The New Inspection Arrangements for Maintained Schools and Academies from January 2012

What does this mean for Welling?

Big Picture: Key changes• In judging the quality of the school, inspectors will make four key

judgements:

– achievement– the quality of teaching– behaviour and safety – leadership and management.

• In judging the school’s overall effectiveness, inspectors will take account of the four key judgements and how well the school promotes pupils’ spiritual, moral, social and cultural development.

Key changes• There is an even greater focus on:

– narrowing gaps in performance for groups of pupils

– quality of teaching and its impact on learning and progress

– reading and literacy – behaviour and safety.

• Ofsted will retain and build on the strengths of the current framework by:

– focusing on pupils’ outcomes (attainment), including outcomes for different groups of pupils.

– promoting improvement; inspectors will continue to make specific and detailed recommendations based on their diagnosis of the school’s strengths and weaknesses.

Achievement• There will be a single judgement on achievement in

which inspectors will consider current pupils’ progress together with attainment, and trends in attainment and progress in recent years.

The quality of teachingThe most important role of teaching is to raise pupils’ achievement. It is also important in promoting their spiritual, moral, social and cultural development. Teaching includes teachers’ planning and implementing of learning activities, as well as marking, assessment and feedback. It comprises activities such as support and intervention.

Behaviour and SafetyCentral to the new judgement is the collection of

evidence that provides a picture of what behaviour is

typically like, not just that observed during the

inspection.

Leadership and Management

A focus on how effectively leaders and managers, at

all levels, in the context of the individual school: lead

on and improve teaching; promote improvements for

all pupils and groups of pupils and enable pupils to

overcome specific barriers to learning.

Lesson Observation

• The following checklist is based on the 2012 framework• New Observation forms will be piloted in the New Year • Familiarise yourself with the content and expectations

(4) InadequatePupils make inadequate progress

(3) SatisfactoryMost pupils are making satisfactory progress.

(2) GoodMost pupils are progressing well and this is maintained over time

(1) OutstandingAlmost all pupils are making rapid

and sustained progress.

Assessing ProgressIneffective use of AFL and questioning in lessons leads to unnecessary repetition of work for pupils and tasks that are unchallenging. Teacher rarely monitors pupils work during lessons, leading to misconceptions not being picked up and lesson plans not being adjusted accordingly.

Assessing ProgressIneffective AFL and questioning in lesson may result in some unnecessary repetition of work for pupils and tasks not fully challenging pupils.Teacher monitors pupils’ work during lessons, picking up any general misconceptions and adjusts their plans accordingly to support learning.

Assessing ProgressTeacher regularly listen astutely to, carefully observes and skilfully questions groups of pupils and individuals during lessons.Teacher uses AFL to assess pupils’ progress regularly and accurately.

Assessing ProgressTeacher systematically and effectively checks pupils’ understanding throughout lesson, with effective AFL.Prior knowledge is ascertained by systematic and accurate assessment.

Planning for progressLittle or no attention is given to assessment of pupils’ learning and this often leads to tasks being planned and set that do not challenge pupils.

Planning for progressThe lesson is planned with attention given to the careful assessment of pupils’ learning, leading to some tasks being planned and set that do not fully challenge.Adaptations to lesson plans as a result of AFL are usually successful but occasionally are not timely or relevant and this slows learning for some pupils.

Planning for progressThe lesson is planned with accurate assessment of pupils’ prior skill, knowledge and understanding, leading to appropriately challenging tasks.The teacher uses information gained during the lesson to reshape tasks and explanations to improve learning.

Planning for progressThe lesson is planned with a keen awareness (astutely) of pupils prior knowledge, skills and understanding, leading to appropriately challenging tasks.The teacher uses AFL to anticipate where they may need to intervene and do it with notable impact on the quality of learning.

Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning

Notes / Impact on Progress & Learning

Notes / Impact on Progress & Learning

Lesson Observation ChecklistTeacher being observed: ________________________________Date: ___/___/2012

Observer/s: ________________________ Lesson: _________________ Period:______

(4) InadequatePupils make inadequate progress

(3) SatisfactoryMost pupils are making satisfactory

progress.

(1) GoodMost pupils are progressing well and

this is maintained over time

(1) OutstandingAlmost all pupils are making rapid and

sustained progress.Feedback for ProgressPupils are unaware of the progress they are making and have no knowledge of how to improve their work further.

Feedback for Progress Pupils are informed about the progress they are making and how to improve further through marking and dialogue that is usually timely and encouraging.

Feedback for Progress Teacher has discussed assessments with students so they know how well they have done and what they need to do to improve.

Feedback for Progress Marking and constructive feedback from the teacher and pupil are frequent and of a consistently high quality. The comments enable pupils to understand how to improve their work, encouraging high levels of engagement and interest.

Teaching methodsActivities are not sufficiently well-matched to the needs of pupils so that they make inadequate progress.

Teaching MethodsUses strategies that ensure that the individual needs of pupils are usually met.Demonstrates expectations that enable most pupils to work hard.Appropriate homework contributes reasonably well to the quality of learning.

Teaching MethodsUses strategies that are effective so that pupils progress wellUses strategies that consistently deepen pupils’ knowledge and understanding.Appropriate and regular homework contributes well to pupils’ learning.Ensures opportunities to develop a range of skills including reading, writing, communication and mathematics.

