Activity 1 – In Pairs From Different Academies –
Are the following measures of attainment or
progress?
Attainment
Average Total
Points Score per
pupil
Average Points
score per pupil
in English
Value Added
Score
Progress
Percentage Of
students
achieving 5 A*-C
Percentage of
students
achieving 5 A*-C
with E and M
Best 8 subjects
Percentage
students making
expected
progress
Percentage of
students
achieving EBac
KS2 to KS4
Progress
Are the following measures of
attainment or progress?
Attainment
Progress
Average Total
Points Score per
pupil
% of students
achieving 5 A*-C
with E and M
Average Points
score per pupil
in English
Capped points
score - Best 8
subjects
% Of students
achieving 5 A*-C
% of students
achieving EBac
Value Added
Score
% students
making
expected
progress
KS2 to KS4
progress
Learning from the OfSTED
experience
CLF Middle Leaders
BMA’s Journey
Section 8
Good Progress
• Clear areas to be addressed by the academy for the sections 5 visit.
Areas clearly address in the AIP
• Ofsted - Risk register
12 Months
Refocused by RAISE
• - And again using our own data – 100%coverage
Multiple Ofsted style reviews
• - Reviews of CPD success.
- Lesson observations.
- MILDER
Section 5
“Good”
Effective management of the project
1
2
3
4
Ach
T&L
L&M
B&S
SMSC
OE
“So What”
Karl Sampson – Ofsted Inspector
Learning and
Teaching
SMSC
Behaviour
and
Safety
Achievement
Achievement
Progress and Attainment
RAISE on Line
High ability boys are “Sig –”
High ability boys came under
scrutiny in lessons observations ,
work scrutiny and data /
achievement meetings.
Then wanted to look at other year
groups to check if this was a
consistent trend happening across
the academy.
Data presented across whole school
and within departments to show
this group making expected /good
progress.
• Shown through
Marking and learning
dialogue
• Supported by data and
predicted grades
Progress
over time
• Key Groups
Predictions
• RAISE
• Levels of progress
• Attainment
Data
Attainment
and
Progress
Quality of
Teaching
and
Learning
Following the trails….
• Signposted by RAISE Sig• 10 , 25 and 50 minute
obs.
• English and Maths on
Day 1
Progress
BMA Levels of progress – 100% coverage
Progress
Percentage
making expected
/ good progress
in each subject.
Progress over time
shown through
marking and
learning dialogue
Progress
within a
lesson
Attainment
Teaching and Learning
Learning and Teaching
Observations
and learning
walks
Individual
Teacher Action
Plan - iTAP
Thursday CPD
targeted at
identified areas
for
improvement
Cohort Profiles
MILDER
AfL Stickers 2
stars and a
wish
AIP – ZIP - DIP
Internal
reviews of
specific areas
of T and L
Target /
Predicted
Grade stickers
Marking Policy
Work Scrutiny
Knowledge of achievement in your
department:
• Do all students know their current level and
target level?
• Does every students know what they need to
do to improve?
• How does marking move learning forward?
• Which classes are showing the highest/lowest
levels of progress?
• Where teaching is less strong, how does this
impact on achievement?
Big Ofsted Quizzes
•
•
•
•
Achievement Quiz
PIB Quiz
Inclusion Quiz
AIP Quiz
• All Staff
• Academy Council
• Extended Leadership
Team
• Senior Leadership Team
Activity 2 - How many Vulnerable / Key
Groups can you identify?
•
•
•
•
•
•
•
•
Children Looked after
Free School Meals
SEND – SEN, SA+, SA, D
Boys / Girls
Ethnicities
KS2 level on arrival
EAL
LGBT
• Mid Year Joiners
• Post Code
• Are any of these groups
underperforming in your
subject?
• Is this a trend or just in one
year group?
• Are all staff aware of these
students in their classes?
• How are they identified to
someone observing a
lesson?
• How will teaching be
different because of these
students?
Cohort Profiles - Lesson Planning
Year 11 PE Fri P6 Cohort Profile
Forename Surnam Gend SEN CLA First Language EA Talente
e
er
L d
F
English
F
Somali
Yes
F
P
English
F
English
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
F
P
A
English
Panjabi
Other than
English
Somali
Portuguese
English
Polish
English
Panjabi
Swedish
Portuguese
Kurdish
Arabic
Somali
Somali
English
English
English
English
Yes
Yes
FSM Ethnicity
T
T
T
T
Yes
Yes
T
Yes
T
Yes
Yes
Yes
Yes
Yes
Yes
Yes
T
T
T
T
T
Y
White - British
Black - Somali
White - British
Any other mixed
background
White - British
Pakistani
Bangladeshi
Black - Somali
White Other
White - British
White Eastern European
White and Black
Caribbean
Indian
Any other ethnic group
White Other
Any other ethnic group
White and Black African
Black - Somali
Black - Somali
Black Caribbean
Other Black African
White - British
Black Caribbean
Assessme
nts
Badmint Volleyb Basketb
on
all
all
n
n
n
3
4
4
4
4
4
3
3
2
4
4
2
4
3
2
3
3
3
3
4
3
3
4
n
n
n
n
n
2
2
3
n
3
3
3
2
2
3
3
4
n
n
4
3
4
4
4
4
3
2
4
3
3
5
3
3
4
4
4
4
3
2
4
3
3
4
Cohort Profiles - Lesson Planning
Student needs
High number of EAL students in group – use of the following:
- Physical demonstrations
- Pairing with first language speakers to direct activities
- Directing support early to new to English students – X and Y
- Video to show students badminton played at international standard
All Girl group:
- Praise students on a 1 to 1
- Blend of Co-op games and competitive activities.
- Many students were disengaged from PE at the start of the year. This is improving but still
requires close attention to kit and involvement of all students. Kit is loaned out where
possible to keep all students joining in.
SA / SA+:
Student X – Behaviour strategies in place, rethink card, reflection time, pre-lesson prep.
Student X – 1st time in class – Prepare student before lesson for expectations of behaviour.
Student X – Can be disengaged – 1 to 1 discussion and encouragement, options, rethink.
G and T:
Student X – G and T student use as coach and peer to peer support.
Behaviour and Safety
Behaviour and Safety
• Is every student making a positive
contribution?
• Does your team exploit opportunities to
explore SMSC?
• What is the difference between good
behaviour and good behaviour for learning?
Leadership and Management
Leadership and Management
• Department Improvement plan links with
Academy Improvement Plan.
• How well do you know your teachers and their
current performance?
• How well do you know your students in every
year group? Particularly key groups.
• Self Evaluation.
“So What”
“And the impact of what you have
done is?”
Karl Sampson – Ofsted Inspector
Creating your department SEF
Because we know that
We have or are planning
to...
•
Upper ability (L5+) boys did
not perform well in 2011…
School action plus students
performed less well than their
peers…
We will know if this
has been successful...
•
Are these true in your
Are these true in your
department
area?
Are these true
in your
department area?
department area?
Indian students perform less
well than their peers
Add statements that are true
of your department area.
Activity 3 - In your team take one area and
complete the Ofsted word frame:
• Because we know that .....
• ....we have / are planning to.....
• ....we will know if this has been successful....
The importance of stakeholders:
Student Voice
Academy
Council
Stakeholder Survey
Staff
Voice
Parent Voice
Any Questions?