Over the two days of our inspection, Ofsted were precise, supportive and challenging. At the end of inspections, this much I had gleaned from our conversation.
There is an expectation of planning and not excessively planned lessons. I had decided to include my datasheet for the group and use the 5 minute lesson plan. Only to leave both in my office. SLT nomadic teacher, better add forgetful SLT nomadic teacher.
Remember it is very much about how much learner progress is observable, and that all groups are making progress. Add to that the evidence in the learners work over time.
There’s no need to stick to a three part structure, there is no need to stick to the plan. Teach.
Lessons that have been “requires improvement” have lacked opportunities where progress has been checked – and a teaching response observed as a result of that checking.
OR
Questioning has not probed or bounced, or not been directed (no hands up basically) and not enough students.
OR
Lessons have been overtly safe – go big or go home? Hmmmm not necessarily. Though fortune definitely favours the bold.
Appropriate challenge – top and tail. Ensure you teach, stretch the highest and differentiate down.
Did I say you need to regular check progress – you can’t afford to have students quietly stuck. Assess and move them on. Look, stop teaching and set a learning activity that is differentiated, with real challenge and depth. Get the students working and get amongst them, get amongst and check their KUS – knowledge, understanding or skills.
Only the high expectations of behaviour and achievement will do, and rightly so.
By day two the inspection team will have lines of enquiry they wish to follow. Respond to the school leaders and respond to what you learn during the inspection.
Our team focused in XYZ. So guess what, know the alphabet and know it backwards. Direct the inspector to see how well student X is doing. Prepare a question for student Y, a question you know they can tackle and lets hope Z is having a good day.
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