This is an update to the Ofsted guidance of September 2013, this was released on 23rd December 2013 and the main changes focussed on Teaching. These are the recommendations put forward by @teachertoolkit and @mrjkwilson

1. Ofsted Inspection Handbook

Updated framework for January 2014
Ofsted’s latest purchase will make
goalpost shifting even easier in the future
@mrjkwilson & @teachertoolkit January 2014

2. Merry Christmas
To all UK teachers
Merry
Christmas
Love,
Ofsted
xo

3. Thwarting the Grim Reaper
 On 23rd December Ofsted once again moved the
goalposts for inspections. This of course affects all
teachers whether or not your school/academy/free
school is facing an inspection or not as it is the basis
for most observations across the land.
 What follows is advice given by @teachertoolkit
and @mrjkwilson on how to deal with the new
goalpost shift…

4. Teaching update Jan ‘14
Page 18 – Bullet point 64:
 Inspectors must not give the impression that Ofsted favours a
particular teaching style. Moreover, they must not inspect or report in
a way that is not stipulated in the framework, handbook or guidance.
For example, they should not criticise teacher talk for being overlong
or bemoan a lack of opportunity for different activities in lessons
unless there is unequivocal evidence that this is slowing learning over
time. It is unrealistic, too, for inspectors to necessarily expect that all
work in all lessons is always matched to the specific needs of each
individual. Do not expect to see ‘independent learning’ in all lessons
and do not make the assumption that this is always necessary or
desirable. On occasions, too, pupils are rightly passive rather than
active recipients of learning. Do not criticise ‘passivity’ as a matter of
course and certainly not unless it is evidently stopping pupils from
learning new knowledge or gaining skills and understanding.

5. Teaching update Jan ‘14
Page 18 – Bullet point 64 – recommendations:
 Again Ofsted are telling us that they do NOT require a
particular teaching style – anyone who tells otherwise please
show them the guidance paper!!!
 Ofsted will only critise style if evidence is shown of it
hindering progress over time: monitorign of T&L
 Inspectors will not expect to see DIFFERENTIATION in every
lesson!
 Nor do they expect independent learning in all, although
conversation with students will give inspectors evidence as to
whether this happens over time.

6. Teaching update Jan ‘14
Page 19 – Bullet point 65:
 When in lessons, also remember that we are gathering evidence
about a variety of aspects of provision and outcomes. We are
not simply observing the features of the lesson but we are
gathering evidence about a range of issues through observation
in a lesson. Do not focus on the lesson structure at the expense
of its content or the wide range of other evidence about how
well children are learning in the school.

7. Teaching update Jan ‘14
Page 19 – Bullet point 65 – recommendations:
 Gathering evidence about a variety of aspects of provision and
outcomes means the focus is NOT always on the teacher.
 This variety means: whole-school behaviour; cross-curricular
links; ethos; social, moral, spiritual, curriculum provision;
eSafety/Safeguarding etc.)
 They very fact it mentions not focussing on lesson plan means
if you don’t feel it necessary don’t do one (remember the 5 min
plan!!)
 Wider evidence relates to Books; marking; prior attainment;
subject-uptake; routines and relationships etc.

8. Teaching update Jan ‘14
Page 19 – Bullet point 66:
 When giving feedback, inspectors must not argue that they are
unable to give a particular grade because of the time spent in
the lesson.

9. Teaching update Jan ‘14
Page 19 – Bullet point 66 – recommendations:
 You are entitled to feedback after a drop-in; 20 minutes or a
one-hour observation.
 Make sure you chase this up if you are an individual teacher or
look to seek feedback from your T&L senior leader.

10. Teaching update Jan ‘14
Page 19 – Bullet point 67:
 Inspectors must not aggregate the grades given for teaching is a
formulaic or simplistic way in order to evaluate its quality
overall.

11. Teaching update Jan ‘14
Page 19 – Bullet point 67 – recommendations:
 The collation of an overall teaching and learning judgement
must not be belittled into a simply tally-chart or percentage.
 Do not provide these either if you are a senior leader
responsible for T&L.
 You are only advocating the aggregation of tally-charts and
percentages.
 Let the residuals and student outcomes speak for themselves.

12. @TeacherToolkit
This guide was produced using the advice given by Ross Morrison-McGill otherwise
known as @TeacherToolkit on his excellent website.
Ross is an Assistant Vice Principal in a rapidly improving inner-city school in North London.
He is an award-winning teacher (Guardian Teacher of the Year in Secondary School in
London 2004) and is a former SSAT Design Technology Lead Practitioner. He is responsible
for improving the quality of teaching and learning and has a national profile as the
leading contributor and organiser of online CPD within a growing community of education
professionals. He is a member of The Guardian Teacher Network adviser panel, where he
writes a regular series of blogs achieving ‘best blog of 2012’. His website, articles and TES
resources exceed 500,000 readers (May 2013). You can follow him on Twitter
@TeacherToolkit or join in #SLTchat and @SLTeachMeet which he created to bring
together, over 700-1000 aspiring and senior leaders online, every Sunday across the UK.
www.teachertoolkit.me

13. @Mrjkwilson
This ppt was put together by myself, James Wilson,
Head of History and Second in Humanities at Perry
Beeches Academy in Birmingham.
I am always looking to collaborate with teachers
across the uk and beyond on action research and
testing the latest pedagogy ideas.
I have a special interest in the development of
students who receive free school meals and the
impact the pupil premium can have on their
learning.
www.mrjkwilson.com
http://About.me/jkwilson84