Raising standards, improving lives Primary Excellence teaching School Conference Kevin Jane Senior HMI Wednesday 12 March 2014

What does outstanding look like?

Outstanding schools typically reflect the following:  High quality and consistent teaching. For year groups, key stages, pupil groups, subjects.  A rich and relevant curriculum  Both the above contribute to achievement which is outstanding and, exceptionally, good.  Pupils have experiences which prepare them well for the next stage of their education.  High levels of literacy appropriate to their age.  School have high expectations of staff. Staff have high aspirations for pupils.  A drive for continuous improvement and spreading best practice.  L&M (including governance); B&S are good or outstanding.  SMSC development; physical well-being supports pupils in a highly cohesive learning community. Evaluation criteria

Raising the bar? Higher expectations?  If the prize for ‘outstanding’ is exemption from routine inspection………  If the national policy for improvement is predicated on a preference for school-to-school support……..  If we want to improve our performance in the international league tables to……….  If we want a world class education system…….  If we want future generations to have and be better than our generation…….. Then we will always adjust the framework and criteria as we have been doing since 1993.

Raising the bar? Higher expectations?  No endorsements  No orthodoxy  No algorithms  No ‘totting up’ Just professional judgement, rigorous evaluation, a secure evidence base using the evaluation criteria as guidance.  Clear and unequivocal reporting  Contribution to school improvement  Engagement with schools.

South West regional report Annual Report 2013

Achievements in first year  The proportion of good or outstanding primary and secondary schools in the South West increased during 2012/13.  Over 48,000 more pupils now benefit from a good or outstanding education than was the case 12 months ago.

 Despite the improving picture, too many children and young people from poorer backgrounds do not do well enough. In some authorities, children and young people are simply not protected well enough.  In more affluent areas, as well as in more economically deprived communities, pupils eligible for free school meals do not achieve as well as their peers.  A key priority for the region is to tackle complacency about the quality of education when so many of our children and young people from poorer families are under achieving. Focus for next 12 months

Overall inspection judgements by proportion of pupils in the SW

Percentage of pupils attending good or outstanding by LA

There are variations in different areas. For example:  all secondary schools in Bath and North East Somerset were judged good or outstanding compared with just over a half in Bournemouth  less than three quarters of primary pupils in Bournemouth and North Somerset attended a good or outstanding school  nine out of 10 primary school pupils in Dorset attended a good or outstanding school.

KS2 Attainment for Devon

Add presentation title to master slide | 13 Devon is above or equal to the national level for all KS2 measures except for Grammar, Punctuation and Spelling

KS2 Attainment for FSM and Non-FSM pupils – Comparison

Key Stage 2 attainment for FSM pupils is below the national level but above the level for the region Add presentation title to master slide | 15

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Proportion of pupils in good or outstanding schools

% of good or better primary schools Add presentation title to master slide | 18

Proportion of good or outstanding primary schools in Devon Add presentation title to master slide | 19

Primary Schools: Quality of Teaching and Leadership and Management OutstandingGood Satisfactory/ Requires Improvement Overall Effectiveness Quality of teaching Leadership and Management Quality of teaching Leadership and Management Quality of teaching Leadership and Management Outstanding89%100%11% Good7%100%93%1% Satisfactory/ Requires Improvement 3%18%97%82% Add presentation title to master slide | 20

Maps of Schools by OE

Add presentation title to master slide | pupils attend a primary school that is not yet good or outstanding Primary Schools in Devon: Latest Inspection Outcomes

Grade 3 primary schools are a little more likely to improve between inspections than secondary schools. Very few schools jump from Grade 3 to outstanding, and about one in five drop to inadequate. Analysis based on schools inspected between January and August 2012 Getting to good

Satisfactory/RI schools in deprived areas are less likely to improve – and more likely to decline – than schools in more advantaged areas. Analysis based on schools inspected between January and August 2012

Inspection reports of 54 primary schools judged good between January and August 2012 were analysed for whether weaknesses identified in their earlier inspection had been addressed wholly, partly or not at all: Improvement is a journey with ‘outstanding’ the target destination: Primary schools

Getting to good 26 Teaching and performance Ofsted does not require any particular approach to teaching, we simply believe that all children deserve teaching that is good or better – day in and day out.

Some outstanding teaching is an important core for encouraging further improvement and gradually eliminating poor teaching write down a figure for the estimated proportion of lessons where teaching is good or better in your school. How consistent is classroom practice in your school? How do you know your view is accurate compared to other schools?

Approaches used for raising performance in schools that have made the journey to good  Headteachers in all schools perceived performance management as necessary to build the capacity for consistent and sustained school improvement.  Coaching and mentoring procedures were established in all schools visited. In half the schools part of a mentor’s performance management was to be responsible for the improvement in performance of their mentees.  In the majority of schools programmes of peer working were established that were judged to be highly effective.  In all schools professional development programmes were tailored to the ability of staff – and were helping to motivate them.  In some schools staff meetings had been remodelled to focus on teaching and learning.  In most schools recruitment and induction were described as crucial. In half only good or outstanding candidates were considered.  In half the schools staff were provided with the opportunity to take external qualifications.  In most schools the headteacher had reinforced that it was the teacher who was responsible for their own performance management.

Leadership of a determined and resolute headteacher:  clear vision  high expectations of staff and pupils. Establish effective senior leadership team:  may require some changes in personnel. Re-invigorate governing body:  must be able to play strategic role. Create a team for success Create the tools for success Revised curriculum:  literacy and mathematics  good quality vocational and academic routes. Measuring improvements and tracking pupil progress. Ensuring staff effectiveness by holding to account and ensuring ability to improve through:  monitoring and tracking teaching, learning and leadership  performance management and professional development. Activity 10: The Ofsted survey also identified the importance of changing and evolving attitudes Where is your school on this ‘model’? Read through it and tick any features you feel you currently have attained. What does this say about what your priorities should be?

In all the schools visited for the ‘getting to good’ survey, one of the first steps taken by headteachers was to raise expectations of pupils and teachers  In the majority of schools the headteacher introduced pupil progress meetings to hold staff to account for progress.  In the majority schools written guidelines for teaching and learning were produced. These were described as ‘non-negotiable’ and set the standard for good teaching.  In three quarters of the schools headteachers described themselves as visible in order to set an example and model the behaviour that they wanted staff to adopt.  In several schools a non-negotiable behaviour policy for pupils was established.  In all schools staff were subject to challenging conversations and in just over half of them it resulted in teachers leaving the school.  In two thirds of the schools the headteacher quickly strengthened the senior leadership team.

School governance: learning from the best

Learning from the best Knowing their schools  high-quality information  pupils’ progress data  quality of teaching  visits – focused, purposeful, protocols. Support, challenge, holding to account, Setting strategic direction.

Even outstanding schools do not openly provide information about their governors and what they do in the school A very small number of schools provide detailed information about the governors, including biographies; the headteacher’s termly reports to them; and lists of which faculties each is attached to. Governor biographies are more common for independent schools.