Life After Ofsted

November 2013

This session…

• Announcements• Reflect on the inspection and report• Share some insights from the AoC conference• Ask some questions• Consider a way forward• Give you something to do…

Announcements

• Christmas break• Merger progress

What did Ofsted say?

• Teaching, learning and assessment requires improvement (3)

• Outcomes for learners require improvement (3)• Leadership and management require

improvement (3)

So…

• We have improved• Our success rates have gone up• (…but not all of them)• ‘Satisfactory’ is now ‘requires improvement’• …and we look worse than before.

Consistency and results

• Success rates for 16 to 18 long courses are average and retention is below average

• Success rates for work-based learners have declined over three years to just below average

• Learners’ achievement in a number of subjects requires improvement. In several subjects, their achievement declined markedly in 2012/13.

• Teaching, learning and assessment are not consistently good in enough subjects. The quality of lessons varies markedly across subjects and too many lessons are satisfactory.

• The impact of managers’ actions for improvement is inconsistent in improving the quality of provision, which is too uneven across subjects. Several important areas of provision have either declined or not improved quickly enough.

What did Ofsted see?

• About 70% good or better lessons– Only a small number of outstanding ones– 30% 3’s and 4’s

• Results– Some went down last year– Some have been poor for a few years– 70% of learners in areas that did well

• All the things we did badly, done well• All the things we did well, done badly

The things we do well AND badly (1)

• Starts of sessions• Planning• Challenging every learner• Linking to learner aspiration • Development of English & maths• Development of effective learning skills• Meaningful checks on learning

The things we do well AND badly (2)

• Assessment that really helps learners improve• Feedback• Homework and independent learning outside

class• Up-to-date, relevant skills• Using technology to support learning• Promoting equality and diversity in lessons

Ofsted’s advice to improve? (1)

• Raise teachers’ expectations of learners and make certain that they demand high standards across all subjects.

• Constructing and using targets with learners to ensure that learners are fully challenged to maximise their potential.

• Increasing the range and effectiveness of methods they use to assess learners’ progress accurately. Match work closely to individuals and groups of learners’ capabilities. Increase the quality and effectiveness of written feedback to learners.

Ofsted’s advice to improve? (2)

• Focus senior managers’ attention on implementing actions to tackle underperforming aspects, increase the rate of improvement in these areas and further develop middle managers’ skills in tackling areas of concern thoroughly and promptly.

• Rapidly improve the planning and monitoring of training in work-based learning …and ensure all apprentices complete their apprenticeships within the allocated time.

• Implement plans to improve accommodation for teaching motor vehicle courses as a matter of urgency.

Ofsted’s advice to improve? (3)

• Share the good practice identified through observations of learning across subjects so that all staff benefit from exposure to a wide range of good teaching and learning strategies.

• Ensure managers and teachers strengthen the promotion of equality and diversity through learning activities.

• Ensure staff promote the development of learners’ independent learning skills including supporting learners to take greater ownership of their own learning. Develop the virtual learning environment further as a valuable and comprehensive resource to aid independent learning.

Question 1

• Can there be good learning without good teaching?

http://www.ted.com/talks/sugata_mitra_the_child_driven_education.html

Question 2

• Does a good lesson observation grade on its own indicate good learning and outcomes?

http://t.co/1GdVY7k7yE

Validity

Probability value-added data disagrees

1st rater gives %Best case

r = 0.4Worst case

r = -0.3

Outstanding 12% 71% 96%

Good 55% 40% 45%

Req. improv. 29% 59% 79%

Inadequate 4% 83% >99%

Overall 51% 63%

15

Percentages based on simulations

Question 3

• Do we really understand what works?

Impact vs cost

Cost per pupil

Eff

ect

Siz

e (

mon

ths

gain

)

£00

8

£1000

Meta-cognitive

Peer tutoringEarly Years1-1 tuitionHomework

Mentoring

Summer schools After

school

AspirationsPerformance pay

Teaching assistants

Smaller classes

Ability grouping

Most promising for raising attainment

May be worth it

Small effects /

high cost

Feedback

Phonics

CollaborativeSmall gp tuition Parental

involvementIndividualised

learning

ICT

Behaviour

Social

www.educationendowmentfoundation.org.uk/toolkit

Is this all about teachers?

Coaches Psychologists

Physios

Nutritionists

Mechanics

Designers

FundersDrivers

Data analysts

...and the bloke who worked out how he could take his own bed with him...

What are we here for?

• Who doesn’t care about the learners?• Who thinks we have some learners who don’t

deserve a good education?• Who doesn’t want to get paid?

Learner success

LSP’sTeachers

Support Staff

The “Kidderminster Standard”?

We will…• be on time• provide a safe, high quality learning

environment, and manage it for learning and collaboration

• work together to share information, resources, effective practice and innovation

• plan activities to maximise their effectiveness• use technology (including the VLE) effectively to

support learning• promote equality and diversity extensively

• start sessions promptly with a clear sense of what is to be achieved

• plan learning to challenge each individual to achieve their potential

• agree ambitious targets with learners and monitor progress towards them

• teach relevant, up-to-date vocational and transferable skills

• develop and correct English and maths appropriately

• develop the skills of effective learning

• check learning frequently to help learners progress

• assess work fairly, accurately, developmentally and in good time

• provide written and verbal feedback that helps learners improve

• set activities to promote independent learning outside lesson time

• set, and meet, reasonable deadlines• enable learners to succeed

70:30

• 70% of lessons graded good or better• 70% of the learners in areas with good results• 70% of the right things• 70% of the time

70:30

80:20

90:10

• Responsibility• Tackling our own 30%• Working together to tackle everyone else’s 30%

Task

• Individually:– Review the draft standard and identify any significant

gaps in it– Identify (for yourself) the areas you want to improve– Identify what you can help others with

• In your teams:– Agree on any additions you want to the standard– Discuss and prioritise the areas in which the team

needs to secure improvement– Work out who is going to do what