We recently had an OFSTED inspection at our school and fortunately for us we were half expecting them due to the period of time since the last one. The blog post below is taken from the 2nd edition of our teaching and learning publication: ‘C Magazine’. Teachers from other schools have commented on its usefulness so I have decided to publish it here in a more public domain.
* Health warning: This article is intended to enhance learning and support colleagues in often stressful situations – NOT to simply jump through hoops in order to satisfy OFSTED!
The first thing that you will notice when looking at the OFSTED grade descriptors is the heading. This places emphasis upon what is being judged: ‘the quality of teaching and the use of assessment to support learning’. Do not ignore this! The key factor in judging teaching and the use of assessment is their impact on pupils’ learning. Excellent subject knowledge and the ability to manage a class are not sufficient for Satisfactory or above.
The heading places a new emphasis on the role of assessment and this will play a central role in judgements. The criteria for Outstanding states: ‘Teachers systematically and effectively check students’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.’ Consequently, the need for ongoing assessment within lessons, potentially via effective questioning and other methods, is critical for identifying misconceptions or milestones for progress.
“The key factor in judging teaching and the use of assessment is their impact on pupils’ learning.”
Assessment for Learning also plays a central role within the criteria. Do your students know where they are in their learning, know where they are heading to and know the steps they need to take in order to get there? How do you use peer and self-assessment to achieve this? The role of feedback to students appears in both criterion for ‘Good’ and ‘Outstanding’ and students should be involved in assessing their own learning and progress. Effective questioning could also be used to gauge students’ understanding and reshape explanations and tasks where this is needed.
The new evaluation schedule focuses strongly on the achievement of different groups of students as well as individuals: ‘As a result of good assessment procedures, teachers and other adults plan well to meet the needs of all students’ (required for Good). Consequently, you should continue to plan, and provide support for, the varying abilities within your lessons. A ‘one size fits all approach’ is not sufficient and differentiation is absolutely key for ensuring that all students progress. Do you know who your SEN students are and how to effectively support their needs? Are you aware of G&T and more able students: who are they and how do you plan for them within your lessons?
“A ‘one size fits all approach’ is not sufficient and differentiation is absolutely key for ensuring that all pupils progress.”
Inspectors will pose questions such as: What are different groups and individual students actually learning as opposed to doing? Are pupils consolidating previous skills/knowledge or learning something new? Consequently, I advise you to refrain from planning revision lessons when being observed . All observers are looking for what the students couldn’t do, or didn’t know before they walked through your classroom door – but can do or do know when they leave. The emphasis is clearly on learning something new.
The use of resources also play a prominent role throughout. At Good it states: ‘Good and imaginative use is made of resources, including new technology to enhance learning.’ Whereas at Outstanding it says that technology should ‘…make a marked contribution to the quality of learning.’ Consequently, the use of new technologies to support learning should not be ignored. The use of targeted support by other Adults, for example LSAs, should be also well focused and also impact upon learning. How regular are your conversations with other adults about the progress of the students that they support? In what ways do you discuss strategies with LSAs for overcoming potential obstacles to a student with special educational needs? Dialogue with supporting adults is essential.
From a whole school perspective OFSTED will make judgements on whether students are developing good habits of learning: are they engaged, creative, independent and how well do they collaborate with others or show initiative? How are weak/good literacy, numeracy and ICT skills affecting pupils’ progress? Are teachers alert to the social, emotional, and learning, needs of individuals?
Don’t forget the basics: All effective lessons have suitable lesson objectives that provide challenge and are always revisited within a plenary. A variety of VAK activities should be used wherever possible and engagement is key for including all students within your lessons. Always consider how your pedagogical approach meets the needs of your learners.
“What are different groups and individual students actually learning as opposed to doing?”
Pace, interaction, enthusiasm and specialist knowledge help to provide exciting learning experiences. Be prepared to take risks: a dynamic and purposeful learning environment generates a ‘we can do’ attitude where achievement flourishes. Facilitate your lessons instead of ‘delivering’ a 19th Century didactic approach of sending information out to students in the hope that they retain it.
Overall however, never underestimate the power of effective relationships between yourself and your students: they act as the cornerstone of effective practice – something that the best teachers have in abundance and something that OFSTED does not mention throughout its criteria!!!
Link: OFSTED: Don’t let 25 minutes define you as a teacher!
