Course Cost:

Non Members: £780 (excluding VAT)

Members: £600 (excluding VAT)

Course Length: 4 Days

Venue address:
PBM Training and Consultancy (Head Office), Heath House Training and Conference Centre, Cheadle Road, Uttoxeter, Staffordshire, ST14 7BY

Course Date
 

01 January 2020

Course Time
 

09.30 to 15.30

Course 1: 08 February 2016 | 09 February 2016 | 10 February 2016 | 11 February 2016

Day 1: Sampling Pupils’ Work Effectively using the September 2015 Common Inspection Framework and the School Inspection Handbook

This is a one-day course for senior and subject managers, teachers and other educational professionals. It is practical and skill based. Participants are taught to use work sampling as part of school self-evaluation. The training includes applying Ofsted criteria, criterion referenced assessment, evaluating the standards attained and the achievement of pupils, completing records, collating information, and planning action to bring about improvement.

Day 2: How To Use RAISE Online Effectively In The Primary School

This one-day course helps participants to develop basic data literacy skills and improve their knowledge of RAISE online. The training is practical and skill based. The training includes the use of the RAISE, tracking data, Foundation Stage assessments, National Curriculum assessments, teacher assessments, point scores, benchmarked data, value added measures, and predictive data.

Day 3: Evaluating Achievement and Tracking Progress in the Primary School: Including the Principles of Assessment and Life after Levels

The course helps participants use assessment efficiently and effectively to evaluate the performance of individuals and groups, and to track their progress over time. Tutorial sessions are followed by practical work, with guidance and mentoring provided by the consultant. The procedures shown are simple and easy to use. By the end of the course, trainees will be able to make judgements using progress data and be familiar with progress tracking methodology.

Day 4: Lesson Observation: using the September 2015 inspection framework to evaluate teaching, learning and assessment in the primary school

This is a one-day course for senior and middle leaders, teachers and other educational professionals. It is practical and skill based. Participants are taught to use structured observation as part of school self-evaluation. The training includes applying inspection criteria to lessons observed, evaluating the quality of learning and of teaching and linking the two, evaluating the pupil outcomes, completing evidence forms, feeding back to teachers, and planning action to bring about improvement. Being able to observe lessons and other aspects of provision purposefully, efficiently and effectively is essential to good management. Lesson observation is integral to school self-evaluation and invaluable when diagnosing the causes of strengths and weakness in school performance. This course explores issues surrounding the use of observation as a management tool for gathering information and evaluating effectiveness.

Course Objectives

Day 1: Sampling Pupils’ Work Effectively using the September 2015 Common Inspection Framework and the School Inspection Handbook

Participants are helped to:
  • understand and use work sampling as a means of evaluating the effectiveness of the provision;
  • know where to pitch judgements;
  • record findings clearly and unambiguously;
  • apply the methodology of work sampling;
  • diagnose priorities and plan for improvement.

Day 2: How To Use RAISE Online Effectively In The Primary School

Participants are helped to:
  • understand the principles of using data;
  • make judgements about attainment, progress, and achievement using RAISE online;
  • make judgements about attainment using current data;
  • improve the accuracy and efficiency of teacher assessment;
  • collate and analyse data to identify strengths and weaknesses and aspects for improvement;
  • use levels and sub-levels to monitor standards;
  • calculate and use average point scores;
  • using data to make predictions and projections;
  • measure and evaluate individual and group attainment.

Day 3: Evaluating Achievement and Tracking Progress in the Primary School: Including the Principles of Assessment and Life after Levels

Participants are helped to:
  • be familiar with progress tracking methodology
  • use assessment to evaluate the progress of individuals, groups, classes, cohorts, key stages and the school overall
  • measure progress and to evaluate overall effectiveness
  • make judgements using progress data
  • set targets for pupils and for members of staff
  • identify strengths and weaknesses in provision
  • identify priorities for improvement

Day 4: Lesson Observation: using the September 2015 inspection framework to evaluate teaching, learning and assessment in the primary school

Participants are helped to:
  • develop skills of observation and evaluation;
  • know how to make judgements and draw conclusions;
  • record observations clearly and unambiguously;
  • understand what constitutes a good evidence form;
  • apply the methodology of focused observations and learning walks;
  • become familiar with the September 2015 Common Inspection Framework where it is relevant to evaluating provision;
  • formulate protocols for observation and develop a code of conduct;
  • feedback to teachers;
  • collate data from observations to identify strengths, weaknesses and aspects for improvement.

