Area Networks Autumn 2009 Developing Quality First Teaching Leadership and Management

Quality First Teaching Overview of the new Ofsted Framework (September 09) in relation to quality first teaching’. Self evaluation of impact of leadership on quality of teaching and learning. Develop the range of strategies that leaders use to share and develop effective practice. Building on success - making a difference

What is Quality First Teaching? What is your shared expectation of high quality teaching for learning for all pupils in your school?

Feedback from the activity Are any of these: non-negotiable? phase specific? subject specific? currently under debate e.g. with staff, parents and Governors?

Ofsted View - New Framework September 2009 Quality of teaching: The use of assessment to support learning; The extent to which the curriculum meets pupils’ needs including where relevant through partnerships; The effectiveness of care, guidance and support.

Activity 1 Consider the criteria for assessment, highlighting the criteria that best fits your current situation in school. Choose an area where there has been recent positive developments due to your influence as a leader. Write an impact statement (for the SEF) which illustrates this and cite the evidence.

Impact statements We’ve had a staff meeting. We’ve bought a scheme. We attended the area networks. David Loxton came in and looked at our teaching. I’ve organised the resources… again!

Characteristics of impact statements Linked directly to pupil performance Measurable Evaluative Non-narrative Evidence based Relevant to the section of the SEF Concise

Activity 2 Consider the criteria for curriculum highlighting the criteria that best fits your current situation in school. What are the three key actions you need to take in relation to your school curriculum prompted by the new Ofsted criteria?

Activity 3 Consider the criteria for care guidance and support, highlighting the criteria that best fits your current situation in school. Identify an area for development over the next 12 months. Consider the strategies that you as a leader might use to ensure there is a consistent impact on quality first teaching across the school.

Other areas of the new framework Leadership and management of teaching and learning Partnerships Sustained capacity to improve

The effectiveness of leadership and management in embedding ambition and driving improvement Inspectors should take account of: The clarity and commitment with which leaders… at all levels make explicit their vision for school improvement. Learning and progress of all cohorts, groups and individuals across different subjects.

Partnerships One of the White Paper expectations: Both pupil and parent guarantees will not be met by a school working alone – collaboration with other schools and wider children’s services will need to be in place. Ofsted expectations: The curriculum provides well organised imaginative and effective opportunities for learning and a broad range of experiences. (Grade descriptor – Good)

The school’s capacity for sustained improvement Despite remedying a few small areas of weakness… other improvements… since the last inspection are fragile. The school has focussed on areas of weakness… there is a trend of improvement in key areas. Action to overcome weaknesses is likely to be concerted and effective. The pursuit of excellence… over a considerable period of time has led to exceptional improvement or has securely maintained and built on previously outstanding performance.

Updates Single level testing Rose Review QCDA Head teacher CPD materials Assessing Pupils Progress