Teachers recall them, parents recognise them: good schools are places where individuals grow by walking the extra mile. Brighouse and Woods, 1999

Twenty outstanding primary schools, Ofsted 2009 Twelve outstanding secondary schools, Ofsted 2009

Strong values and high expectations and aspirations Conviction that every child can succeed...one can detect what is commonly described as ‘moral purpose’, a fundamental set of values centred on putting children first and a faith in what children can achieve and teachers can do. Exclusions in these outstanding schools are so rare as to be exceptional. They are highly inclusive, having complete regard for the educational progress, personal development and well-being of every student.

A relentless focus on ever improving achievement Pupils’ progress is kept under constant review Pupils at risk of not meeting their potential are identified extremely quickly and appropriate support put in place. As a result, very few pupils are listed as having learning difficulties. All groups of pupils do exceedingly well, including those whose first language is not English. They fulfil individual potential through providing outstanding teaching, rich opportunities for learning and encouragement and support for each student.

Assessment, progress-tracking and target-setting Knowing a level when you see it Rigorous attention to setting of meaningful targets Careful analysis of progress of each pupil Effective use of self-assessment by pupils

A relevant and attractive curriculum Outstanding schools have the confidence and imagination to take the statutory curriculum and make it their own....because it is well managed, practical, aspirational and closely related to pupils’ needs, the curriculum excites and motivates them. Good behaviour is the result..... The school does not achieve its success in English and mathematics by slavishly following literacy and numeracy schemes common to all these schools.... is the way in which they understand the needs of their pupils and shape the curriculum to match them very closely.

Assuring the quality of teaching and learning Staff are selected explicitly on the basis that they are lively people with ideas. Involvement in initial teacher education Clarity about what it takes for teaching to be outstanding Staff underperformance issues tackled Rigorous selection Focus on development of outstanding teachers

Walking the talk L&M at all levels have to model the high expectations and aspirations Cult of hero head is, in most cases, inappropriate – more evidence of benefits of corporate and distributed leadership – thus embedding the values, systems, approaches is vital. High expectations characterise the leadership of all the schools... All the schools operate with a very high degree of internal consistency

Reflection and careful planning and implementation of strategies They are constantly looking for ways to improve further Their achievements do not happen by chance, but by highly reflective, carefully planned and implemented strategies...

Gaining the trust of parents and the community The schools are relentless in raising the expectations and aspirations of both pupils and parents. Expectations have to be known, understood and shared to be of value. The school ensured that pupils, parents and the community were constantly reminded of them. The school reinforced the message of its high expectations and aspirations with role models of successful past students.

Sustaining and sharing excellence Commitment to the wider educational community – federations, partnerships (including ITE), trusts Willing to test themselves against others

The new inspection framework (Zip file on website) Overall effectiveness is likely to be outstanding when: Outcomes for individuals and groups of pupils AND the school’s capacity for sustained improvement are AT LEAST GOOD with either or both judged to be OUTSTANDING. The majority of judgements in the quality of provision are outstanding. The judgement for the effectiveness with which the school promotes equal opportunity and tackles discrimination is at least good.

Outcomes for individuals and groups: 7 outcome judgements (ECM) Outstanding Achievement and at least one other prime judgement are outstanding and all other prime judgements are at least good. OR Achievement is good and at least four of the remaining prime judgements, including behaviour, are outstanding. No prime judgement is less than good.

Achievement is likely to be good when: Attainment is average or above average and learning and progress are good OR Attainment is average and learning and progress are outstanding. In the most exceptional circumstances, attainment may be low Achievement is likely to be outstanding when: Attainment is above average or high and learning and progress are outstanding OR Attainment is high and learning and progress are good

Outstanding capacity for sustained improvement exceptional past improvement stretching benchmarks embedded ambition performance management

The route map to outstanding – the early steps Restore order and calm High expectations are set Get the pupils and parents involved, engaged and committed Lead by example Set and demonstrate high standards for teaching and learning Look early at curriculum, school day and pupils’ experiences Monitor and evaluate the school’s performance Gauge the ability of staff to adopt consistent approaches Twenty Outstanding Primary Schools, Ofsted 2009

Outstanding teaching Stimulating and enthusiastic teaching which interests, excites and motivates pupils High expectations of pupils Consistent quality Development of good learning habits, with many opportunities for pupils to find things out for themselves Highly structured approaches to basic skills with some ability grouping Well-planned lessons which provide for the differing needs of pupils Stimulating classroom environment Frequent praise Well-trained and deployed teaching assistants Close check on learning during lessons, with effective marking and assessment Twenty Outstanding Primary Schools, Ofsted 2009

Rhôna Seviour