Who or what needs to be ready? Leaders Teachers Classroom support Administration Premises staff Children

What do keep people need to know..... What are the key priorities for your school? What were the areas for development from the last inspection? What contextual factors are important in the context of your school?

Just to make it more difficult, there is a new framework! Major Changes: No more satisfactory 2 strikes and you are out All criteria changed Very short notice The story from both sides No pre-inspection brief

What stays the same? 4 Key areas Team sizes Expectation for self evaluation All judgements heavily influenced by achievement.

Achievement of pupils at the school This is the key to most of the key judgements. Look at the criteria – What evidence will be needed to confirm the grade?

Achievement of pupils at the school Taking account of their different starting points, the proportion of pupils making or exceeding expected progress compares favourably with national figures.

Achievement of pupils at the school The learning and progress of groups of pupils, particularly those who are disabled, those who have special educational needs, and those for whom the pupil premium provides support are good.

Achievement of pupils at the school Pupils read widely and often. They develop and apply a wide range of skills, in reading, writing, communication and mathematics

Achievement of pupils at the school What are you accountable for? How do you demonstrate your personal impact: Over time? In lessons? As a leader?

The Quality of Teaching Areas Teaching that leads to Progress Planning and expectations Assessment and Feedback Basic Skills Pupil Engagement Teaching Strategies Task: Look at the new criteria – what do you think?

Quality of Teaching Teaching in most subjects, including English and mathematics, is usually good, with examples of some outstanding teaching. As a result, most pupils make good progress and achieve well over time. Teachers have high expectations. They plan and teach lessons that deepen pupils’ knowledge and understanding and enable them to develop a range of skills across the curriculum. Teachers listen to, carefully observe and skilfully question pupils during lessons in order to reshape tasks and explanations to improve learning.

Quality of Teaching Teachers assess pupils’ learning and progress regularly and accurately. They ensure that pupils know how well they have done and what they need to do to improve. Reading, writing, communication and mathematics are taught effectively. Teachers and other adults create a positive climate for learning in their lessons and pupils are interested and engaged. Effective teaching strategies, including setting appropriate homework and appropriately targeted support and intervention are matched well to most pupils’ individual needs, including those most and least able, so that pupils learn well in lessons.

The Quality of Teaching How can you evidence good teaching? What do you need to make sure you do? What about the role of additional adults?

The Quality of Teaching as a school Consistency Books Marking Assessment Environment Planning Use of adults Task: What is expected at your school? What do you need to do next?

Areas for Quality of Leadership and Management? Strategic leadership and impact Governance Leadership of Basic skills Leadership of Teaching Leadership of the Curriculum Engagement with Parents Safeguarding Professional Standards Financial Planning Task: Which areas relate to you?

Areas for Quality of Leadership and Management? Key leaders and managers, including those responsible for governance, consistently communicate high expectations and ambition. Self-evaluation is robust and the school’s actions have been carefully planned, are concerted and effective. Governors, or those in a similar position, systematically challenge senior leaders. As a result, the quality of teaching and pupils’ achievement have improved, or previous good performance in these areas have been consolidated. The well thought out policies ensure that pupils make at least good progress in literacy. Teaching is good and/or improving strongly as a result of accurate monitoring, effective performance management and professional development, which are closely matched to the needs of the school and staff.

Areas for Quality of Leadership and Management? The school’s curriculum provides well-organised and effective opportunities for learning for all groups of pupils, including disabled pupils and those with special educational needs. It promotes positive behaviour and a good understanding of safety matters and provides a broad range of experiences that contribute well to the pupils’ achievement and to their spiritual, moral, social and cultural development. The school works well with parents, including those who might find working with the school difficult, to achieve positive benefits for pupils. The school’s arrangements for safeguarding pupils meet statutory requirements. Governors ensure the efficient management of financial resources. This leads to the effective deployment of staff and resources.

How should leaders prepare? What is meant by leaders? What must everyone know? What must everyone do? How important is consistency? How can you demonstrate impact?

The behaviour and safety of pupils at the school ◦ What do the children think about behaviour? ◦ What do the parents/carers think? ◦ What are the views of staff? ◦ What will an inspection team see:  In the classroom  In the playground  Around the school  In assembly What do you need to know about the other areas?

What do you need to know about the other areas? Spiritual, Moral, Social and Cultural development Where can this be evidenced? Make a list of every opportunity to demonstrate SMSC

Task: What should you do now? As a school? As a leader? As an individual? Cerebral Tempest Write your personal action plan? What are the whole school priorities?

Any Questions ? ? ? ? ? ?