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Feedback from Ofsted Inspection Progress April 2013.

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Presentation on theme: "Feedback from Ofsted Inspection Progress April 2013."— Presentation transcript:

1 Feedback from Ofsted Inspection Progress April 2013

2 Ofsted Findings Areas for development Improve learning observations to focus on the impact of teaching on learning Increase differentiation in all lessons Improve success criteria given to pupils Develop role of Subject Leaders Increase the cross curricula approach Improve the effectiveness of the Foundation Stage Improve Leadership and Management to embed ambition and drive improvement Improve the Governing Body in challenging and supporting the school.

3 Expected Progress Expected progress over four years is two levels (6 sub levels) Expected progress over two years is one level (3 sub levels) Accelerated progress would be 2 sub levels or more during one year Impact of making sure Level 3 judgements are secure will not come into place for another one year Opportunity for pupils to sit Level 6 papers this year and demonstrate more than expected progress. W 1C 1B 1A 2C 2BYear 2 2A 3C 3BYear 4 3A 4C 4BYear 6 4A 5C 5B 5A 6

4 Year 6 Results 2012 SubjectLevel 4+Level 5Level 6 English97%66%0 Reading100%76%0 Writing97%45%0 Maths100%62%28% Progress English Maths 93% expected 100% expected 17% more than expected 41% more than expected

5 Learning Observations Learning observations focus on the impact of teaching on childrens learning & progress Take place every term involving HT, DHT & Core Subject Leaders General feedback from observations and individual feedback given to all staff each term Working jointly with LA & External adviser to validate judgements made.

6 Monitoring Progress Assessments take place every term to monitor progress of class, individuals & groups of children Progress meetings between class teacher, HT and DHT held every half term Interventions implemented and reviewed.

7 Differentiation There are three categories of differentiation: differentiation by task, which involves setting different tasks for pupils of different abilities differentiation by support, which means giving more help to certain pupils within the group differentiation by outcome, which involves setting open-ended tasks and allowing pupil response at different levels.

8 How we differentiate Use teaching methods that differentiate well, e.g. require all pupils to participate, Independent learning Pupils to carry out thought provoking tasks.

9 How do we differentiate Use texts of different depth, breadth, and difficulty Use high-order Q&A: why? how? & which? questions. Set different tasks. Use ability groups help sheets and writing frames extension tasks.

10 Success Criteria We use childrens work and discuss what has been successful & what needs improving Using pupils work has the greatest impact. Lets us look at these two pieces of work:

11 Writing Samples LO: To express empathy for a character in writing TASK: letter home from an evacuee Success Criteria: Use a range of senses Use powerful adjectives and verbs to express emotion Include key aspects of the experience that might make the character anxious, relieved etc. Try to convey empathy between mother and daughter/son.

12 Success Criteria LO: To be able to write a sentence. SUCCESS CRITERIAPupilTeacher Put a capital letter at the beginning of the sentence. Put finger spaces between words. Put a full stop at the end of the sentence. Check it makes sense. What can I do to improve?

13 Success Criteria LO: To write a persuasive argument. SUCCESS CRITERIA:PupilTeacher Reason for your writing. Express your view. Paragraphs to persuade. Connectives e.g. on the other hand Emotive language. Conclusion. What can I do to improve?

14 Topic Based Learning Topic Booklets for Years 1 to 6 Curriculum Evidence Books.

15 Core Subject Leaders On going training Greater involvement in learning observations and data analysis Subject Leaders reporting progress to GB Committee.

16 Foundation Stage New assessment procedures to match national guidelines LA Early Years validated assessment Improved child initiated learning environment Focus children – 3 children each week Special Books.

17 Governing Body Training from LA, LDBS and External Consultant Developed Strategic Role to support and challenge the school effectively Curriculum and Achievement Committee fully embedded.

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