how do you show ofsted rapid progress in 20 mins?!

[conistonoldwoman]

Is it true that ofsted expect to see rapid progress from pupils when they observe a lesson?
How can this be at all possible?
Please enlighten me!!
What boxes do I need to tick for this to happen?

[LizzieVereker]

Yes they want to SE "rapid and sustained" progress in their observations. In simple terms this means showing that they can do something at the end of 20 minutes which they couldn't do at the start. This can be an improvement in knowledge or skills, and you can demonstrate this progress through your questioning or in their written work.

They are increasingly interested in finding of evidence of progress over time now, so you should ensure that your marking sets out very specific targets, and that you refer back to these in later comments, and there is an evident dialogue between you and the student to achieve set targets.

What subject do you teach? It will be easier to give you examples of how to plan 20 minute activities which demonstrate progress if we know which subject.

[EvilTwins]

Data is important- you can't really show "rapid" progress in a 25 min ob. Your data should show progress over time though.

What subject and what age group are you?

[conistonoldwoman]

Interesting feedback. Thanks. I teach year 2 so teach everything!!

[melonribena]

I teach year 2 and wrangled with this for our ofsted last year. I agree with the previous poster, teach something you've never taught before. Progress will therefore be clear.

Division or multiplication on a number line worked for me! In literacy I think I've done paragraphing and commas!

Good Luck!

[melonribena]

What are you planning on teaching?

[JambalayaCodfishPie]

We've just had authority inspectors, marking on OFSTED criteria. Everyone who scored poorly did so as they were not showing progression. The inspectors themselves suggested teaching something brand new.

[BrigitBigKnickers]

Hmm- we have been told catagorically not to teach the "star lesson" planned and ready to trot out in case of the dreaded phone call as inspectors look at planning for the week and sometimes the previous week to see how the lesson they observe sits within a series of lessons. (We had ofsted last week and that is exactly what I was asked for.) Teaching something brand new can also go disasterously wrong.

The data is really the most important factor to ofsted. Most of them will have made a judgement on your teaching before they walk through the door.If your data is poor they will mark your lesson much more harshly.

I know someone training to be an inspector- he had observed a lesson where the teaching was very dull and so so but the children were motivated and high achieving so under his guidelines he had to make a judgement of good. Whereas as in another class he saw a superb teacher delivering an amazing engaging lesson but with less able and disaffected pupils who so his judgement would have to be RI or at the very most good.

It's all such a farce- there must be better ways of improving education than this.

[conistonoldwoman]

Can you specify what kind of data they love to see?
What kind of person is attracted to be part of Ofsted and is happy to draw such false conclusions from the criteria they are told to apply.

[BrigitBigKnickers]

Data is the achievements of the pupils at the end of each key stage but also from things like target tracker year on year progress.

Pupils are now expected to make more than two levels over each key stage. E.g. If they got 2 a in year 2 they would be expected to achieve 5c by the end of ks 2. Children ned to be making better than expected progress in order to get an outstanding judgement.

[conistonoldwoman]

Ok.
How is it possible to produce accurate data if schools use different tests to assess their year by year progress?
Different tests can easily produce conflicting levels!

[Nehru]

opoh I have some great ideas but need to whizz out

is this secondary?

[conistonoldwoman]

Thanks! No, primary.

[Nehru]

RIght I can only give you secondary ones.
The problem is that they always seem so clunky in execution, its like "mirror signal manoeuvre" when you do your driving test.

large posters with diff attainment levels around the room

1. eg I can explain xyz
   
2. I can weigh up the pros and cons of xyz
   

3 i can compare xyz to abc

Kids stand by the one at the start they think is them - then move at teh end.
SImilar thing but with coloured dots on ONE sheet to do a graph of where they all are.

OR mini whiteboards
List as many xyz s as you can
then revisit in a frigging mini plenary half way through.
also look very closely at your learning objectives and make sure they ARE doable and fast