Post on 02-Dec-2014
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Disclaimer
The opinions and views expressed in this presentation are entirely personal and do not represent, in any way, the opinions or views of Ofsted, the Department for Education, or their agents.
Ofsted states:
The key objective of lesson observations is to evaluate the quality of teaching and its impact on learning
When observing and judging teaching, inspectors must be guided by the response and engagement of pupils and evidence of how well they are learning
There are many routes to
excellence
Inspectors must not give the impression that Ofsted favours a particular teaching style.
Key questions:
Are all pupils being challenged?
Are all pupils making progress?
Are all pupils at least engaged and at best inspired?
Sir Michael Wilshaw HMCI, States:
“We are putting power firmly in the hands of the classroom teacher to determine how they should teach. We do not - let me repeat, not - have any preferred teaching style.”
“No one from outside school - least of all Ofsted - is going to tell teachers how to teach as long as children are learning, progressing and achieving good outcomes.”
Sir Michael Wilshaw HMCI, States:
“We are putting power firmly in the hands of the classroom teacher to determine how they should teach. We do not - let me repeat, not - have any preferred teaching style.”
“No one from outside school - least of all Ofsted - is going to tell teachers how to teach as long as children are learning, progressing and achieving good outcomes.”
Inspectors must consider whether:
teaching engages and includes all pupils, with work that is challenging enough for all pupils and that meets their individual needs
pupils’ responses demonstrate sufficient gains in their knowledge, skills and understanding
teachers check pupils’ progress in lessons and use the information well to adapt their teaching
Inspectors must consider whether:
teachers use questioning and discussion to assess the effectiveness of their teaching and promote pupils’ learning
assessment is frequent and accurate and used to set relevant work
new technologies enhance learning
Not all aspects of learning may be seen in a single observation
What inspectors look for:
Are students involved in assessing their own learning and progress?
Do students have targets and do they understand what they mean and know what to do to achieve them?
Do they ask questions of each other, the teacher or other adults about what they are learning?
Outstanding behaviour
Pupils’ consistently display a thirst for knowledge and a love of learning which have a very strong impact on their progress in lessons.
Pupils’ attitudes to learning are of an equally high standard across subjects, years, classes and with different staff.
Inspectors don’t want to see:
teachers performing to the inspector
lessons that are too crowded, too frenetic, with too many activities designed to impress
teachers constantly stopping pupils’ learning in order to check whether or not those pupils are actually learning
Climbing the ladder
Consistency
Challenge and engagement
Accountability
Focus on achievement for all
A curriculum that results in a thirst for knowledge
Inspirational leadership
Climbing the ladder
Pupils make high levels of progress from their different starting points
No gaps between Pupil premium and Non-Pupil premium
The most able achieving the highest levels possible
Thank You!
The test of a good teacher is not how many questions he can ask his pupils that they will answer readily, but how many questions he inspires them to ask him which he finds it hard to answer
Alice Wellington Rollins