Detailed course outline and session time table

Day 1: Sampling Pupils’ Work Effectively using the September 2015 Common Inspection Framework and the School Inspection Handbook

Session 1

Initial considerations
  • the purpose of work sampling
  • assessment terminology
  • secure learning
  • basic assessment skills
  • the link with learning and teaching
  • national expectations
  • the holistic use of assessment

Session 2

Using samples of writing
  • choosing work appropriate for scrutiny
  • using the holistic approach
  • looking for progress
Work sampling methodology
  • purpose of work sampling
  • work sampling methodology
  • choosing victims
  • next steps analysis
  • looking for patterns, creating a hypothesis

Session 3

Work sampling reading
  • methodological variations: subjects where work is not recorded
  • the Year 1 phonics check
  • case study, Year 1 reading
Work sampling mathematics
  • methodological variations between subjects
  • case study, Year 4 mathematics

Session 4

Work sampling the humanities
  • applying profiling techniques to humanities
  • using samples from different periods during the academic year
  • case study materials, Year 4 humanities

Day 2: How To Use RAISE Online Effectively In The Primary School

Session 1

The content and use of RAISEonline
  • Using RAISE systematically
  • The contents of RAISEonline
Terminology
  • Data literacy
  • Judgements
  • Assessment
  • Assessment terminology
  • Secure level and best-fit
  • Secure assessment
  • Basic levelling skills
  • The link with learning and teaching
  • National expectations
National expectations
  • expected progress
  • good progress
  • national expectations and prior attainment
  • tests and teacher assessment

Session 2

Finding differences
  • Statistics, damned statistics and lies
  • Averages and thresholds
  • Percentile ranking
  • From raw scores to levels
  • Levels to sub-levels
RAISE online and the school context
  • Aids and barriers to raising achievement
  • The distribution of basic characteristics between cohorts
How high are standards?
  • Points to consider
  • Attainment on entry to KS2
  • Attainment at Year 1
  • The percentage attaining or surpassing levels KS1
  • Statistical significance
  • Comparing KS1 levels to prior attainment EYFSP
  • Trends over time KS1
  • Trends over time KS2

Session 3

Drilling deeper
  • Looking for potentially significant gaps
  • Is it school improvement or school intervention?
  • Pupil groups and APS at KS1
  • Groups at KS2 achieving Level 4+
  • The percentage attaining or surpassing each level at KS2
Current attainment
  • Profiling current attainment
  • Making judgements about current attainment using thresholds
  • Projecting attainment trends using APS

Session 4

Value-added
  • Calculating value-added at KS1 and KS2
  • Making judgements using value-added
  • The value-added summary report
How good is progress
  • Expected progress
  • Expected progress at KS2
  • Closing the gap with pupil premium

Day 3: Evaluating Achievement and Tracking Progress in the Primary School: Including the Principles of Assessment and Life after Levels

Session 1

Assessment
  • The 2014 National Curriculum and the September 2015 inspection arrangements for assessment
  • The principles for assessment
  • Achievement and progress
  • Assessment and evaluation
  • Assessment terminology
  • New curriculum assessment milestones
  • Embedded learning
  • Best fit
  • Basic assessment skills
  • The link with teaching and learning
  • Using the new National Curriculum attainment targets
  • Good progress and expected progress
  • Annual progress and expected progress

Session 2

National expectations
  • Day-to-day formative assessment
Pupils’ work
  • The new curriculum and summative assessment
  • Evaluating the progress of a group without levels
Tracking progress using thresholds
  • Looking for relevant data
  • Timing
  • Harmony and relevance
  • Mapping progress
  • Making judgements about progress
  • Adding analysis fields
  • Making judgements
  • Annual progress using thresholds

Session 3

Expected progress mapping
  • Profiling progression
  • Expected progress mapping
  • Plotting progress using new milestones
Tracking progress using points
  • Expected progress using points
  • Individual progress
  • Average points and group progress
  • Average progress and the learning journey displayed

Session 4

Value-added calculations
  • Calculating annual value-added using sub-levels and point scores
  • Profiling progress, evaluating the impact of teaching

Day 4: Lesson Observation: using the September 2015 inspection framework to evaluate teaching, learning and assessment in the primary school

Session 1

Making judgements
  • Starting points
  • Outstanding teaching
  • The characteristics of effective learning
  • Quality of teaching in the school
  • Profiling teaching using the inspection criteria
  • National expectations
  • The typical child
  • Good progress
  • National expectations and prior attainment
  • Profiling progress
  • Using analysis to identify priorities for observation

