Activity 1 – In Pairs From Different Academies – Are the following measures of attainment or progress? Attainment Average Total Points Score per pupil Average Points score per pupil in English Value Added Score Progress Percentage Of students achieving 5 A*-C Percentage of students achieving 5 A*-C with E and M Best 8 subjects Percentage students making expected progress Percentage of students achieving EBac KS2 to KS4 Progress Are the following measures of attainment or progress? Attainment Progress Average Total Points Score per pupil % of students achieving 5 A*-C with E and M Average Points score per pupil in English Capped points score - Best 8 subjects % Of students achieving 5 A*-C % of students achieving EBac Value Added Score % students making expected progress KS2 to KS4 progress Learning from the OfSTED experience CLF Middle Leaders BMA’s Journey Section 8 Good Progress • Clear areas to be addressed by the academy for the sections 5 visit. Areas clearly address in the AIP • Ofsted - Risk register 12 Months Refocused by RAISE • - And again using our own data – 100%coverage Multiple Ofsted style reviews • - Reviews of CPD success. - Lesson observations. - MILDER Section 5 “Good” Effective management of the project 1 2 3 4 Ach T&L L&M B&S SMSC OE “So What” Karl Sampson – Ofsted Inspector Learning and Teaching SMSC Behaviour and Safety Achievement Achievement Progress and Attainment RAISE on Line High ability boys are “Sig –” High ability boys came under scrutiny in lessons observations , work scrutiny and data / achievement meetings. Then wanted to look at other year groups to check if this was a consistent trend happening across the academy. Data presented across whole school and within departments to show this group making expected /good progress. • Shown through Marking and learning dialogue • Supported by data and predicted grades Progress over time • Key Groups Predictions • RAISE • Levels of progress • Attainment Data Attainment and Progress Quality of Teaching and Learning Following the trails…. • Signposted by RAISE Sig• 10 , 25 and 50 minute obs. • English and Maths on Day 1 Progress BMA Levels of progress – 100% coverage Progress Percentage making expected / good progress in each subject. Progress over time shown through marking and learning dialogue Progress within a lesson Attainment Teaching and Learning Learning and Teaching Observations and learning walks Individual Teacher Action Plan - iTAP Thursday CPD targeted at identified areas for improvement Cohort Profiles MILDER AfL Stickers 2 stars and a wish AIP – ZIP - DIP Internal reviews of specific areas of T and L Target / Predicted Grade stickers Marking Policy Work Scrutiny Knowledge of achievement in your department: • Do all students know their current level and target level? • Does every students know what they need to do to improve? • How does marking move learning forward? • Which classes are showing the highest/lowest levels of progress? • Where teaching is less strong, how does this impact on achievement? Big Ofsted Quizzes • • • • Achievement Quiz PIB Quiz Inclusion Quiz AIP Quiz • All Staff • Academy Council • Extended Leadership Team • Senior Leadership Team Activity 2 - How many Vulnerable / Key Groups can you identify? • • • • • • • • Children Looked after Free School Meals SEND – SEN, SA+, SA, D Boys / Girls Ethnicities KS2 level on arrival EAL LGBT • Mid Year Joiners • Post Code • Are any of these groups underperforming in your subject? • Is this a trend or just in one year group? • Are all staff aware of these students in their classes? • How are they identified to someone observing a lesson? • How will teaching be different because of these students? Cohort Profiles - Lesson Planning Year 11 PE Fri P6 Cohort Profile Forename Surnam Gend SEN CLA First Language EA Talente e er L d F English F Somali Yes F P English F English F F F F F F F F F F F F F F F F F F F P A English Panjabi Other than English Somali Portuguese English Polish English Panjabi Swedish Portuguese Kurdish Arabic Somali Somali English English English English Yes Yes FSM Ethnicity T T T T Yes Yes T Yes T Yes Yes Yes Yes Yes Yes Yes T T T T T Y White - British Black - Somali White - British Any other mixed background White - British Pakistani Bangladeshi Black - Somali White Other White - British White Eastern European White and Black Caribbean Indian Any other ethnic group White Other Any other ethnic group White and Black African Black - Somali Black - Somali Black Caribbean Other Black African White - British Black Caribbean Assessme nts Badmint Volleyb Basketb on all all n n n 3 4 4 4 4 4 3 3 2 4 4 2 4 3 2 3 3 3 3 4 3 3 4 n n n n n 2 2 3 n 3 3 3 2 2 3 3 4 n n 4 3 4 4 4 4 3 2 4 3 3 5 3 3 4 4 4 4 3 2 4 3 3 4 Cohort Profiles - Lesson Planning Student needs High number of EAL students in group – use of the following: - Physical demonstrations - Pairing with first language speakers to direct activities - Directing support early to new to English students – X and Y - Video to show students badminton played at international standard All Girl group: - Praise students on a 1 to 1 - Blend of Co-op games and competitive activities. - Many students were disengaged from PE at the start of the year. This is improving but still requires close attention to kit and involvement of all students. Kit is loaned out where possible to keep all students joining in. SA / SA+: Student X – Behaviour strategies in place, rethink card, reflection time, pre-lesson prep. Student X – 1st time in class – Prepare student before lesson for expectations of behaviour. Student X – Can be disengaged – 1 to 1 discussion and encouragement, options, rethink. G and T: Student X – G and T student use as coach and peer to peer support. Behaviour and Safety Behaviour and Safety • Is every student making a positive contribution? • Does your team exploit opportunities to explore SMSC? • What is the difference between good behaviour and good behaviour for learning? Leadership and Management Leadership and Management • Department Improvement plan links with Academy Improvement Plan. • How well do you know your teachers and their current performance? • How well do you know your students in every year group? Particularly key groups. • Self Evaluation. “So What” “And the impact of what you have done is?” Karl Sampson – Ofsted Inspector Creating your department SEF Because we know that We have or are planning to... • Upper ability (L5+) boys did not perform well in 2011… School action plus students performed less well than their peers… We will know if this has been successful... • Are these true in your Are these true in your department area? Are these true in your department area? department area? Indian students perform less well than their peers Add statements that are true of your department area. Activity 3 - In your team take one area and complete the Ofsted word frame: • Because we know that ..... • ....we have / are planning to..... • ....we will know if this has been successful.... The importance of stakeholders: Student Voice Academy Council Stakeholder Survey Staff Voice Parent Voice Any Questions?