1. New to Literacy Subject Leadership
Alison Bailey, Consultant Trainer

2. Your role Responsibilities Auditing Monitoring CPD Ofsted
Agenda
Your role
Responsibilities
Auditing
Monitoring
CPD
Ofsted

3. Role in school Title? Member of SLT?
Other leadership responsibilities?
Previous responsibilities?
Non-contact time for the role?
Budget responsibility?
CPD decisions?
Lesson observations?
Book scrutinies?
What else?

5. Core Subject Leader responsibilities
Scrutinise planning
Be the subject knowledge guru
Be an excellent teacher in the subject
Coach other teachers
Analyse data
Write reports
Write action plans
Plan initiatives
Evaluate the impact of initiatives
Recruit and train reading volunteers
Talk to Ofsted
and…
Write or update policies
Lesson observations
Book scrutinies
Learning walks
Source, select, purchase, manage resources
Lead CPD
Identify, organise CPD
Run the library
Moderate assessments

6. Improvement cycle

7. Development planning cycle

8. Auditing How well is your subject going in your school?
How do you know?
Data?
EYFS?
Different groups of pupils?
Quality of teaching?
Aspects of weakness?

9. Data analysis
Statutory data – EYFSP, Phonics screening, KS1, KS2 tasks / tests
Analyse attainment , progress, over time, for different groups
Compare with national
Internal data – school tracking – is it based on accurate assessment? Does it triangulate with other data?
Know the story behind your data

10. Data analysis ASP (Analyse School Performance) replaces RAISEonline

11. Auditing / Monitoring - sources
What is the focus?
How will information be gathered?
Who will do it?
How will results be used?
Monitoring needs to be planned within the whole school context. Subject leaders need to be aware of the full range of monitoring activities and select the ones most appropriate.

12. Monitoring activities include
Lesson observations
Work sampling
Learning walk
Talking to staff/pupils
Monitoring plans
Analysing data
Teacher evaluation / pupils
Resources – audit use and accessibility
Pupil shadowing
Questionnaires
External view from eg. consultant, headteacher from another school, LA officer…

13. Action Planning
Research – EEF
Internet
Twitter
Attend CPD
Ask around
Visit successful schools

14. @MichaelT1979 Michael Tidd
@Twitter
@MichaelT1979 Michael Tidd
@HertsLearning Herts for Learning
@MrsPTeach Jo Payne
@TemplarWilson
Rhoda Wilson
@thatboycanteach
Aidan Severs
@ShareenMayers
@clpe1
Centre for Literacy in Primary Education
@MrJClements
James Clements

15. Action Planning
Keep focused – What would success look like? What do you want to achieve?
Be precise – What actions, by whom, by when?
Build in evaluation throughout – How will you judge success? Who will be involved?
Be prepared to tweak in response to evaluation / new information / changed context

16. CPD standards
Standard for teachers’ professional development, July 2016
Not all professional development is equally effective. Helping teachers to improve their practice takes thought, planning and effort. It requires headteachers who prioritise not only the operational aspects of teacher development but also, as Ofsted put it in their September 2015 handbook, “a motivated, respected and effective teaching staff” in “a culture that enables pupils and staff to excel”.
(Implementation guidance p. 3)

17. CPD effectiveness
Evidence suggests, for example, that a one-day course as a stand-alone activity without a specific focus is unlikely to have a lasting impact on pupil outcomes. That same course, however, could be used to much greater effect as part of a sustained, coherent programme which includes structured, collaborative in-school activities for teachers to refine ideas and embed approaches.

18. CPD – the standard Professional development:
1. should have a focus on improving and evaluating pupil outcomes.
2. should be underpinned by robust evidence and expertise.
3. should include collaboration and expert challenge.
4. programmes should be sustained over time.
And all this is underpinned by, and requires that:
5. Professional development must be prioritised by school leadership.

19. Development planning cycle

20. Ofsted handbook paras 161
During the inspections of infant, junior, primary and middle schools, inspectors must listen to children reading. They should place a particular focus on hearing lower-attaining pupils read and should discuss their reading with them. This is to find out how effectively the school is teaching reading and to assess whether the pupils are equipped with the phonic strategies needed to tackle unfamiliar words. There may be occasions when inspectors need to hear lower-attaining pupils read in Years 7 and 8 in secondary schools.

21. Ofsted handbook paras 159-60
Inspecting the impact of the teaching of literacy including reading
Literacy includes the key skills of reading, writing and oral communication that enable pupils to access different areas of the curriculum.
Inspectors will consider the impact of the teaching of literacy on outcomes across the curriculum. They will consider the extent to which the school intervenes to provide support for improving pupils’ literacy, especially for pupils at risk of underachieving.

22. Progress… Inspectors:
will give most weight to pupils’ progress. They will take account of pupils’ starting points in terms of their prior attainment and age when evaluating progress.
progress of pupils currently in the school, taking account of how this compares with the progress of recent cohorts, where relevant.
will consider the progress of pupils in all year groups, not just those who have taken or are about to take examinations or national tests.

23. Inspectors will assess
the leaders’ vision and ambition
whether leaders and governors have created a culture of high expectations
whether leaders have the highest expectations for social behaviour
the rigour and accuracy of self-evaluation and how well it leads to planning that secures continual improvement
the design, implementation and evaluation of the curriculum
how well the school prepares pupils positively for life in modern Britain and promotes the fundamental British values
the effectiveness of the actions to secure and sustain improvements
the quality of continuing professional development use of performance management
how effectively leaders monitor the progress of groups of pupils
how well leaders engage with parents, carers
how well leaders promote all forms of equality

24. Ofsted – dispelling myths
Lesson planning
Marking and feedback
Assessment and tracking…
Ofsted’s myth-busting videos:

25. Subject leadership is of equally high quality
Subject leadership is of equally high quality. Leaders have a strong and well-established role in checking the work of teachers and they are ambitious to improve practice further. The hallmark of their leadership is their excellent subject knowledge and incisive plans for improvement. As a result, action plans give teachers very clear guidance on what needs to be done to improve further. This strengthens leadership to secure continuous improvement.

26. Subject leadership is of equally high quality
Subject leadership is of equally high quality. Leaders have a strong and well-established role in checking the work of teachers and they are ambitious to improve practice further. The hallmark of their leadership is their excellent subject knowledge and incisive plans for improvement. As a result, action plans give teachers very clear guidance on what needs to be done to improve further. This strengthens leadership to secure continuous improvement.