1. What makes a successful school?
Part 1: UK & International Agencies
Dr James Stanfield & Gopal Iyer
Tuesday 5th December 2017

2. Washback Plan of action Quick RECAP Readings from the class
What does OFSTED say?
Big Question
Gopal’s review of international agencies

3. Readings from the class
Washback
Readings from the class

4. Washback What does OFSTED say?
Inspectors will make graded judgements on the following areas using a four-point scale:
effectiveness of leadership and management
quality of teaching, learning and assessment
personal development, behaviour and welfare
outcomes for children and learners.

5. Washback Effectiveness of leadership and management
Evaluating the extent to which leaders, managers and governors:
demonstrate an ambitious vision, have high expectations for what all children and learners can achieve and ensure high standards of provision and care for children and learners
improve staff practice and teaching, learning and assessment through rigorous performance management and appropriate professional development
evaluate the quality of the provision and outcomes through robust self- assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement
provide learning programmes or a curriculum that have suitable breadth, depth and relevance so that they meet any relevant statutory requirements, as well as the needs and interests of children, learners and employers, nationally and in the local community
successfully plan and manage learning programmes, the curriculum and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment
actively promote equality and diversity, tackle bullying and discrimination and narrow any gaps in achievement between different groups of children and learners
actively promote British values
make sure that safeguarding arrangements to protect children, young people and learners meet all statutory and other government requirements, promote their welfare and prevent radicalisation and extremism.
Washback

6. Washback Quality of teaching, learning and assessment
Evaluating the extent to which:
teachers, practitioners and other staff have consistently high expectations of what each child or learner can achieve, including the most able and the most disadvantaged
teachers, practitioners and other staff have a secure understanding of the age group they are working with and have relevant subject knowledge that is detailed and communicated well to children and learners
assessment information is gathered from looking at what children and learners already know, understand and can do
assessment information is used to plan appropriate teaching and learning strategies, including to identify children and learners who are falling behind in their learning or who need additional support, enabling children and learners to make good progress and achieve well
children and learners understand how to improve as a result of useful feedback from staff and, where relevant, parents, carers and employers understand how learners should improve and how they can contribute to this
engagement with parents, carers and employers helps them to understand how children and learners are doing in relation to the standards expected and what they need to do to improve
equality of opportunity and recognition of diversity are promoted through teaching and learning
Washback

7. Washback Personal development, behaviour and welfare
Evaluating the extent to which the provision is successfully promoting and supporting children’s and other learners’:
pride in achievement and commitment to learning, supported by a positive culture across the whole provider
self-confidence, self-awareness and understanding of how to be a successful learner
choices about the next stage of their education, employment, self-employment or training, where relevant, from impartial careers advice and guidance
where relevant, employability skills so that they are well prepared for the next stage of their education, employment, self-employment or training
prompt and regular attendance
following of any guidelines for behaviour and conduct, including management of their own feelings and behaviour, and how they relate to others
understanding of how to keep themselves safe from relevant risks such as abuse, sexual exploitation and extremism, including when using the internet and social media
knowledge of how to keep themselves healthy, both emotionally and physically, including through exercising and healthy eating
personal development, so that they are well prepared to respect others and contribute to wider society and life in Britain.

8. Washback Outcomes for children and other learners
Evaluating the extent to which children:
progress well from their different starting points and achieve or exceed standards expected for their age
attain relevant qualifications so that they can and do progress to the next stage of their education into courses that lead to higher-level qualifications and into jobs that meet local and national needs.
Before making the final judgement on the overall effectiveness, inspectors must evaluate:
the effectiveness and impact of the provision for pupils’ spiritual, moral, social and cultural development
the extent to which the education provided by the school meets the needs of the range of pupils at the school including pupils who have disabilities and pupils who have special educational needs.

9. Washback Defining spiritual, moral, social and cultural development
The spiritual development of pupils is shown by their:
ability to be reflective about their own beliefs, religious or otherwise, that inform their perspective on life and their interest in and respect for different people’s faiths, feelings and values
sense of enjoyment and fascination in learning about themselves, others and the world around them
use of imagination and creativity in their learning
willingness to reflect on their experiences.
The moral development of pupils is shown by their:
ability to recognise the difference between right and wrong and to readily apply this understanding in their own lives, recognise legal boundaries and, in so doing, respect the civil and criminal law of England
understanding of the consequences of their behaviour and actions
interest in investigating and offering reasoned views about moral and ethical issues and ability to understand and appreciate the viewpoints of others on these issues.

10. The social development of pupils is shown by their:
use of a range of social skills in different contexts, for example working and socialising with other pupils, including those from different religious, ethnic and socio- economic backgrounds
willingness to participate in a variety of communities and social settings, including by volunteering, cooperating well with others and being able to resolve conflicts effectively
acceptance and engagement with the fundamental British values of democracy, the rule of law, individual liberty and mutual respect and tolerance of those with different faiths and beliefs; they develop and demonstrate skills and attitudes that will allow them to participate fully in and contribute positively to life in modern Britain.
Washback

11. The cultural development of pupils is shown by their:
understanding and appreciation of the wide range of cultural influences that have shaped their own heritage and those of others
understanding and appreciation of the range of different cultures within school and further afield as an essential element of their preparation for life in modern Britain
knowledge of Britain’s democratic parliamentary system and its central role in shaping our history and values, and in continuing to develop Britain
willingness to participate in and respond positively to artistic, musical, sporting and cultural opportunities
interest in exploring, improving understanding of and showing respect for different faiths and cultural diversity and the extent to which they understand, accept, respect and celebrate diversity, as shown by their tolerance and attitudes towards different religious, ethnic and socio- economic groups in the local, national and global communities.
Washback

12. Washback
Big Question
According to OFSTED outstanding leadership exists when:
Leaders and governors have created a culture that enables pupils and staff to excel. They are committed unwaveringly to setting high expectations for the conduct of pupils and staff. Relationships between staff and pupils are exemplary.
Leaders and governors focus on consistently improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition.
What does a school culture that enables pupils and staff to excel look like?

13. Gopal’s review of international agencies