1. Moving English Forward Action to raise standards in English Phil Jarrett HMI, National Adviser for English LAAE London, July 2012

2. Changes to whole-school inspection practice, especially in reading and literacy How Ofsted reports can support English teachers in primary and secondary schools What Ofsted considers to be good teaching and learning in English How standards might be improved in English Aims of session

3. English 2000-05: a review of inspection evidence, 2005 (HMI 2351) Good school libraries: making a difference to learning, 2006 (2024) Poetry in schools, 2007 (070034) English at the crossroads, 2009, 080247 Excellence in English: what we learnt from 12 outstanding schools, 2011 (100229) Moving English Forward: action to raise standards of English in schools, 2012 (110118) Ofsted reports on English

4. Subject descriptors for English, Ofsted, September 2010, (revised January 2012) 20100015 The good practice site: http://www.ofsted.gov.uk/resources/pub lications/good-practice http://www.ofsted.gov.uk/resources/pub lications/good-practice Professional development materials based on ‘Moving English Forward’ (forthcoming) Survey of good practice in secondary literacy (proposed for the autumn term) ‘Our Expert Knowledge’ web pages Additional support for teachers of English

5. Features of outstanding schools: There is excellent practice which ensures that all pupils have high levels of literacy appropriate to their age Pupils read widely and often across all subjects Pupils develop and apply a wide range of skills to great effect, in reading, writing and communication. The teaching of reading, writing and communication is highly effective and cohesively planned and implemented across the curriculum. There are excellent policies which ensure that pupils have high levels of literacy, or pupils are making excellent progress in literacy. The emphasis on reading and literacy from September 2012

6. All inspectors to comment on approaches to literacy in lessons across different subjects Focused discussion with students on reading and literacy, perhaps particular groups The school’s reading culture e.g. library, links with parents, reading clubs and events Tracking a student or group of students through a number of lessons Observing intervention or other literacy-focused sessions e.g. tutorial reading Whole-school strategies and policies Inspecting literacy: possible inspection approaches

7. Standards continue to rise at the end of Key Stage 4 Around 70% of schools are judged to be good or outstanding in English subject inspections One in five secondary schools was judged to be outstanding in English Students mostly enjoy English Teachers work harder than ever with intervention classes, Easter classes and catch-up classes Very few schools in the sample have been judged to be inadequate in English What do we know about English in secondary schools?

8. Slowdown in improvement at the end of Key Stage 2 New, higher floor standards Evidence from international comparisons e.g. PISA Public/media concern about literacy standards So, increasing pressure on schools to raise standards…especially in English. But…are standards high enough?

9. Starter Introduce, discuss objective (5 Mins); groups to complete card-sort activity (10 mins) Development Groups to use Question of Sport grid and identify stylistic devices on whiteboard (10 mins) Mini-plenary, look at criteria for Level 5,6,7 (5 mins) Look at examples (L5/6) of persuasive essay on capital punishment, choose most effective and link to criteria (5 mins) Students to produce at least one paragraph for their writing; a talk for/against capital punishment (10 mins) Plenary (15 mins) Musical chairs, peer mark two other students’ work, return to own work, check comments Washing line: pupils get into position in relation to strength of views for/against capital punishment What have you learnt today? Q/A Final activity: identify technique on board Year 9, top set Understand how to use stylistic devices (AF2)

10. Pace: the faster the lesson, the better the learning Volume of activities: the more, the better Limited time for students to work independently Over-detailed and burdensome lesson plans Constant review of learning Over-emphasis (at too early a stage) on a limited range of skills needed for tests and examinations An inflexible approach to planning lessons 1.‘Inspectors must not expect teaching staff to teach in any specific way or follow a prescribed methodology’ 2.‘Inspectors will not expect teachers to prepare lesson plans for the inspection’ The ‘myths’ of teaching: what constrains learning in English lessons?

11. Plans that are clear and realistic about students’ learning within the individual lesson Teaching that is flexible and responsive to the needs of the pupils in the class Time for pupils to think, plan, write, demonstrate their understanding, and learn independently (at times) Prompt, active beginnings to lessons Effective action on differentiation, including challenge for more able pupils What makes a lesson outstanding in English?

12. Distinctive and innovative elements designed to meets the needs of your pupils An appropriate balance of time spent teaching reading, speaking and listening Rich and varied programme that includes key areas such as poetry, drama, media and wider reading A clear sense of progression in English across the key stage A productive curriculum that links with the world outside school Opportunities to use modern technology and to analyse and produce moving image texts What makes an outstanding curriculum in English?

13. The teaching of writing, including spelling and handwriting Subject knowledge of coordinators in primary schools Reading widely and for pleasure Excessive influence of external exams and tests on the curriculum Transition from KS2-3 Moving English Forward; action to raise standards in English

14. Issues of teaching; planning and flexibility of approach Low levels of communication skills on entry to primary schools Lack of rationale or purpose for KS3 English and the ‘real world’ Literacy across the curriculum Moving English Forward; action to raise improve standards in English

15. Contact me at: philip.jarrett@ofsted.gov.uk To contact me: