2013
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Introduction
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Ofsted judgements on T&L
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Introduction to the WIGT
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The WIGT Family – how to get a
broader view
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Using the WIGT to support Appraisal
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The WIGT:
is designed to empower you to improve the
quality of teaching so that it is consistently
good or outstanding.
Shows how to monitor and evaluate teaching
and learning to achieve both quality and
consistency
Shows how teachers can use the WIGT to
improve their own practice
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What proportion of schools nationally are
currently judged to be outstanding?
What proportion of schools nationally are
judged to be outstanding for Teaching and
Learning?
Under the new framework 25% of your
judgement will be on T&L
Schools will not get an overall judgement of
outstanding if teaching isn’t judged to be
outstanding overall
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We need clear and demanding criteria for a school to be judged ‘good’ or
‘outstanding’. A good school should have at least good teaching, and an
outstanding school should have outstanding teaching. Good and outstanding
leadership of teaching and learning drives improvement and knows that the culture
of the school and the progress of pupils depend on it.
The fact is - many schools currently judged to be ‘outstanding’ did not meet this
requirement. One in five outstanding primary schools and half of outstanding
secondary schools did not have outstanding teaching at their last inspection. This is
just over 1000 schools across England.
This means schools previously judged outstanding might be subject to a review of
that status at some stage in the future. There needs to be a clear gold standard
understood by all.
What does the leadership of outstanding teaching mean?
You and your senior team have to show your passion and commitment for teaching
in everything you say and do
You need to be committed to good quality professional development
You monitor the quality of teaching effectively and ensure performance management
is robust in rewarding those who teach well, and doing something about those who
consistently underperform.
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A clear quality standard
Rigorous monitoring and evaluation
Clear links to appraisal
A culture of continuous professional
development and T&L is central to your school
improvement planning
Knowing what you do that is outstanding and
celebrating it
Ensuring that judgements on T&L are informed
by pupil attainment and progress
Remember that judgements about T&L are
triangulated from observations, pupil work and
achievement
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The What is Good Teaching matrix is a quality
standard that describes what teaching looks
like against national criteria drawn from
Ofsted and the Teachers Standards.
It is in two parts
a) Learning – what pupils will be doing
b) Teaching - what teachers will be doing
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There are prompts and descriptors for requires
improvement, good and outstanding
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The WIGT (What is Good Teaching?) has been
designed to assist observers in making
accurate and objective observations of
classroom practice. If moderated and used
consistently, the use of criteria enables a
shared view of effective teaching and learning
to emerge within a school. It is also a useful
tool for self evaluation and can help identify
areas for development in both teaching and
learning.
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To complete the matrix you should observe the lesson for a short
while before forming any judgments. You can then begin to tick
the “best fit” statements as features are observed – you may want
to ensure that particular aspects are really in place i.e. asking one
open ended question does not constitute the use of higher order
questioning. Ensure the requires improvement strands are in
place but where you are obviously observing an outstanding
lesson focus on identifying the strands the teacher is
demonstrating and particularly the outstanding learning that is
going on.
No lesson will contain all the strands and as a rule of thumb a
lesson should contain 70% of the requires improvement strands
to be requires improvement and 60% of the good strands to be
good. A lesson that has 40% of the outstanding strands will be
outstanding. Where you note obvious gaps in the T&L underline
the statements or put a * so these can be included in the
development points.
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The WIGT identifies core areas evident in effective
teaching and learning through prompt questions at
the left of the grid and then provides criteria for
judgments set against Ofsted teaching and learning
grades.
The matrix is quick and easy to complete once the
user is familiar with the statements. It broadly
follows the flow of a lesson and by putting learning
first ensures that due attention is given to what
learners are actually doing and the progress they
are making.
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 Unconscious
Incompetence
 Conscious
Incompetence
 Conscious
Competence
 Unconscious
Competence
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Once you are familiar with the WIGT you can
use it to regularly review and assess the
quality of teaching across the school.
There are a number of versions of the WIGT
which if used together provide an in depth
insight into the quality of teaching and areas
for development including:
The WIGT Learning walk
The WIGT Teacher Self Evaluation
The WIGT Learner Self Evaluation
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A unique feature of the WIGT is the 360°
view achieved by teachers and learners
completing an evaluation
These evaluations are viewed alongside the
lesson observations and can reveal some
interesting differences and view points
They are also the start of an on going process
of teachers evaluating their own lessons and
seeking feedback from pupils
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The full toolkit includes:
 Foundation stage WIGTs for whole setting,
teacher led and child initiated learning
 What is Good Work
 What is Good Support
 What is Good Learning
With a range of other supporting documents to
assist improvement planning and recording
improvements overtime
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2 Work Scrutiny
The What is Good Work (WIGW) is designed to
enable you to carry out a detailed work scrutiny so
you will need to select a small sample of pupil’s
work with an agreed focus.
You may select books from 1 year group or form,
the core subjects, high, middle and low examples
from each year group, all work from an average
pupil from each class etc. As with lesson
observations you should undertake this collectively
or in pairs and the findings can be added to your
overview.
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The WIGT has a range of purposes:
 Self evaluation by practitioners, either in part or entirety*
 A planning tool to ensure key attributes of effective
teaching are included in all lessons
 A shared school focus on one or more specific elements
 Peer observations on agreed areas*
 Monitoring and evaluation of the quality of Teaching and
Learning by senior leaders
 Informing an overall judgement of the quality of T&L
across the school
 Identification of shared areas for whole school
professional development
 Identification of individual areas for professional
development
 Appraisal of teachers including pay progression
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The Government requires all schools to appraise
their teachers on an annual basis. This
requirement as set out in regulation makes clear
that a headteachers need to assess the
performance of every teacher, provide
developmental feedback, set objectives and
provide appropriate support. The WIGT Toolkit
provides a unique framework to do this setting
both a quality standard against which to make
clear and objective judgements and providing a
framework for professional development.
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As an observational tool the WIGT sets out a quality
standard exemplifying what teaching looks like
when it is outstanding, good or requires
improvement. By using the WIGT to underpin the
appraisal process schools can make clear the
standards expected and the criteria against which
judgements will be made so that the process is
open, transparent and objective.
By using the WIGT the school can make certain that
judgements across the school are consistent,
ensuring that all those involved in appraisal apply
the same criteria.
The significant focus on learning is important for
demonstrating the impact of the teaching which is
a crucial aspect of lesson observations today.
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The WIGT is completed within the lesson so
outcomes can be fed back to teachers in a timely
way while the lesson is still fresh in their minds.
The visual nature of the matrix enables teachers
to see for themselves their teaching standard and
where their strengths and development areas are.
The WIGT makes extrinsic many of the intrinsic
qualities of teaching, it creates a Shared language
to inform feedback and ensures that areas of
development are appropriately focussed on the
skills of teaching which can be developed and
reapplied rather than on the content of the
lesson observed.
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During the feedback the areas for development will
emerge and both teacher and appraiser can use the
progression to formulate targets for improvement –
effectively creating success criteria – what it will look like
when achieved.
Teachers can choose other areas to work on beyond the
agreed development areas – keeping the WIGT to hand
when planning lessons and considering professional
development opportunities.
The consistent use of the WIGT across the whole school
will enable senior leaders to identify where there is
outstanding practice that can be shared, to match teachers
so that they can learn from and with each other and
provide clear evidence to inform whole school CPD as well
as individual training and development needs.
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By using the same WIGT for monitoring
progress the appraiser and appraisee can
clearly see where they have improved, where
there is further work to be done and to ensure
that the practice is embedded over time.
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The I-WIGT is an APP which will enable the
WIGT to be completed on an IPAD and up
loaded into a whole school system linked to
appraisal. Register your interest in the I-WGT
now by emailing imaginative minds @
Enquiries@imaginativeminds.co.uk
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