Session 2

Making judgements
  • Observation – school checklist
  • The quality of provision: inspection guidance on making judgements about teaching and learning
  • The inspection evidence form
  • Characteristics of a good evidence form
Observation methodology
  • Methodology
Observation 1
  • The context
  • Forming the hypothesis
  • The purpose of the lesson

Session 3

Observation 2
  • Calculating expectations
  • Teacher expectations and hypotheses about progress over time
  • Short observation: mental and oral starter
  • Main teaching
  • Independent and group work
  • The plenary
  • Completing an evidence form

Session 4

Observing 3
  • The feedback
As part of our quality assurance policy, and to ensure courses are always up to date, we reserve the right to update, alter and improve courses without prior notice in order to encompass any emerging changes in legislation, framework, or government guidance.

Tutor information and course feedback

Tutor:

Bruce McAlpine has managed the Company for 18 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a consultant and trainer. We reserve the right to replace the advertised tutor with another appropriately experienced tutor.

Feedback:

Sampling Pupils’ Work Effectively under the September 2014 Framework

  • “Very informative! Very organised! I would definitely not have done work sampling well enough before this”.
  • Strongest features of the training: “Expertise of the tutor and support given…Time available to discuss school issues and advice given. Thank you…Feel more confident that judgements I make about pupils writing are accurate. Very enjoyable and worthwhile day”.
  • Strongest features of the training: “The high level of knowledge and expertise from the trainer. A very well organised and worthwhile day – The best we have had. Thank you”.
  • “Succinct point- directly related to specific examples. No death by powerpoint!”.

How To Use RAISE Online Effectively In The Primary School

  • “Tutor was clearly well experienced and dealt very well with questions and making some difficult content user-friendly. The tasks linked well to the programme and allowed learning to be consolidated.”
  • “Very clear, structured explanation guiding through principles. It made logical sense and built up well to the bigger picture...I feel I have a good handle now on collecting data and will be able to collate/ interpret it confidently”.
  • “The training helped explain some of the complexities of the data clearly; the trainer was supportive in clearing up misconception”, Headteacher.
  • “A very interesting and worthwhile course- I feel I have learnt a lot and have clear next-steps to do back at school”.
  • “The course was very useful in developing my data analysis skills…it helped me to analyse data in a systematic way and to make judgements about what the data is telling me”, Headteacher.

Evaluating Achievement And Tracking Progress In The Primary School Using The New Attainment Targets Under The 2014 Inspection Framework

  • Strongest Features: “Bruce’s simple explanations of data, tracking, progress etc! A really useful day.”
  • “Clearly communicated to both teaching, support staff and all phases.”
  • “Clear, knowledgeable overview with helpful procedures that can be used in school to raise achievement. Brilliant lunch.”
  • “I feel that I now understand what the expectations are for my progress tracking systems”.
  • “The individual needs were met and the skills and knowledge imparted matched our requirements. Felt at ease and able to ask questions…Thanks for a super day”.

Observing Lessons Effectively In The Primary School

  • “Pace and clarity. The group was mixed in terms of experience therefore well pitched for all. An excellent alternative to LEA courses. Financially very viable.”
  • “Delivery of the information was clearly and competently delivered with good illustration and questions were clearly answered. Excellent, worthwhile training.”
  • “Practical...reflecting...thought-provoking”.
  • “It was direct, relevant and appropriate. All points were useful and no time was wasted, however sufficient time was given to absorb.”
  • “Just to say a big thank you. I came to your Lesson Observation course last year and not only enjoyed it very much but also got a great deal of support, particularly on data around pupil progress. It was a fantastic help to me and we were able to quickly put into place what was needed to ensure that we had meaningful data prepared for our Ofsted, which finally came in November. A colleague from a different nursery school in our area also came on the same day and found it useful as she was expecting an inspection too. The result of both inspections was 'Outstanding' and I know that without that input we would have struggled to be as prepared to demonstrate pupil progress as in the event we were. Thanks again”.
  • “An excellent course that I would recommend that other colleagues should attend”.

Membership Special Offers and In-School Training Information

In-School Training

This course is available as in-school training. If you would like to find out more about in-school training please go to the in-school training section   CLICK HERE FOR INFORMATION ABOUT IN SCHOOL TRAINING
  or call us on 01889 567 014  

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