OUR SCHOOL AIMS AND VALUES
At George Stephenson High School we value
the individual differences of our students,
encourage them to succeed in everything they
do and help them to become caring, confident
and responsible young people.
“The thicker the plan the less it affects
classroom practice”
(Brent Davies)
Learning
Experience
STUDENT
Support
Learning
Seating for Learning
Questioning
Collaborative learning
Enquiry based learning
Language for Learning
A4L
Personalisation
Metacognition
Effective Feedback
iLearn Year 7 curriculum
Cross-curricular themes –
community, citizenship, enterprise,
IT, creativity, literacy, numeracy
Flexibility, stretch and challenge
within curriculum
Project based home learning in
Year 7 and 8
GSHS Learning Habits
STUDENT
Tracking student progress and achievement
Intervention
Mentoring
The role of the tutor
Transition across all Key Stages
Personalised student support and guidance
Support
Experience
Learning and Teaching at GSHS
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Learning first
Over time
Culture of sharing
Flexibility within clear expectations
Monitoring & Evaluation
Student voice
Display for learning
Monthly learning focus
So….What exactly is CPD?
CPD can be:
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Attending Training Days
Visiting another school
Delivering CPD to others
Middle Leader training
Working Parties/Change Teams
Dept meetings / Year meetings
Mentoring an ITT/NQT
Coaching other staff and being coached
Peer observation
Working with other staff
Team teaching
Working with Learning team
Year 2/3 group
Been part of a network
Being a Appraiser
External qualifications e.g. Masters
Action research
Engaging with the knowledge base
Undertaking curriculum development
Videoing yourself teach and reflecting on
it
Being involved in enrichment activities
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Attending a Teach Meet
Visiting a Primary feeder
Doing NPQH
Leading from the Middle
Working with the Teacher
Learning Academy
Participating in a Union CPD event
Attending exam board training
(standardisation, exam marking etc)
Working with an AST
Attend a Subject Leader meeting
Arrange an out-of-school visit for
pupils
Plan and lead an assembly
Presenting to staff/parents
Assist in the organisation of a whole
school event
Contribute to the writing of bids
Shadowing staff
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Weekly CPD every Tuesday 2.10 – 4.00
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Culture of sharing
Coaching
CPD delivered by all - modelling
Research
What are the ingredients of an
outstanding lesson?
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Shared Learning Objectives and Success Criteria
Pace and Challenge
Progress
A4L including regular checking of understanding
Effective questioning
Engagement and Enthusiasm
Personalisation/Differentiation
Effective use of resources, including TA’s
Literacy
SMSC
STAFF HANDBOOK FOR OFSTED
Contents
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Last Ofsted Inspection
Highlights from the current SEF
School Improvement Plan 2011-2014
Last Year’s Attainment and Targets for 2012
Learning and Teaching during Ofsted
Advice to Curriculum Leaders
Some ideas to demonstrate outstanding teaching and
learning in lesson observations
B
How can we make it easy for the
Inspectors to award us ‘Outstanding’?
• Try to make your classroom look good and ensure display
contributes to learning (OFSTED like to see students
referring to displays to help move their learning forward).
Get appropriate layout and resources ready.
• Keep up to date with marking in line with our A4L Policy.
OFSTED will look at books during their observation.
• Make sure all students have stickers on their files with the
data filled in.
• Check that students know where to find their levels and their
targets for improvement.
What should I give the Inspector?
• A lesson plan and seating plan – please use the GSHS
forms.
• Make sure your colour-coded seating plans include the
necessary details (asp target, MEG, CWA, FSM, SEN, EAL,
G&T, LAC, KS2/3 level). Give a copy of this to the Inspector
too.
• Your file of assessed work showing examples and evidence
of effective written feedback. Hand the Inspector your
‘Examples of Written Feedback’ file with lesson plan so that
he/she can immediately see that you mark in a way that
helps students to understand how to improve.
• A seat - direct Inspector where to sit. Remember it is your
classroom!
• REMEMBER it may be very wise to do a mini-plenary during
the lesson (especially if an Inspector has just walked in the
room).
• Plan 2 x 25 minute lessons for each 50-minute lesson.
• Don’t play too safe – but don’t do anything brand new you
haven’t done before!
• Have a lesson plan but be prepared to adapt it during the
lesson or change it completely if it is in the students’ best
interests.
• All students need to be involved and engaged – even just a
pair/share type exercise gets them all involved and can be a
good example of inclusive questioning.
• Remember to ask particular questions of your target groups
identified on your plan – good evidence of effective
differentiation.
• Help them by clearly SHOWING and signposting highly
effective teaching.
• Spiritual, Moral, Social and Cultural – include any
opportunities in your plan but remember they will be looking
for evidence of students being independent, resilient,
working collaboratively and for evidence of positive
relationships.
How can I demonstrate effective
Differentiation?
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High expectations for all students
Good use of assessment information
Opportunities to ask questions
Take account of starting points
Targeted questioning
Different levels of teacher support and intervention
Evidence of students responding to feedback
Higher order tasks
Choice of activities
Different activities
Good use of other adults
Different home learning tasks
Seating for learning
No longer sufficient to have differentiation by outcome - this would
be satisfactory at best – needs to be by task/through questioning,
etc
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How can I demonstrate Progress in lessons?
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Balance between prior learning/new learning
Good pace
Appropriate challenge for all students
Targeted questioning to check understanding
Active learning – high levels of engagement and enjoyment
Opportunities for students to reflect on learning
Opportunities for independent learning
Evidence of progress ‘over time’
Any-time plenaries
What should I avoid?
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Too much teacher talk
Too much time spent on prior learning
Lack of differentiation
Too many activities
Pre-dominance of low level type exercises
Ignoring off task behaviour
Examples of pre-planned responses….
• Issue
• Action
• Impact
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Strategic thinking is “seeing ahead, behind, above, below,
beside, beyond and seeing it through”.
It is in effect keeping your feet on the ground whilst having your
head in the clouds
(Henry Mintzberg)
Example – our response to the EBacc
Learning and Teaching
Curriculum
Information, Advice and Guidance
Our response to the Curriculum changes
4 C’s
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Coherence making
Collaboration
Change (embrace it)
Courage
Where next?
Everything I need to know about life
(and Ofsted), I learned from Noah’s
Ark………
One: Plan ahead. It wasn't raining when Noah built
the Ark.
Two: Stay fit. When you're 600 years old, someone
may ask you to do something really big.
Three: Don't listen to critics; just get on with the job
that needs to be done.
Four: For safety's sake, travel in pairs.
Five: Remember, the Ark was built by amateurs;
the Titanic by professionals.
Six: No matter the storm, there's always a
rainbow waiting.
Seven: Don't miss the boat.
Eight: Remember that we are all in the same
boat.
THE WOODPECKERS MIGHT HAVE TO GO!