Teaching MethodsAre well judged and often employ imaginative teaching strategies that ensure rapid progress.Ensure a rapid pace of learningEnsure opportunities to successfully develop crucial skills, including literacy and numeracy. Appropriate and regular homework contributes very well to pupils’ learning.

Notes / Impact on Progress & Learning

Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning

(3) InadequatePupils make inadequate progress

(3)SatisfactoryMost pupils are making satisfactory

progress.

(2)GoodMost pupils are progressing well and

this is maintained over time

(1)OutstandingAlmost all pupils are making rapid and

sustained progress.InterventionSupport staff and not effectively deployed.

InterventionEnsures the careful deployment any available additional support.

InterventionUse AFL to appropriately target support.Ensures that intervention matches most pupils’ individual needs so that pupils learn well.

InterventionDue to effective AFL the teacher demonstrates sharply focused and timely support.Ensures that intervention is used that closely matches individual needs accurately, leading to pupils learning exceptionally well.

Teacher Does not demonstrate

sufficiently high expectations. Does not excite, enthuse,

engage or motivate particular groups of pupils.

Has an environment where pupils’ lack of engagement and persistent low-level disruption contribute more than occasionally to reduced learning and/or a disorderly classroom environment.

TeacherDemonstrates satisfactory subject knowledge.Ensures that low-level disruption only occurs occasionally.Ensures that major disruption to learning is uncommon.

TeacherDemonstrates well-developed subject knowledgeDemonstrates high expectations of pupil knowledge.Instils resilience, confidence and independence of pupils when tackling challenging activities. Enthuses and motivates pupils to participate.Enables through good behaviour management good levels of engagement which allows the lesson to flow smoothly throughout so that disruption is unusual.

TeacherDemonstrates excellent subject knowledge. Demonstrates consistent and high expectations of pupils.Evokes high levels of enthusiasm for, participation in and commitment to learning.Ensures consistently high behaviour Instils resilience, confidence and independence of pupils when tackling challenging activities

Notes / Impact on Progress & Learning

Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning

(4)InadequatePupils make inadequate progress

(3)SatisfactoryMost pupils are making satisfactory

progress.

(2)GoodMost pupils are progressing well and

this is maintained over time

(1)OutstandingAlmost all pupils are making rapid and

sustained progress.

Learnersa significant minority of pupils show a lack of respect and intolerance for each other or staff and a lack of self-discipline, resulting in poor behaviour

LearnersRespond promptly to teachers’ direction and work cooperatively with each otherThe large majority of pupils are punctual to lessons.

Learners Are typically, considerate, respectful and courteous to staff and each other.Make a very positive contribution to lessonsThe very large majority of pupils are punctual to lessons.demonstrate positive attitudes towards the teacher, their learning and each other

LearnersShow very high levels of engagement, courtesy, collaboration and cooperationshow excellent, enthusiastic attitudes to learning, enabling lessons to proceed without interruptionAll pupils arrive punctually to lessonsAre highly adept at managing their own behaviour in the classroom

Notes / Impact on Progress & Learning

Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning Notes / Impact on Progress & Learning

Observer questions to consider Comments Is this a typical lesson? How well are pupils learning in lesson (and overtime)? Is learning better than expected in lesson (and overtime)? Is learning in line with what is expected in lesson (and overtime)? Is learning below what is expected in lesson (and overtime)?

Assessing Progress Planning for Progress Feedback for progress Teaching methods Intervention Teacher Learner

Overall Grading: Signed (Observer 1): ___________________________________________________ Signed (Observer 2) ____________________________________________Date: __________/_________/2012

InadequatePupils’ are making progress below

expectation

SatisfactoryMost pupils’ are making expected

progress

GoodMost pupils’ are making better

than expected progress, which is maintained overtime

OutstandingAlmost all pupils’ are making rapid

and sustained progress, which is better than expected

Area Grade

Assessing progress

Planning for progress

Feedback for progress

Teaching methods

Intervention

Teacher

Learners

Observers questions to consider Is this a typical lesson? How well are pupils learning in lesson (and overtime)? Is learning better than expected in lesson (and overtime)? Is learning in line with what is expected in lesson (and overtime)? Is learning below what is expected in lesson (and overtime)?

Observer Questions and Judgements:

Includes reference to behaviour & attitude to learning.

Planning for the needs of different groups: Teacher Name: Subject Course

Year Group: No. in class: Male Female

Grouping o Mixed Abilty: o Streamed o Set 1 2 3 4 5 6

No. and details of students who have recently joined through admissions/ carousel movements

Teaching Assistant timetabled/specified lessons:

Groups of Students: No. and names of Students with:

Identified Needs: Interventions Notes (to be routinely updated):

SEN with statements

School Action Plus School ActionFSM LAC Gifted & TalentedEALMedicalReading Age range: Most recent KS3 English grade range: Number of students working at each grade / target grades:

G F E D C B A A*

FFTD Yr 11 Target

Highlander Prediction

Current Grade _________2012

G-

G G + F-

F F+

E-

E E+

D- D D+

C-

C C+ B-

B B+

A-

A A+ A*- A*

Student Information – students to be aware of - poor attendance / punctuality / behavior for learning / related issues / Timetable Variations/ Differentiation needs

Welling School : KS4 Class Learning Profile : Spring Term Half Term (January – February 2012)

The new ‘Class Profile’ sheets have been designed to support you in planning for the needs of different groups of students. A copy for KS3; KS4 and BTEC/Vocational can be found on the T-Drive in the ‘Lesson Observation’ file.