Participants will be helped to become familiar with the current Inspection Framework, know how judgements are formed, particularly in the areas of Achievement and the Quality of Teaching and recognise the components of a good lesson. Participants will also be helped to recognise good practice and the impact on learning, identify good progress over time and pace and depth of learning in lessons and use assessment information and data to identify the next steps of learning. The course looks at ways in which partcipants can respond to the needs of all pupils and groups of pupils to raise achievement, enhance classroom provision, create an inclusive  learning environment and evaluate their own practice.

Participants will be helped to:

• Become familiar with the current Inspection Framework
• Know how judgements are formed, particularly in the areas of Achievement and the Quality of Teaching
• Recognise the components of a good lesson
• Recognise good practice and the impact on learning
• Identify good progress over time and pace and depth of learning in lessons
• Use assessment information and data to identify the next steps of learning
• Respond to the needs of all pupils and groups of pupils to raise achievement
• Enhance classroom provision
• Create an inclusive  learning environment
• Evaluate their own practice

Session 1

Responding to change

• Overview of the changes in the current OFSTED Framework  with a focus on Achievement and the Quality of Teaching

Achievement

• Understand terminology
• Attainment
• Progress
• Achievement
• Use the inspection grade descriptors to recognise ‘good’ achievement
• Understand how achievement is judged

Quality Teaching

• Use the inspection grade descriptors to identify the components of good teaching
• Understand how learning is observed
• Understand how ‘learning over time’ is evaluated

Observing good practice: Clips from PBM Training DVD

• Identify the components of good practice and the impact on learning
• Consider the impact of good teaching on the learning outcomes for pupils

Self evaluation:

• Identify priorities to move teaching forward based on the recognition of good practice

Session 2

Understanding data

• National expectations
• National Curriculum Levels
• Average Point Scores
• Track and measure the progress of individuals and groups

Evaluate academic outcomes using National Curriculum levels and point scores Assess work Quantify progress Use writing exemplars to:

• Level work
• Quantify progress over two terms
• Identify  the next steps of learning

Self evaluation:

• Identify priorities to move teaching forward based on the use and understanding of data, progress measures and assessment

Session 3

Accelerating  learning Recognising good practice in:

• Planning
• Assessing
• Marking
• Providing feedback
• Setting targets for improvement

Observing good practice: Clips from PBM Training DVD ‘Reading widely and well’ Beyond phonics – Extending reading skills and enjoyment Supporting learning – the role of the teaching assistant Observing good practice: Clips from PBM Training DVD Self evaluation:

• Identify priorities to move teaching  forward based on responding to pupils’ needs and providing feedback to pupils on how to improve

Session 4

Managing provision Understanding:

• Inclusion
• Provision
• The barriers to learning and the impact on learning

Responding to need

• Create a class profile
• Identify provision
• Evaluate the impact of provision
• Key elements of provision mapping

Behaviour and safety

• Use the grade descriptors to identify the components of ‘good’ behaviour and safety
• Consider the impact of good behaviour on the learning outcomes for pupils
• Strategies for improvement

Self evaluation:

• Action Planning  to identify  priorities to  move your teaching forward and raise achievement

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:

Alison is an experienced trainer, an accredited school improvement partner, and until recently, head teacher. She has a broad range of experience across the education sectors. She was a primary head teacher for twelve years at a school resourced for pupils with a visual impairment. She has a wealth of skills and knowledge relating to improving the outcomes for pupils, including those with special educational needs. Alison is committed to inclusion. As a trainer, Alison has worked in the further and higher education sector developing and tutoring a variety of teacher training and education based courses. Currently, Alison works as an education consultant providing support and training for schools and governors.

Feedback:

• “Very well judged to the learning needs of the group...clear, supportive style...will be sending a staff member on the repeat of this”.
• “Clear guidance on how to improve”.
• “Lots and lots of things to remember (but very useful)”
• “Lots of information. Good examples of good practice. Opportunities to share and discuss”.
• “Very helpful thank you”.