Supporting the move from Satisfactory to Good teaching
Darren Ellsum
4/1/2008
Introduction
What were your reasons for doing this type of development work?
Judgments by Ofsted since the introduction of the new inspection framework was deeming too much teaching in
the borough as satisfactory rather than good or better.
The teaching seen was often cited as being 'safe' and the resulting lack of creativity capping standards.
It was felt also felt that in many cases, in-school monitoring of Learning & Teaching did not sufficiently support
teachers by identifying 'next steps' for improvement.
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Who might find this case study useful?
Teachers, Subject leaders and Middle leaders, Headteachers, Senior Leadership Teams, National Strategy
Consultants, School Improvement Partners (SIPs), LA strategic leaders for School Improvement
Key Points
- Draws attention to the raised expectations of the new Ofsted inspection framework
- Gives a mechanism for focussed discussion when monitoring standards of teaching to ensure professional
development
Who
School and setting
School: Primary schools in Bexley
Type of School: Primary
Local authority: Bexley
Region: London
Improving Schools Programme
ISP aspect: Developing subject leadership
Contact(s)
Name
Type
Email
Moyra Pickering
Other
[email protected]
.uk
Learners
Year groups: Year 1 (KS1), Year 2 (KS1), Year 3 (KS2), Year 4 (KS2), Year 5 (KS2), Year 6 (KS2)
Gender: Both
Performance: Below age-related expectation, At age-related expectation, Above age-related expectation
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Whole school: Yes
Teachers: KS1, KS2
What
What specific curriculum area, subject or aspect did you intend to have impact on?
All subjects, all aspects
What main aspect of pupil learning were you trying to improve?
Other - see below
How did you intend to impact on pupil learning?
By raising the quality of teaching.
Curriculum area: the whole curriculum.
What were your success criteria?
A rise in the number of lessons judged as Good or better in Ofsted inspections, LA reviews and in-school
monitoring.
What did you do? What teaching approaches did you use to achieve the intended impact?
Use of pupil talk for whole-class teaching, Use of thinking skills, Collaborative group work, Other
Describe
Teachers were reminded of effective teaching approaches focused on pupils' learning:
- Children need to know that their teacher’s focus is upon learning not simply the completion of a task.
- Children need to articulate their thinking. Ensure opportunities arise for children to talk to a partner. Use
interactive strategies to enable children to demonstrate their understanding.
- Children need to be challenged through open-ended questions, problem-solving activities, practical
investigations etc so that there is no ceiling on achievement. It is vital to have high expectations of all children.
- Share learning intention (LI) with the children. Ensure children understand how they will know when they have
achieved the LI. Provide feedback linked to the LI for the lesson and encourage them to reflect upon how well
they have learnt today, eg thumbs up/down, talk partners etc
- Display layered curricular targets and explain to the children how they can achieve them, also show them
examples of what this will look like.
- Interesting and imaginative teaching methods will lead to high levels of interest and enthusiasm from most
pupils.
- TAs need to work in partnership with the teacher; working collaborating to model/demonstrate good learning,
possibly leading part of the lesson and always extending, developing and reinforcing learning.
What did you do? What approaches to supporting professional development (CPD) and learning for adults were
used?
Training, Coaching, Modelling, Demonstration, Lesson observation, Lesson study, Leadership enquiry,
Mentoring, Learning conversation
Describe
Central based training outlining key messages, with follow up support in school.
Related Information
From Satisfactory to Good Teaching presentation
Quality of Teaching and Learning Overview
Remember to.. BLANK
Remember to.. EXAMPLE
What CPD materials, research or internal or external expertise have you drawn on?
New Ofsted Inspection Framework training materials
LAI and consultant support
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Relevant National Strategies resources:
Prompts linked to the use of data
http://nationalstrategies.standards.dcsf.gov.uk/node/88164
ISP handbook
http://nationalstrategies.standards.dcsf.gov.uk/node/171919
How were you supported?
Subject/Middle leadership level, Senior management level
Describe
The materials have been promoted heavily at a number of high profile events in the borough including: Head
teachers' annual conference, Primary Leadership Programme training and ISP Subject Leader training.
Link Advisors and Consultants have also been using them in school when supporting Senior Managers/Subject
Leaders with the monitoring of learning & teaching.
What information or data did you use to measure progress towards and achieve your success criteria?
Observation outcomes
Impact
Impact on pupil learning
What has been the overall impact on pupil learning?
Pupils more engaged in lessons due to due creative teaching and more risk taking.
Quantitative evidence of impact on pupil learning
Pupil progress data
Qualitative evidence of impact on pupil learning
Observation outcomes
Describe the evidence of impact on pupil learning
LA monitoring judgements
Impact on teaching
What has been the impact on teaching?
While it is still too early to judge the materials impact through Ofsted judgements, interim feedback from inschool monitoring by both SMT and LAI shows more Good teaching is evident.
The materials have raised awareness of the increased expectations under the new Ofsted inspection framework
and have given a support mechanism to promote creative teaching.
It has also given a mechanism for focused discussion when monitoring standards of teaching, ensuring that
feedback leads to 'next steps' pointers for teachers.
Quotes you think are relevant to impact on teaching
"I now feel that being observed is helping me move on in my teaching, rather than just informing the SMT"
(Class teacher)
Evidence of impact on teaching
Evidence from observation and monitoring
Describe the evidence of impact on teaching
In-school monitoring by Senior Leadership Teams and Local Authority
Impact on school organisation and school leadership
What has been the impact on school organisation and school leadership?
Monitoring of Teaching has become more focused, relating back to the new Ofsted framework for inspection
and ensuring that feedback given promotes professional development.
Quotes you think are relevant to overall impact on school organisation and school leadership
"The 'Remember to' prompt sheets have helped give me a clear focus during observations and for feedback"
(Subject Leader)
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Evidence of impact on school organisation and school leadership
Improved monitoring of teaching procedures
What is the crucial thing that made the difference?
A focus on the OFSTED criteria and analysis of implications for teaching
Summary
What key resources would people who want to learn from your experience need access to?
See CPD PowerPoint and 'Remember to' prompt sheet and exemplar. (What page)
OFSTED Inspection materials
www.ofsted.gov.uk/ - Forms and Guidance - Schools - Inspection resources
What CPD session and resources were particularly useful?
Promoting the materials to head teachers was particularly effective, this ensuring they became embedded into
the monitoring structures of the school.
Consultants supporting Subject Leaders in-class helped developed confidence in using the prompts to focus
observations and feedback.
If another individual or school was attempting to replicate this work, where would they start and what would the
essential elements be?
1) Start with the OFSTED framework
2) Training that engages teachers and helps them analyse what the teaching judgements mean; follow-up
support in schools for observation and feedback; equipping subject and middle leaders to lead improvement in
teaching.
What further developments are you planning to do (or would you like to see others do)?
While schools are now aware of the materials and some schools have embedded them into their monitoring
systems, the LA still wishes to promote the materials further when training and supporting in-school.
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