Securing Good . Session 3 Building Capacity –Leadership at all levels –Monitoring and Evaluation –Processes and systems.

Securing Good

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Session 3

• Building Capacity– Leadership at all levels– Monitoring and Evaluation– Processes and systems– Asking the right questions– Governance– Subject Leadership– Making the most of your data

Latest News

• Dictates to Lead Inspectors• The 2012/13 annual Ofsted Report• Licensed Teachers• Recent Inspections:

– The EYFS confusion– Typicality– Teaching Strategies– Implications of phonics outcomes– Get out of Jail Cards– Middle leaders

Lessons From Inspection

• Processes and Systems– The 80 page SEF– The 120 page School Development Plan– 25 monitoring files– Endless forms full of notes– Everyone is working hard and clearly very busy but.....– Trouble seeing the wood from the trees..........– The importance of lesson observation records.......

• HTs hold too much information and don’t share it with those who need it.

Building CapacityLeadership at all levels

• Governance• Senior leadership• Middle Leadership• Everyone Else:

– Class teachers– Teaching Assistants– Administration

• Attendance• Safeguarding• Health and Safety

What is actually tested in inspection?

The Governing Body• How to they provide challenge?• What is the challenge based on?

– An understanding of the data– First hand monitoring– Training– Information provided by the headteacher including

HTPM/TPM

• What types of challenge are provided?• What monitoring do they do? Are they proactive?• How is challenge recorded and tracked in minutes?• How can you demonstrates the impact of the

governing body?• How do you use governors to support the

development of other leaders?

The Monitoring Process

• Ask a question• Design an activity to answer the

question• Complete the activity• Do something with the information• Monitor the impact of your actions• And repeat until you have got what

you want

Keeping Records

Essential:• Records of monitoring of teaching (over time)

– Books, data, observation, self evaluations, pupil views

• Links with Performance Management• What has happened following monitoring

Desirable:• Senior Leaders, Middle Leaders and Governors

can evidence the impact of their work with secure evidence from monitoring.

NB: This if for you not Ofsted

Monitoring Plans – What? So What? Now What?

• Is there a single plan for all staff?• Is the plan linked to the school development plan?• Does the outcomes of monitoring activities

provided you with evidence of impact against actions in the school development plan?

• Does monitoring tell you anything new?• Do all leaders contribute towards evaluating

progress against whole school priorities?• Does monitoring result in a review of actions and

priorities? Does anything change as a result?

Monitoring – Question Based Approach

• The use of closed questions to evaluate improvements in any area is completed.

• Making this approach very public often ensures successful outcomes.

• Repetition of key questions overtime is used to embed an approach.

• Feedback from monitoring is regular and close to the monitoring activity.

• Differentiated follow up is completed where expectations are not met.

Monitoring the Quality of Teaching

• Describe your system for monitoring the quality of teaching?

• Who is involved?• How is it linked to performance management?• How does it feed into broader evaluation of other

aspects of a school’s work?

Monitoring the Quality of Teaching

• Judgements Over Time– Books, data and observations (formal and drop in)

• What happens when a teacher underperforms?• Do you differentiate support following monitoring?• How do you share effective practice?• Is there a process for monitoring the effectiveness

of TAs?• What is the quality of teaching for staff other than

teachers? Sports, Music?

Quick Monitoring Activities

• Walking with a purpose........... This could include a weekly focus that is advertised to all staff and possibly the children. The focus may be announced in assembly. It could relate to a wide range of activities such as:– Response to marking– Manners– Use of TAs– Quality of presentation– Pupil engagement– Use of Working Walls.......– Resources to support independent learning

Quick Monitoring Activities

• Pupil Discussions• The Book Look• Discussion with Teachers• Planning Focus for the week • The Classroom Environment• TA engagement with pupils• Behaviour Outside of Lessons

Middle/Senior Leaders

• Is everything joined up? E.G. If writing is the issue, are all staff contributing?

• Are activities high value? Are they focusing on improving outcomes or topping up resources?

• Can leaders prove that they have made an impact?

• What about UPS staff? How are they impacting on the whole school?

• How are leaders improving the practice of staff?

Data

Can you have too much of a good

thing?

Making the most of your data

• The EYFS – Is the EYFS data used by subject leaders to inform decisions about priorities?

• Do all key leaders have a clear understanding of whole school headlines from RAISEonline and internal data?

• How is data or assessment used by:– Class teachers to inform planning– Subject leaders to identify priorities– All leaders to evaluate impact– Class teachers and line managers to Identify children

who need additional support– The SENCO/INCO for identification of need and

evaluation of impact.

Diagnostics• Diagnostic work can be completed by class

teachers, support staff of leaders.• Diagnostic analysis could be used in pupil

progress meetings.

• Do your pupil progress meetings:– Identify specific gaps in a child’s learning so that they

can be addressed in the classroom and though targeted intervention?

– Utilise the expertise within the school to identify why children are stuck and how there needs can be met?

– Include discussions about pupils who have the potential to make better than expected progress in all years groups?

Making the Most of Governors

• To build leadership skills:– Interview subject leader– Complete Joint Monitoring

• To Build Capacity– Completion of monitoring activities such

as:• Pupil interviews• Surveys of different groups• Health and Safety Monitoring• SMSC monitoring

Questions• And Next Time:• Session 4 – 17th March 2014 – 1.30pm to

4.30pm

Quality of Teaching:• Lesson Observation Skills using videos.• When is the difference between good and

outstanding.• Learning behaviours.• The importance of good and outstanding teaching

over time.• What the books tell you.• How to improve teaching• How to improve a hard to shift teacher