CPD Training Booklet Four

CPD Training Booklet Four



CPD Training

Booklet Four

Practical Tips on Demonstrating Progress in Learning and Teaching to OFSTED Parents and Staff

Please consult Training School website for CPD support materials and other useful booklets


Some uncomfortable facts ….

  • You cannot demonstrate progress if none is taking place
  • Not all progress is adequate progress
  • Progress can be hard to recognise, define and communicate to others

Vulnerable pupil groups

  • Free School Meals (FSM)
  • Looked After Children (LAC)
  • Gifted and Talented
  • Minority ethnic groups
  • Who else could be considered vulnerable in your school?

Does it help to think in terms of people not pupils and names not numbers?

In your school, what systems and structures are in place to track and support pupil progress?

Classrooms

Current research suggests ….

  • Classrooms have 4x more influence on pupils than anything that happens at whole school level
  • 60% of pupils in secondary schools never have a conversation with an adult whilst at school
  • The average length of a pupil response is 5 words
  • Teacher input currently accounts for approximately 70% of each lesson

Ofsted

“Pupils understand in detail how to improve their work and are consistently supported in doing so. Teachers systematically and effectively check pupils’ understanding throughout lessons, anticipating where they may need to intervene and doing so with striking impact on the quality of learning.”

(Outstanding judgement for the quality of teaching and the use of assessment to support learning 2009)

How can classroom practice contribute to demonstrable progress?

  1. Skills based objectives shared interactively e.g. including PLTS, SEAL etc
  2. Success criteria co-constructed with pupils
  3. Engagement
  4. Assessment for Learning, especially peer and self assessment
  5. ‘Playful, purposeful pedagogies’
  6. Increased pupil talk
  7. Teacher as ‘guide on the side’
  8. The classroom environment
  9. What else?

The role of marking and feedback

  • Labour intensive for teachers
  • Often not engaged with by pupils
  • Can be loaded with jargon
  • Targets can be misunderstood by pupils if only shared in a written form

Making marking and feedback do more to aid progress

  1. Interactive mock exam feedback
  2. Using targets in an engaging way
  3. Oral feedback e.g. a conversation with each pupil
  4. Expecting a pupil response to marking e.g. re-writing a paragraph / answer to address targets (‘Close the gap marking’)
  5. What else could your school do?

Key messages from HMI

  • Schools’ use of assessment information often lacks rigour. Needs to improve tracking of pupil progress
  • The causes of underachievement are often not identified and remedied early enough
  • Seldom aware of the range of interventions available or which are appropriate for specific groups
  • Still limited knowledge of the 3 waves of intervention

HMI 2008

Lost opportunities for ensuring progress

  1. Primary / secondary transfer?
  2. Repetition of curricular content e.g. cross-phase and cross-curricular?
  3. Lack of consultation with stakeholders e.g. what are your ‘customers’ saying?
  4. Are crucial skills, like reading, being taught and not just covered?
  5. Is tutor time used most effectively?
  6. Who has overall responsibility for knowing if pupil X is underachieving?
  7. What else?
Top View