Subject leadership

www.kis-education-solutions.com

Subject leadership


Introduction:• The current context:oThe new Ofsted FrameworkoThe new National CurriculumoAcademies and Free schoolsoExpectations for performance

management


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)


• 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

New Ofsted Framework - Good

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


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?

New Ofsted Framework.


Look at your action planBe 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


Managing Time• Balance – Leadership and

Management• Collecting Evidence• Focusing on Key Questions• Planning monitoring to fit into

the school calendar


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..................


Monitoring –starter questions 1• What are the standards for 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/TA subject knowledge? • How effectively do resources support learning?


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?


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?


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?


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?


1. Identify a question?2. Identify the evidence needed to answer the

question?3. Design a monitoring activity4. Complete the monitoring activity5. Evaluate the evidence6. Identify a next step (this often leads to

another question.....)

Now have a go! Make it specific to your school.

An Approach to Monitoring


Evidence

Data

Lesson Observation

Work Scrutiny

Pupil perception

Planning review

Gap Analysis


A few monitoring forms• Work evaluation sheet• 5 whys• Subject PIB• Monitoring form• SL Monitoring• Basic Skills• SL Interview


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..........


Triangulation

Lesson

Work

Teaching over Time

Data

Cause and EffectPupilsSupportQuestioningAdaptation

CohortClassGroupsIndividuals

ProgressQuality of markingExpectationsConsistencyDifferentiation


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.


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.


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?


The Draft National Curriculum for EnglishProgrammes 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


The Draft National Curriculum for EnglishAlso includes:• Spelling – this is liked closely to reading

and initially relates to phonic development

• Glossary – Key words – definitions and examples


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.


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




http://www.education.gov.uk/schools/teachingandlearning/assessment/keystage2/b00208296/ks2-2013/english-tests/grammar-punctuation-spelling-test






What will you need to do next?

Action PlanningMonitoring Plan

Check SDP priorities


Plenary and next steps for the school.

Documents

Subject leadership