1. Some reflections from Fairlands Middle School Peter Elmy 12-3-12

2. Notice I was personally a bit twitchy this week because 2 ½ years since inspection, a funeral and Russia trip the week after. Phonecall at 10:30am Monday from “someone called Tribal” – coming Wednesday at 8am Rob Pyner HMI called shortly after I was told to register on the Tribal portal, straightforward Emergency break-time staff meeting. 70 minute phonecall Your form of self evaluation (with judgements), Improvement Plan, list of staff and those in meetings, by 6pm that afternoon Questionnaire – out to parents and organise for pupils the next day. I was able to influence the timetable for the team.

3. PIB Next morning 6.50am phone call – mechanics of the 2 days Report is much more stark – 4 key judgements, PSMCE woven into the text as are most of ECM I was emailed a list of pupil types required Joint observations. Series of questions raised in the PIB: Attainment in English and Maths - standard Boys How is leadership effective in leading the improvement and does this leadership extend across the school

4. End of Day One Detailed review after day one – a much more pleasant experience than our previous inspection. Some things signed off CP, boys, moderated year group standards Agreement of joint observations One inspector seemed a little more ‘last framework’ than the others, some clarification from headteacher was listened to. Next steps: Interview curriculum leader Learning walks More groups of children to be gathered A discussion with me which at this point was already writing the development point for the final report.

5. Achievement Achievement - Focus on progress in every year, by every ‘group’ and in every class. Need to explain – Somerset approach to non- statementing Reference points for pupils in our school: what do we use as a benchmark – what validation is there – CATS were so useful! Plus we re-do the Y4 tests at the beginning of Y5. of course the hardly relevant Raiseonline!! any external evaluation, SIP reports external marking of tests etc. esp. at end of Y8. Year 8 lesson work/books– thoroughly scrutinised!

6. Teaching Typicality and planning over time - “do you always get oral feedback like that?” etc. etc. to pupils – ours are very honest. Almost all staff observed - some 3 times (En and Ma) – some not at all – most included in learning walks. Groups of pupils - SEN is no excuse. How fluent are we about the progress of groups of children including ‘that group there’ potentially disaffected pupils? Is good behaviour planned for? Is challenge an integral opart of planning for all pupils? Groups of pupils extracted from lessons for interviews – subject, behaviour, differentiation. This then upset staff that their lessons had been disrupted. And “can I have some lower ability students now please?” asked rather too loudly into classrooms by inspectors in my opinion.

7. more Teaching Reading – what do we understand by phonics Teaching is not judged on activity or even competence of the teacher but learning over time and/or learning in this lesson. Learning walks - Team sent off to explore one subject even more carefully (if there are issues there we must finds them)! To pupils “Did you fill in our questionnaire?” – then checked the register - No cheating on the pupil questionnaire. Missed opportunities in lessons – differentiation. Tension of the teachers – more relaxed on the second day. Consistency with no hands up – an issue for us perhaps, but also very useful as an example of rolled out strategy.

8. Behaviour and safety Attendance/exclusions etc. data for behaviour Impact of specialism on learning across the school – easy but imact of specialism(Technology) on behaviour in say drama? CRB = Leadership not safety Racist and bullying logs. Parent and pupil questionnaires are key to this. The most significant factor for us as there were not issues in school. Parent questionnaire - 97% behaviour agree or strongly agree, but 92% agree or strongly agree that lessons are not disrupted. Compliant or engaged

9. Leadership At all levels Leadership – how confident are we as SLG, CLs, HOYs of the standards of learning and other things. Curriculum = leadership. How are teachers held to account. SCR = leadership Impact of CPD Governors brought in and interviewed. HMI liked to see things systematic and formal – liked our self evaluation timeline.