making inadequate progress. • Teachers do not have sufficiently high expectations and teaching over time fails to engage or interest particular groups of pupils, including disabled pupils and those who have special educational needs. • Learning activities are not sufficiently well matched to the needs of pupils. • Pupils cannot: communicate; read or write; apply mathematics as well as they should. www.kis-education-solutions.com

22. Task: Look at the criteria for teaching: Where will the evidence for each criteria come from? Key Question – What do you want to find out from the lesson observation? www.kis-education-solutions.com

23. The Draft National Curriculum for English Programmes of study: • Reading • Word reading • Comprehension (both listening and reading) • Writing • Transcription (spelling and handwriting) • Composition (articulating ideas and structuring them in speech and writing) • Spoken language • Spelling, grammar and glossary • Attainment Targets www.kis-education-solutions.com

24. The Draft National Curriculum for English Also includes: • Spelling – this is liked closely to reading and initially relates to phonic development • Glossary – Key words – definitions and examples www.kis-education-solutions.com

25. The English Skills Test • English grammar, punctuation and spelling test will take place on the 14th of May 2013. Level 3 to 5 am and level 6 pm. • Teacher assessment to focus on writing composition. • What will the test be like? “Although the majority of the test will focus on writing, the test will also include the assessment of vocabulary and word meaning in context. This is currently part of the reading curriculum domain. Other aspects of the test support Attainment Target 1: speaking and listening. www.kis-education-solutions.com

26. Assessment and reporting arrangements see: http://media.education.gov.uk/assets/files/pdf/2/sta136001_2013%20ks2%20ara.pdf Example Test see: http://www.education.gov.uk/schools/teachingandlearning/assessment/keystage2/b00208296/ks2-2013/english-tests/grammar-punctuation-spelling-test The link is on the right of the page www.kis-education-solutions.com

27. What will you need to do next? Action Planning Monitoring Plan Check SDP priorities www.kis-education-solutions.com

28. Plenary and next steps for the school. www.kis-education-solutions.com