Ofsted course notes

Hi all, I went on an Ofsted course Tue 20.11.12 which was run by Andrew Langdon.

Aimed at Middle managers – Observing staff under the new September 2012 criteria

Here are the Key points:

  • Think about the impact rather than the teaching
  • Firstly: Understand what is good so that you have a base line to work from & it will give you confidence to grade
  • NB. Subject specific criteria is under old spec (e.g. there is criteria for satisfactory which doesn’t exist now)
  • No grades given for lessons rather a grade for each area eg achievement / teaching / behaviour
  • Display to highlight SMSC
  • SMSC = group work would be an outstanding example
  • Feedback two way process, you to students & students to you
Points when observing staff
  • Has your lesson observation moved the member of staff on?
  • Analysis is the key, no description
  • Be clear on areas to develop and strengths
  • If there are no significant areas for development then it must be outstanding
  • Evaluative
  • Must have evidence to back up each point
  • Above all impact on progress
  • Marking and assessment are strongly linked
  • Try to give a min of 4 strengths
  • Not necessary to feed back all areas for development
  • Always start with positive
  • Aim to have an agreed focus before observation
  • Be very clear about why its good, but also why it’s not outstanding
  • Descriptors are not checklist – best fit based on professional judgement
  • No best fit if any of the inadequate criteria are apparent
  • Depersonalise by referring to the evidence
  • Make clear why you are looking in books eg “as evidence for…”
What is progress? Gains in knowledge understanding skills & attitudes
  • Outstanding = almost all pupils are making rapid and sustained progress. Not necessaily every child in the room
  • Good = most pupils are making good progress over time
  • Focus on progress right from the beginning so you are clear how much they have made and look at teaching at the end.
  • Recognised by questioning, variety of activities as mini plenaries, doesn’t have to be obvious ‘mini – plenaries’ througout
  • Marking/peer assessment
  • Recap of previous learning to establish context
  • Talk to the students
  • During feedback specify in which ways did they make progress? Eg as a result of the ……(teaching) progress is good/outstanding
  • Ofsted do not have a preferred style of teaching, they measure impact of teaching on progress
Giving feedback
  • Agree dates & times of feedback
  • Be clear about purpose and focus of observation
  • Pre-observation meeting is important
  • Be there on time
  • 2 sheets criteria & obs
  • No tick list
  • Go away & think about overall judgement
  • Strengths first
  • Difficult feedback: stick to script, be specific eg improve seating plan instead of classroom management
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