Earlsdon Primary School Training day

1. Earlsdon Primary School Training day 15thFebruary 2013

2. Agenda • Welcome and business • Year group feedback – something we should all be proud of • The secrets of 5 • Treatments and coffee • Blogging in year 4 • The big O – what’s new? • He makes me think I can and that morally I should! • Questions and comments

3. What has made us happy and proud • Outstanding levels of engagement – pupils working independently and demonstrating motivation, enthusiasm and excitement about their learning. • Pupils making progress and learning actively before our very eyes – its obvious and powerful. • Clear reasoning and purpose in the learning objectives and they are about learning and not about the tasks children are about to do. • Success criteria which enable children to know and understand what they are trying to do, modelled good examples. • Tasks that match the objectives, at the right pitch with an element of challenge. • A focus on the learning process over the learning content. • A strong focus on collaboration and the other PITRIC skills. • Flexible grouping arrangements which allow teachers to target pupils more effectively. • Outstanding questioning, listening and dialogue between teacher and students. • A learning atmosphere that almost buzzes with anticipation.

4. The Power of ‘5’ What 5 things do children need to thrive at school at age 7? Literate, numerate, articulate Good general knowledge Wide circle of friends An understanding that they need to make a contribution Know how to please their teacher

5. The magic of 5What are the 5 ‘domains’ or characteristics of Outstanding Teachers? Social skills Managing feelings Motivation Self awareness Empathy

6. 5 Domains Table Groups: what might this mean in the classroom? what teacher behaviours would you see • Motivation • Social skills • Managing feelings • Empathy • Self awareness

7. Coffee and treatments

8. blogging

9. Ofsted From September 2012 judgements are made on: • Pupils achievements • The Quality of Teaching • Behaviour and safety of pupils • The Quality of Leadership and Management • Overall effectiveness - the combination of all these outcomes.

10. Inspectors must also consider: • the social, moral, spiritual and cultural development of pupils at the school, • the extent to which the education at the school meets the needs of the range of pupils at the school, in particular the needs of disabled pupils and those who have special needs. The focus of the inspection is: • learning and progress for significant groups of pupils, including those qualifying for Pupil Premium, • the teaching of reading, • the impact of leadership and management.

11. An acceptable standard of education is defined as a “good” standard of education • Increased emphasis on: • Improving schools that are not yet good • Progress of pupils especially those that are disadvantaged • The use of pupil premium to raise achievement • Reading, literacy and maths • The impact of school leadership on improving teaching and achievement • Governance

12. Since September 2012, the gradings are: • Outstanding • Good • Requires improvement as it is not yet good • Inadequate A school whose overall effectiveness is found to be a grade 4 will be placed into a category; • Notice to improve - if there is some sign of hope – usually within Leadership and Management • Special measures – if L&M are judged not to have the capacity to improve. This is also likely to lead to forced academisation.

13. Pupil’s Achievement Inspection Focus is on: the proportions of pupils in comparison with National who from each starting point: • make expected progress; • make better than expected progress in English and maths, in primary schools – reading and writing. How schools are closing the gaps in attainment and progress between all pupils nationally and those who: • are supported by pupil premium; • are disabled; • have special educational needs.

14. Quality of Teaching • an increased emphasis on quality and its effectiveness in raising pupils learning and progress. • Good schools should have good teaching and effective systems for improving it. • The judgement of teaching will take account of evidence of learning and progress over time: typicality. • A school cannot be judged outstanding unless its teaching is outstanding.

15. Grade descriptors – Quality of teaching in the school Outstanding (1) • Much of the teaching in all key stages and most subjects is outstanding and never less than consistently good. As a result, almost all 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, are making rapid and sustained progress. • All teachers have consistently high expectations of all pupils. They plan and teach lessons that enable pupils to learn exceptionally well across the curriculum. • Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with notable impact on the quality of learning. • The teaching of reading, writing, communication and mathematics is highly effective and cohesively planned and implemented across the curriculum. • Teachers and other adults generate high levels of engagement and commitment to learning across the whole school. • Consistently high quality marking and constructive feedback from teachers ensure that pupils make rapid gains. • Teachers use well-judged and often inspirational teaching strategies, including setting appropriate homework that, together with sharply focused and timely support and intervention, match individual needs accurately. Consequently, pupils learn exceptionally well across the curriculum.

16. Good (2) • 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. • 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. • 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. • 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.

18. Leadership and management: • focus on management of performance to improve T&L Governors: • holding school leaders to account for school’s performance and rewarding the best staff • ensuring effective and efficient management of resources (eg pupil premium) • effective deployment of staff and resources

19. Overall effectiveness: • If any of the 4 judgements are inadequate – it is likely OE will be inadequate • If any of the 4 judgements are grade 3 and the others are the same (or above) OE will be requires improvement • Literacy: “where pupils progress in literacy is inadequate, the school is likely to be inadequate”

20. Arrangements for Inspection • 1/2 days notice • No SEF or PIB – info from Raiseonline, previous inspection report, monitoring information, school website, parent view. • New, more succinct report: bullet points • A school judged to be good at its most recent inspection is inspected within 5 school years of the end of the school year in which its last inspection took place. • for us that is before July 2017 4 years and 5 months to go

21. Dylan William • He makes me believe I can do it, and that I can lead my teams to do it and that it’s my moral responsibility to ensure they do do it. SSAT National Conference 2012

22. Any questions or comments? Have a lovely holiday