Carolyn Carter

Ofsted Teaching and learning is at the heart of the framework Raise expectations especially for teaching and pupil achievement Give greater priority to reading and literacy Focus in more depth on the quality of teaching and pupils’ behaviour and safety Give greater priority to the impact of school leadership and on improving teaching and achievement. Focus inspection more on schools that need to improve most.

Four key judgements Achievement The quality of teaching Behaviour and safety Leadership and management Overall SMSC ( spiritual; moral; social and cultural )

Greater focus on how students are narrowing the gaps in attainment and progress between different groups of pupils and all pupils nationally. Expectation that all gaps must close Pupils who are behind need an “accelerated rate of progress” – they “need to catch up”

Ofsted /Role of Teaching Assistant Contributes to planning by selecting appropriate resources, or making individualized resources Recognises the need for different approaches to engaging attention and enabling pupil to access the task Contribution to supporting reading, writing, communication and mathematics

Contributes to Assessment for Learning by recording & reporting significant progress, in plenaries and in meetings with class teacher Uses a range of questions and uses discussion to help pupils access learning Encourages pupils to be independent learners

Contributes to classroom management and pupil behaviour Fosters engagement & motivation in pupils they work with Has reasonable subject knowledge & understanding of what is expected

What do successful learners do? Ask questions Has confidence Tries hard Thinks hard Listens to the teacher Resilient Resourceful Independent Engages with the lesson Works with others

Questioning ?

If you are going to use questioning to improve what and how pupils learn, you need to be able to formulate different kinds of question the closed, product type of question the open, process type. It is a good idea to write down the main questions that you will use in a lesson.. Planning questions

Probing questions Used to bring out more detail How…who….what….when… describe…..explain – Used to clarify specific points – Seeking evidence – testing

Independence

Strategies for developing Independence Encourage children to explain their thoughts and reasoning as this helps to clarify their understanding Reinforce correct use of language and vocabulary through modelling and repetition – especially in mathematics and science where appropriate technical vocabulary is vital Use higher order questions – Why? How do you know? as follow up to simpler questions Don’t settle for the first basic answer they give – push for more understanding, greater detail, exemplification, etc

Complete tasks with out adult interaction Accurately decode and understand written instructions. Predict likely outcomes Co operate in a group Show persistence and determination Have good organisational and presentational skills Ask for help See mistakes as part of learning Set themselves high goals Key Skills