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Keeping Good and Getting Outstanding

Keeping Good and Getting Outstanding. www-kis-education-solutions.com. Session 3. Building Capacity Leadership at all levels Monitoring and Evaluation Processes and systems Asking the right questions Governance Subject Leadership Making the most of your data. Latest News.

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Keeping Good and Getting Outstanding

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  1. Keeping Good and Getting Outstanding www-kis-education-solutions.com

  2. Session 3 • Building Capacity • Leadership at all levels • Monitoring and Evaluation • Processes and systems • Asking the right questions • Governance • Subject Leadership • Making the most of your data

  3. Latest News • Dictates to Lead Inspectors • The 2012/13 annual Ofsted Report • Licensed Teachers • Recent Inspections: • The EYFS confusion • Typicality • Teaching Strategies • Implications of phonics outcomes • Get out of Jail Cards • Middle leaders

  4. Lessons From Inspection • Processes and Systems • The 80 page SEF • The 120 page School Development Plan • 25 monitoring files • Endless forms full of notes • Everyone is working hard and clearly very busy but..... • Trouble seeing the wood from the trees.......... • The importance of lesson observation records....... • HTs hold too much information and don’t share it with those who need it.

  5. Building CapacityLeadership at all levels • Governance • Senior leadership • Middle Leadership • Everyone Else: • Class teachers • Teaching Assistants • Administration • Attendance • Safeguarding • Health and Safety What is actually tested in inspection?

  6. The Governing Body • How to they provide challenge? • What is the challenge based on? • An understanding of the data • First hand monitoring • Training • Information provided by the headteacher including HTPM/TPM • What types of challenge are provided? • What monitoring do they do? Are they proactive? • How is challenge recorded and tracked in minutes? • How can you demonstrates the impact of the governing body? • How do you use governors to support the development of other leaders?

  7. The Monitoring Process • Ask a question • Design an activity to answer the question • Complete the activity • Do something with the information • Monitor the impact of your actions • And repeat until you have got what you want

  8. Keeping Records Essential: • Records of monitoring of teaching (over time) • Books, data, observation, self evaluations, pupil views • Links with Performance Management • What has happened following monitoring Desirable: • Senior Leaders, Middle Leaders and Governors can evidence the impact of their work with secure evidence from monitoring. NB: This if for you not Ofsted

  9. Monitoring Plans – What? So What? Now What? • Is there a single plan for all staff? • Is the plan linked to the school development plan? • Does the outcomes of monitoring activities provided you with evidence of impact against actions in the school development plan? • Does monitoring tell you anything new? • Do all leaders contribute towards evaluating progress against whole school priorities? • Does monitoring result in a review of actions and priorities? Does anything change as a result?

  10. Monitoring – Question Based Approach • The use of closed questions to evaluate improvements in any area is completed. • Making this approach very public often ensures successful outcomes. • Repetition of key questions overtime is used to embed an approach. • Feedback from monitoring is regular and close to the monitoring activity. • Differentiated follow up is completed where expectations are not met.

  11. Monitoring the Quality of Teaching • Describe your system for monitoring the quality of teaching? • Who is involved? • How is it linked to performance management? • How does it feed into broader evaluation of other aspects of a school’s work?

  12. Monitoring the Quality of Teaching • Judgements Over Time • Books, data and observations (formal and drop in) • What happens when a teacher underperforms? • Do you differentiate support following monitoring? • How do you share effective practice? • Is there a process for monitoring the effectiveness of TAs? • What is the quality of teaching for staff other than teachers? Sports, Music?

  13. Quick Monitoring Activities • Walking with a purpose........... This could include a weekly focus that is advertised to all staff and possibly the children. The focus may be announced in assembly. It could relate to a wide range of activities such as: • Response to marking • Manners • Use of TAs • Quality of presentation • Pupil engagement • Use of Working Walls....... • Resources to support independent learning

  14. Quick Monitoring Activities • Pupil Discussions • The Book Look • Discussion with Teachers • Planning Focus for the week • The Classroom Environment • TA engagement with pupils • Behaviour Outside of Lessons

  15. Middle/Senior Leaders • Is everything joined up? E.G. If writing is the issue, are all staff contributing? • Are activities high value? Are they focusing on improving outcomes or topping up resources? • Can leaders prove that they have made an impact? • What about UPS staff? How are they impacting on the whole school? • How are leaders improving the practice of staff?

  16. Data Can you have too much of a good thing?

  17. Making the most of your data • The EYFS – Is the EYFS data used by subject leaders to inform decisions about priorities? • Do all key leaders have a clear understanding of whole school headlines from RAISEonline and internal data? • How is data or assessment used by: • Class teachers to inform planning • Subject leaders to identify priorities • All leaders to evaluate impact • Class teachers and line managers to Identify children who need additional support • The SENCO/INCO for identification of need and evaluation of impact.

  18. Diagnostics • Diagnostic work can be completed by class teachers, support staff of leaders. • Diagnostic analysis could be used in pupil progress meetings. • Do your pupil progress meetings: • Identify specific gaps in a child’s learning so that they can be addressed in the classroom and though targeted intervention? • Utilise the expertise within the school to identify why children are stuck and how there needs can be met? • Include discussions about pupils who have the potential to make better than expected progress in all years groups?

  19. Making the Most of Governors • To build leadership skills: • Interview subject leader • Complete Joint Monitoring • To Build Capacity • Completion of monitoring activities such as: • Pupil interviews • Surveys of different groups • Health and Safety Monitoring • SMSC monitoring

  20. Questions • And Next Time: • Session 4 – 17th March 2014 – 1.30pm to 4.30pm Quality of Teaching: • Lesson Observation Skills using videos. • When is the difference between good and outstanding. • Learning behaviours. • The importance of good and outstanding teaching over time. • What the books tell you. • How to improve teaching • How to improve a hard to shift teacher

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