Teachers recall them, parents recognise them: good schools are places where individuals

grow by walking the extra mile.

Brighouse and Woods, 1999

Twenty outstanding primary schools,

Ofsted 2009

Twelve outstanding secondary schools,

Ofsted 2009 

Strong values and high expectations and aspirations

Conviction that

every child can

succeed

...one can detect what is commonly described as ‘moral purpose’, a

fundamental set of values centred on putting children first and a faith in what children can achieve and teachers can do.

Exclusions in these outstanding schools are so rare as to be exceptional.

They are highly

inclusive, having

complete regard for

the educational

progress, personal

development and

well-being of every

student.

A relentless focus on ever

improving achievement

Pupils’ progress is kept under constant review

Pupils at risk of not

meeting their potential

are identified extremely

quickly and appropriate

support put in place. As a

result, very few pupils are

listed as having learning

difficulties.

All groups of pupils

do exceedingly well,

including those

whose first language

is not English.

They fulfil individual potential through providing outstanding teaching, rich opportunities for learning and encouragement and support for each student.

Assessment, progress-tracking and target-setting

Knowing a level

when you see it

Rigorous attention to setting of meaningful

targets

Careful analysis of

progress of each

pupil

Effective use of self-assessment by pupils

A relevant and attractive

curriculum

Outstanding schools have the confidence and imagination to take the statutory curriculum and make it their own.

...because it is well

managed, practical,

aspirational and closely

related to pupils’ needs,

the curriculum excites and

motivates them. Good

behaviour is the result .....

The school does not

achieve its success in

English and

mathematics by

slavishly following

literacy and numeracy

schemes ....

...common to all these schools .... is the way in which they understand the needs of their pupils and shape the curriculum to match them very closely.

Assuring the quality of teaching and learning

Staff are selected

explicitly on the

basis that they are

lively people with

ideas.

Involvement in initial teacher

education

Clarity about what it takes for teaching to be outstanding

Staff

underperformance

issues tackled

Rigorous selection

Focus on development

of outstanding teachers

Walking the talk

L&M at all levels have to model the high expectations and aspirations

Cult of hero head is, in

most cases, inappropriate

– more evidence of

benefits of corporate and

distributed leadership –

thus embedding the

values, systems,

approaches is vital.

High expectations

characterise the

leadership of all the

schools ...

All the schools operate with a very high degree of internal consistency

Reflection and careful planning

and implementation of strategies

They are constantly looking for ways to

improve further

Their achievements do

not happen by chance,

but by highly reflective,

carefully planned and

implemented

strategies ...

Gaining the trust of parents

and the community

The schools are relentless in raising the expectations and aspirations of both pupils and parents.

Expectations have to be

known, understood and

shared to be of value. The

school ensured that

pupils, parents and the

community were

constantly reminded of

them.

The school reinforced the message of its high expectations and

aspirations with role models of successful past

students.

Sustaining and sharing excellence

Commitment to the wider educational community – federations, partnerships (including ITE), trusts

Willing to test

themselves against

others

The new inspection framework(Zip file on website)

Overall effectiveness is likely to be outstanding when:

•Outcomes for individuals and groups of pupils AND the school’s capacity for sustained improvement are AT LEAST GOOD with either or both judged to be OUTSTANDING.

•The majority of judgements in the quality of provision are outstanding. The judgement for the effectiveness with which the school promotes equal opportunity and tackles discrimination is at least good.

Outcomes for individuals and groups: 7 outcome judgements (ECM)

Outstanding

Achievement and at least one other prime judgement are outstanding and all other prime judgements are at least good.

OR

Achievement is good and at least four of the remaining prime judgements, including behaviour, are outstanding. No prime judgement is less than good.

Achievement is likely to be good when:

Attainment is average or above average and learning and progress are good

OR

Attainment is average and learning and progress are outstanding. In the most exceptional circumstances, attainment may be low

Achievement is likely to be outstanding when:

Attainment is above average or high and learning and progress are outstanding

OR

Attainment is high and learning and progress are good

Outstanding capacity for sustained improvement

• exceptional past improvement

• stretching benchmarks

• embedded ambition

• performance management

The route map to outstanding – the early steps

•Restore order and calm•High expectations are set •Get the pupils and parents involved, engaged and committed •Lead by example•Set and demonstrate high standards for teaching and learning•Look early at curriculum, school day and pupils’ experiences•Monitor and evaluate the school’s performance•Gauge the ability of staff to adopt consistent approaches

Twenty Outstanding Primary Schools, Ofsted 2009

Outstanding teaching

•Stimulating and enthusiastic teaching which interests, excites and motivates pupils•High expectations of pupils•Consistent quality •Development of good learning habits, with many opportunities for pupils to find things out for themselves•Highly structured approaches to basic skills with some ability grouping•Well-planned lessons which provide for the differing needs of pupils•Stimulating classroom environment•Frequent praise •Well-trained and deployed teaching assistants•Close check on learning during lessons, with effective marking and assessment

Twenty Outstanding Primary Schools, Ofsted 2009

Rhôna Seviourrsseviour@googlemail.com