If I receive any more stuff on how to deliver an outstanding lesson I am going to scream

[orangeandlemons]

...and scream!

I can only do so much in one lesson. I am so sick of OFSTED being rammed down our throats.

I used to enjoy my job

oops - I'm really sorry if my response sounded snippy - it's just that if Ofsted said my lesson was inadequate, then I wouldn't label myself with that, just rationalise it as a one-off bad day type thing. So to me it makes sense not to do it with any of their judgements. If that makes any sense - it's more about self-preservation than criticising you!

I think I WOULD label self thus ;)

Like the ASBO badge of humour syndrome. ;)

Honour!!!

"This is mrs day., she's largely inadequate ". :)

I'd actually carve it onto a large stick and beat myself with it...

I don't know if this is helpful, but it seems that a school can get an outstanding rating for teaching even if very few lessons are judged to be outstanding.

From the unofficial feedback we got from our Ofsted this month, the vast majority of teachers were told that the (20 min segment) of their lesson was good. A very few got outstanding and a very few got satisfactory. Because 90% of lessons were good or outstanding, teaching was judged to be outstanding.

planning for after Christmas? Good grief.

Another inset today: ergo another video of a good lesson complete with feedback as to why. I am losing the will to live. All our training these days is "how to impress ofsted"; none seems to be info on how to improve the learning of the pupils. Grr.

Oooh just discovered this thread!

We've just been Ofsteded a week after being done (sorry, no other word for it) by an Ofsted inspector who works on the side, charging a small fortune for her advice. Prior to that we had an expert who told us how to do our lesson plans. We followed her advice, the mock Ofstedder said she was wrong. She gave me a grade 2 - said it was a good grade 2. I asked how I could improve and she shrugged. I waited but it was clear that was the only available response. I wondered at that point how much she was being paid.

She then remembered something I'd done - I'd got the students to work out a formula as a group. It worked well; my lot struggle with Maths and don't tend to see patterns in formulae; this helped them to do so. She asked why I hadn't just given it to them on a handout. Hmm good advice, that.

Mind you I work in a place where there's a notice on the wall:

Late is unacceptable
On time is late
Early is on time

No wonder the bloody world's in the state it is, what with that and 'satisfactory' meaning 'unsatisfactory' and 'good' meaning 'not good enough.'

It's less than something like 4 hours notice now, but they have to phone by 2pm to be in the next day. So if the school hasn't had a phone call by 2pm on Weds after that's another week in the clear!

What i don't understand is that if every child is making rapid and sustained progress in EVERY lesson, then presumably they've passed their GCSE in each subject by the end of year 8, have completed A level by year 10 and then they've STILL got to sit around presumably disproving gravity or something until they're 18. < scratches head>

And don't forget, there IS no 'satisfactory' any more - just 'notice to improve' (with all the joy that brings)....

I once asked an ofsted inspector how I could move my lesson from 'good with outstanding features' to 'outstanding' and she told me she didn't know!! Can you imagine if I told Naveed I didn't know how he could move from level 4a to 5c in front of an inspector?!

Because I'm sure Lord Adonis will have some searing insights

It will be a great day when Ofsted are finally consigned to the dustbin of educational history. They cause such a lot of misery and stress.

In my school Naveed spends most of his time kayaking. I quite like him, but he isn't making much progress as he misses half his lessons. I'm still responsible for getting him to his unrealistic target.

Ramming AFL down our throats is my bug bear. I work in an area of special needs (in a Unit attached to a mainstream junior school) where AFL just isn't useful!

But of course my DT (who knows diddly squat about the needs of the children I teach) still puts it on all my lesson observation feedback forms...

Oh and now we are told that all children (including those on a statement) are to make better than expected progress (i.e the same as NT) I have the highest expectations for my pupils and some of them do achieve the same as their peers but some of them have very very special needs- how the f*ck are they supposed to make more than 2/3 of a level each year? Can someone tell me how to do that please?