1. St Wilfrid’s Catholic High School Preparing for an inspection February 2010 John Fowler - SIP : February 2010
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5. John Fowler - SIP : February 2010 Staffing changes and potential disruption Headteacher:- - Loss is always disruptive, but worse because - interim Headship + new Head = 2 x disruption and no secure leadership for up to 18 months - made worse by two failures to appoint and currently no permanent successor - previous Head seen as such a driving force.
6. John Fowler - SIP : February 2010 Compounded by other key staffing changes:- - loss of a Deputy Head and the Financial Manager in the Autumn Term - impending loss of Head of Sixth Form, who is central to the improvement in what the school continues to identify as a key area for further improvement In July 2009 the school identified inconsistency at senior and middle leadership as a concern and since then has lost some high quality leaders.
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9. 3. Revised framework gives priority to:- Promoting improvement : inspectors make specific recommendations based on their diagnosis of the school’s strengths and weaknesses. Evaluating the achievement and well-being differentiated by the type of pupil . Evaluating learning and teaching, focussing on the classroom . Assessing promotion of equality of opportunity and tackling discrimination. John Fowler - SIP : February 2010
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16. 7. How effective are teaching and learning in meeting the needs of the full range of learners. Inspectors should evaluate:- how well teaching and resources across the range of the curriculum promote learning, enjoyment and achievement, address the needs of the full range of learners , including those from Black and minority ethnic groups or with learning difficulties and/or disabilities, and meet course requirements the suitability and rigour of assessment in planning and monitoring learners’ progress the diagnosis of, and provision for , additional learning needs and where appropriate:- the involvement of parents and carers in their children’s learning and development. John Fowler - SIP : February 2010
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18. 3. Satisfactory Teaching is inadequate in no major respect, and may be good in some respects , enabling learners to enjoy their education and make the progress that should be expected of them . Teachers promote positive behaviour and learning . John Fowler - SIP : February 2010
19. 9. Some key points - There has been a significant raising of the bar, as is evidenced in many of the grade descriptors in the evaluation schedule. - HMI appear to see see outstanding judgements as aspirational for many schools. - The revised framework places great emphasis on the provision for individuals and groups of learners. - Therefore, personalisation, differentiation and assessment for learning will need to be at the centre of this provision. - Students, their knowledge, understanding and progress are at the centre of the inspection. - The vast majority of evidence for judging a school’s effectiveness is taken from observations of and/or discussions with students. John Fowler - SIP : February 2010
20. 10. So what will inspectors expect to see in my classroom? - You at your best, as you knew they were coming and they will expect you to have made some effort. - Must not adopt the attitude of, “Take me as you find me.” - Appropriate lesson-structure and well-planned lesson: strong opening; reference to prior learning; variety of activities; good plenary etc. Now the minimum that is a “given” for lessons, not just for special occasions. John Fowler - SIP : February 2010
21. Appropriate use of AfL, ICT, independent learning (not just for inspectors’ sake). Open and challenging questioning that allows students to develop and show their understanding. John Fowler - SIP : February 2010
22. Not a box-ticking exercise - Expectations that all the work over the past five years and emphasis nationally on teaching and learning will be in evidence. - Genuine engagement of all students in their learning – which they are enjoying. - Real pace in the lesson to accelerate student progress. - Appropriate levels of challenge for every student to ensure proper progress. - Genuine knowledge of the teacher about ALL students. - Clear evidence that learning has taken place for every student and that students know more at the end of the lesson than at the beginning. (and students saying this is the norm not the exception?) John Fowler - SIP : February 2010
23. “ Impossible to do all this.” “Can’t be done.” “I don’t have the time…” Remember:- Teaching and learning will be the vital judgement in the inspection. This is really what is expected all the time. Your current monitoring procedures for teaching and learning and documents such as the lesson-plan template will prepare you fully for what to expect. Get the inspection your efforts and your school deserve. ( and for potential cynics - It is only for two days + get it right and no more Ofsted for five years) John Fowler - SIP : February 2010
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