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Ofsted Preparation Session 2

Ofsted Preparation Session 2. How are your SENS supported?Christine. This session. Sarah: feedback from M&F session Activities in CTs and outcomes. Christine: Making connections for your students

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Ofsted Preparation Session 2

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  1. Ofsted PreparationSession 2 How are your SENS supported?Christine

  2. This session • Sarah: feedback from M&F session Activities in CTs and outcomes • Christine: Making connections for your students Next steps: relevant reading on iTunes U course and Golden Nuggets; Back to Basics workshops in Term 6

  3. Marking and Feedback: Summary • Every team uses WWW/EBI for consistency • Students need to hear the language used • Yellow stickers need to be visible in books (eg in JA and in Year 9) • Where folders are used, with subject-specific top-sheets at GCSE for example, a WWW/EBI teacher comment must be evident • All schemes of work should have SRT embedded into lessons to enable the student to respond to the targets and feedback

  4. Feedback from teams • The EBI could end with a task to show that student understands what you’ve set • Use ‘this work’ instead of ‘this piece’ • Take out ‘what I looked at’ – time-consuming to keep writing same thing • MFL have a really well-developed annotation feedback specifically for languages

  5. The final sticker

  6. What Ofsted are looking for • The Inspectors must “judge and report on the quality of education provided in the school” for every pupil. • Inspectors will be interested in how well schools are improving the achievement of those groups of pupils whose achievement nationally is not as good as their peers. • In all schools, inspectors will evaluate and report on the achievement of disabled pupils and those with special educational needs • Teaching includes activities both within and outside the classroom such as support and intervention strategies.

  7. What inspectors are looking for • Are targets challenging enough? Do the students understand the targets? • Do SEND pupils have enoughopportunitiesfor working independently in lessons? And if not, does this indicate a lack of expectation by teachers? ‘They should not always need (adult) help’. • Are the pupils motivated? Using initiative/collaborating? Are lessons planned to offer enough opportunities? • What about the students who are not on S, SA or SAP, are well-behaved and contribute, yet are very weak re literacy/comprehension?

  8. The SMOG reading age indicator • http://www.niace.org.uk/misc/SMOG-calculator/smogcalc.php

  9. Action • Into CTs • Task • Task • Outcome:

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