Presentation on theme: "Life After Ofsted November 2013. This session… Announcements Reflect on the inspection and report Share some insights from the AoC conference Ask some."— Presentation transcript:
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?
Question 2 Does a good lesson observation grade on its own indicate good learning and outcomes?
Validity Probability value-added data disagrees 1st rater gives% Best case r = 0.4 Worst case r = -0.3 Outstanding12%71%96% Good55%40%45% Req. improv.29%59%79% Inadequate4%83%>99% Overall51%63% 15 Percentages based on simulations
Question 3 Do we really understand what works?
Impact vs cost Cost per pupil Effect Size (months gain) £0 0 8 £1000 Meta-cognitive Peer tutoring Early Years 1-1 tuition Homework Mentoring Summer schools After school Aspirations Performance pay Teaching assistants Smaller classes Ability grouping Most promising for raising attainment May be worth it Small effects / high cost Feedback Phonics Collaborative Small gp tuition Parental involvement Individualised learning ICT Behaviour Social
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
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