Even within a generic model Ofsted already recognise the need for high-quality initial training for observers in order to ensure the continued reliability of judgements. Analysis of the trial results showed that there were a reduced number of indicators with a high level of reliability overall. Those with low reliability were mainly because they are aspects of a lesson which are hard to assess with a secure level of consistency.
There were some differences between primary and secondary schools and particularly colleges. Overall, the following eight were those identified as having higher levels of reliability and these will be those prioritised by Ofsted in developing further pilot visits before final agreement and inclusion within the EIF.
The reduction would also mitigate against cognitive overload. A five-point scale was used by inspectors in the trial, firstly to avoid reference to current judgements and secondly to increase the variability possibilities in scoring. This again will be a part of the further trialing.
The model is designed to contribute to school-level evaluation rather than evaluation of a single teacher, and in that way to sit alongside the assessment of the curriculum and impact more effectively on the judgement of the quality of education. This means that the subject or department or similar is the key unit of interest under which lesson visits will be carried out. In primary schools inspectors will always undertake this in reading as well as one or more foundation subjects.
This will always include a subject being taught in school at the time inspectors are on-site. This will place a much closer focus on subject leaders or department heads.
They will be key players in any inspection and need to have a very clear idea of the position and direction of travel of their subject, along with the evidence to back up judgements.
There are implications for schools being much more focused on the processes and outcomes of self-evaluation and being able to demonstrate the monitoring, evaluation, action, impact cycle being a part of everyday practice. However you choose to carry out your Lesson Observations or Lesson Visits going forward, our online tool can help you record and analyse them with ease.
Forms can be custom built to match your own framework, or you can choose to use our comprehensive framework which incorporates the new Ofsted criteria. Add comments, select relevant descriptors and assign judgements using customisable forms on Lessons Learned. To book a free, no-obligations online demo click here. In our self-improving school system, most schools are committed to continually reviewing and evaluating their….
This content is blocked. Accept cookies to view the content. Thomas Fuller is another outstanding maths machine. He was once asked how many seconds a man had lived who was 70 years, 17 days, and 12 hours old, and he gave the correct answer of 2,,, in 90 seconds, even correcting for the 17 leap years included.
Ofsted Deep Dive Preparation Framework. Then there is the high-functioning autistic savant Daniel Tammet who has a rare form of synaesthesia and sees each integers up to 10, as having their own unique shapes, colour, texture and feel. He first became famous when he recited from memory Pi to 22, decimal places and can perform multiplications at breakneck speeds. And what about George and Charles Finn?
They were a pair of savant twins who were hardwired at calendar counting being able to name any date for 40, years into the past or future. Mathematical savants tend to have an emotional attachment to numbers, they are on personal terms with them and will see them as friends. I have had the privilege of teaching a maths savant, just once in my career, a 10 year old genius, and he was truly outstanding and wiped the floor with me. I realised then that I would never be an outstanding teacher.
If you follow x, y and z, or use these teaching methods, then you stand a great chance of being outstanding…perhaps but what about the myriad of contextual factors that interact that can mess everything up for you. The classroom is not a lab with test tubes but a complex learning environment where any number of incidents will mingle, muddle and mesh to make a mess.
Learning is messy so expect your lessons to be as well. Every class is different, every teacher is different and so to offer a prescription or to champion a style of teaching as the key to outstanding is misguided and delusional. Perceptive teachers know their own limits.
Inspiring, we should be inspiring. Children want to be inspired and it is our job to engage them, challenge them, get the best out of them, help them make progress and transmit a love of maths. You might not be the best teacher, it might not be the best lesson ever but if what you have given children is an interest, a spark, an intellectual prod, a smile then that is a successful maths lesson.
Children can still make real progress, and engage in the learning process without you being an outstanding teacher or delivering and outstanding lesson.
The key contributing factor is to be passionate in what you do. If a maths teacher has passion then that makes for a powerful lesson. Lots of maths lessons are actually very good but they lack the passionate state of being of a teacher in the zone. If we can be passionate maths teachers and provide opportunities for children to play with maths then surely this is better than conking out trying to be outstanding. With subject knowledge and understanding comes confidence and with confidence comes hunger, thirst and an appetite for maths.
At one point it looked like the days of Ofsted outstanding were numbered. Amanda Spielman told the Education Select Committee in Do you have pupils who need extra support in maths? One to one interventions that transform maths attainment.
Find out more. This might sound like semantics but there is a difference: a lesson plan is a piece of paper which might bear no relation to what actually happens in the classroom, but evidence that a lesson is planned comes from observing it, from being able to see that the teacher knows the pupils well and is providing them an opportunity to fill the gaps in their learning.
In practice, this might mean talking about their teaching and inviting other teachers into their classrooms in order to observe and give feedback on their teaching. Perceptiveness Outstanding teachers are very perceptive people who understand the dynamics of the classroom.
They quickly notice when the pace of the lesson falters and when students become disengaged and attentions start to wander. Crucially, these teachers are quick to notice when a pupil finds the work too challenging or not challenging enough and needs help. We are, as professionals, always learning and should receive feedback warmly and with enthusiasm, for it will help us to be better teachers and will help our pupils to make better progress, which is surely why we do what we do. Find out more about his work at www.
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