Ofsted Inspection HandbookUpdated framework for January 2014

@mrjkwilson & @teachertoolkit January 2014

Ofsted’s latest purchase will make goalpost shifting even easier in the future#grimreaper14

Merry Christmas

To all UK teachers

Merry Christmas

Love,

Ofsted

xo

Thwarting the Grim Reaper

On 23rd December Ofsted once again moved the goalposts for inspections. This of course affects all teachers whether or not your school/academy/free school is facing an inspection or not as it is the basis for most observations across the land.

What follows is advice given by @teachertoolkit and @mrjkwilson on how to deal with the new goalpost shift…

Teaching update Jan ‘14

Page 18 – Bullet point 64:

Inspectors must not give the impression that Ofsted favours a particular teaching style. Moreover, they must not inspect or report in a way that is not stipulated in the framework, handbook or guidance. For example, they should not criticise teacher talk for being overlong or bemoan a lack of opportunity for different activities in lessons unless there is unequivocal evidence that this is slowing learning over time. It is unrealistic, too, for inspectors to necessarily expect that all work in all lessons is always matched to the specific needs of each individual. Do not expect to see ‘independent learning’ in all lessons and do not make the assumption that this is always necessary or desirable. On occasions, too, pupils are rightly passive rather than active recipients of learning. Do not criticise ‘passivity’ as a matter of course and certainly not unless it is evidently stopping pupils from learning new knowledge or gaining skills and understanding.

Teaching update Jan ‘14

Page 18 – Bullet point 64 – recommendations: Again Ofsted are telling us that they do NOT require a

particular teaching style – anyone who tells otherwise please show them the guidance paper!!!

Ofsted will only critise style if evidence is shown of it hindering progress over time: monitorign of T&L

Inspectors will not expect to see DIFFERENTIATION in every lesson!

Nor do they expect independent learning in all, although conversation with students will give inspectors evidence as to whether this happens over time.

Teaching update Jan ‘14

Page 19 – Bullet point 65:

When in lessons, also remember that we are gathering evidence about a variety of aspects of provision and outcomes. We are not simply observing the features of the lesson but we are gathering evidence about a range of issues through observation in a lesson. Do not focus on the lesson structure at the expense of its content or the wide range of other evidence about how well children are learning in the school.

Teaching update Jan ‘14

Page 19 – Bullet point 65 – recommendations: Gathering evidence about a variety of aspects of provision and

outcomes means the focus is NOT always on the teacher. This variety means: whole-school behaviour; cross-curricular

links; ethos; social, moral, spiritual, curriculum provision; eSafety/Safeguarding etc.)

They very fact it mentions not focussing on lesson plan means if you don’t feel it necessary don’t do one (remember the 5 min plan!!)

Wider evidence relates to Books; marking; prior attainment; subject-uptake; routines and relationships etc.

Teaching update Jan ‘14

Page 19 – Bullet point 66:

When giving feedback, inspectors must not argue that they are unable to give a particular grade because of the time spent in the lesson.

Teaching update Jan ‘14

Page 19 – Bullet point 66 – recommendations: You are entitled to feedback after a drop-in; 20 minutes or a

one-hour observation. Make sure you chase this up if you are an individual teacher or

look to seek feedback from your T&L senior leader.

Teaching update Jan ‘14

Page 19 – Bullet point 67:

Inspectors must not aggregate the grades given for teaching is a formulaic or simplistic way in order to evaluate its quality overall.

Teaching update Jan ‘14

Page 19 – Bullet point 67 – recommendations: The collation of an overall teaching and learning judgement

must not be belittled into a simply tally-chart or percentage. Do not provide these either if you are a senior leader

responsible for T&L. You are only advocating the aggregation of tally-charts and

percentages. Let the residuals and student outcomes speak for themselves.

@TeacherToolkitThis guide was produced using the advice given by Ross Morrison-McGill otherwise known as @TeacherToolkit on his excellent website.Ross is an Assistant Vice Principal in a rapidly improving inner-city school in North London. He is an award-winning teacher (Guardian Teacher of the Year in Secondary School in London 2004) and is a former SSAT Design Technology Lead Practitioner. He is responsible for improving the quality of teaching and learning and has a national profile as the leading contributor and organiser of online CPD within a growing community of education professionals. He is a member of The Guardian Teacher Network adviser panel, where he writes a regular series of blogs achieving ‘best blog of 2012’. His website, articles and TES resources exceed 500,000 readers (May 2013). You can follow him on Twitter @TeacherToolkit or join in #SLTchat and @SLTeachMeet which he created to bring together, over 700-1000 aspiring and senior leaders online, every Sunday across the UK.

www.teachertoolkit.me

@Mrjkwilson

This ppt was put together by myself, James Wilson, Head of History and Second in Humanities at Perry Beeches Academy in Birmingham.

I am always looking to collaborate with teachers across the uk and beyond on action research and testing the latest pedagogy ideas.

I have a special interest in the development of students who receive free school meals and the impact the pupil premium can have on their learning.

www.mrjkwilson.comhttp://About.me/jkwilson84